ethanporcaro/eric-fulltext-meta huggingface dataset:
Degrees of Freedom: Probing Math Placement Policies at California Colleges and Universities (Report 3 of a 3-Part Series)
Author: Burdman, Pamela
Date: 2015-05-00
Type: Reports - Evaluative
Subjects: Remedial Instruction,Educational Change,Student Placement,Educational Policy,Community Colleges,College Students,Educational Attainment,Required Courses,African American Students,Hispanic American Students,Disproportionate Representation,Mathematics Tests,College Transfer Students,Role,Higher Education,College Readiness,Test Content,Selective Admission,High School Students,College Admission

There is growing concern that the remedial math courses taken by most community college students unnecessarily divert some students from earning a degree. Anecdotes of students who thought they had completed their math requirements in high school only to have remedial courses delay their progress through college are common. In addition, research has shown that African American and Latino students are disproportionately affected, frequently facing three or four remedial math classes. Redesigning the placement policies that assign students to these sequences could be as important as redesigning the curricula into which students are placed. To address concerns about ineffective and inconsistent placement practices, community colleges and some universities around the nation are adopting three types of reforms: (1) changing tests; (2) de-emphasizing tests; and (3) supporting students' test-taking. Such changes could reverberate across the educational segments from the universities that enroll community college transfer students to the K-12 schools expected to get students college-ready. This is the third report in &quot;Degrees of Freedom,&quot; a series that explores the role of math as a gatekeeper in higher education. It examines concerns that placement policies unfairly send the majority of community college students to remedial math, deterring them from completing college. It also considers how changes in these policies interact with university placement policies as well as with K-12 college readiness strategies. [For part 1 of this series, see ED564291. For part 2 of this series, see ED564295.]
Degrees of Freedom: Varying Routes to Math Readiness and the Challenge of Intersegmental Alignment (Report 2 of a 3-Part Series)
Author: Burdman, Pamela
Date: 2015-05-00
Type: Reports - Evaluative
Subjects: Algebra,Mathematics Instruction,Mathematics Curriculum,College Transfer Students,Community Colleges,College Students,Educational Attainment,Required Courses,College Readiness,High School Students,Common Core State Standards,Mathematics Achievement,Remedial Instruction,Role,Enrollment Trends,Articulation (Education),Access to Education,Higher Education,Educational Policy,Educational Change,Program Descriptions,Acceleration (Education),Mathematics Skills

The conventional algebra-intensive math curriculum commonly dictates students' options for entering and completing college, including their ability to transfer from two-year to four-year institutions. The assumption that higher-level algebra is necessary for college success has led some equity advocates to promote algebra for all students. Nearly half of states require two years of algebra for high school graduation, and the Common Core State Standards being implemented in the majority of states have a similar emphasis. While the intent has been to raise achievement, the hidden underbelly of high algebra expectations has been swelling enrollment in college developmental (also known as remedial) math over the last few decades, especially at community colleges. This is the second report in &quot;Degrees of Freedom,&quot; a series that explores the role of math as a gatekeeper in higher education. It highlights experiments with alternative remedial math sequences at community colleges in California and the particular challenges of aligning them with four-year university requirements for students seeking to transfer from community colleges. This report also examines math alignment from high school through college, revealing an underlying misalignment of existing requirements, and shows how the resulting restrictions serve to ration access to higher education. Recommendations for improving the status quo are included. [For part 1 of this series, see ED564291. For part 3 of this series, see ED564294.]
Does the Level of Rigor of a High School Science Course Matter? An Investigation of the Relationship between Science Courses and First-Year College Outcomes. Research Report 2014-2
Author: Kaliski, Pamela K.
Date: 2014-00-00
Type: Reports - Research
Subjects: Secondary School Science,High School Students,Science Instruction,Outcomes of Education,Advanced Placement Programs,Program Effectiveness,Honors Curriculum,Dual Enrollment,Conventional Instruction,Comparative Analysis,Statistical Analysis,Grade Point Average,College Students,Student Characteristics,Institutional Characteristics,Science Achievement,College Entrance Examinations,Scores,Student Records,Transcripts (Written Records),Questionnaires

The focus of this research is to evaluate the relationship between advanced high school science courses and college outcomes, with a focus on the benefit of Advanced Placement Program® (AP®) participation and performance in comparison to other high school options (e.g., dual enrollment, honors, and regular science high school courses). Although there is a plethora of previous research comparing achievement-related outcomes of AP participation with other levels of high school course participation (e.g., honors course participation, dual enrollment), there has yet to be a study that compares achievement-related outcomes of AP, honors, dual enrollment, and regular science courses when using a rigorous statistical model. Multilevel modeling was employed to account for the nested structure of the data (i.e., students nested within colleges), and several student-level and college-level covariates were included in the model to provide a stringent test of these relationships. Overall, results suggest that higher performance in advanced science course work (e.g., AP) in high school is related to higher first-year GPA and higher first-year science GPA; as such, teachers should encourage students to participate in advanced high school science course work when planning their curriculum for science learning.
Ideas of Kindergarten Students on the Day-Night Cycles, the Seasons and the Moon Phases
Author: Küçüközer, Hüseyin
Date: 2010-06-00
Type: Journal Articles
Subjects: Kindergarten,Young Children,Science Education,Astronomy,Semi Structured Interviews,Scientific Concepts,Misconceptions,Family Influence,Observation,Foreign Countries,Qualitative Research

The aim of this study is to determine ideas of the kindergarten students on day-night, seasons, and the phases of the Moon. Although there are lots of studies on kindergarten students about science education, few of them are present on astronomy. Fifty-two students (age 6) from four different kindergartens were chosen as a sample of the study. The data were collected by using a semi- structured individual interview protocol. The results of the study revealed that kindergarten students have some sort of misconceptions on each concept. Individual interviews with kids show that students get these conceptions from their families, everyday experiences and their observations.
The Educational and Technical Courses in the ELT Program in Turkey: Do They Contribute to ICT Skills?
Author: Uzun, Levent
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Teacher Education Programs,English (Second Language),Second Language Instruction,Information Technology,Technological Literacy,Questionnaires,Program Effectiveness,Course Content,Student Attitudes,Technology Uses in Education,Likert Scales,Statistical Analysis,Qualitative Research,Interviews

The present study evaluated the latest English Language Teacher Training Programme in Turkey from the viewpoint of students who were enrolled on the programme for a period of four years. Participants were 90 last year students who were enrolled in the English Language Teaching department at Uludag University, Turkey. Data were collected by means of a questionnaire which contained the inventory of programme courses, each of which was rated by the students regarding three criteria: the contribution of the given course(s) to (1) the &quot;personal&quot; development of the students, the contribution of the given course(s) to (2) the &quot;professional&quot; development of the students, and (3) whether the students think that &quot;the course(s) provided them with theoretical and practical knowledge applicable during their active teaching life&quot;. The participants were also asked to rate whether the course contents or course lecturers/instructors contributed more to their development. Additionally, student opinions about their education, the courses and the lecturers/instructors were gathered by means of an interview form. Results suggested that the latest English Language Teacher Training Programme (ELTTP) is not the exact source of knowledge and skills that will meet the needs and interests of the teacher trainees. The findings propose that programmes should be structured in such a way that they not only meet the needs of the students and society but also provide practical and beneficial contents to the individuals.
Evaluation of the Latest English Language Teacher Training Programme in Turkey: Teacher Trainees' Perspective
Author: Uzun, Levent
Date: 2016-02-00
Type: Reports - Research
Subjects: Language Teachers,English (Second Language),Second Language Learning,Course Content,Interviews,Student Attitudes,Foreign Countries,Questionnaires,Individual Development,Knowledge Base for Teaching,Teacher Education Programs,Program Evaluation,Gender Differences,Teacher Effectiveness,Grade Point Average,Statistical Analysis,Qualitative Research

The present study evaluated the latest English Language Teacher Training Programme in Turkey from the viewpoint of students who were enrolled on the programme for a period of four years. Participants were 90 last year students who were enrolled in the English Language Teaching department at Uludag University, Turkey. Data were collected by means of a questionnaire which contained the inventory of programme courses, each of which was rated by the students regarding three criteria: the contribution of the given course(s) to (1) the &quot;personal&quot; development of the students, the contribution of the given course(s) to (2) the &quot;professional&quot; development of the students, and (3) whether the students think that &quot;the course(s) provided them with theoretical and practical knowledge applicable during their active teaching life&quot;. The participants were also asked to rate whether the course contents or course lecturers/instructors contributed more to their development. Additionally, student opinions about their education, the courses and the lecturers/instructors were gathered by means of an interview form. Results suggested that the latest English Language Teacher Training Programme (ELTTP) is not the exact source of knowledge and skills that will meet the needs and interests of the teacher trainees. The findings propose that programmes should be structured in such a way that they not only meet the needs of the students and society but also provide practical and beneficial contents to the individuals.
Secondary School Students' Misconceptions about Simple Electric Circuits
Author: Küçüközer, Hüseyin
Date: 2007-05-00
Type: Journal Articles
Subjects: Secondary School Students,Misconceptions,Electronic Equipment,Semi Structured Interviews,Achievement Tests,Scientific Literacy,Scientific Concepts,Scientific Principles,Physics,Teaching Methods,Student Attitudes,Foreign Countries,Qualitative Research,Grade 9

The aim of this study is to reveal secondary school students' misconceptions about simple electric circuits and to define whether specific misconceptions peculiar to Turkish students exist within those identified. Data were obtained with a conceptual understanding test for simple electric circuits and semi-structured interviews. Conceptual understanding test consists of eight open-ended questions that were designed by reviewing the related studies in the literature. The most important findings appeared in the study were the misconceptions, which emphasized the idea of &quot;no bulb lights on if the switch is off&quot; due to everyday language and the idea of &quot;bulbs connected in parallel give better light than those connected in series&quot; due to prior teachings. In addition, misconceptions, those frequently reported in the literature such as &quot;the consumption of current&quot;, &quot;batteries are constant current sources&quot;, etc. were also suggested in this study.
Effect of Simple Electric Circuits Teaching on Conceptual Change in Grade 9 Physics Course
Author: Küçüközer, Hüseyin
Date: 2008-04-00
Type: Reports - Research
Subjects: Science Instruction,Grade 9,Misconceptions,Scientific Concepts,Equipment,Energy,Pretests Posttests,Semi Structured Interviews,Physics,Foreign Countries,Content Analysis,Qualitative Research

The aim of this study was to examine the effect of teaching designed to consider grade 9 students' misconceptions about simple electric circuits on conceptual change. Students' misconceptions were determined by using a conceptual understanding test consisting of eight open-ended questions and semi-structured interview technique. Conceptual understanding test was applied as a pre-test at the beginning of the teaching and as a post-test at the end of the teaching while it was applied after six months later as a delayed post-test. Concept of voltage was chosen as the main concept during the teaching that was designed to support conceptual change. Misconceptions brought up in this study were presented in tables with their percentages across three tests and especially the activity concerning the misconception of &quot;consumption of current&quot; was examined to reveal how the ideas of the students changed in details. Mostly, the activities used for conceptual change brought about positive influences on students' ideas.
Theories in Developing Oral Communication for Specific Learner Group
Author: Hadi, Marham Jupri
Date: 2016-02-26
Type: Reports - Evaluative
Subjects: Speech Communication,Educational Theories,Special Needs Students,Communication Skills,High School Students,Student Characteristics,Second Language Learning,Second Language Instruction,Interaction,Error Correction,Course Descriptions,Language Fluency,Technology Uses in Education,Student Evaluation,Foreign Countries

The current article presents some key theories most relevant to the development of oral communication skills in an Indonesian senior high school. Critical analysis on the learners' background is employed to figure out their strengths and weaknesses. The brief overview of the learning context and learners' characteristic are used to identify which particular theories and issues of L2 teaching would best suit the need of developing their oral communication skills. A bibliography is included.
Two Years of California's Local Control Funding Formula: Time to Reaffirm the Grand Vision
Author: Koppich, Julia E.
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: Funding Formulas,State Policy,Finance Reform,Educational Change,Change Strategies,Strategic Planning,Barriers,Compliance (Legal),Stakeholders,Program Implementation,Interviews,Content Analysis,Program Attitudes,Educational Administration

California ended 40 years of reliance on categorical funding for schools when Governor Jerry Brown signed the Local Control Funding Formula (LCFF) into law on July 1, 2013. LCFF intends to enhance services for high-needs students through new flexibility, targeted student funding, and local accountability. Two years into LCFF implementation, research in 18 districts and more than half of the state's County Offices of Education (COEs) uncovers both reasons for optimism and a few concerns. The LCFF represents an ambitious effort in the nation's largest state to fundamentally change the way education decisions are made, engage local stakeholders in these important decisions, and target additional resources to traditionally underserved students. Now is the time for mid-course corrections that will ensure the state is able to realize the &quot;Grand Vision&quot; that the LCFF is intended to be. Data Collection Methods are presented in the appendix. [&quot;Two Years of California's Local Control Funding Formula: Time to Reaffirm the Grand Vision&quot; was written with the assistance of Jarah Blum, Ashley Campbell, Camille Esch, Laila Fahimuddin, Michelle Hall, Jennifer O'Day, Katherine Ramage, Laura Stokes, and Laura Tobben.]
Effect of Direct Grammar Instruction on Student Writing Skills
Author: Robinson, Lisa
Date: 2016-02-00
Type: Speeches/Meeting Papers
Subjects: Grammar,Direct Instruction,Writing Skills,Instructional Effectiveness,Grade 5,Elementary School Teachers,Pretests Posttests,Writing Assignments,Writing Tests,Writing Improvement,Elementary School Students,Teaching Methods

Grammar Instruction has an important role to play in helping students to speak and write more effectively. The purpose of this study was to examine the effects of direct grammar instruction on the quality of student's writing skills. The participants in this study included 18 fifth grade students and two fifth grade teachers. Based on the results of the students' pre-assessment writing scores through Write Score, direct grammar instruction was administered to address common errors found in their writing. The students receive direct grammar instruction each week for about four months. At the end of the four months the students were given a writing post-assessment. The results indicate that after 4 months of direct grammar instruction half of the students who participated in the study showed significant increases in their overall writing scores. These results show that students can make adequate progress to improve their writing when research based strategies such as grammar instruction is implemented during writing instruction. Educators need to receive more training to increase their knowledge of effective research-based writing strategies in order to improve the overall writing quality of their students.
The Common Core Meets State Policy: This Changes Almost Everything. Policy Memorandum
Author: Kirst, Mike W.
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: Common Core State Standards,State Policy,Language Arts,Mathematics Education,Academic Standards,Alignment (Education),Educational Change,Educational Policy,Instructional Materials,Testing Problems,Accountability,Educational Administration

The full policy implications of the Common Core State Standards (CCSS) for Mathematics and English Language Arts K-12 are just beginning to unfold across the 45 states (and DC) that are working to implement them. The CCSS will impact almost all key state education policies in fundamental ways. As was learned from the 1990-2005 era of systemic state standards-based reform, when academic standards change, so do policies related to student assessment and school accountability. Many other specific policies must be aligned and harmonized, including state curriculum frameworks, instructional materials, K-12 and college assessment, K-12 finance, professional development, teacher evaluation/preparation, preschool, and others. The Common Core standards provide a great opportunity for improving student attainment, and a great challenge for California to implement. Common Core is much more than just a new array of standards. It provides a new vision for teaching and learning that builds upon what the state began in the 1990s. Also, it is better aligned to the changing economy and demography of California. In this brief, the author outlines what the Common Core will mean for California education policy in each of these important areas.
How Californians Feel about Public Education: Results from the PACE/USC Rossier August 2012 Poll
Author: Brewer, Dominic J.
Date: 2012-09-00
Type: Reports - Research
Subjects: Public Education,Public Opinion,Educational Attitudes,State Surveys,Educational Policy,State Policy,Educational Change,Educational Assessment,Retrenchment,Educational Finance,Public Support,State Legislation,Resource Allocation,Economically Disadvantaged

California has long been viewed by the rest of the nation as leader in many areas, including education. The state's K-12 and higher education systems were once the envy of other states. Of late, though, the news from the Golden State has not been so rosy. For the last three decades California has faced increased demands on public services while suffering through economic cycles that have had exaggerated effects on the state budget. The result has been increased competition for limited resources, budget uncertainty and steadily eroding state dollars for a local schools. At the same time, demands on schools to produce better educated students have increased. In 1999 the state introduced its own standard-based accountability system (the Public Schools Accountability Act), which was then overlaid by the federal No Child Left Behind Act. As expectations for students and schools have risen, however, and budgets have fluctuated wildly, relatively little systemic education reform has taken place. California faces major challenges that the state seems unable to tackle. Given this backdrop, how does the public view California's schools and education policy effectiveness? Do voters understand the challenges that California faces, and are they prepared to make the tough choices and tradeoffs that potential solutions entail? This brief presents the findings from recent polling directed by Policy Analysis for California Education (PACE) and the Rossier School of Education at the University of Southern California, and conducted by M4 Strategies/Tulchin Research. The PACE/USC Rossier poll is a new attempt to learn in more detail about how Californians perceive and understand the challenges now facing California's education system. [For &quot;How Californians View Education Standards, Testing and Accountability: Results from the Third PACE/USC Rossier Poll,&quot; see ED564340.]