ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Intrinsic Leisure Motivations of University Students
Author: Özdemir, Ali Selman
Date: 2020-00-00
Type: Journal Articles
Subjects: Motivation,Leisure Time,Gender Differences,Student Welfare,Student Attitudes,Foreign Countries,College Students,Recreational Activities,Self Concept,Student Characteristics,Majors (Students),Males

The aim of the study to determine the intrinsic leisure motivation level of university students and to evaluate the relationship and differences between some variables. 739 university students from different fields participated in the study and the data were collected with &quot;Intrinsic Leisure Motivation Scale&quot; developed by Weissinger and Bandalos (1995), adapted to Turkish which consists of 5 sub-dimensions and 23 items by Özdemir, Ayyildiz Durhan and Karaküçük (2020). Descriptive statistics, independent one-sample test, one-way ANOVA test and Tukey (HSD-LSD) test were used for data analysis. In this study, the intrinsic consistency coefficient of 0.83 for Competence-Challenge, 0.86 for Self-Determination, 0.77 for Commitment, 0.71 for Identification and 0.70 for Amotivation were obtained. As a result of the analysis, it was found that the intrinsic leisure motivation scores of the university students were above the average values (111.71 ± 21.00) for this sample group. The lowest average (13.76 ± 4.32) was obtained. Significant relationships and differences were determined according to gender, the field of study, school year and perceived welfare levels of the participants. According to this, a significant difference was found in favor of men according to the Identification sub-dimension and in favor of women according to Amotivation sub-dimension. When the differences between the learning fields and the measurement tool were examined, it was observed that sports science students showed higher ILM in all significant differences than the students in other learning fields. In the perceived welfare variable, it was found that the participants who perceived welfare levels as normal had higher levels of intrinsic leisure motivation than the other participants. At the same time, it can be said that the motivation for intrinsic leisure time increases as the school year increases. As a result of the research, it can be stated that the level of intrinsic leisure motivation of university students is high and variables such as gender, education field and year, perceived welfare level differ.
New Tech Network: Driving Systems Change and Equity through Project-Based Learning. Deeper Learning Networks Series
Author: Adams, Julie
Date: 2019-10-02
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Student Projects,Public Schools,Models,Networks,Systems Approach,Participative Decision Making,Professional Development,Coaching (Performance),Transformative Learning,Learner Engagement,Critical Thinking,Problem Solving,Equal Education,Empowerment,Technology Uses in Education,Educational Change,Partnerships in Education

Historically, deep learning opportunities have occurred in schools attended by this country's most advantaged students, and there have been few successful efforts to systemically create the structures and policies necessary to ensure every student has access to this type of learning. The New Tech Network, a network of more than 200 elementary, middle, and high schools across 25 states, breaks from this norm. It focuses on systemic change and has instantiated deeper learning practices in many geographically, politically, and socioeconomically diverse school settings. This case study describes how New Tech Network has spread its practices to many traditionally structured, public school districts across the United States. This report suggests that the following practices allow the effective transfer of the network's school model and pedagogies: (1) New Tech Network helps partner schools incorporate its core values for student learning into their structures and practices to ensure a shared vision of deeper learning; (2) When a school joins the network, New Tech Network uses a systematic planning and design process that seeks to involve all key stakeholders in the development and implementation of its deeper learning model; (3) New Tech Network facilitates professional learning for adults that is experiential and project-based, mirroring the student learning in New Tech Network schools; (4) New Tech Network provides ongoing supports for educators and school leaders through coaching and professional learning that reinforce the key tenets of New Tech Network and build local capacity; and (5) New Tech Network continuously improves its practices to better meet the needs of educators and school systems in geographically, economically, politically diverse settings.
Early Childhood Essentials: A Framework for Aligning Child Skills and Educator Competencies
Author: Meloy, Beth
Date: 2019-11-20
Type: Reports - Descriptive
Subjects: Early Childhood Education,Skill Development,Preschool Education,School Readiness,Competence,Early Childhood Teachers,Social Development,Emotional Development,Cognitive Development,Language Skills,Literacy Education,Mathematics Skills,Science Process Skills,Physical Development,Teacher Competencies,Developmentally Appropriate Practices,Observation,Student Evaluation,Inclusion,Student Needs,Family Involvement,Faculty Development

The purpose of the Early Childhood Essentials Framework is to synthesize and communicate the essential skills and competencies children should be acquiring before they enter kindergarten and the related skills and competencies early childhood educators must cultivate in order to provide high-quality early learning experiences that will set all children on the path to success in school and in life. The unique goals of this framework are to clearly convey the link between early educator competencies, early education practice, and the school readiness and success of all children and to acknowledge the foundational conditions necessary for children and educators to achieve these essential skills and competencies. This framework provides a baseline of knowledge to help decision-makers think critically about how to improve the early learning programs they oversee. [Report originally published October 15, 2019. Document last revised November 20, 2019.]
Big Picture Learning: Spreading Relationships, Relevance, and Rigor One Student at a Time. Deeper Learning Networks Series
Author: Bradley, Kathryn
Date: 2019-10-15
Type: Reports - Descriptive
Subjects: Networks,Student Interests,Educational Environment,Holistic Approach,Student Needs,Student Diversity,Teaching Methods,Leadership Responsibility,Cooperative Planning,Educational Quality,Teacher Attitudes,Professional Development,Design,Institutional Cooperation,Equal Education,Transformative Learning

Big Picture Learning is a school network that is driven by a singular vision: to engage every student in individualized learning experiences that focus on their interests and curiosities. To this end, the network partners with schools and districts to transform teaching and learning environments in ways that ensure students will graduate from high school with the knowledge, relationships, dispositions, and abilities that make them more likely to thrive in college, career, and civic participation. Big Picture Learning nurtures learning environments that are centered on students and their varied needs and interests. In doing so, they meet the holistic needs of a diverse student population and cultivate school cultures grounded in relationship building, personalization, and student voice. This report highlights how Big Picture Learning has instantiated its approach across varied settings. The report begins with a description of the network's approach and how it designs its schools to implement deeper learning. The report then describes the systems and structures that have enabled Big Picture Learning to spread its learning approach in a high-quality manner. In describing these findings, the report highlights how Big Picture Learning and its leaders have consistently been responsive to communities and local conditions, allowing network-affiliated schools to take on a distinct character while maintaining fidelity to its deeper learning focus. The authors find that: (1) Big Picture Learning maintains a vision for deeper learning and equity that guides all aspects of school design, practice, and culture and supports schools in spreading its approach in high-quality ways; (2) Big Picture Learning collaborates with stakeholders to implement deeper learning, ensuring that its approach is feasible, sustainable, and engaged with the community; (3) Big Picture Learning has developed and implemented multifaceted and experiential professional learning supports to build the capacity of leaders and educators to implement deeper learning; and (4) Big Picture Learning is a learning organization that has evolved its practices and structures to improve the quality of its approach and the spread of deeper learning.
Inequitable Opportunity to Learn: Student Access to Certified and Experienced Teachers
Author: Cardichon, Jessica
Date: 2020-02-10
Type: Reports - Evaluative
Subjects: Access to Education,Equal Education,Experienced Teachers,Teacher Certification,Minority Group Students,Beginning Teachers,School Location,Enrollment,Teacher Effectiveness,White Students,Achievement Gap,Educational Policy,Disadvantaged Schools,Disproportionate Representation,Teacher Distribution,Public Schools,Elementary Schools,Secondary Schools

Decades of research show that fully certified and experienced teachers matter for student achievement. Yet, providing all students with equitable access to such teachers has long been a struggle in U.S. schools. This report analyzes data from the U.S. Department of Education's two most recent years of the biannual Civil Rights Data Collection (CRDC)--2014 and 2016. These data shed light on the extent to which inequities in opportunities to learn exist at the state and national levels, and they can inform the appropriate remedies. To examine historically underserved students' access to certified and experienced teachers, this report divides schools within the CRDC into five groups based on the percentage of students of color enrolled. The analysis looks at two groups: schools serving the highest proportion of students of color and schools serving the lowest proportion of students of color. Ultimately, this report analyzes the extent to which schools with high and low enrollment of students of color have certified and experienced teachers. This analysis, which includes national and state information, demonstrates that students of color consistently have less access to certified and experienced teachers than their white peers. Specifically, this report finds: (1) Students in schools with a high proportion of students of color have less access to certified teachers than those in schools with a low proportion of students of color; (2) Students in schools with high enrollment of students of color have less access to certified teachers than their white peers regardless of locale; and (3) Students in schools with high student of color enrollment have less access to experienced teachers. The report concludes with key policy strategies for supporting teachers and increasing student access to certified and experienced teachers.
The Annual Condition of Iowa&apos;s Community Colleges, 2019
Author: Doe, Heather
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Enrollment,Student Characteristics,Graduation Rate,Costs,Tuition,Fees,Student Financial Aid,Vocational Education,Governance,Labor Force Development,College Readiness,Career Readiness,Experiential Learning,College Credits,Adult Education,Literacy Education,College Admission,College Attendance,Developmental Studies Programs,Noncredit Courses,College Transfer Students,Economic Development,Partnerships in Education,Community Involvement,State Programs,Federal Programs,Human Resources,Educational Finance,Gender Differences,Racial Differences,Ethnicity,Socioeconomic Status

Since 1998, the Iowa Department of Education's Division of Community Colleges and Workforce Preparation (division) has compiled and published &quot;The Annual Condition of Iowa's Community Colleges,&quot; commonly known as the &quot;Condition Report.&quot; The intent of this report is to provide clear, objective data about Iowa's community colleges for policymakers, governing bodies and other community college stakeholders. This year's Condition Report contains seven sections designed to tell a cohesive story about the programs and services offered by Iowa's 15 community colleges. These sections focus on the following broad themes: (1) The Evolution of Iowa's Community Colleges (Section 1); (2) Programs that Meet Student and Workforce Needs (Section 2); (3) College Admission and Enrollment (Section 3); (4) Student Success and Institutional Performance (Section 4); (5) College Costs and Affordability (Section 5); (6) Programs that Serve Local Communities (Section 6); and (7) Systems and Infrastructure (Section 7). In addition, the report contains an executive summary that provides a snapshot of the data highlights, stories and pictures to highlight student successes and a conclusion to summarize the year in review. [The following were contributing authors to this report: Vladimir Bassis, Elizabeth Campbell, Joe Collins, Lisa Gard, Alex Harris, Dan Li, Paula Nissen, Chris Russell, Jayne Smith, Eric St. Clair, Pat Thieben, Kristy Volesky, Amy Vybiral, and Mike Williams. For the 2018 report, see ED593375.]
Parent Empowerment and Coaching in Early Intervention: Study Protocol for a Feasibility Study
Author: Pellecchia, Melanie
Date: 2020-00-00
Type: Journal Articles
Subjects: Parent Participation,Empowerment,Coaching (Performance),Early Intervention,Autism,Pervasive Developmental Disorders,Program Implementation,Evidence Based Practice,Barriers,Social Development,Communication Skills,Young Children,Program Effectiveness

Background: Parent-mediated early interventions (EI) for children with autism spectrum disorder (ASD) can result in significant improvements in children's cognitive ability, social functioning, behavior, and adaptive skills, as well as improvements in parental self-efficacy and treatment engagement. The common component to efficacious parent- mediated early interventions for ASD is clinician use of parent coaching and occurs when a clinician actively teaches the parent techniques to improve their child's functioning. Available evidence suggests that community- based EI clinicians rarely coach parents when working with families of these children, although specific barriers to coaching are unknown. This consistent finding points to the need to develop strategies to improve the use of parent coaching in community EI programs. The purpose of this community-partnered study is to iteratively develop and pilot test a toolkit of implementation strategies designed to increase EI clinicians' use of parent coaching. Methods: This study has four related phases. Phase 1: examine how EI clinicians trained in Project ImPACT, an evidence-based parent-mediated intervention, coach parents of children with ASD. Phase 2: identify barriers and facilitators to clinician implementation of parent coaching by administering validated questionnaires to, and conducting semi-structured interviews with, clinicians, parents, and agency leaders. Phase 3: partner with a community advisory board to iteratively develop a toolkit of implementation strategies that addresses identified barriers and capitalizes on facilitators to improve clinician implementation of evidence-based parent coaching. Phase 4: pilot test the feasibility and effectiveness of the implementation strategy toolkit in improving EI clinicians ' use of parent coaching with nine EI clinicians and parent-child dyads using a multiple-baseline-across-participants single-case design. Discussion: Completion of these activities will lead to an in-depth understanding of EI clinicians' implementation of parent coaching in usual practice following training in an evidence-based parent-mediated intervention, barriers to their implementation of parent coaching, a toolkit of implementation strategies developed through an iterative community-partnered process, and preliminary evidence regarding the potential for this toolkit to improve EI clinicians' implementation of parent coaching. These pilot data will offer important direction for a larger evaluation of strategies to improve the use of parent coaching for young children with ASD.
Using an Embedded Mixed Methods Design to Assess and Improve Intervention Acceptability of an Equity-Focused Intervention: A Methodological Demonstration
Author: Bastable, Eoin
Date: 2019-00-00
Type: Reports - Research
Subjects: Mixed Methods Research,Intervention,Equal Education,Discipline,Racial Bias,Program Evaluation,Program Implementation,Faculty Development,Teacher Attitudes,Adoption (Ideas),Rating Scales,Fidelity

Educators have shown reluctance to implement interventions aimed at improving racial equity in school disciplinary practice. Mixed methods were applied to assess and improve the acceptability of a new intervention designed to reduce racial disparities in school discipline. A descriptive concurrent parallel design was used to assess educators' perceptions of the acceptability of the intervention. Quantitative findings from professional development workshops introducing the intervention (n = 118 educators) were corroborated with qualitative findings from a separate sample of four teachers who implemented it in their classrooms. Quantitative findings indicated that the intervention was acceptable to a broad range of potential implementers, and qualitative findings were used to modify the intervention to further improve its acceptability. The strengths, limitations, and implications of embedding mixed method approaches to assess intervention acceptability are also discussed. [This paper will be published in &quot;Behavior Disorders.&quot;]
Teaching the Way Students Learn Best: Lessons from Bronxdale High School
Author: Ancess, Jacqueline
Date: 2019-10-00
Type: Reports - Research
Subjects: High School Students,High School Teachers,Educational Quality,Teacher Effectiveness,Educational Environment,School Culture,School Safety,Social Development,Emotional Development,Positive Behavior Supports,Instruction,Academic Achievement,Teacher Student Relationship,Inquiry,Active Learning,Individualized Instruction,Scaffolding (Teaching Technique),Faculty Development,Communities of Practice,Cooperative Learning,Educational Objectives

This case study of Bronxdale High School in New York was written to illustrate what a successful school serving diverse learners looks like and does when its practices are consistent with knowledge rooted in the sciences of learning and development. Most enter the school achieving well below proficiency levels on standardized tests; however, city data show students outperforming their peers and city averages in credit accrual, 4- and 6-year graduation rates, and enrollment in postsecondary education. Bronxdale's School Quality Review evaluation rated the school as &quot;excellent&quot; in rigorous instruction, teaching and learning effectiveness, teacher collaboration and development, and high expectations for students. Although the proliferation of local gangs makes the neighborhood unsafe, Bronxdale students note that they feel safe in their school. Recently, the New York City Department of Education designated Bronxdale as a model site for restorative practices--a school that other city school leaders visit in order to learn. This case explores the constellation of factors that have allowed Bronxdale to achieve these successes. Those factors include: (1) a compelling vision of students and school as a caring, safe, collaborative community, coupled with structures that build the trust and skills that make this possible; (2) the integration of inquiry instruction with social-emotional supports; (3) educative discipline that puts restorative practices into action; and (4) a faculty and leadership committed to &quot;teaching the way that students learn best,&quot; continuously learning together in a community of practice. [Document last revised September 26, 2019.]
The Effect of Block-Based Programming on the Computational Thinking Skills of Middle School Students
Author: Gunbatar, Mustafa Serkan
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Computer Science Education,Programming,Coding,Computation,Thinking Skills,Problem Solving,Scores

The aim of the study was to determine the effect of the programming instruction process carried out by using mBlock programming tool on the students' computational thinking skills. The study design was one group pretest-post-test experimental design. Study group was consisted of 82 students enrolled to a secondary school in Edremit district of Van province / Turkey. 39 of the participants were female and 43 of them were male. Participants were 6th grade students in three different classes. Instruction process was leaded in 2017-2018 academic year. MBlock tool was used in computer programming instruction process. Teaching sessions were two hours per week, 12 weeks in total. In the instruction process &quot;concepts of software, the problem concept, algorithm concept, algorithm steps belonging to a problem, geometrical shapes in the flow chart, mBlock characters, events &amp; control blocks, coordinate axis &amp; scene section, perception blocks, operator blocks, and variable concepts&quot; were handled respectively. Exercises about these subjects were done. Data were collected by Computational Thinking Levels Scale (CTLS) developed by Korkmaz, Çakir &amp; Özden (2015). CTLS has five sub-dimensions, namely, Creativity, Algorithmic thinking, Collaboration, Critical thinking, and Problem solving. The collected data were corresponding to the normal distribution. The data were analyzed through paired samples t tests. According to the findings, post-test scores of the CTLS were statistically higher than the pre-test scores. In addition to this, all scores for sub dimensions statistically differ in favor of post-tests except problem solving dimension. In other words, the development of higher order thinking skills such as computational thinking can be provided with programming courses where block based tools used. In 2018, Problem Solving and Programming Unit were added to Information Technology and Software curriculum in 5th and 6th grades in Turkey. In light of the findings, it seems that the decision taken by Turkish Ministry of Education is correct.
Room for All at the Table: 2020 Report of the Central States Conference on the Teaching of Foreign Languages
Author: Burke, Brigid M., Ed.
Date: 2020-00-00
Type: Collected Works - Proceedings
Subjects: Student Diversity,Curriculum Development,Evaluation Methods,School Culture,Educational Research,Educational Technology,Advocacy,Second Language Learning,World Views,Cooperative Learning,Student Projects,Teaching Methods,Authentic Learning,Anxiety,Language Skills,Academic Language,Cultural Influences,German,Interdisciplinary Approach,Study Abroad

The 2020 Central States Conference on the Teaching of Foreign Languages, held in collaboration with the Minnesota Council on the Teaching of Languages and Cultures, took place at the Hyatt Regency Hotel in downtown Minneapolis, March 12-14, 2020. The conference theme, &quot;Room for All at the Table&quot; focused on celebrating the rich diversity of learners and how to appeal to them and meet their needs. Attendees chose from 26 workshops, and more than 200 sessions focused on diversity, activities and strategies, curriculum development, assessment, culture, research, technology, advocacy, and more as part of their professional learning. The Central States Conference Report 2020, &quot;Room for All at the Table,&quot; supports the concept of including diverse learners in language learning environments. In this volume, authors present ways educators can support diverse learners to learn world languages and expand their world view. [For the 2019 report, see ED598292.]