ethanporcaro/eric-fulltext-meta huggingface dataset:
A Multiple Case Study of College-Contextualized Mathematics Curriculum
Author: Valenzuela, Hector
Date: 2018-02-00
Type: Journal Articles
Subjects: College Mathematics,Mathematics Curriculum,Case Studies,Qualitative Research,Curriculum Design,Lesson Plans,Relevance (Education),Problem Solving,Computation,Learning Processes,Interviews,Skill Development,Mathematics Skills,Observation

Contextualization is a method used for mathematics curriculum design within lesson plans and as a pedagogical practice in face-to-face classes. Many researchers are studying the effects of using contextualization in the teaching and the learning process for mathematics (Bottge &amp; Cho, 2013; Perin, 2011; Young, Hodge, Edwards, &amp; Leising, 2012). Contextualization refers to the teaching of mathematics problems that emphasize real-life situations. For example, an instructor could develop a contextualized assignment on exponential functions and equations by having students work on an Internet-based task to determine the monthly payment for a new car at a given price and interest rate for a specific loan duration. In this example, instructors would teach students how to compute with exponential formulas to come up with the monthly amount. Additionally, contextualization is defined as the development of mathematics problems that are authentic and related to real-world applications that are connected to students' future careers (Bottge &amp; Cho, 2013; Bottge, Ma, Gassaway, Butler, &amp; Toland, 2014; Valenzuela, 2012, 2014). Furthermore, students often have difficulty solving computational problems solely focused on formulaic computations, without any real-world connections (Khiat, 2010; Puri, Cornick, &amp; Guy, 2014).
&quot;Thinking Creatively with Sounds and Words: Sounds and Images IIA&quot; Validity Study in the Turkish Language
Author: Kaya, Asli
Date: 2017-00-00
Type: Journal Articles
Subjects: Creative Thinking,Turkish,Second Language Learning,Second Language Instruction,Foreign Countries,Test Validity,English (Second Language),Correlation,Statistical Analysis,College Students,Creativity Tests

Creativity, although it had existed since the existence of humanity, nowadays it is gaining more and more importance. In this process, creativity have been addressed in a variety of ways such as the studies of development on creativity and determination of the level of creativity. For this reason some scales or tests have been developed. Developed tests in a certain culture or language have reflected this culture and language's understanding and qualifications. It is important to be done in a systematic way to test or scale adaptation studies in order to be applicable and meaningful in different culture or language. The purpose of this research is to study the validity of the Turkish language of the Test of Thinking Creatively with Sounds and Words: Sounds and Images IIA developed by Torrance and Cunnington. Language validity study was conducted in the academic year 2014-2015 by Dokuz Eylül University Buca Education Faculty Department of Foreign Language Education and Literature Faculty Department of Translation and Interpreting 4th Grade students (n = 55). For the reliability and validity study, the Sounds and Images IIA Turkish form was conducted in the academic year 2014-2015 by Dokuz Eylül University, Adnan Menderes University, Mugla Sitki Koçman University Education Faculty Department of music Education 1st-4th Grade students (n = 276). The reliability of the test was determined through the value of Cronbach's Alpha. The Cronbach's Alpha value of the Sounds and Images IIA English form was determined 0.64, for the Sounds and Images IIA Turkish form was determined 0.61 [0.60 = a &lt; 0.90]. To determine the correlation between English and Turkish forms the correlation analysis was made. The correlation was determined 0.81 and there is a positive significant relationship between scores [r = 0.81, p&lt;0.01]. There is not statistically significant difference between the English and Turkish form scores [t = 0.29, p&gt;0.01]. The Sounds and Images IIA Turkish Form Cronbach's Alpha reliability coefficient is 0.61, Spearman-Brown split-half reliability coefficient is 0.59 [0.60 = a &lt; 0.90]. This result shows that the Sounds and Images IIA Turkish Form is a reliable measuring instrument for Turkish language.
Assessment of Creativity-Based Learning Environment for Major Instrument Courses: A Case Study of Buca Faculty of Education, Department of Music Education
Author: Kaya, Asli
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Musical Instruments,Creativity,Case Studies,Preservice Teacher Education,Educational Environment,Likert Scales,Preservice Teachers,Test Construction,Factor Analysis,Correlation,Test Validity,Test Reliability

The development of the creative potential of individuals is considered to be one of the requirements of modern education. As in all areas, the development of students' creative potential is also among the objectives of education programs in music education. The ability of music teachers to achieve this objective and create creative learning environments for their own students' creative potential, is dependent on their training in such a learning environment. In this regard, one aim of this research is to develop a scale which can assess the creativity-based learning environment for Major Instrument courses carried out within faculties of Education, Fine Arts Education, Music Education programs. The second aim is to evaluate using this scale, the creativity-based learning environment for the Major Instrument courses carried out in the Buca Faculty of Education, Department of Music Education. The scale was developed as 5-point Likert scale and was applied to 528 students who were studying in the Faculty of Education, Fine Arts Education, Music Education Department in several universities during the 2012-2013 academic year. The data was analyzed with SPSS 16.0. Additionally, the LISREL 8.8 program was used for confirmatory factor analyses. After items distorting the factor structure were removed, the scale was left with 12 items. The scale's Cronbach Alpha value was determined as 0.928. At the end of the confirmatory factor analysis the level of fit criteria were found to be; x[superscript 2]/sd: 4.0; RMSEA: 0.07; NNFI: 0.98; CFI: 0.98; GFI: 0.94. The data show that the scale in general has an improved fit. The scale was applied to 72 students studying at the Buca Faculty of Education, Fine Arts Education, Music Education Department in the 2014-2015 academic year with the aim of determining the Major Instrument courses' learning environments. The scale's Cronbach Alpha value was determined as 0.948. Responses by students taking Major Instrument courses showed that lessons were carried out in creativity-based (x-bar = 3.95) and positive learning environments (x-bar = 4.25) in which the students' creativity was supported (x-bar = 3.73). With regard to the creativity-based learning environment, Major Instrument Guitar courses presented the highest level (x-bar = 4.55) and Major Instrument Baglama course, the lowest (x-bar = 2.95). [This article was presented at ERPA International Congresses on Education 2015.]
School Counselor Lead Initial Individual Career and Academic Plan Implementation Design
Author: Moeder-Chandler, Markus
Date: 2017-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Role,Program Design,Program Implementation,Educational Change,School Districts,Graduation Requirements,Educational Planning,Best Practices,Career Planning,Postsecondary Education,High School Students,Program Evaluation,Summative Evaluation

In Fall of 2014 for Fountain-Fort Carson School District #8 undertook a revamping of graduation and state-mandated ICAP requirements for implementation for the graduating class of 2021. This design and implementation process included numerous stakeholders and several years of planning from Fall of 2014 to Spring of 2017. The design and implementation of this process, and its measures, can be used as a roadmap of best practices for other schools and districts moving towards ICAP and state mandated graduation requirement implementation. With increased significance placed at the state and national level for post-secondary preparation for all students, the necessity for high quality career and academic planning, created and led by school counselors, continues to be paramount. This study grows the body of knowledge practice around multi-year post-secondary planning and design implementation for current high school practitioners.
Achieve3000®. Adolescent Literacy. What Works Clearinghouse Intervention Report
Author: Mathematica Policy Research, Inc.
Date: 2018-02-00
Type: Reports - Evaluative
Subjects: Reading Programs,Literacy Education,Electronic Learning,Nonfiction,Reading Skills,Individualized Instruction,Intervention,Instructional Effectiveness,Educational Research,Reading Achievement,Reading Comprehension,Adolescents,Elementary School Students,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

&quot;Achieve3000®&quot; is a supplemental online literacy program that provides nonfiction reading content to students in grades preK-12 and focuses on building phonemic awareness, phonics, fluency, reading comprehension, vocabulary, and writing skills. &quot;Achieve3000®&quot; is designed to help students advance their nonfiction reading skills by providing differentiated online instruction. Teachers use the program with an entire class, but the assignments are tailored to each student's reading ability level. The What Works Clearinghouse (WWC) identified three studies of &quot;Achieve3000®&quot; that both fall within the scope of the Adolescent Literacy topic area and meet WWC group design standards. Three studies meet WWC group design standards with reservations, and no studies meet WWC group design standards without reservations. Together, these studies included about 32,266 students in grades 2-8 in three school districts in California, New Jersey, and North Carolina. A glossary of terms is included.
Achieve3000®. Beginning Reading. What Works Clearinghouse Intervention Report
Author: Mathematica Policy Research, Inc.
Date: 2018-02-00
Type: Reports - Evaluative
Subjects: Reading Programs,Literacy Education,Electronic Learning,Nonfiction,Reading Skills,Individualized Instruction,Intervention,Instructional Effectiveness,Educational Research,Reading Achievement,Beginning Reading,Elementary School Students,Grade 2,Grade 3,Reading Fluency

&quot;Achieve3000®&quot; is a supplemental online literacy program that provides nonfiction reading content to students in grades preK-12 and focuses on building phonemic awareness, phonics, fluency, reading comprehension, vocabulary, and writing skills. &quot;Achieve3000®&quot; is designed to help students advance their nonfiction reading skills by providing differentiated online instruction. Teachers use the program with an entire class but the assignments are tailored to each student's reading ability level. The What Works Clearinghouse (WWC) identified one study of &quot;Achieve3000®&quot; that both falls within the scope of the Beginning Reading topic area and meets WWC group design standards. This study meets WWC group design standards with reservations. This study included 14,493 students in grades 2 and 3 in 32 schools in a single school district in North Carolina. A glossary of terms is provided.
IDRA Newsletter. Volume 44, No. 7
Author: Goodman, Christie L., Ed.
Date: 2017-08-00
Type: Collected Works - Serial
Subjects: Faculty Development,Teacher Competencies,Teaching Skills,Public Schools,Migrant Children,Student Rights,Access to Education,Student Evaluation,Instructional Effectiveness,Elementary Secondary Education,Court Litigation,Educational Legislation,Parent Rights,Student Records,Privacy

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Teaching Quality and includes: (1) Three Critical Areas of Professional Development for Teaching in 21st Century Classrooms (Paula Johnson); (2) Backward Planning--How Assessment Impacts Teaching and Learning (Nilka Avilés and Kristin Grayson); and (3) Immigrant Students' Rights to Attend Public Schools--School Opening Alert. (Individual articles contain resources.)
IDRA Newsletter. Volume 43, No. 10, November-December 2016
Author: Goodman, Christie L., Ed.
Date: 2016-00-00
Type: Collected Works - Serial
Subjects: Principals,Leadership Effectiveness,Leadership Styles,Administrative Principles,Social Justice,English Language Learners,Student Diversity,Bilingual Students,Educational Change,Elementary Secondary Education

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Principal Leadership and includes: (1) Fostering Excellence through Social Justice Principles in Schools Serving English Learners (Nilka Avilés); and (2) School Leadership Transforming Schools with Linguistically Diverse Student Populations (Kristin Grayson). (Individual articles contain resources.)
IDRA Newsletter. Volume 43, No. 9
Author: Goodman, Christie L., Ed.
Date: 2016-10-00
Type: Collected Works - Serial
Subjects: Public Schools,Student Attrition,Dropout Rate,Grade Repetition,Performance Factors,English Language Learners,Second Language Instruction,Youth Programs,Barriers,Change Strategies,Essays,Elementary Secondary Education,African American Students

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Push Outs--Children of Color and includes: (1) Texas Public School Attrition Study, 2015-16: High School Attrition Inches Up to 25 Percent (Roy L. Johnson); (2) In-Grade Retention in the Early Years--What's Holding Children Back? (Paula Johnson); (3) Instruction for Secondary English Learners--Major Challenges, Solutions and Possibilities (Kristin Grayson); and (4) Coca-Cola Valued Youth Program Winning Essay. (Individual articles contain resources.)
IDRA Newsletter. Volume 43, No. 8
Author: Goodman, Christie L., Ed.
Date: 2016-09-00
Type: Collected Works - Serial
Subjects: Accountability,Civil Rights,Voting,African American Community,Active Learning,Student Projects,Educational Change,Educational Legislation,Elementary Secondary Education,Federal Legislation,Civil Rights Legislation,Partnerships in Education,School Community Relationship,School Community Programs

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Accountability and Civic Engagement and includes: (1) Will States Use ESSA [Elementary and Secondary Education Act] to Undermine Communities of Color as Some Have for Voting Rights? (David G. Hinojosa and Jerry Wilson); (2) Project Based Learning--Changing Learning Paradigms One Lesson at a Time (Nilka Avilés and Nadiah Al-Gasem); and (3) Co-Leading and Co-Transforming Schools--School Administrators and Family Leaders in Education (Aurelio M. Montemayor).
Students&apos; Learning Style: A Case Study of Senior High Schools in Bengkulu
Author: Arsyad, Safnil
Date: 2018-02-00
Type: Journal Articles
Subjects: Case Studies,Cognitive Style,English (Second Language),Instructional Materials,High School Seniors,Instructional Material Evaluation,Relevance (Education),Design Preferences,Student Surveys,Student Attitudes,Place Based Education,Foreign Countries

It is widely accepted that the use of learning materials which accommodates students' schemata is much more effective than the ones outside student's present knowledge background. The objectives of this study are to describe the students' learning style distribution and their perception on local oriented and learning style-based English learning materials in Bengkulu Province. The respondents were senior high school students in Bengkulu Province. The results show that: 1) the English learning materials can present a well-designed English learning materials for senior high schools students; 2) the English learning materials with picture stories and visual and audio learning media help students learn English; 3) the learning materials have been designed very well according to the students; 4) as reported by the students the strengths of the English learning materials is that it provides new information on tourism places in Bengkulu Province for the students, 5) the learning materials (the text books and VCD/CD) could improve their motivation to learn English. It can be concluded that local oriented and learning style-based learning materials can be not only more effective but also preferred by the students.
Evaluating a Multidimensional Reading Comprehension Program and Reconsidering the Lowly Reputation of Tests of Near Transfer
Author: Fuchs, Douglas
Date: 2018-02-00
Type: Reports - Research
Subjects: Reading Comprehension,Multidimensional Scaling,Reputation,Reading Programs,Grade 3,Grade 5,Program Evaluation,Experimental Programs,Urban Schools,Tutoring,Control Groups,Experimental Groups,Reading Tests,Reading Achievement,Outcome Measures,Achievement Gains,Program Effectiveness

We conducted a 14-week experimental study of 2 versions of a relatively comprehensive RC intervention that involved 50 classroom teachers, 15 tutors, and 120 children drawn in equal proportions from grades 3 and 5 in 13 schools in a large urban school district. Students were randomly assigned in equal numbers to the 2 tutoring conditions and a control group. Results indicated that students in the 2 tutored groups tended to perform comparably on all tests and to outperform controls (more so in grade 5 than grade 3) on near-transfer but not far-transfer measures of RC. This differential pattern of program effects for near- versus far-transfer measures raises questions about how tests of near-transfer and far-transfer are conventionally understood. [This is the in press version of an article published in &quot;Learning Disabilities Research &amp; Practice.&quot; For the published version of this article, see EJ1168541.]
Building a Higher Education Pipeline: Sociocultural and Critical Approaches to &apos;Internationalisation&apos; in Teaching and Research
Author: Chang, Benjamin
Date: 2017-00-00
Type: Journal Articles
Subjects: International Education,Standards,Social Justice,Undergraduate Students,Sociocultural Patterns,Higher Education,Critical Theory,Teaching Methods,Educational Practices,Sustainability,Equal Education,Learning Theories,Foreign Countries,Teacher Education,Action Research

This article discusses the use of critical and sociocultural approaches to more dynamically 'internationalise' higher education in the Hong Kong Special Administrative Region of China. The article explores the integration of critical pedagogy and sociocultural learning theory in developing more engaging and rigorous education practices for tertiary institutions that are looking to steer their campuses towards international standards in education for the shorter and longer term. This article's specific context is a program that helps develop diverse undergraduates to be more effective teachers and researchers and be concerned with addressing social justice issues in their work and everyday lives. Through what can be called an educational pipeline that begins with undergraduates and branches off into teaching, postgraduate studies, and research, this article discusses sustainable contributions that can be made to 'internationalisation' when the pipeline is grounded in pedagogies and methodologies which help to develop educational equity and a more humanising education.
Rhythm for Reading: Evaluation Report and Executive Summary
Author: Styles, Ben
Date: 2014-05-00
Type: Reports - Research
Subjects: Randomized Controlled Trials,Foreign Countries,Reading Programs,Reading Instruction,Secondary School Students,Intervention,Reading Comprehension,Language Rhythm,Comparative Analysis,Program Evaluation,Program Effectiveness,Effect Size,Statistical Analysis,Reading Skills,Reading Tests,Interviews,Observation

Rhythm for Reading is a programme which aims to improve children's reading ability by taking part in rhythm-based exercises such as stamping, clapping and chanting, while reading musical notation. The intervention builds on the evidence of a link between the natural rhythm and phrasing of prose and intuitive reading comprehension. Rhythm for Reading was originally developed as an intervention for primary school pupils. In this evaluation, the intervention was delivered to Year 7 pupils who had not reached a secure Level 4 in English at the end of Key Stage 2. They received weekly ten-minute sessions over a period of ten weeks between April and July 2013. Pupils were randomised to receive the intervention in Year 7 or to a waitlist control group. The intervention was delivered in schools by the developer. The evaluation was funded by the Education Endowment Foundation as one of 23 projects focused on literacy catch-up at the primary-secondary transition. It was one of four programmes funded with a particular focus on reading comprehension.
Use of Games in Education: GeoGuessr in Geography Course
Author: Girgin, Mustafa
Date: 2017-12-00
Type: Journal Articles
Subjects: Educational Games,Computer Games,Geography Instruction,Maps,Map Skills,Undergraduate Students,Foreign Countries,Outcomes of Education,World Geography,Interviews

Almost all of the studies which are about the learning effects of the games emphasize as if, they have all agreed on all hands that the games contribute to the child's spiritual and educational development. No matter at which age group it is, to claim that game derived gains couldn't be gained by no other way, wouldn't be exaggeration indeed. The ones who spend their time playing games are known to be ahead from the ones who don't in a lot of areas like 3D thinking, reasoning and having responsibilities aside from having fun. When units and gains observed in geography courses, it is seen that there is no reference to gaming. In fact, gaming affects all students' learning performance of all ages positively. The geography game &quot;Geography Prediction&quot; spread on the internet with the slogan &quot;Discover the World&quot; named GeoGuessr, takes its players to many places from Australia's play the game in which one has to figure out a location based on five randomly given pictures by using various geographical indicators, players put a mark on the World map and gain point according to the proximity of their mark to the location. It is looked for an answer to the question of &quot;Which geographical indicators used by the students in this GeoGuessr exercise?&quot;. It was asked to play this game from a group of 140 first grade Mugla Sitki Kocman University, Faculty of Education students. They all have encountered the game for the first time and have never played before, they are asked 6 questions like how many times they have played the game, the reason they got low points, the highest point they got, which indicators they have used and the place of the game in teaching geography. All of the participants shared the highest point they got on their own blog and made evaluations about the game.