ethanporcaro/eric-fulltext-meta huggingface dataset:
Principals&apos; Application of Instructional Leadership Practices for Secondary School Effectiveness in Oyo State
Author: Loyce, Onyali Chiedozie
Date: 2017-05-00
Type: Journal Articles
Subjects: Principals,Instructional Leadership,Sampling,Questionnaires,Leadership Styles,Foreign Countries,Statistical Analysis,Administrator Attitudes,Teacher Attitudes,Teacher Supervision,Secondary School Teachers,School Effectiveness,Compliance (Psychology),School Schedules,Reliability,Scores

This study ascertained the principals' application of instructional leadership practices for secondary school effectiveness in Oyo State. Two research questions guided the study and two null hypotheses were tested. The descriptive survey research design was adopted for the study. The population of the study comprised 8,701 which were made of 969 principals and 7,732 teachers in public secondary school principals in Oyo State. Proportionate Stratified sampling technique was used to draw 871 respondents which were made up of 97 principals and 774 teachers. Two versions of a 18 items questionnaire titled ''Principals' Application of Instructional Leadership Practices Questionnaire (PAILPQI)'' and PAILPQII'' respectively'' were used as the instrument for data collection. The instruments were subjected to face validation by three experts; two in Department of Educational Management and Policy and the other in Measurement and Evaluation from the Department of Educational Foundations, all from Nnamdi Azikiwe University. The Cronbach alpha was used to ascertain the reliability of the instruments which yielded the index value of 0.82 and 0.76 for PAILPQI and PAILPQII respectively. Mean and standard deviation were used to answer the research questions, while z test was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed among others that there is no significant difference in the mean rating of principals and teachers on principals' application of instructional supervision practices for secondary school effectiveness in secondary schools in Oyo State. Based on the findings, it was recommended among others that school principals should regularly monitor teachers' instructional delivery and their level of compliance to school schedules in order to enhance teachers' commitment to teaching.
Extent of Information and Communication Technology (ICT) Utilization for Students&apos; Learning in Tertiary Institutions in Ondo State, Nigeria
Author: Victor, Akinfolarin Akinwale
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Uses in Education,Higher Education,Undergraduate Students,Student Surveys,Gender Differences,Access to Computers,Educational Technology

This study investigated the extent of information and communication technology (ICT) utilization for students' learning in Ondo State tertiary institutions. The research design was descriptive survey. The target population comprises of all students in tertiary institutions of learning in Ondo State. A sample of two hundred (200) undergraduate students from Adekunle Ajasin University, Akungba-Akoko was used for this study. Stratified random sampling technique was used to select the sample across the six faculties in the university based on proportion. Data were carefully collected through questionnaire and were analyzed using mean, standard deviation and T-test to test the null hypothesis. The study finds out that facilities like computer systems, email accounts, projectors, Public Address System (P.A.S), E-Library, printers for print out of learning materials by students and Social-Media Platforms are available for students' learning in Ondo State tertiary institutions, ICT facilities like internet, computer training centre for students on campus and stored lecture notes on CD-ROM are not available to students for learning, Computer training classes and projectors for academic activities are not accessed by students' on campus, female students' have the highest level of utilization of ICT facilities compared to male students in Ondo State tertiary institutions. The studies recommends that school management should continue to provide ICT facilities like internet, projector, E-Library facilities, computer printers and social-media platforms to broadens students' knowledge and improve their overall learning experiences, government and educational managers should often encourage proper utilization of ICT facilities to enhance students' learning.
Machine Translation as a Model for Overcoming Some Common Errors in English-into-Arabic Translation among EFL University Freshmen
Author: El-Banna, Adel I.
Date: 2016-12-00
Type: Reports - Research
Subjects: Computational Linguistics,Translation,Statistical Analysis,Syntax,Semantics,Pragmatics,Error Correction,Remedial Instruction,English (Second Language),Second Language Learning,Semitic Languages,Models,Language Research,Computer Software,College Freshmen,Error Analysis (Language),Teaching Methods,Foreign Countries,Pretests Posttests

This research work aimed at making use of Machine Translation to help students avoid some syntactic, semantic and pragmatic common errors in translation from English into Arabic. Participants were a hundred and five freshmen who studied the &quot;Translation Common Errors Remedial Program&quot; prepared by the researchers. A testing kit that included &quot;A Translation Common Errors Test&quot; booklet, a table of specifications, scoring criteria and a model answer key were prepared by the researchers as well. Besides, a ten-session &quot;Translation Common Errors Remedial Program&quot; also designed by the researchers was implemented. The theoretical basis of that program was the Presentation-Practice-Production (PPP) method. The one-group pre-posttest design was adopted. Statistically, the Paired-samples t-test was utilized to manipulate the collected data. It was found that the &quot;Translation Common Errors Remedial Program,&quot; which employed Machine Translation as a model, was effective in bettering participants' translated texts syntactically, semantically and pragmatically. The Researchers added their own observations and concluded with some recommendations for further research.
Research Messages 2017
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2018-00-00
Type: Reports - Research
Subjects: Vocational Education,Research Reports,Educational Research,Productivity,Foreign Countries,Apprenticeships,Cost Effectiveness,Transfer of Training,Outcomes of Education,Cross Cultural Studies,Workplace Learning,Participation,Inclusion,Employment Level,Surveys,Qualifications,Graduation Rate,Graduate Study,National Programs,Job Training,Trend Analysis,Labor Market,Financial Support,Indigenous Populations,Entrepreneurship,Aspiration,Intention,Pacific Islanders,Social Media

This report brings together research publicly released by the National Centre for Vocational Education Research (NCVER) over the year. The 2017 compilation reflects an extensive collection of NCVER research activities undertaken during 2017, comprising reports, summaries, infographics, occasional papers, presentations and webinars. NCVER has organized their research program into three priority areas: (1) Structures and systems for skilling and learning; (2) The impact of vocational education and training; and (3) Teaching and learning. Summaries of projects that were published under each of these priorities are presented in this report. [For the previous year, &quot;Research Messages 2016,&quot; see ED573529.]
Passing Notes: Learning from Efforts to Share Instructional Practices across District-Charter Lines
Author: Maas, Tricia
Date: 2018-02-00
Type: Reports - Evaluative
Subjects: Educational Cooperation,Public Schools,Charter Schools,School Districts,Educational Practices,Faculty Development,Case Studies,Teacher Collaboration,Program Effectiveness,Elementary Secondary Education

Through research and policy analysis, the Center on Reinventing Public Education (CRPE) seeks ways to make public education more effective, especially for America's disadvantaged students. CRPE helps redesign governance, oversight, and dynamic education delivery systems to make it possible for great educators to do their best work with students and to create a wide range of high-quality public school options for families. Today, an increasing number of districts and charter schools are collaborating across sector lines to improve teaching and learning. CRPE's research has identified three core ways districts and charters are partnering to share key instructional practices: (1) colocating schools to encourage learning from each other; (2) creating residencies and fellowships to train teachers and leaders in a particular approach; and (3) sharing resources and providing professional development trainings and workshops. In the (CRPE) assessment of the national landscape on instructional collaboration, case studies of three programs that promote the sharing of high-impact professional development were conducted: (1) the Summit Learning Program in Chicago Public Schools; (2) the Boston Educators Collaborative in Boston; and (3) Uncommon Schools' Impact partnership in New York City. In each, staff reported improved district-charter relationships at the system level and willingness among educators to collaborate across sector lines. Additionally, in the Summit Learning Program and Uncommon Schools' Impact work, CRPE found early evidence of improved student engagement and outcomes. Significant challenges included extending the work beyond early adopters, transferring discrete instructional practices to less coherent environments, and addressing district-level policy barriers. For education leaders who are starting efforts to share instructional practices, CRPE recommends: (1) Paying attention to local contexts; (2) Clarity on non negotiables; and (3) Secure commitment from district, charter, and other partner organizations. At the moment, collaboration efforts are successfully engaging early adopters. Moving forward to meaningfully improve students' educational experiences will require district leaders to rethink structures like staffing guidelines, grading systems, and scheduling systems. CRPE's ongoing ongoing work on district-charter cooperation will continue to track promising instructional collaborations.
Including English Learners in Your State Title I Accountability Plan
Author: Hakuta, Kenji
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: English Language Learners,State Programs,Accountability,Educational Legislation,Federal Legislation,Educational Planning,Statewide Planning,Educational Change,Educational Assessment,Academic Standards,State Policy,Educational Policy,Policy Formation,Academic Achievement,Value Added Models,Language Proficiency,Statistical Analysis,Elementary Secondary Education

Since the passage of the Every Student Succeeds Act (ESSA) in 2015, state teams have been preparing their state plans aligned with ESSA for submission in April or September 2017 to the U.S. Department of Education. Because ESSA lands much of the decision-making and responsibility in education at the state and local levels, state education leaders are encouraged to develop plans that not only meet the requirements in the new law but that align with the state's strategic vision to best meet the needs of all students. One of the major changes under the new law is that many of the standards, assessment, and accountability requirements that previously fell under Title III are now under Title I. For example, the assessment and accountability of English Learners (ELs) moved to Title I and must be included in the state's overall accountability system. These changes afford states an opportunity to reflect on their vision for strengthening English learners' achievement by considering their instruction and professional development strategies related to English learners as well as their goals for English proficiency as they craft an accountability system. This brief is intended to accompany the technical paper, &quot;Incorporating English Learner Progress into State Accountability Systems&quot; (Goldschmidt &amp; Hakuta 2017) to provide guidance to state teams about including ELs most effectively in their Title I accountability plan. [For &quot;Incorporating English Learner Progress into State Accountability Systems,&quot; see ED578899.]
Equity Starts Early: How Chiefs Will Build High-Quality Early Education. A Policy Statement of the Council of Chief State School Officers
Author: Stark, Deborah Roderick
Date: 2016-03-00
Type: Reports - Descriptive
Subjects: Equal Education,Educational Quality,Early Childhood Education,State Officials,Administrators,Nonprofit Organizations,Position Papers,Educational Policy,Achievement Gap,Primary Education,Educational Objectives,State Policy,Policy Formation,Access to Education,Federal State Relationship,Preschool Education,At Risk Students,Special Needs Students,Family Involvement,Elementary Schools,Educational Improvement,Educational Innovation,Labor Force Development,Educational Finance,Educational Strategies

With the achievement gap beginning to manifest in children as young as nine months, and 90 percent of brain development occurring during the first five years of life, chiefs are committed to expanding and upgrading early childhood programs and strengthening early elementary teaching and learning to provide equal educational opportunities for every young child from birth through third grade. In 2009, chiefs publicly acknowledged the &quot;quiet crisis&quot; threatening the future of young children from families of need, and outlined an agenda to (1) build more coherent state early childhood education systems aligned with kindergarten through third grade (K-3) schooling; (2) increase access to high-quality early childhood education programs; and (3) craft a new state-federal partnership to advance early learning opportunities, particularly for those children most at risk. Important work has been accomplished on these recommendations. While state chiefs do not have full authority over all early childhood programs, they manage Pre-K programs in 37 states, services to preschool children with special needs in all 50 states, child care services in seven states, and Head Start State Collaboration Office projects in 19 states, totaling billions of dollars in public investment. Accordingly, chiefs have identified five action steps to leverage the value of early childhood education for their state's public education system: (1) Engage families and communities in early learning; (2) Connect early childhood programs and elementary schools; (3) Accelerate improvement and innovation in early childhood programs; (4) Build a high performing early childhood workforce; and (5) Increase investment to provide quality, voluntary early childhood education for all children. Taken together, these five strategies--when coupled with high-quality K-12 education--will contribute to closing the achievement gap and strengthening student outcomes through college and career.
Utilizing Independent Colleges and Universities to Fulfill States&apos; College Degree Attainment Goals
Author: Zumeta, William
Date: 2017-04-00
Type: Reports - Research
Subjects: Private Colleges,Universities,Educational Policy,State Policy,Educational Attainment,Academic Degrees,Costs,Comparative Analysis,State Aid,Incentive Grants,Graduation Rate,Simulation,STEM Education

America's diverse higher education landscape includes more than 700 four-year nonprofit colleges and universities that focus on baccalaureate education. These private nondoctoral (PND) institutions are located in almost every state and collectively enroll about 1.6 million students and award nearly 150,000 degrees annually, with the majority of these being bachelor's degrees. This report shows that these independent colleges and universities are effective and efficient academic enterprises and, as such, are a valuable resource to the states in which they are located, as well as to the nation. In the first section of this report, the authors document just how effective and efficient these colleges and universities are, drawing on research they conducted for an earlier published report, &quot;The Cost-Effectiveness of Undergraduate Education at Private Nondoctoral Colleges and Universities: Implications for Students and Public Policy&quot; (Zumeta and Huntington-Klein 2015; see ED569209). They then consider whether states could make better use of the capacity of these colleges and universities in their quest to increase bachelor's degree production during an era of constrained taxpayer funding. [This report was prepared as a component of the Council of Independent Colleges' (CIC) &quot;Securing America's Future initiative.&quot;]
Exploring Multi-Level System Factors Facilitating Educator Training and Implementation of Evidence-Based Practices (EBP): A Study Protocol
Author: Stahmer, Aubyn C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Special Education,Autism,Pervasive Developmental Disorders,Faculty Development,Evidence Based Practice,Program Effectiveness,Program Implementation,Correlation,Surveys,Administrators,Specialists,Principals,Paraprofessional School Personnel,Student Records,Interviews,Mixed Methods Research,Check Lists,Hierarchical Linear Modeling,Social Media,Network Analysis

This study examines how system-wide (i.e., region, district, and school) mechanisms such as leadership support, training requirements, structure, collaboration, and education affect the use of evidence-based practices (EBPs) in schools and how this affects the outcomes for students with autism spectrum disorder (ASD). Despite growing evidence for the positive effects of EBPs for ASD, these practices are not consistently or effectively used in schools. Although special education programs are mandated to use EBPs, there are very few evidence-based methods for selecting, implementing, and sustaining EBPs. Research focuses primarily on teacher training, without attention to contextual factors (e.g., implementation climate, attitudes toward EBPs, resource allocation, and social networks) that may impact outcomes. Using an implementation science framework, this project will prospectively examine relations between system-wide factors and teachers' use of EBPs and student education outcomes. Methods/design: Survey data will be collected from approximately 85 regional special education directors, 170 regional program specialists, 265 district special education directors, 265 behavior specialists, 925 school principals, 3538 special education teachers, and 2700 paraprofessionals. Administrative data for the students with ASD served by participating teachers will be examined. A total of 79 regional-, district-, and school-level personnel will also participate in social network interviews. Mixed methods, including surveys, administrative data, and observational checklists, will be used to gather in-depth information about system-wide malleable factors that relate to positive teacher implementation of EBPs and student outcomes. Multi-level modeling will be used to assess system-wide malleable factors related to EBP implementation which will be linked to the trainer, teacher, and student outcomes and examined based on moderators (e.g., district size, Special Education Local Plan Area structure, teachers' ASD experience). Finally, a dynamic social network approach will be used to map EBP-related connectivity across all levels of the system for selected regions. Dynamic network analysis will be used to gauge the degree to which and ways that EBP trainings, resources, and interventions are shared (or not shared) among school staff. Discussion: Results are expected to inform the development of system-wide interventions to improve the school-based implementation of EBPs for students with ASD.
Examining Validity of Sources of Mathematics Self-Efficacy Scale in Turkey
Author: Kandemir, Mehmet Ali
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Efficacy,Test Validity,Measures (Individuals),Foreign Countries,Factor Analysis,Secondary School Students,Secondary School Mathematics,Mathematics Instruction,Correlation,Grade 5,Grade 6,Grade 7,Grade 8,Social Theories,Epistemology,Models,Statistical Analysis

The main purpose of the current study is to examine the construct, convergent and discriminant validity of the Sources of Mathematics Self-Efficacy Scale (Usher &amp; Pajares, 2009) in a Turkish sample. Bandura's Social Cognitive Theory (1986) served as the theoretical framework for the current study. According to Bandura (1986), people's self-efficacy develops from 4 sources: (1) Mastery Experiences, (2) Vicarious Experience (3) Social Persuasion and (4) Physiological States. Research studies in this area revealed that mastery experiences and social persuasion are highly correlated. Even it is not clear that these two constructs are distinct constructs. Confirmatory factor analysis was utilized to examine the construct validity of the scale. In order to see if mastery experiences and social persuasion are two distinct constructs, discriminant validity was examined. The participants were 616 secondary school students in Turkey. 3-factor and 4-factor models were nearly identical in terms of goodness of fit of data in the confirmatory factor analysis. The analysis of discriminant validity revealed that mastery experiences and social persuasion are not two different constructs.
Predicting Eight Grade Students&apos; Equation Solving Performances via Concepts of Variable and Equality
Author: Ertekin, Erhan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Predictor Variables,Middle School Students,Grade 8,Equations (Mathematics),Problem Solving,Mathematical Concepts,Algebra,Correlation,Multiple Regression Analysis,Statistical Significance,Research Design,Mathematics Skills

This study focused on how two algebraic concepts- equality and variable- predicted 8th grade students' equation solving performance. In this study, predictive design as a correlational research design was used. Randomly selected 407 eight-grade students who were from the central districts of a city in the central region of Turkey participated in the study. Multiple regression analysis was used to answer research questions. The results of the study showed that equality and variable concepts statistically significantly predicted students' equation solving performance. The standardized regression weights (ß) for the variable and equality concepts predicting students' equation solving performance were 0.46 and 0.17, respectively.
2016-17 KASB Enrollment Projection Report
Author: Carter, Ted
Date: 2017-02-00
Type: Reports - Research
Subjects: Enrollment Projections,Enrollment Trends,School Districts,Elementary Secondary Education,Low Income Groups,Age Differences,Instructional Program Divisions

This report presents the findings from the Kansas Association of School Boards (KASB's) 2016-17 Enrollment Projections for the state of Kansas as a whole, and also provides instructions on how these projections can be accessed at the district level. Key Findings include: (1) Total headcount enrollment will see modest increases from 2016-17 through 2018-19, then a slight decrease in 2019-20, virtually no change in 2020-21, then a modest decrease in 2021-22; (2) The average annual change in total enrollment from 2016-17 to 2021-22 is expected to be a 0.13 percent increase; and (3) The five-year change from 2016-17 to 2021-22 is projected to be a 0.66 percent increase.