ethanporcaro/eric-fulltext-meta huggingface dataset:
Civil Rights Data Collection Detailed Methodology. A Secondary Analysis of the Civil Rights Data Collection to Inform Policy and Practice: Key Findings and Guiding Questions That Examine the Experiences of Students with Disabilities in Charter and Traditional Public Schools. Technical Brief 6
Author: The Center for Learner Equity
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Students with Disabilities,Elementary Secondary Education,Charter Schools,Traditional Schools,Public Schools,Data Analysis,Enrollment,Student Experience,Educational Legislation,Federal Legislation,Equal Education,Geographic Location,Research Methodology,Institutional Characteristics,Racial Differences,Ethnicity,Student Characteristics,Gender Differences,Language Proficiency,Limited English Speaking,Student Placement,Symptoms (Individual Disorders),Gifted Education,Suspension,Law Enforcement,Delinquency,Discipline,Punishment,Online Courses,Virtual Schools,Special Schools

The purpose of this document is to provide information on the calculations and data from the 2017-2018 Civil Rights Data Collection (CRDC) that were used to assess the findings in the related thematic briefs. Using the 2017-18 CRDC data, variables were selected to observe the enrollment and experiences of students with disabilities in different school settings. However, it was important to make decisions regarding how to clean the data, which variables to use, and how to report the findings. The sections detail the methodology used to produce the findings reported in the thematic briefs. [For Technical Briefs 1-5, see ED618230, ED618231, ED618232, ED618233, and ED618322.]
Current Studies in Educational Disciplines 2021
Author: Kiray, Seyit Ahmet, Ed.
Date: 2021-09-00
Type: Books
Subjects: Environmental Education,Science Education,Educational Technology,Mathematics Education,Student Evaluation,STEM Education,Educational Research,Climate,Social Bias,Teaching Methods,Early Childhood Education,Undergraduate Study,Foreign Countries,Conservation (Environment),Sustainable Development,Distance Education,Story Telling,Mathematics Anxiety,Statistics Education,Drama,Mathematical Concepts,Elementary Education,Alternative Assessment,Computer Assisted Testing,Electronic Publishing,Portfolio Assessment,Persuasive Discourse,Elementary Secondary Education

&quot;Current Studies in Educational Disciplines 2021&quot; is published annually from the selected papers invited by the editors. This edition includes 6 sections and 14 papers from the field of Environmental Education, Science Education, Educational Technology, Mathematics Education, Assessment in Education and STEM Education. All submissions are reviewed by at least two international reviewers. The purpose of the book is to provide the readers with the opportunity of a scholarly refereed publication in the field of education. &quot;Current Studies in Educational Disciplines 2021&quot; is published by ISRES Publishing.
Mobbing, Teacher Victimization and Faculty Trust: A Structural Equation Model
Author: Bozkus, Kivanc
Date: 2022-00-00
Type: Journal Articles
Subjects: Victims,Trust (Psychology),Teacher Attitudes,Case Studies,Measures (Individuals),Bullying,Foreign Countries,School Violence,School Safety,Teacher Administrator Relationship,Teacher Characteristics,Gender Differences,Kindergarten,Elementary School Teachers,Secondary School Teachers,High School Teachers,Structural Equation Models

This research aims to reveal the mediator role of teacher victimization between mobbing and faculty trust by constructing a structural equation model. The data were collected from 1144 educators working in the Sanliurfa province of Turkey by cross-sectional surveying with a form prepared online that consisted of questions regarding demographics, multidimensional teacher victimization scale, the mobbing scale, and the omnibus t-scale. The results showed that mobbing directly affects teacher victimization on a high level, teacher victimization negatively affects faculty trust on a high level and mobbing indirectly affects faculty trust on a medium level. It is concluded that mobbed teachers think that they are victimized by the faculty and thus they lose their trust in the faculty.
Investigation of the Relationship between Teachers&apos; Use of Educational Technologies and Nomophobia
Author: Turgut, Mustafa
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Uses in Education,Educational Technology,Teacher Attitudes,Anxiety,Computer Attitudes,Scores,Gender Differences,Teacher Characteristics,Teaching Experience,Teacher Background,Age Differences

The aim of this study is to investigate the relationship between nomophobia and the level of using educational technologies in teachers working in the centre of Zonguldak. A total of 274 teachers, 128 female and 146 male, participated in this study which was conducted by using a relational survey model. &quot;Scale for Determination of Level of Teachers' Educational Technology Usage&quot; and &quot;Nomophobia Scale&quot; was used in the study as data collection instruments. T-test and one-way ANOVA were used to determine whether teachers' educational technologies usage and nomophobia levels differed in terms of different variables. The relationship between teachers' educational technologies usage and nomophobia levels was examined with Pearson Correlation Analysis. According to the results obtained from data analysis, while significant difference was found between teachers' educational technologies usage levels in terms of the variables of gender, level of education, age and in-service training received on technology; no significant difference was found in terms of the variable of the length of service. In the scores obtained from the nomophobia scale given to teachers, no significant difference was found in terms of the variables of gender, length of service, level of education, age and in-service training received on technology. However, no significant relationship was found between teachers' educational technologies usage and nomophobia levels. In the light of results obtained from the study, it is recommended to give in-service trainings to teachers where current technologies are introduced due to the rapid development of technology.
Using Repeated-Reading and Listening-While-Reading via Text-to-Speech Apps in Developing Fluency and Comprehension
Author: Amin, Eman Abdel-Reheem
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Software,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Reading Fluency,Reading Comprehension,Listening Comprehension,Reading Strategies,Speech Communication,Pretests Posttests,Undergraduate Students,Reading Instruction,Oral Reading,Computer Assisted Instruction,Reading Tests,Foreign Countries

One of the challenges in teaching a foreign language is: finding appropriate ways to enable students to develop their reading fluency and comprehension. Repeated reading and listening-while-reading are two significant strategies that enhance students' fluency and comprehension. This study aimed to develop fluency and comprehension of EFL college students. During the treatment, the teacher trained the students to use some free Text to Speech apps that support oral repeated reading RR and listening while reading LWR activities. Pre-post tests were used to assess students' reading fluency and comprehension. Data obtained from the tests were analyzed statistically through SPSS software. Results indicated development in students' reading fluency and comprehension. Conclusions suggested the use of RR and LWR through Text to speech apps to assist the reading skills of higher education students. It is recommended that TTS Apps are promising tools that can be integrated into reading instruction
Are Greek Special Education Teachers in Favour of the Inclusion of Pupils with Intellectual Disability? An Online Survey
Author: Lappa, Christina S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Intellectual Disability,Students with Disabilities,Special Education Teachers,Likert Scales,Student Attitudes,Positive Attitudes,Academic Accommodations (Disabilities),Classroom Techniques,Regular and Special Education Relationship,Teacher Collaboration,Teacher Characteristics

Few studies have been conducted in Greece focusing on the inclusion of pupils with Intellectual Disability (ID) in general classes. The aim of this quantitative study was to explore the attitudes of Special Education Teachers (SETs or SET) towards the inclusion of pupils with ID in general classes. A structured questionnaire was sent out. It consisted of 10 demographic questions and of 6 structured closed-ended questions about the inclusion of this group of pupils in general classes, using a 5-point Likert scale. The study sample consisted of 150 SETs [129 (86%) females and 21 (14%) males]. The questionnaire data were analysed via descriptive and inferential statistics (SPSS version 21). The results of the research showed that the majority of SETs had a positive attitude towards the fact that the special and general education teacher should jointly adapt the classroom according to the needs of the pupil with ID and that inclusive education is appropriate for these pupils. The SETs had a neutral to positive attitude about whether pupils with ID should be educated in general settings with pupils without disabilities and whether they should be removed less frequently from general education settings in order to be given more help with their difficulties. Finally, there were some dependent variables that played a major role in participants' responses, such as education, work experience, work and the structure of employment. In conclusion, SETs point out that they are in favour of the inclusion of pupils with ID. Finally, the results of the study are discussed.
Optimal College Financial Aid: Theory and Evidence on Free College, Early Commitment, and Merit Aid from an Eight-Year Randomized Trial. EdWorkingPaper No. 21-393
Author: Harris, Douglas N.
Date: 2021-05-00
Type: Reports - Research
Subjects: Student Financial Aid,High School Students,Grade 9,Merit Scholarships,Academic Aspiration,Expectation,College Graduates,Graduation Rate,Two Year Colleges,Correctional Institutions,Institutionalized Persons,Pregnancy,Adolescents,Grade Point Average,Program Effectiveness,Student Behavior

We provide theory and evidence about how the design of college financial aid programs affects a variety of high school, college, and life outcomes. The evidence comes from an eight-year randomized trial where 2,587 high school ninth graders received a $12,000 merit-based grant offer. During high school, the program increased their college expectations and non-merit effort but had no effect on merit-related effort (e.g., GPA). After high school, the program increased graduation from two-year colleges only, apparently because of the free college design/framing in only that sector. But we see no effects on incarceration or teen pregnancy. Overall, the results suggest that free college affects student outcomes in ways similar to what advocates of free college suggest and making aid commitments early, well before college starts, increases some forms of high school effort. But we see no evidence that merit requirements are effective. Both the standard human capital model and behavioral economics are required to explain these results.
Accelerating the Integrated Instruction of Developmental Reading and Writing at Chabot College. CCRC Working Paper No. 71
Author: Edgecombe, Nikki
Date: 2014-05-00
Type: Reports - Research
Subjects: Developmental Studies Programs,English Instruction,College Students,Program Effectiveness,College Credits,Grade Point Average,College Transfer Students,Two Year College Students,Acceleration (Education),Two Year Colleges,Curriculum Development,Grades (Scholastic),English Language Learners,English (Second Language)

This paper uses qualitative and quantitative data to compare the outcomes of students at Chabot College who participated in an accelerated, one-semester developmental English course and their peers who participated in a two-semester sequence. The sample included first-time students who entered college between summer 1999 and fall 2010; students were tracked for up to five years. Propensity score matching and regression analyses show that participation in the accelerated course was positively associated with a range of positive short-, medium-, and long-term outcomes, including entry-level college English completion, credit accumulation, grade point average, transfer to a four-year institution, and certificate and degree attainment. To better understand the quantitative findings, the authors draw on data from interviews with faculty, administrators, and staff; student focus groups; and classroom observations. The authors posit that the benefits of an accelerated course structure are amplified at Chabot College by a developmental English curriculum that is well aligned with college-level English and that develops critical academic literacy skills.
Impacts of Five Expeditionary Learning Middle Schools on Academic Achievement
Author: Nichols-Barrer, Ira
Date: 2013-07-08
Type: Reports - Research
Subjects: Faculty Development,Training,Coaching (Performance),Experiential Learning,Language Arts,Literacy Education,Middle School Students,Reading Achievement,Mathematics Achievement,Urban Schools,Institutional Characteristics,Student Characteristics,Grade Repetition,Program Effectiveness,At Risk Students,Teaching Methods,School Culture,Student Evaluation,Interdisciplinary Approach,Critical Thinking

Expeditionary Learning (EL) is a growing provider of curriculum and professional development services to teachers and school leaders. The EL model combines an interdisciplinary instructional approach with ongoing training and coaching for teachers and school leaders. The EL curriculum uses an experiential approach in which students conduct research projects to share with outside audiences. Learning expeditions--case-studies of academic topics--often bring together teachers from different subjects to coordinate shared projects; this curriculum includes several elements that are closely aligned with the Common Core standards for English-language arts and literacy. As of the 2010-2011 school year, EL's network included a total of 161 schools in 30 states. This report presents findings from the first rigorous study of the impacts of EL schools. This research aims to use the best available quasi-experimental methods to estimate the impacts of five urban EL middle schools on students' reading and math test scores. Using the study's data on student characteristics, the report also provides additional descriptive information on the types of students who enroll in EL schools. [The report was submitted to Expeditionary Learning.]
Realizing Your College Potential? Impacts of College Board&apos;s RYCP Campaign on Postsecondary Enrollment. EdWorkingPaper No. 19-40
Author: Gurantz, Oded
Date: 2019-05-00
Type: Reports - Research
Subjects: Barriers,College Applicants,Incentives,Telecommunications,Program Evaluation,Program Effectiveness,Enrollment,Student Costs,College Entrance Examinations,Racial Differences,Social Differences

The College Board sought to reduce barriers in the college application process by minimizing information aggregation costs, encouraging a broad application portfolio, and providing an impetus to start the search process. Some students were offered additional encouragements, such as text message reminders or college application fee waivers. In a randomized control trial with 785,000 low- and middle-income students in the top 50% of the PSAT and SAT distributions, we find no changes in college enrollment patterns, with the exception of a 0.02[sigma] increase in college quality measures for African-American and Hispanic students
Providing Incentives for Timely Progress toward Earning a College Degree: Results from a Performance-Based Scholarship Experiment
Author: Binder, Melissa
Date: 2015-06-00
Type: Reports - Research
Subjects: Scholarships,Low Income Students,Academic Advising,Program Evaluation,Graduation Rate,Time to Degree,Educational Attainment,Educational Finance,Minority Serving Institutions,Student Attitudes,College Students,Credits,Student Characteristics

This paper presents effects after five years of a performance-based scholarship offered to low-income entering freshmen at The University of New Mexico, a medium-sized public university. The program, which was evaluated using a randomized controlled trial, provided eligible students with up to $1,000 in additional aid per semester for four semesters, conditional on enrolling for a minimum number of credit hours and maintaining a minimum GPA. The program also offered enhanced academic advising. The findings show that the program led to small increases in credit hour accumulation during the first two years, which translated into -notable increases in graduation rates after five years -- an increase of 4.5 percentage points, an effect that just misses the conventional statistical significance level of 10 percent. The enhanced academic advising may have contributed to the higher graduation rate by increasing awareness among students of the courses needed to graduate. The effects of VISTA are in the context of the state's generous lottery-funded scholarship, which paid tuition for students who maintained fulltime enrollment and a minimum GPA.
The Mediator Role of Work-Related Need Satisfaction between Subjective Well-Being and Work Engagement of Teachers
Author: Eryilmaz, Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Teachers,Well Being,Teacher Motivation,Job Satisfaction,Life Satisfaction,Measures (Individuals),Affective Measures,Need Gratification,Work Attitudes,Foreign Countries

Teachers have a critical role in the fulfillment of educational objectives. One of the fundamental factors affecting teachers while doing their demanding job is their subjective well-being state. This study investigates the subjective well-being of high-school teachers in terms of work engagement and work-related need satisfaction. The mediator role of work-related need satisfaction between subjective well-being and work engagement was also investigated. The sample consisted of 250 teachers (n=131 males; 52.4%, n=119 females; 47.6%). Data collection tools included the Satisfaction with Life Scale (SWL), Positive and Negative Affect Scale (PANAS), Utrecht Work Engagement Scale (UWES), and Work-Related Basic Need Satisfaction Scale. In the analysis of the data, structural equation modeling method was employed. The results revealed that both work engagement and satisfaction of work-related needs positively contribute to teachers' subjective well-being. The mediator role of satisfaction of work-related needs between work engagement and teachers' subjective well-being was also observed. Based on these results, this study concludes with a few pedagogical implications considered important.
The Kindergarten Hotspot: Literacy Skill Convergence between Boston Prekindergarten Enrollees and Nonenrollees
Author: Weiland, Christina
Date: 2021-00-00
Type: Reports - Research
Subjects: Preschool Education,School Readiness,Kindergarten,Public Schools,Grade 1,Grade 2,Grade 3,Literacy Education,Program Effectiveness,Reading Skills

Preschool improves children's kindergarten readiness, but the cognitive outcomes of preschool enrollees and nonenrollees tend to converge partially or fully in elementary school. In older programs, most of this convergence occurs in kindergarten (Li et al., 2016), but evidence from today's programs is sparse. Using data on 4,971 children who applied to the Boston Public School Prekindergarten program and a quasi-experimental approach, we examine convergence in kindergarten through third grade (K-3) literacy outcomes of prekindergarten enrollees and nonenrollees. Consistent with previous literature, most of the convergence in K-3 literacy outcomes occurred in kindergarten. Our findings suggest that detailed investigations into the kindergarten teaching and learning context may be particularly important for solving the widely noted preschool convergence pattern. [This is the online version of an article published in &quot;Child Development.&quot; For the final published version of this article, see EJ1291027.]
Assessment of e-Learning Readiness of Academic Staff &amp; Students of Higher Education Institutions in Gujarat, India
Author: Lakshmi, Y. Vijaya
Date: 2020-01-00
Type: Journal Articles
Subjects: Electronic Learning,Learning Readiness,College Faculty,College Students,Foreign Countries,Teacher Attitudes,Student Attitudes

Gujarat has many prestigious higher education institutions which are inclined towards using e-learning platform. The present cross-sectional study is an attempt to assess the eLearning readiness of the stakeholders of these institutions. For this, data was collected (physical/e-form) through a self-developed questionnaire from a sample of 12 lab administrators, 83 teaching staff and 153 students belonging to 35 colleges of Gujarat which are using the e-learning practices. Frequency, percentage and intensity index were used to analyze the data. Majority of the stakeholders have a positive perception towards concept of e-learning and believe that it has many benefits. However, they feel that e-learning helps to a lesser extent in maintaining transparency, face to face contact and interactivity. These factors may hinder their readiness towards e-learning. Also unreliable technology and lack of faculty members' confidence and expertise to use this platform in teaching environment are seen as biggest barriers in e-learning. Hence, there is an immediate need to plan for training programmes which will help in improving the confidence of faculty members in using this platform and would increase their e-learning readiness.
Experiences and Practices of STEM Teachers through the Lens of TPACK
Author: Morales, Marie Paz E.
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Pedagogical Content Knowledge,Technological Literacy,Teaching Methods,College Faculty,Foreign Countries,Technology Integration,Technology Uses in Education,Teacher Attitudes,Faculty Development,Quality Assurance

The study used the TPACK (technological pedagogical content knowledge) framework to determine the STEM teacher's experiences and practices. Data were sourced through interviews, classroom observations, and document analysis from purposively selected 106 STEM teachers (from randomly identified universities/colleges of the 17 regions of the country). Three frameworks: Policies Standards and Guidelines (PSGs), Philippine Professional Standards for Teachers [PPST], and TPACK guided the analysis of the qualitative data. Exploratory design developed the visualization for the three education domains (pedagogy, assessment and technology integration) that represent teachers' experiences and practices. Findings revealed that teachers characterized the unique attributes of the domains defining the individual visualizations of these education domains. Re-thematization provided an image for the Philippine higher education responsive model (PHERM) which showed that STEM teachers develop one knowledge construct of TPACK at a time, the last being integrating technology. The developed model of STEM teachers' experiences and practices is envisioned to track and enhance the competencies of teachers to deliver 21st century-skilled STEM workforce for the country.