ethanporcaro/eric-fulltext-meta huggingface dataset:
Perceptions of Middle School Teachers about an Anti-Bullying Program
Author: Lester, Robin
Date: 2014-11-07
Type: Speeches/Meeting Papers
Subjects: Middle School Teachers,Teacher Attitudes,Bullying,Secondary Education,Intervention,Program Implementation,Program Effectiveness,Program Improvement,Phenomenology,Qualitative Research,Semi Structured Interviews,Curriculum Implementation,Teacher Role,Parent Participation

In recent years, K-12 schools throughout the United States have garnered nationwide attention because of bullying problems. Bullying impacts schools in various ways: student performance and self-regard, and it creates an environment of hostility in schools. Many factors contribute to the problem, including socioeconomic status, low self-esteem, peer pressure, and family life. Although the study target middle school had created an anti-bullying program, the incidence of bullying increased during the first and third year of the program's implementation. This study was guided by the theoretical framework of social learning theory that suggests that children learn to be violent as a result of imitating role models and being exposed to violent media content. The central concept is that individuals learn by observing others. A phenomenological study was conducted to investigate the perceptions of middle school teachers about the anti-bullying program. Data collection included semi-structured, open-ended interviews. All interviews were audio taped, transcribed verbatim, and analyzed by coding in order to identify emerging themes. The themes that emerged included the content of the anti-bullying curriculum, the contributions of the anti-bullying program, recommendations for effective anti-bullying programs, and teacher readiness and preparedness to implement curriculum. Findings indicated that participants believe that there is a need for an up-to-date, anti-bullying program at the target school and a need to clarify the roles and responsibilities of school teachers and other school stakeholders. Study findings could have educational policy implications as well as positive social change implications. The findings of this study could also contribute on a larger scale.
English Learner Reclassification to Fluent English Proficient: Meeting Criteria, Roadblocks, Opportunities, and Consequences, District 1 Years 1 and 2 Findings. Practitioner Research Brief 1
Author: Estrada, Peggy
Date: 2014-03-00
Type: Reports - Research
Subjects: English Language Learners,School Districts,Classification,Language Proficiency,English (Second Language),Core Curriculum,Mixed Methods Research,Longitudinal Studies,Interviews,Principals,Elementary School Teachers,Secondary School Teachers,Alignment (Education),Nongraded Student Evaluation,Mainstreaming,Credits,Curriculum Design,Elementary School Students,High School Students,Urban Schools,Educational Policy,Evaluation Criteria,Barriers,Academic Achievement,Teacher Attitudes,Faculty Development,Social Integration,Language Tests,Middle School Students

For English learners reclassifying to fluent English proficient signifies reaching a milestone indicating the ability to function in mainstream classes without support. Employing a longitudinal, multimethod approach, I describe patterns of reclassification using administrative data for 7 cohorts of students over 2 years in a large urban district. I identify facilitating and impeding factors undergirding those patterns using staff interviews and policy documents. For the stable population of ELs in the grades studied, a fifth to a quarter met reclassification criteria. However, 8% to 9% of these students were not reclassified. A good piece of news is that in Year 2, a slightly higher percentage of ELs met criteria, despite the fact that they were the lower performing students who continued in EL status. Remarkably in both years, for nearly an additional one-quarter of ELs, reclassification may be within reach because they were missing only one criterion. Surprisingly, for these students meeting the CELDT criterion was the major impeding barrier until middle school, when the CST-ELA became the major impeding barrier. Several high-payoff opportunities to increase reclassification are detailed in this report. Taken together, they could yield significant increases to reclassification--an outcome staff would likely support because they typically view reclassifying before middle school as urgent. The findings from all data sources, quantitative analysis of EL versus non-EL course credits earned, and EL concentration in classrooms, staff reports, and EL Curricular Streams indicate that remaining EL in secondary school restricts access to the academic core, the full curriculum, and non-EL students and that reclassification acts as a gateway to these opportunities. Staff articulated negative academic and social consequences of continuing EL status. Teachers reported a desire to instruct ELs more effectively and identified instructional challenges for providing access to the core and professional development needs. Staff also offered ways of increasing access to the core content and non-ELs, which included mainstreaming high-performing ELs and integrating ELs with the full range of non-ELs to increase opportunity to learn and social inclusion and impede behavioral problems.
The Impact of a Teacher Education Course Taught in a University Laboratory School Setting
Author: Weih, Timothy G.
Date: 2006-00-00
Type: Reports - Research
Subjects: Laboratory Schools,Preservice Teacher Education,Education Courses,Student Surveys,Teacher Surveys,Elementary School Students,Elementary School Teachers,Preservice Teachers,Instructional Effectiveness

The study took place in a laboratory school located in a Midwestern community with a population of about 100,000. The laboratory school was located on the campus of a comprehensive 4-year university. A university faculty member who was school-based taught a teacher education class within the laboratory school building. The impact of the course was examined through surveys administered to the laboratory school faculty who served as guest speakers, the university students enrolled in the course, and the laboratory school children who were involved in student teacher lessons. Data were analyzed using qualitative methodology. Results and implications for practice are discussed. The following are appended: (1) Survey for Primary Grade Students; (2) Survey for Intermediate Students; (3) Survey for University Students; (4) Survey for Faculty; and (5) Unitized Survey Results From PLS Faculty. [This article was published in: &quot;The National Association of Laboratory Schools Journal&quot; v30 p22-30 2006.]
A Grounded Theory Study of the Process of Accessing Information on the World Wide Web by People with Mild Traumatic Brain Injury
Author: Blodgett, Cynthia S.
Date: 2008-08-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Head Injuries,Brain,Neurological Impairments,Mild Disabilities,Internet,Access to Information,Grounded Theory,Web Sites,Interviews,Preferences,Visual Perception,Comprehension,Emotional Response,Persistence,Information Management,Qualitative Research,Observation,Classification,Models,Advertising,Design,Coding,Adults,Late Adolescents,Interaction,Protocol Analysis

The purpose of this grounded theory study was to examine the process by which people with Mild Traumatic Brain Injury (MTBI) access information on the web. Recent estimates include amateur sports and recreation injuries, non-hospital clinics and treatment facilities, private and public emergency department visits and admissions, providing approximately 3.8 million MTBIs annually (CDC, 2007c). Equal access has gained attention of policy-makers in both disability rights and web development worlds. Inequity on the web currently exists for all individuals with disabilities, including a growing population of MTBI survivors. In this study, both the Glaser and Strauss and Strauss and Corbin models of the Grounded Theory research tradition informed data analysis. Nine MTBI survivors were interviewed as they visited websites. Data analysis provided five core themes. MTBI Users: (a) have personal preferences about how content is organized and positioned; (b) finds that colors and images, including those applied to text, impacts attempts to access and comprehend information; (c) chooses to either react or respond to initial interaction; (d) encounters circumstances that impact success; and (e) is surrounded by circumstances that impact technology or the web. A common theme weaving through four of these five (number 5 excluded) are informed by the MTBI User&apos;s emotionality, that is, the role of the User&apos;s emotions such as frustration of pleasure to create a pleasing or dissatisfying experience. The information access process that emerged from this study includes three stages: User Meets the Web, User Assesses Page, and User Persists. In each stage, the User may either continue or exit the page depending on interference of emotionality or of persistence. If the User successfully passes through all three stages, the desired information has been accessed and the User may either exit the web or begin the process again with a new page. The following are appended: (1) Doctor Recruiting Letter Example; (2) Recruiting Card; (3) Screening Questions; (4) IRB Approved Consent; (5) Idea Book; (6) Interview Procedures as Included in IRB Protocol; (7) Code Definitions; (8) Category Definitions; (9) Categories and Codes with Frequencies; and (10) Codes Sorted by Frequency.
Cheap, Suitable, Promising: Monitorial Schooling and the Challenge of Mass Education in Early Liberal Spain (1808-1823)
Author: Caruso, Marcelo
Date: 2013-00-00
Type: Reports - Research
Subjects: Mass Instruction,Educational History,Foreign Countries,Historiography,Teaching Methods,Models,Foundations of Education,Classroom Techniques,Elementary Education,Political Attitudes,Educational Change

Introduction: The problem of establishing a modern inclusive system of education in Spain was not only one of large structures, but also one related to day-to-day operations in schools including didactics and methods. If liberals in Spain wanted to integrate a large section of the Spanish population into a school system, that system had to be conceived of as a mass system with an unprecedented reach within the schooling tradition of that country. In a context of financial scarcity, a rejection of pedagogical traditions, and a strong claim for more efficient techniques, the monitorial system of education from England became a new panacea for Spain. Method: With particular attention to the historiography of the reception of foreign educational models, this contribution presents historical evidence about this particular constellation of emergence of a national system of education in Spain. Results and Discussion: By analysing a sample of printed and archival historical sources concerning the early reception of this system of teaching up until 1823, this contribution shows the inescapable character monitorial instruction acquired in these years and points at the ideological factors that led to this outcome. It shows that at the very beginning of the &quot;national&quot; system of education, foreign elements were constitutive of the history of Spanish school system. [A bibliography is included.]
Culminating Experience Action Research Projects, Volume 15, Part 2, Fall 2009
Author: McAllister, Deborah A., Ed.
Date: 2009-03-01
Type: Collected Works - General
Subjects: Action Research,Research Projects,Hands on Science,Science Activities,Secondary School Science,Science Instruction,Instructional Effectiveness,High School Students,Group Activities,Individual Activities,Comparative Analysis,Parent Participation,Numeracy,Middle Schools,Curriculum,Grade 9,Mixed Methods Research,Chemistry,Middle School Students,Scores,Grade 7,Mathematics Tests,Parent Surveys,Middle School Teachers,Grade 6,Grade 8,Teacher Surveys

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience or with school employment. This course, Education 590 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 500 Introduction to Inquiry course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 590 course is conducted through the use of an online, course management system (Blackboard), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers. The action research projects from fall semester 2009 (part 2), are presented in this document: (1) The Impact of Hands-On Activities and Labs in a Secondary Science Class (Melissa Greever); (2) Action Research Study of Group Work vs. Individual Work in High School Students (Emily Mitchell); (3) Parental Involvement (James Pierce); and (4) Numeracy Across the Middle School Curriculum (LaShelle M. Smith). (Individual papers contain references, figures, and appendices.) [For &quot;Culminating Experience Action Research Projects, Volume 15, Part 1, Fall 2009,&quot; see ED518899. Abstract modified to meet ERIC guidelines.]
Teachers' Efficacy Perceptions about Individualized Instruction
Author: Karadag, Ruhan
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Self Efficacy,Individualized Instruction,Questionnaires,Teacher Effectiveness,Teacher Attitudes,Teacher Role

The population of the study consists of primary school teachers working in the province of Eskisehir. The sample of the study consists of 321 primary school teachers working at 40 primary schools. In the present study, a questionnaire, an instrument to collect data, was used to determine teachers' perceptions of efficacy about individualized instruction. Frequencies and percentage were calculated in the analysis of the data. Results of the study indicated that primary school teachers perceived themselves as sufficient in terms of determining the aims and teaching activities. Furthermore, teachers perceived themselves moderately sufficient in terms of presenting different activities in scheduling; applying knowledge with property of students in scheduling to teaching-learning process and designing suitable teaching material in teaching-learning process; constructing the environment which helps students to realize their powerful and weak aspects. On the other hand, teachers perceived themselves insufficient in terms of scheduling teaching-learning process with convenient individual differences and constructing environment with convenient for students who need special education.
Aspects of Intercultural Education at the Primary Level of Georgian General Education School
Author: Malazonia, David
Date: 2015-03-00
Type: Reports - Research
Subjects: Foreign Countries,Multicultural Education,Elementary Education,Textbooks,Textbook Content,General Education,Cultural Differences,Cultural Awareness,Interpersonal Competence,Religion,Race,Age Differences,Generational Differences,Socioeconomic Status,Sex,Geographic Regions,Ethnicity

Intercultural education is based on the ideals of social fairness, educational equality, critical pedagogy and sets the goal of creation of such educational environment, in which all pupils will be able to completely fulfill their own potential. School is the prime tool of society transformation for this. The Georgian Constitution protects fundamental rights and freedoms of humans. Abridgment of human equality and discrimination on the any ground is considered as inadmissible action. From this viewpoint separate legislative acts are in content-related accordance and create united legal framework, uniform requirements and common approach that formally provides protection of humans or human groups/unions of different identity and their possibilities to carry out the wide range of civic activity. It should be emphasized the circumstance that in Georgian legislation, from the viewpoint of human rights protection and inadmissibility of discrimination, are reflected the approaches, which exist based on international legislative experience. Acts/documents, which regulate directly general education system and teaching/ educational process, foresee elaboration of skills of tolerant attitude to intercultural education and diversity of pupils. Our choice to analyze textbooks for elementary classes was based on James Banks's opinion (Banks, 2014) that it is relatively easy to assert influence on pupils' attitude and stereotypes by means of curriculum, especially in elementary classes. For analysis we drawn attention to the textbooks of general education school since namely the school textbook is the final (and frequently the only accessible) &quot;product&quot; in Georgian reality, which is used by all three agents of teaching/learning process--teachers, pupils, parents.
White House Unveils America's College Promise Proposal: Tuition-Free Community College for Responsible Students. Fact Sheet
Author: White House, Office of the Press Secretary
Date: 2015-01-09
Type: Reports - Descriptive
Subjects: Community Colleges,Student Financial Aid,Federal Programs,Access to Education,Student Costs,Student Responsibility,Educational Quality,State Federal Aid,Technical Education,Two Year College Students,Grants

In January, 2015, the President unveiled the America's College Promise proposal, which would make two years of community college free for responsible students, letting students earn the first half of a bachelor's degree and earn skills needed in the workforce at no cost. This proposal will require everyone to do their part: community colleges must strengthen their programs and increase the number of students who graduate; states must invest more in higher education and training; and students must take responsibility for their education, earn good grades, and stay on track to graduate. The program would be undertaken in partnership with states and is inspired by new programs in Tennessee and Chicago. If all states participate, an estimated 9 million students could benefit. A full-time community college student could save an average of $3,800 in tuition per year. In addition, the President proposed a new American Technical Training Fund to expand innovative, high-quality technical training programs similar to Tennessee Tech Centers that meet employer needs and help prepare more Americans for better paying jobs. These proposals build on a number of historic investments the President has made in college affordability and quality since taking office, including a $1,000 increase in the maximum Pell Grant award to help working and middle class families, the creation of the $2,500 American Opportunity Tax Credit, reforming student loans to eliminate subsidies to banks to invest in making college more affordable and keeping student debt manageable, and making available over $2 billion in grants to connect community colleges with employers to develop programs that are designed to get hard-working students good jobs.
WWC Review of the Report &quot;Efficacy of the Responsive Classroom Approach: Results from a 3-Year, Longitudinal Randomized Controlled Trial.&quot; What Works Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2015-02-00
Type: Reports - Evaluative
Subjects: Faculty Development,Academic Achievement,Program Effectiveness,Elementary School Teachers,Intervention,Elementary Schools,Teacher Improvement,Control Groups,Experimental Groups,Comparative Analysis,Reading Achievement,Mathematics Achievement,Grade 3,Grade 4,Grade 5,Elementary School Students,Longitudinal Studies,Classroom Environment,Interaction,Learner Engagement,Teacher Behavior,Teacher Student Relationship

The study authors examined the impact of &quot;Responsive Classroom,&quot; a professional development program for teachers, on student achievement. This study took place in a large, ethnically and socioeconomically diverse district in a mid-Atlantic state. The intervention was implemented during 3 school years from 2008 to 2011. Study authors randomly assigned 12 elementary schools to implement &quot;Responsive Classroom&quot; for 3 years and another 12 elementary schools to a comparison group that would not implement &quot;Responsive Classroom&quot; during that period. Intervention group teachers began receiving training for &quot;Responsive Classroom&quot; in summer 2008. However, the researchers discovered that some teachers in two of the comparison schools also received training for &quot;Responsive Classroom.&quot; As a result, the authors randomly selected one of these two schools and re-assigned it to the intervention group, so that the intervention group ultimately consisted of 13 schools and the comparison group consisted of 11 schools. Study authors assessed the effectiveness of &quot;Responsive Classroom&quot; by comparing student performance in math and reading on a state standardized test in fifth grade. These students were in third grade during the 2008-09 school year, the first year that &quot;Responsive Classroom&quot; was implemented in the intervention group. There were about 1,000 students in the intervention group and 1,000 students in the comparison group. None of the analyses presented in this study meet WWC standards, and therefore, the study findings are not presented in this WWC report. A glossary of terms is provided. [The following study is the focus of this &quot;Single Study Review:&quot;Rimm-Kaufman, S. E., Larsen, R. A. A., Baroody, A. E., Curby, T. W., Ko, M., Thomas, J. B., Merritt, E. G., Abry, T., &amp; DeCoster, J. (2014). &quot;Efficacy of the Responsive Classroom approach: Results from a 3-year, longitudinal randomized controlled trial.&quot; &quot;American Educational Research Journal,&quot; 1-37. doi: 10.3102/0002831214523821.]