ethanporcaro/eric-fulltext-meta huggingface dataset:
Mentoring &amp; Foster Youth
Author: MENTOR: The National Mentoring Partnership
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Foster Care,At Risk Students,Intervention,Mentors,Program Effectiveness,Models,Youth Programs,Mental Health,Middle School Students,Delinquency,Federal Legislation

The U.S. Department of Health and Human Services estimates that there are over 400,000 children currently in foster care in the United States. Most youth are in the system for at least a year, with 38% for two years or longer. The most common placement setting for children in foster care is nonrelative foster family homes; about half of youth exit the system end up reunited with their caregivers, while another quarter are adopted. Unfortunately, as a result of the many challenges that can come with unstable and impermanent housing, disruptions in education, and a lack of strong relationships with adults, only 50% of youth in foster care complete high school by the time they are 18 years old, and only 20% enroll in higher education upon graduation. Studies have shown that mentoring services for foster youth are effective intervention strategies that have a positive impact on a wide range of factors. This document discusses these findings, provides examples of successful program models from across the country, and discusses opportunities to support youth with experience in foster care through mentoring.
Mentoring &amp; Youth Violence Prevention
Author: MENTOR: The National Mentoring Partnership
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Mentors,Prevention,Intervention,Violence,Models,Juvenile Justice,At Risk Persons,Program Effectiveness,Youth Programs,Role Models,Youth,Delinquency Prevention,Aggression

In 2019, the Centers for Disease Control and Prevention's (CDC's) Youth Risk Behavior Survey found that 8% of youth in grades 9-12 reported being in a physical fight one or more times in the 12 months preceding the survey, with more than 7% reporting being threatened or injured with a weapon on school property. Homicide is the 3rd leading cause of death for young people ages 10-24, and is the leading cause of death for African Americans in this age range. Data from 2014 show that 501,581 young people ages 10 to 24 were treated in emergency departments for injuries sustained from physical assaults. Needless to say, youth violence is a serious problem that can have lasting harmful effects on both the perpetrator, the victim, and their family, friends, and communities. Studies have shown that mentoring can serve in both prevention and intervention roles in addressing youth violence. This document discusses these findings and provides examples of successful program models from across the country.
Exchange Quality in Teacher Leadership Ties: Examining Relational Quality Using Social Network and Leader-Member Exchange Theories
Author: Comstock, Meghan
Date: 2021-00-00
Type: Reports - Research
Subjects: Social Networks,Teacher Leadership,Correlation,Teacher Attitudes,Teacher Collaboration,Peer Relationship,Network Analysis,School Culture,Communities of Practice,Instructional Leadership,Social Capital,Trust (Psychology),Help Seeking,School Districts,Teacher Surveys,Elementary School Teachers,Middle School Teachers,High School Teachers,Collegiality,Teacher Characteristics,Measures (Individuals)

Purpose: This study examines the relational dynamics between teachers and formal teacher leaders (TLs). We examine the association between relationship structure and leader-member exchange (LMX) quality and the extent to which LMX mediates the relationship between social network (SN) measures of dyadic relationships and TL influence. Design/methodology/approach: Using survey data from 1,895 teacher-TL relationships, we employ path mediation analysis using hierarchical linear modeling. Findings: Our results indicate that voluntary advice-seeking and multiplex ties are associated with stronger exchange quality between teachers and TLs. In addition, LMX partially mediates the relationship between voluntary ties and TL influence. Originality/value: SN and LMX theories offer two complementary lenses for studying relational dynamics in organizations, though they seldom are used together, especially in education. This study bridges SN and LMX theories and measures to bolster studies of relational dynamics in organizations and highlights that in the case of formal teacher leadership, there is a need for school structures that enable teachers and TLs to seek out one another informally and develop strong social exchanges [This is the online version of an article published in &quot;Journal of Professional Capital and Community&quot; (ISSN 2056-9548 ).]
An Investigation of the Convenience of Cartoon Films in Terms of Developmental Levels of Pre-School Children
Author: Zorlu, Fulya
Date: 2017-01-00
Type: Journal Articles
Subjects: Cartoons,Films,Preschool Children,Foreign Countries,Content Analysis,Developmental Stages,Ethics,Violence,Personality Traits,Culture,Sexuality,Mythology,Values

The purpose of this study is investigating the convenience of cartoon films with respect to the developmental levels of pre-school children. Content analysis, one of the techniques of qualitative research, was used in the study. 10 cartoon films, five local and five foreign, showed in Turkish television channels from the year of 2014 to 2015 were investigated in terms of different points. A rubric including 20 items was used in the study and the tool was prepared by the researchers in the light of the related literature and views of the experts. Results showed that value factor was more frequently included in cartoon films while factors such as sexuality and superstitious beliefs were less likely observed. Furthermore, local cartoon films had more positive aspects in comparison with the cartoon films of foreign countries.
The Mediating Effect of Job Satisfaction on the Impact of Organizational Spirituality on Job Performance
Author: Yarim, Mehmet Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Correlation,Organizational Climate,Industrial Psychology,Sense of Community,Religious Factors,Performance Factors,Job Performance,Elementary School Teachers,Questionnaires,Foreign Countries

The aim of this study is to determine the mediating effect of job satisfaction on teachers' effect of organizational spirituality on job performance. The study group of the study consists of 320 teachers who are selected by appropriate sampling method among the teachers working in primary schools in the central districts of Erzurum province (Yakutiye, Palandöken, Aziziye). Organizational Spirituality Scale, Minnesota Job Satisfaction Scale and Job Performance Scale were used to collect data in the study. SPSS 24 and Amos programs were used to analyze the data obtained during the research process. As a result of the research, it has been determined that organizational spirituality has positive and significant effects on job satisfaction and job performance, and job satisfaction has positive effects on job performance. In addition, it was concluded that there is a partial mediation effect of job satisfaction on the effect of organizational spirituality on job performance.
Mathematics Distance Learning Amid the COVID-19 Pandemic in the UAE: High School Students&apos; Perspectives
Author: Almarashdi, Hanan
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Distance Education,COVID-19,Pandemics,High School Students,Student Attitudes,Teacher Student Relationship,Peer Relationship,Barriers,Educational Technology,Teaching Methods,Program Effectiveness

In light of the COVID-19 pandemic that has resulted in several countries being locked down, there has been a paradigm shift in terms of learning worldwide. As a result, educational institutions in the United Arab Emirates (UAE) have acted swiftly and shifted from face to-face education to distance learning. Thus, this study investigated high school students' perspectives on the distance learning of mathematics. The research employed a quantitative method using a developed and validated online survey. The convenience sampling consisted of 580 high school students in Al Ain. Descriptive statistical analysis of the mean and standard deviation of scores was used and then interpreted based on Gagné's rating (1991). In general, the results showed that the students had an ambivalent view of their distance learning experience. Notably, students' most negative perceptions were about missing the interaction with teachers and colleagues, and disapproving of the unfavourably long screen times. Furthermore, 78.3% of the participants showed no preference for choosing to study mathematics by distance learning in the future, given a choice. This study has extra relevance since the process of distance learning has become more prevalent in the UAE owing to the COVID-19 pandemic. Thus, it is imperative that educational institutions try to understand the complexity and embedded nature of distance learning, and the challenges encountered by students while they are studying mathematics in an online environment.
Potential Perspectives Corpus Linguistics Offers for Applied Linguistics Studies: The Use of BNC to Increase Validity
Author: Atar, Cihat
Date: 2017-00-00
Type: Journal Articles
Subjects: Applied Linguistics,Computational Linguistics,Validity,Turkish,Bilingualism,Morphemes,English,Interference (Language),Grammar,Second Language Learning,Second Language Instruction

This paper studies how corpora can be incorporated into a study in Applied Linguistics field to increase validity. This study aims at testing the validity of a previous study (Atar, 2014) which focused on the reverse transfer from English to Turkish of Turkish bilingual speakers of English. In that study (Atar, 2014) the processing of predictive conditionals (conditionals which require a real possibility) by monolingual and bilingual Turkish speakers are contrasted and it was hypothesized that the bilinguals would use future tenses in their Turkish predictive conditionals (as a result of reverse transfer from English) which is an ungrammatical structure in Turkish. However, one flaw of this study was that the hypothesis took it for granted that English always has future tenses (or modals) in predictive conditionals (please see Atar, 2014 for details). This is an important issue, because if English already uses present tenses in predictive conditionals, the research cannot claim that Turkish bilinguals use future tenses in their Turkish predictive conditionals as a result of the reverse transfer. Consequently, this study sets out to make the description of English predictive conditionals from the British National Corpus (the BNC) to put the claims of this research on a reliable base and this has implications for the use of Corpus Linguistics in Applied Linguistics studies.
The Short-Term Credentials Landscape: What We See and What Remains Unseen
Author: Ositelu, Monique O.
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Credentials,Education Work Relationship,Outcomes of Education,Higher Education,Educational Attainment,Enrollment,Disproportionate Representation,Research Needs,Educational Research

Given the rapid growth in short-term programs, and policymakers' fast-growing interest to invest federal higher education dollars into very-short-term credentials, we explore what the research does--and does not--show us about such credentials' utility in the labor market. With concerns about equity, our review of the literature guides us towards caution, as a strong push for short-term certificates may run the risk of reifying socioeconomic stratification.
The Relationship between Gender Role Attitudes and Epistemological Beliefs of University Students
Author: Çuhadaroglu, Alper
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Sex Role,Epistemology,Correlation,Predictor Variables,Foreign Countries,Social Influences,Gender Bias,Sex Stereotypes

In this study, the relationships between university students and their perceptions of gender roles and epistemological beliefs were investigated. Gender roles are a phenomenon that are determined by culture, and begin to emerge at an early age, which may include some stereotypical behaviors along with a number of attitudes, duties and obligations that the individual is expected to perform as a woman or a man. Epistemological belief is seen as an individual feature of how knowing and learning take place. In this study, a mixed method was used. The quantitative study group consists of 517 students from both universities, while the qualitative study group consists of 85 people. Gender Role Attitudes Scale and Epistemological Beliefs Scale were used to collect quantitative data. In order to obtain qualitative data, participants were given a form consisting of open-ended questions. According to the analyses, it was determined that there was a significant relationship between the participants' epistemological beliefs and gender roles attitudes and, epistemological beliefs were a significant predictor of gender roles attitudes. The results obtained are discussed in line with the existing literature.
Is Social Success the Ultimate Goal of Higher Education?
Author: Lee, Jeong-Kyu
Date: 2021-07-07
Type: Reports - Descriptive
Subjects: Role of Education,Higher Education,Success,Social Mobility,Foreign Countries,Comparative Education,Confucianism,Religion,Philosophy,Global Education,Educational Theories

This article discusses whether social success is the ultimate goal of higher education from a cross cultural approach. To review this study logically, three research questions are addressed. First, what are the concepts of success and social success? Second, for whom and what is social success? Last, is social success indeed the ultimate goal in higher education? The research questions will be defended through a descriptive analysis, with a cross cultural approach. As for the limitations of the article, social success is focused on the lenses of the Eastern and the Western perspectives in conventional higher education, especially Canada and Korea. The Eastern aspect will be limited to Confucianism and Taoism, and the Western aspect will be focused on hedonism and mammonism on the basis of the ancient Greek philosophy and Christianity. The significance of this article is to provide valuable resources and useful information for global education theorists and practitioners regarding the ultimate goal in higher education and social success.
Real-Time Scaffolding of Students&apos; Online Data Interpretation during Inquiry with Inq-ITS Using Educational Data Mining
Author: Gobert, Janice D.
Date: 2018-00-00
Type: Reports - Research
Subjects: Scaffolding (Teaching Technique),Data Interpretation,Intelligent Tutoring Systems,Science Instruction,Inquiry,Science Process Skills,Skill Development,Transfer of Training,Grade 8,Middle School Students,Instructional Effectiveness,Bayesian Statistics,Computation

This chapter addresses students' data interpretation, a key NGSS inquiry practice, with which students have several different types of difficulties. In this work, we unpack the difficulties associated with data interpretation from those associated with warranting claims. We do this within the context of Inq-ITS (Inquiry Intelligent Tutoring System), a lightweight LMS, providing computer-based assessment and tutoring for science inquiry practices/skills. We conducted a systematic analysis of a subset of our data to address whether our scaffolding is supporting students in the acquisition and transfer of these inquiry skills. We also describe an additional study, which used Bayesian Knowledge Tracing (Corbett and Anderson. User Model User- Adapt Interact 4(4):253-278, 1995), a computational approach allowing for the analysis of the fine-grained sub-skills underlying our practices of data interpretation and warranting claims. [This is a chapter in: Auer, M. E. et al. (Eds), &quot;Cyber-Physical Laboratories in Engineering and Science Education,&quot; (p191-217). Cham, Switzerland: Springer International.]
Talent Matters: Supporting Equity and Michigan&apos;s Educators for Pandemic Recovery and Beyond
Author: Bentley, Tabitha
Date: 2021-05-18
Type: Reports - Research
Subjects: COVID-19,Pandemics,Administrator Attitudes,Poverty,Educational Needs,Disadvantaged Schools,School Districts,Teacher Competencies,Equal Education,Minority Group Students,Teacher Recruitment,Teacher Persistence,Compensation (Remuneration),Diversity (Faculty),Labor Turnover,Educational Finance,Barriers,Teacher Salaries,Public Schools,School Closing,Data Collection,Educational Equity (Finance)

Educator talent has long been a challenge in Michigan's highest poverty districts and districts serving high percentages of Black and Brown students. These districts have confronted enduring challenges in recruiting, retaining, and compensating highly effective and diverse educators, and this is reflected in outcomes such as teacher turnover rates. The Education Trust-Midwest heard from leaders in historically-underserved districts that face deeply-rooted structural challenges to hear their thoughts and concerns on what Michigan must do to attract, support and retain the teachers they want most in their schools. This brief highlights the perspectives of district leaders working in high-poverty districts in Michigan at the height of the pandemic. These conversations revealed a key theme: Michigan is not doing enough to meet the needs of teachers in high poverty schools and districts, nor enough to meet the needs of district leaders working to attract, retain, and develop them.
Storycraft: The Importance of Narrative and Narrative Skills in Business
Author: Robson, James
Date: 2021-06-00
Type: Reports - Research
Subjects: Foreign Countries,Story Telling,Business,Job Skills,Audiences,Employees,Communication Skills,Empathy,Critical Thinking,Creative Thinking,Technological Literacy,Persuasive Discourse,Diversity,Employment Qualifications,Change,Verbal Communication,Nonverbal Communication,Computer Mediated Communication,Role of Education,Higher Education,Humanities,Art,Educational Policy,Economic Factors,Administrators,Business Administration,Values,Oral Language,Written Language,Ethics,Emotional Response,Aspiration,Memory,Perspective Taking,COVID-19,Pandemics

Narrative skills are fundamental and indispensable in business in the twenty-first century. The ability to devise, craft, and deliver a successful narrative is not only a pre-requisite for any Chief Executive Officer (CEO) or senior executive, but is also increasingly becoming necessary for employees in any organisation. This ground-breaking report reveals how prominent business leaders in the United Kingdom view and utilise narrative as an integral part of doing business. Based on extensive interviews with 34 business leaders, most of whom are CEOs and Chairs of Financial Times Stock Exchange 100 Index (FTSE100) companies, the study fills a gap in extant scholarship on narrative in a business context, an area that is both under-researched and under-theorised. In addition, the report updates and revitalises the idea of what narrative constitutes. Much academic discourse on narrative emanates from literary theory, which in turn focuses mostly on literary texts, predominantly the novel. Yet this kind of academic discourse ignores how narrative operates in the real world, and especially in the commercial world. By contrast, this project employs rigorous, empirical research in order to understand how business leaders conceptualise and deploy narrative in the twenty-first century, and to understand the complex skills now required for a business narrative to succeed. [This report was funded by the UK Research and Innovation (UKRI) Arts and Humanities Research Council. For the Summary Version, see ED614538.]
Appropriate and Useful: Principal Attitudes toward K-12 Standards and Policies
Author: Edgerton, Adam Kirk
Date: 2020-00-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Academic Standards,State Standards,Educational Policy,State Policy,Familiarity,Academic Achievement,Correlation,Language Arts,Mathematics Instruction

Using state-representative surveys, we investigated how familiar Texas, Ohio, Kentucky, and Massachusetts principals are with their state's K-12 standards, as well as the strength of their policy environments, using a policy attribute theory. We found relatively high levels of buy-in toward the idea of standards but only a general familiarity with the standards themselves. Principals are least familiar with the standards in mathematics, and high school principals are significantly less familiar with their state's standards than elementary principals. Using ordinary least squares (OLS) regression, we found no relationship between student proficiency and principal familiarity, but we did find a significant and positive relationship between stronger policy environments and greater familiarity among principals in Texas. [This is the online version of an article published in &quot;Teachers College Record.&quot;]
Storycraft: The Importance of Narrative and Narrative Skills in Business. Summary Version
Author: Robson, James
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Story Telling,Business,Job Skills,Audiences,Employees,Communication Skills,Empathy,Critical Thinking,Creative Thinking,Technological Literacy,Persuasive Discourse,Diversity,Employment Qualifications,Change,Verbal Communication,Nonverbal Communication,Computer Mediated Communication,Role of Education,Higher Education,Humanities,Art,Economic Factors,Business Administration,Values,Oral Language,Written Language,Ethics,Emotional Response,Aspiration,Memory,Perspective Taking,COVID-19,Pandemics

This short report is a summary of the findings from &quot;Storycraft: The Importance of Narrative and Narrative Skills in Business.&quot; This ground-breaking report reveals how prominent business leaders in the United Kingdom view and utilise narrative as an integral part of doing business. Based on extensive interviews with 34 business leaders, most of whom are Chief Executive Officers (CEOs) and Chairs of Financial Times Stock Exchange 100 Index (FTSE100) companies, the study fills a gap in extant scholarship on narrative in a business context, an area that is both under-researched and under-theorised. In addition, the report updates and revitalises the idea of what narrative constitutes. [This report was funded by the UK Research and Innovation (UKRI) Arts and Humanities Research Council. For the full report, see ED614536.]
Sociolinguistics Approaches in EFL Teaching Methods for Dominican College Students
Author: Tavarez Da Costa, Pedro
Date: 2021-07-21
Type: Reports - Research
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Sociolinguistics,Teaching Methods,Higher Education,Advanced Courses,Constructivism (Learning),Cognitive Processes

This work is concerned with the effects or pedagogical influences of the so-called Sociolinguistics Approaches on Dominican College education, specifically at three groups of advanced EFL Classes at the State College, that is to say the Universidad Autonoma of Santo Domingo-UASD, during the last virtual and first semester of this year (2021-1), as a part of the Core Curriculum of the said institution. The emphasis was placed in determining how certain currents of the like had have a considerable influence in both the teacher's population as well as that of the students, resulting with not a new discovery, that Constructivism and Cognitivism were among others, like Vygotsky and Piaget the ones that still enjoy a great prestige in our academic world, not only for the EFL or ESL professors of the school of foreign languages, but also for the rest of the school and faculties such as Spanish letters, Philosophy, and Sociology. The results of this investigation are concretely offered through the discussion of the Research Questions in the final chapter of this research work, as a manner of conclusion.