ethanporcaro/eric-fulltext-meta huggingface dataset:
Impact of Excessive Screen-Based Media Use on Early Childhood Development: A Short Review
Author: Pinar, Yunus
Date: 2018-12-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Visual Impairments,Anxiety,Attention Deficit Disorders,Sleep,Depression (Psychology),Low Achievement,Language Impairments,Child Development,Teaching Methods,Brain,Child Health

Over the recent years, a significant increase has been observed in screen-based media use among different age groups. Unregulated and excessive use of technological instruments such as smart phones, tablets or computers also leads to a number of health problems. Vision problems induced by the use of technological instruments among youth and children are gradually increasing in several countries across Europe. When we examine Eastern Asian countries, we see that the prevalence is much higher. A study based in Taiwan discovered that 84% of children have vision disorders. Apart from this, excessive screen-based media use is known to cause other problems during early childhood period at various ages including attention deficit, sleep disorders, depression, anxiety, academic inadequacy and linguistic development disorders. Unregulated and excessive screen-based media use demonstrates an incline with an increasing acceleration every day. The objective of this brief evaluation article is to investigate the problem in its current state in general, to highlight brain plasticity during the early childhood period, and to open the effects of excessive screen-based media use particularly on linguistic development to discussion in light of current studies. [This paper was presented at the 2nd Eurasian Conference on Language &amp; Social Sciences, Antalya, Turkey.]
Integrating Refugees into Society and Education through Language Training: A Case Study in Ordu, Turkey
Author: Gözpinar, Halis
Date: 2018-00-00
Type: Journal Articles
Subjects: Refugees,Turkish,Social Integration,Self Esteem,English (Second Language),Second Language Learning,Peer Relationship,Barriers,Educational Attainment,Employment Opportunities,Foreign Countries,Second Language Instruction,Middle School Students,High School Students,Student Attitudes,Home Visits,Parent Child Relationship,Teacher Student Relationship,Cultural Pluralism,Role,Language Skills

This paper approaches addressing the linguistic needs of Iraqi refugee students living in Turkey. Turkey is trying to find solutions to this language and social barrier. Having a command of Turkish and English will allow them to feel more self-confident, more easily establish communication with their peers, receive better education, have broader employment opportunities, and eventually earn better income. The aim of this paper is to show what benefits the foreign language training we provide has on institutions, communities, and individuals, in order to accelerate guest students' adaptation into the society within which they are living, as well as into education. The core of this research is comprised of eighty-three Iraqi refugee students receiving education at a middle, as well as high school, in the province of Ordu. The students' educational progression was evaluated through classroom observation, interviews, e-mails, telephone conversations, face-to-face discussions, family visits, and casual talks with parents, children, youth, and teachers, and then defined as a sample group. This paper is also expected to serve as a reference guide for language training programs in multicultural environments as is based on the results obtained from our research and experience. Language will help remove the distance between them and society, enable healthy dialogue, and speed up their process of social integration.
A Qualitative Exploration of Students&apos; Experiences with Acquiring Culture during Foreign Language Instruction
Author: Gözpinar, Halis
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Experience,Second Language Instruction,Language Teachers,Language Skills,English (Second Language),Second Language Learning,Cultural Awareness,High School Graduates,College Students

Language teachers ought to give their students a sound grounding in what is known as the five C's--communication, communities, cultures, connections, and comparisons--in addition to the classic four basic language skills. This study examines how first-year Turkish students currently enrolled in a culture course at Giresun University view culture-focused courses, and how much cultural training they had received (if any) in high school prior to entering university. This study is qualitative in nature, and provides information by using multiple sources of data. The fact of the matter is that their high school teachers focused more on grammar and avoided culture due to the constraints of both time and of an exam-oriented education system. Regarding the benefits, the course has pushed them to examine the relationship between language and culture, offered a reason to study the target language, and made the learning process real. It takes patience and effort in order to convince youth of the necessity of languages, as well as to make them better aware of, and to dispel their prejudices towards other cultures. The study also provides recommended practices that can encourage educators to implement during foreign language instruction.
The Viewpoints of Master Trainers and Staffed Teachers Working in Informal Education Institutions on Teacher Leadership
Author: Sekerci, Reyhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Informal Education,Teacher Leadership,Inservice Teacher Education,Teacher Attitudes,Classroom Techniques,Foreign Countries,Knowledge Level,Trainers,Leadership Training

The purpose of this study is to reveal the viewpoints of master trainers and staffed teachers working in informal education institutions on teacher leadership. Six staffed teachers and six master trainers who were determined with convenience sampling, which is among purposeful sampling methods, participated in the study that was conducted using qualitative research method. The study was conducted in phenomenological design, which is among qualitative research designs. Thus, in order to collect data in the study, a semi-structured interview form was prepared and the interview technique was used. The data were analyzed using the content analysis technique. All the data acquired in the study were coded, various dimensions and convenient themes were determined in accordance with the study purpose and finally, percentages and frequencies concerning the themes were calculated. A theme analysis was also performed in the analysis of the data and the participants' viewpoints were included extensively. As a result of the study, it was determined that all the participants were aware of the concept of teacher leadership that they received in general and already had some information before but evaluated this concept mainly as sharing the classroom management and some administrative tasks.
Driving Enrollment Growth in the Third Wave of International Students
Author: Choudaha, Rahul
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Foreign Students,Enrollment Trends,Educational Trends,Student Mobility,Professional Education,Continuing Education,Online Courses,Social Influences,Barriers,Educational Strategies

How can professional, continuing, and online education drive the growth and innovation agenda to attract international learners? The purpose of this article is to discover recent trends and identify proactive strategies for international student enrollment, first by looking into the recent evolution of international student mobility, followed by diverse perspectives and strategies that the sector can use to overcome international enrollment challenges.
Does Regulation Reduce Specialization? Examining the Impact of Regulations on Private Schools of Choice in Five Locations. Working Paper 2019-1
Author: DeAngelis, Corey A.
Date: 2019-03-14
Type: Reports - Research
Subjects: Private Schools,School Choice,Program Design,Specialization,Diversity,Institutional Characteristics,Administrator Attitudes,Classification,Educational Vouchers,Homogeneous Grouping,Educational Policy,Academic Achievement,Educational Attainment,Scholarships,Tax Credits,Program Effectiveness,State Regulation

Private school choice options are being proposed and adopted in numerous states across the country. As of the spring of 2019, 62 private school choice programs were in operation in 29 states and the District of Columbia, serving more than 400,000 children. Although growth in private school choice programs and enrollment has been considerable over the past decade, the percentage of private schools participating in school choice options varies considerably by program. Understanding how program design impacts the supply of private schools participating in these programs will be critical for policymakers as they work to create and expand education choice options for families. This report considers whether certain regulations governing school choice programs reduce specialization and diversity in the supply of private schools that participate. Expanding on the prior analysis of the impact of regulations in three locations, the authors chart how schools self-identify prior to and after switching into private school choice program environments in each of the five locations. The authors found that private school leaders in all five locations are more likely to classify their schools as less specialized than they were prior to entering the programs. The authors also found evidence to suggest that more homogenization occurred in more highly regulated voucher programs. These findings suggest a potential homogenizing effect of regulations on school supply, limiting the diversity of the private school market. These findings also suggest policymakers should carefully weigh the costs of regulating private school choice programs, as overregulation could reduce specialization and diversity of school supply in a given school choice program, limiting the options that are available to families.
The Future of K-12 Funding: How States Can Equalize Opportunity and Make K-12 Funding More Equitable
Author: Lueken, Martin F.
Date: 2019-01-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Educational Finance,Financial Support,Educational Equity (Finance),Equal Education,Public Education,School Choice,State Aid,Educational Policy,State Policy,Charter Schools,Private Schools,Nontraditional Education,Expenditure per Student,Educational Vouchers,Resource Allocation

For the past 30 years, America's K-12 education system has experienced an era of expanding educational choice. Although students who participate in private school choice programs and are enrolled in charter schools comprise a small portion of the K-12 population relative to students in district schools, choice is becoming a larger part of the K-12 public education landscape. It will be important for policymakers to begin thinking about how their states can foster a robust public education system where school choice is a feature, not an afterthought. To do this, they should give thought to designing funding systems that fund students directly. In this paper, the authors offer a different lens for policymakers to examine how states fund public K-12 education and propose general guidelines for fostering a robust system of public education. The goal is to explain how states might better organize their funding systems to create a coherent system that allows students to choose among conventional district public schools, public charter schools, private schools, and educational services outside of school walls--universal educational choice. Such a system of universal choice would maximize the benefits of education funding to students, educators, and taxpayers.
Knowledge, Skills, and Professional Behaviors for Effective Data Use. SLDS Data Use Standards. Version 2
Author: National Center for Education Statistics (ED)
Date: 2015-07-00
Type: Reports - Descriptive
Subjects: Data Use,Longitudinal Studies,Standards,Information Literacy,Decision Making,Data Analysis,Data Collection,Ethics,Privacy,Confidentiality,Training,Faculty Development,Information Management,Data Interpretation,Information Dissemination

As state and local education agencies increasingly focus on serving educators with their data systems, a common challenge has arisen: identifying the critical knowledge, skills, and behaviors needed by teachers and administrators to use data effectively. Many states are creating data literacy and data use training programs for pre- and in-service educators without a common foundation on which to base the content. In addition, several state education agencies and educator preparation programs have begun communicating about how to create a stronger alignment between pre- and in-service training for educators regarding data use. This resource details the essential knowledge, skills, and professional behaviors required by educators to effectively use data to inform instructional and programmatic decisions. Each of the three main sections (Knowledge, Skills, and Professional Behaviors) is further divided into subsections that contain individual standards and associated clarifying information.
School Education Projects Experiences: Fostering Lifelong Learning as a Person and a Professional
Author: Gözpinar, Halis
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,High School Teachers,High School Students,Study Abroad,Cultural Awareness,Lifelong Learning,International Educational Exchange,Student Centered Learning,Language Skills,Second Language Learning,Cross Cultural Studies,Educational Benefits,Faculty Development,Reputation

This study aims to assess the social, cultural, educational and abroad experiences of Turkish high school teachers and students who participated in Erasmus+ school education projects in Ordu between the years 2014-2017, how they shaped their perceptions, the positive long-term effects that they gained from there. The sample population in this study consisted of forty-two people: twenty-one students, thirteen teachers, and eight administrators. A number of the schools sent staff on short-term, two to three week-long joint training events. Many students also participated in short term (usually one to three week-long) exchange in accompaniment with teachers. The researcher used a qualitative approach and collected information through profile forms, open-ended questions (students), interviews, small group discussions, field notes, essay papers (students). The results indicated that the Erasmus+ school education projects help for lifelong learning as a person and a professional, a stronger team spirit at school, student--centered learning opportunities, shattering the preconceived notions that cultures have about one another, improving traditional four language skills, as well as cultural studies. This paper offers some valid findings, which are applicable not only to the micro environ it depicts but to the overall academic community which participates in different types of exchange programs.
A Case for Integration of the North American Rural Social Work Education Model for Philippine Praxis
Author: Kutschera, P. C.
Date: 2019-05-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Models,Praxis,Rural Areas,Social Work,Professional Education,Disadvantaged,At Risk Persons,Community Needs,Cultural Influences,Western Civilization,Information Technology,Telecommunications,Influence of Technology,Internet,Access to Information,Global Approach,Community Resources

Rural social work education and practice in North America underwent a revival in recent decades and remains a valid praxis and pedagogic model for the 21st Century. The paper posits through rigorous literature review and analysis there are numerous elements central to North American (U.S. and Canadian) and Commonwealth of Nations (U.K., Australia, etc.) rural social work that make this framework significantly germane to Filipinos. These include the necessity to function in an environment of marginal or stressed community, personnel resources and educational opportunities. Significantly, the generalist practice model comprises the core of North American rural social work; it also predominates in Philippine methodology. Both frameworks require robust client and social justice advocacy roles encouraging awareness of needs and aspirations of at risk populations. Indeed, social work researcher Thelma Lee-Mendoza reports that historically modern Philippine practice originated and is primarily organized from North American models. Rural social workers in the West, like their Philippine counterparts, are more typically generalists and innovative environmental operators. Daily they rely on profound survey and calculation of services and innovative ways to make them meaningful. The paper concludes by urging creative international and transnational research with a view towards optimizing service delivery.
Policy Considerations for STEAM Education. Policy Brief
Author: Dell'Erba, Mary
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: Art Education,STEM Education,Educational Policy,Elementary Secondary Education,State Policy,Teaching Methods,Educational Practices,Access to Education,Educational Finance,Certification,High School Graduates,Federal Aid,State Aid,Educational Legislation,Federal Legislation,Funding Formulas,Grants,Leadership Responsibility,Program Implementation

Education in science, technology, engineering and mathematics has captured the attention of state policymakers who are concerned about preparing students for an evolving workforce. By 2030, Institute for the Future estimates that 85 percent of the jobs that today's K-12 learners will be doing haven't been invented -- demanding a workforce that is creative and prepared to respond innovatively to real-world problems. Including the arts in STEM learning can further enhance teaching and student achievement, and build upon existing approaches to STEM that encourage students to apply creativity to solving real-world problems. As a response to changing workforce demands, policymakers across the country are increasing their focus on the role of the arts in STEM and exploring opportunities to create and implement STEAM (science, technology, engineering, arts and mathematics) programs. This report highlights state policies and practices that can help states to increase student access to STEAM education.
Implementing Educational Innovations at Scale: Transforming Researchers into Continuous Improvement Scientists
Author: Cohen-Vogel, Lora
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Innovation,Educational Research,Research and Development,Theory Practice Relationship,Educational Improvement,Educational Policy,Program Implementation,Organizational Theories

There is growing concern among researchers and governmental officials that knowing what works in education is important, but not enough for school improvement. Sound evidence alone is not sufficient for large-scale, sustainable change, both because practitioners may consider it irrelevant to their own problems of practice or run into challenges when they try to implement. Failed attempts at replicating positive outcomes in new (or simply expanded) settings underscore the need for a different relationship between research and practice, one that takes a systemic perspective on improvement and transforms the role for research. In this article, we describe the new science of improvement and where it sits in the evolution of research on education policy implementation. We discuss the roots of the approach as well as its key features. We explain how the work differs from that of traditional research and end with illustrations of this difference from our experiences with the National Center on Scaling Up Effective Schools. [This article was published in &quot;Educational Policy&quot; (EJ1216991).]
Exploring West Virginia&apos;s Private Education Sector
Author: Catt, Andrew D.
Date: 2019-02-00
Type: Reports - Research
Subjects: Private Schools,School Choice,Financial Support,Money Management,Tuition,Elementary Secondary Education,Access to Education,Tax Credits,Scholarships,Administrator Attitudes,Standards,Geographic Regions,Costs,Fees,Special Needs Students,Standardized Tests

This report synthesizes information about West Virginia's private schools from a survey conducted by EdChoice. Education savings accounts (ESAs) allow parents to withdraw their children from public district or charter schools and receive a deposit of public funds into government-authorized savings accounts with restricted, but multiple, uses. Those funds--often distributed to families via debit card--can cover private school tuition and fees, online learning programs, private tutoring, community college costs, higher education expenses and other approved customized learning services and materials. Some ESAs, but not all, even allow students to use their funds to pay for a combination of public school courses and private services. Six states have ESA programs. From September to December 2018, EdChoice administered a first-of-its-kind survey of West Virginia private school leaders. This brief provides a descriptive analysis of the results of that survey, including tuition and fees, the number of open seats, regulatory concerns, and interest in educational choice programs. [The survey and report was written in partnership with the Cardinal Institute for West Virginia Policy.]
Families&apos; Experiences on the New Frontier of Educational Choice: Findings from a Survey of K-12 Parents in Arizona
Author: Catt, Andrew D.
Date: 2019-05-00
Type: Reports - Research
Subjects: Family Influence,Family Relationship,School Choice,Parent Surveys,Elementary Secondary Education,Parents,Tuition,Tax Credits,Scholarships,Money Management,Investment,Student Financial Aid,Educational Environment,Parent Participation,Empowerment,Satisfaction,Parent Attitudes,Private Schools,Charter Schools,Public Schools,Access to Education,Fees,Special Needs Students,Foster Care,At Risk Students,Low Income Students,Comparative Analysis,School Safety,Discipline,Educational Quality

Arizona is arguably the nation's most innovative state for educational choice. It has a thriving charter school sector that serves 16 percent of the state's students in 556 charter schools. The state has also launched several groundbreaking programs for families to attend private schools. In 1997, Arizona passed the nation's first tax-credit scholarship (TCS) program, and the state's four TCS programs awarded 73,566 scholarships in 2015-16 for attendance at private schools to students with special needs, students in foster care, students from low-income families, and other highly vulnerable student populations. In 2011, Arizona became the first state to enact an education savings account (ESA) program. Referred to as Empowerment Scholarship Accounts, the program currently provides up to 90 percent of a child's state-level per-pupil funding allotment to more than 6,000 families for private school tuition, online learning, educational therapy, tutoring, fees at postsecondary institutions, and other individual educational needs. In this report, the authors seek to broaden understanding of Arizona's school choice programs by analyzing a large survey of 3,577 parents with children in K-12 schools throughout the state. Their analyses compare rates of parental involvement at home and at school as well as parent perceptions of school safety, relationships, discipline, and the overall quality of the learning environment across the following five groups of parents: (1) traditional public school parents; (2) charter school parents; (3) current private school parents using an ESA; (4) current private school parents using a TCS; and (5) private school parents who do not use ESA or TCS programs (i.e. non-program).