ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Concerns towards the Fatih Project in Education
Author: Coruk, Adil
Date: 2018-10-00
Type: Journal Articles
Subjects: Teacher Attitudes,Technology Uses in Education,Program Descriptions,Foreign Countries,Information Technology,Technology Integration,Teaching Methods,Learning Processes,Teacher Role,Program Implementation,Technical Assistance,Elementary School Teachers,Classroom Techniques,Parent Teacher Cooperation,Elementary School Students

Developments in the field of knowledge and technology are affecting education systems. Most of the research regarding educational use of technology emphasize the importance of integration of information and communication technologies to the learning-teaching process. Since 1984 where Turkey's efforts started on technology integration, various projects established for this purpose. Announced in 2010, The FATIH Project in Education (Increasing Opportunities and Technological Improvement Movement) is the most recent and the most extensive project of Turkey in this direction. One of the most important roles in the FATIH Project in Education is on teachers who are the main practitioners and playing a key role in this process. Beginning from the implementation of the FATIH Project in Education some difficulties are encountered by teachers. These difficulties are thought to have created some concerns in teachers. The main objective of this study is to define the views and concerns of classroom teachers regarding the FATIH Project in Education and to propose solutions for overcoming these concerns. Qualitative research design is used in the study. The study group of this research is classroom teachers who serve in primary schools in the academic year of 2015-2016 in Çanakkale. Purposeful sampling method and semi-structured interview form is used to collect data. Results showed that teachers have both positive and negative point of view regarding to project. Teacher concerns regarding the implementation of the FATIH Project in Education are named as; (1) concerns about classroom management, (2) concerns about technology use, (3) concerns about technological infrastructure support, (4) concerns about the educational content, (5) concerns about the students, and (6) concerns about the parents.
Understanding Their Language: Online Professional Development for Teachers of ELLs
Author: Rutherford-Quach, Sara
Date: 2018-00-00
Type: Journal Articles
Subjects: English Language Learners,English (Second Language),Language Usage,College Readiness,Career Readiness,Language Proficiency,Course Content,Faculty Development,Formative Evaluation,Blended Learning,Elementary Secondary Education,Online Courses,Educational Technology,Technology Uses in Education

There are now powerful standards that make visible the connections among language, analytical practices, and content-area knowledge. Yet not all educators have access to adequate training, resources, or models to help them reconfigure the role of language in content-area learning, appropriately change instructional practices, and ensure all students--particularly English language learners (ELLs)--have access to rigorous content. A group of scholars from across the country recognized this growing need and formed Understanding Language (UL), a research and practice initiative designed to heighten educator awareness about the critical role that language plays in college- and career-ready standards. UL's work is unified by two core tenets: (1) Language is social practice or action; and (2) Language develops through use during carefully scaffolded interactive opportunities and processes of meaning-making. UL has operationalized these tenets and has recently created high-quality professional development opportunities for teachers serving ELLs. Course content focuses on practices central to college and career readiness, such as argumentation and reasoning, and addresses the role of language within these practices. All courses use a strategic and specific inquiry process to formatively assess ELLs' language use. UL courses also promote and support blended learning. Ultimately, each course component is grounded in the following educational realities: (1) Language is a core component of every discipline; (2) Content-area learning and language development happen simultaneously and should be treated as such; (3) All teachers are language teachers; and (4) To truly support students in their development, teachers must first listen to their language.
A Note on Using the Nonparametric Levene Test When Population Means Are Unequal
Author: Shear, Benjamin R.
Date: 2018-09-00
Type: Journal Articles
Subjects: Nonparametric Statistics,Computer Simulation,Monte Carlo Methods,Sampling,Error of Measurement

This computer simulation study evaluates the robustness of the nonparametric Levene test of equal variances (Nordstokke &amp; Zumbo, 2010) when sampling from populations with unequal (and unknown) means. Testing for population mean differences when population variances are unknown and possibly unequal is often referred to as the Behrens-Fisher problem when the populations are normally distributed, and the generalized Behrens-Fisher problem when the populations are nonnormal. The nonparametric Levene test was developed to overcome reductions in power of the original Levene test of equal variances in the case of the generalized Behrens-Fisher problem. We use a Monte Carlo computer simulation to demonstrate that sampling from populations with unequal and unknown means can lead to incorrect (either inflated or decreased) Type I error rates of the nonparametric Levene test. Centering samples using either sample means or medians does not correct the Type I error rates. This note is intended to make applied researchers aware of this problem when testing for the equality of population variances with the NPL test and in general.
Enhanced Body Composition and Physical Fitness in Prepubescent Soccer Players
Author: Ates, Bahar
Date: 2018-00-00
Type: Journal Articles
Subjects: Team Sports,Athletes,Males,Body Composition,Body Weight,Body Height,Preadolescents,Correlation,Physical Fitness,Training

The purpose of this study is to examine the effect of soccer activities on body composition and physical fitness among prepubertal boys. A total of 38 prepubescent male soccer players (mean age, 12.1±0.13 years) were compared with 41 participants in control group (mean age, 12.4±0.06 years). The body composition was measured using the bio-electrical impedance analysis (BIA) method (Tanita Corp., Tokyo, Japan). 30m sprint (T[subscript 30]), agility T-Test, and Sit-And-Reach (S&amp;R) Tests were performed from different motor fitness test batteries. Student's unpaired t-test revealed that soccer and control groups were similar in age, height, body mass, BMI and lean body mass (LBM), but the control group had higher percentage of body fat (%BF) than the soccer group (p &lt; 0.05). Also, pearson correlation analysis showed a significant moderate positive correlation between %BF and T[subscript 30] (r = 0.62; p = 0.00), and a significant lower positive correlation between agility T-Test and S&amp;R test (r = 0.35; p = 0.00, r = 0.42; p = 0.00), respectively. No significant correlation was observed between LBM, and T[subscript 30], agility T-Test, and S&amp;R test (r = --0.08; p = 0.49, r = -0.16; p = 0.15, r = -0.16; p = 0.15), respectively. In conclusion, soccer activities are associated with better physical fitness and lower BF among prepubescent boys.
Crossing MGLS with the Middle Grades Research Agenda: A Guide for Researchers
Author: Olofson, Mark W.
Date: 2018-09-00
Type: Journal Articles
Subjects: Educational Research,Middle Schools,Longitudinal Studies,Statistical Analysis,Data,Research Needs,Student Development,Culturally Relevant Education,Special Needs Students,Faculty Development,Middle School Teachers,Integrated Curriculum,Social Development,Emotional Development,Technology Uses in Education,Teamwork,Interdisciplinary Approach,Magnet Schools,Charter Schools,School Schedules,School Organization

For the past several years, leaders in middle grades education research have strengthened their call for more methodologically robust quantitative research to address important questions in the field. Recently, two important routes towards addressing this call have emerged: the Middle Grades Longitudinal Study from the National Center for Education Statistics, and a new research agenda from the Middle Level Education Research Special Interest Group of the American Educational Research Association. In this paper, we conduct a content analysis of the items in the forthcoming longitudinal study in light of the extant research agenda. Results indicate that research questions in eight sections of the agenda are moderately to well-addressed by the data, and that the longitudinal study will provide rich contextual data related to many others. The concurrent emergence of the research agenda and this data offers an opportunity for the research community to engage in high-level quantitative research with a middle grades lens to inform future policy. The item-by-item crosswalk available for download provides guidance for researchers using the Middle Grades Longitudinal Study data to address questions from the research agenda.
Policing and Middle School: An Evaluation of a Statewide School Resource Officer Policy
Author: Anderson, Kenneth Alonzo
Date: 2018-09-00
Type: Journal Articles
Subjects: Middle Schools,Police,State Policy,School Safety,State Legislation,Program Effectiveness,Financial Support,School Size,Public Schools,Enrollment,Race,Discipline

This study investigates the effectiveness of North Carolina &quot;Senate Bill 402, Section 8.36 -- Grants for School Resource Officers in Elementary and Middle Schools,&quot; which provides matching state funds to districts for use in middle and elementary schools. Using generalized difference-in-difference and negative binomial hurdle regression designs, seven years of data -- inclusive of 110 districts and 471 middle schools -- were analyzed to assess the effectiveness of the state-funded SRO program. Results show that offering matched SRO funds to increase policing and training was not associated with reductions in reported acts (infractions) per school year, a key measure of school safety. Racial enrollment percentages, such as higher enrollments of Black and Hispanic students, were generally not associated with increased disciplinary acts. However, school size was associated with increases in reported acts and increased grade level proficiency was associated with reductions in reported acts. Findings also show that public policy activity generally increases after school shootings occur. However, a multi-pronged approach to school safety, beyond preventing mass acts of violence through increased policing, is recommended. Specifically, policies that focus on a broad range of issues, including those that improve academic achievement and address larger societal challenges have potential to enhance school safety.
&quot;Is Sarah a Bully or a Friend?&quot;: Examining Students&apos; Text-Based Written Expressions of Bullying
Author: Hughes, Elizabeth M.
Date: 2018-09-00
Type: Journal Articles
Subjects: Bullying,Peer Relationship,Experience,Friendship,Power Structure,Intervention,Advocacy,Fiction,Letters (Correspondence),Urban Schools,Grade 5,Middle School Students

Bullying has been recognized as a complex phenomenon with potential for serious negative outcomes. Activities that address complex social situations of bullying, such as reading and writing to a pen pal about fictional literature, provide space for students to think and share about personal issues that they encounter and how characters deal with similar issues in productive ways. For this research, we used a critical literacy lens to explore bullying within the context of language, power and context. This research shares qualitative analysis of letters students wrote to adult pen pals after reading a fictional book with a plot addressing bullying. Letters from 32 students were analyzed and four themes emerged: (1) text-based interpretations about bullying; (2) personal experiences and perspectives about bullying; (3) bullying in relation to friendship and social positioning; and (4) lessons learned for addressing bullying via action and advocacy.
Experiences of Female Refugee Students from Burma in Multicultural Middle School Classrooms
Author: McParker, Matthew C.
Date: 2018-09-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Early Adolescents,Peer Relationship,Females,Refugees,Cultural Capital,Social Capital,Social Attitudes,Student Diversity,English Language Learners,Cultural Differences,Poverty,Adjustment (to Environment)

In middle school, adolescents are particularly focused on peer interaction to help form their identities. For marginalized students, especially refugees, peer interaction is especially important. To be successful in schools and gain cultural and social capital, refugee students must learn and internalize the specific norms of their classrooms. In multicultural settings, students have ample opportunities for intercultural interactions, which can help refugee students navigate their new settings and become more successful. One of the largest refugee groups entering the United States recently is from Burma. Refugee students face a daunting set of challenges, from language and cultural differences to living in poverty, and in becoming successful in their new homes. Unfortunately, there has been little research on the experiences of Burmese refugee students in classrooms in the US. A qualitative, transcendental phenomenological approach was used to study how three female Burmese refugee students experienced multicultural middle school classrooms in the US, especially their intercultural interactions and identity formation, through interviews, observations, and stimulated recall. The participants reported wanting to understand what they were learning, stay on task, and be kind to other students. Those traits developed from their experiences in their countries of origin and combined to create a picture of what a good student should be. In observations, students acted out their ideas of what it meant to be a good student. Their intercultural interactions in class reaffirmed their identities as good students. Implications based on the findings include setting up intentional intercultural interactions with a diverse group of students in classrooms with multicultural approaches and that researchers examine the experiences of various groups of marginalized students while accounting for the context in which they learn and acknowledging a multifaceted view of adolescent identity development.
Evaluation of Some Motoric Parameters of Pre-School Gymnasts and Their Relations
Author: Çimen Polat, Sezen
Date: 2018-00-00
Type: Journal Articles
Subjects: Preschool Children,Athletics,Body Height,Body Weight,Tests,Psychomotor Skills,Correlation,Physical Activities,Foreign Countries

The aim of this study is to determine the motoric parameters of pre-school gymnasts and investigate the relations between them. 30 gymnasts participated in a research at the age of 7.23 ± 1.50. In the research data regarding resting pulse rate, blood pressure, height, weight, flamingo balance test, plate tapping test, standing long jump, shuttle movement, sit and reach flexibility test, hand dynamometer, hanging with bent arm and 10x5m running were evaluated. Descriptive statistics were performed for all data obtained from research. Pearson's correlation coefficient is calculated to study the direction and strength of the linear relation between the variables with normal distribution and Spearman Rank correlation coefficient is calculated for those who are not normally distributed. In this study the relations between long jump and 10x5m, plate tapping test and long jump, flamingo balance performance and long jump, flamingo balance performance and plate tapping test also plate tapping test and sit and reach are investigated. An inverse correlation is found between long jump and 10x5m and also between long jump and plate tapping test. It is concluded that there is an inverse relation between flamingo balance test with plate tapping test and plate tapping test with sit and reach flexibility test. Same directional relationship is only determined between long jump with flamingo balance test.
A Call for Self-Study in Middle Level Teacher Education
Author: Kleine, Karynne L. M.
Date: 2018-09-00
Type: Journal Articles
Subjects: Middle Schools,Educational Research,Research Methodology,Preservice Teacher Education,Self Evaluation (Individuals)

To promote dialogue and in response to calls for rigorous, large-scale, empirical studies as the standard that will move the field of middle level education forward, a collaborative of middle level teacher researchers submit three counterpoints to the appeals for consideration by the research community: 1) the power of the insights the authors gained from using the alternative research method of self-study; 2) the authenticity of using alternative research methods that mirror the uniqueness of a field predicated on the distinctiveness of educating diverse young adolescents; and 3) a reframing of &quot;generalizability&quot; from a &quot;results&quot; perspective to one of generalizability of the process that self-study methodology offers.
Middle Grades Democratic Education in Neoliberal Times: Examining Youth Social Action Projects as a Path Forward
Author: DeMink-Carthew, Jessica
Date: 2018-09-00
Type: Journal Articles
Subjects: Social Action,Democracy,Neoliberalism,Middle School Students,Student Attitudes,Teamwork,Leadership,Student Empowerment,Teaching Methods,Case Studies,Active Learning,Program Descriptions,School Culture

Although democratic education has long been considered a cornerstone of the developmentally responsive middle school model, current neoliberal priorities in education pose a particular threat to the democratic purpose of education. Due to their emphasis on student voice and civic engagement, youth social action projects present one opportunity to preserve democratic education as a focal point of the middle school concept. In this article, I offer a case description of a middle grades youth social action project. Incorporating student perspectives, I then critically examine the extent to which the project was successful in its goal of promoting student voice and present themes in the lessons students reported learning as a result of their engagement with the social action project. The findings indicate that although middle school students faced significant challenges, the social action project was nonetheless largely successful in incorporating student voice. The majority of middle school participants reported feeling that they had a voice in their school through the social action project. Middle school students also reported learning valuable lessons connected to three themes: 1) hard work and determination; 2) teamwork and leadership skills; and 3) empowerment. In closing, I offer implications for key stakeholders in middle level education concerning the path forward for democratic education in neoliberal times.
Qualitative Research on Youths&apos; Social Media Use: A Review of the Literature
Author: Schmeichel, Mardi
Date: 2018-09-00
Type: Journal Articles
Subjects: Qualitative Research,Social Media,Mass Media Use,Youth,Educational Research,Neoliberalism,Adolescents,Disproportionate Representation,Females

In this article we explore how educational researchers report empirical qualitative research about young people's social media use. We frame the overall study with an understanding that social media sites contribute to the production of neoliberal subjects, and we draw on Foucauldian discourse theories and the understanding that how researchers explain topics and concepts produces particular ways of thinking about the world while excluding others. Findings include that: 1) there is an absence of attention to the structure and function of social media platforms; 2) adolescents are positioned in problematic, developmental ways; and 3) the over-representation of girls and young women in these studies contributes to the feminization of problems on social media. We conclude by calling for future research that can serve as a robust resource for exploring adolescents' social media use in more productive, nuanced ways.
Making Use of Educational Research in Higher Education -- Academic Teachers Engaged in Translational Research
Author: Roxá, Torgny
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Research,Higher Education,College Faculty,Engineering Education,Technology Education,Psychology,Psychological Studies,Research Utilization

Why do not academic teachers more frequently use results from education, psychology, cognitive sciences, and related fields while planning, carrying out, and evaluating teaching? It has been argued that if only they did, education would improve. It has further been argued that results from these fields are not communicated in ways suitable for teachers from other disciplines, and therefore there is a need for translation. If the results from these fields were translated, it has been proposed, their use would increase with positive effects on education. A question remains: who should do the translation? This study investigates whether early career academics in engineering and technology can find, translate, and make relevant use of research into education, psychology, and related fields within written reports. Results show they can. Therefore, it is argued, translation itself will not increase the use of this type of research. Other explanations for the problem are discussed.
Unifying SoTL Methodology: Internal and External Validity
Author: Bernstein, Jeffrey L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Validity,Generalization,Control Groups,Research Methodology

A broad consensus exists that the use of appropriate methods are important in the Scholarship of Teaching and Learning. However, methodological controversies arise around what constitutes acceptable evidence, if one needs a control group, how generalizable results must be, and other similar issues. Much SoTL work, I argue, asks questions about how much a particular treatment (innovation) caused an effect (student learning), and how the results found in one particular context can be extended outside that context (generalizability). These concepts, known as internal validity and external validity, respectively, provide a common point of departure for much scholarship on teaching and learning. This paper addresses these concepts and demonstrates how they can unite much of what divides us within the methodological realm of SoTL.
The 3M National Teaching Fellowship: A High-Impact Community of Practice in Higher Education
Author: Acai, Anita
Date: 2018-00-00
Type: Journal Articles
Subjects: Fellowships,Communities of Practice,Higher Education,Instructional Leadership,Awards,Foreign Countries,Program Effectiveness,Partnerships in Education,College Faculty

The 3M National Teaching Fellowship is a national teaching award program that has recognized over 300 teachers at more than 80 Canadian universities for their teaching excellence and outstanding educational leadership. Despite its rich, 30 plus-year history, its impact has remained largely anecdotal. In this study, we build on Hannah and Lester's (2009) original, multilevel approach that looks at interactions between the individual, network, and systems levels to explore the impact of the 3M National Teaching Fellowship program on furthering and enriching teaching and learning in higher education. Through the analysis of a large collection of program artefacts corroborated with in-depth interviews with 11 fellows (key informants), we were able to gain a deeper understanding of the ways in which the program has had impact at the individual (micro), departmental (meso), institutional (macro), and national/international (mega) levels. In this article, we outline our scholarly exploration of the program's influence and explore its role as a high-impact community of practice in higher education.