ethanporcaro/eric-fulltext-meta huggingface dataset:
A Corpus Based Study on the Preposition Error Types in Turkish EFL Learners' Essays
Author: Tunaz, Mehmet
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Error Patterns,Essays,Language Proficiency,College Students,Form Classes (Languages),Grammar,Coding,Statistical Analysis

The purpose of this study was to investigate the categories of preposition errors made by EFL learners of elementary and intermediate proficiency levels by comparing the rate of preposition errors (addition, omission, substitution) to their total preposition uses in their essays, and by comparing the overall preposition usage of learners of both proficiency levels. The study was conducted with 75 learners of elementary level (A2) and 75 learners of intermediate level at Erciyes University School of Foreign Languages. Initially, 550 elementary and 230 intermediate level essays were scanned, and 75 exam papers for each group were randomly chosen as the sample of the research. In the analysis, depending on Grammar of Spoken and Written English of Biber et al. (1999), total preposition numbers and erroneous preposition uses in each essay were counted and color coded by the researchers by blind-checking the papers separately to assure the reliability. Then, the erroneous prepositions were subcategorized as addition, omission and substitution according to Corder's (1973) Common Errors in English and Categorization of Error Types. The results of the independent-sample t-test indicated that; a) there was no difference between groups in terms of addition type error; b) learners of elementary level made statistically more omission type errors than learners of intermediate learners; c) learners of intermediate level made statistically more substitution type errors than learners of elementary level; d) percentages of preposition errors to total preposition usage in elementary level essays were statistically higher than those of intermediate level. In the light of the findings of this research, the importance of teaching preposition in chunks for elementary level, and providing learners of intermediate level with more detailed linguistic features of preposition were emphasized.
Scaffolding Mathematics Remediation for Academically At-Risk Students Following Developmental Education Reform in Florida
Author: Rebecca, Brower L.
Date: 2017-00-00
Type: Reports - Research
Subjects: Remedial Mathematics,At Risk Students,Educational Change,Scaffolding (Teaching Technique),Qualitative Research,Focus Groups,Community Colleges,Two Year College Students,Barriers

The purpose of this qualitative study is to understand how educational scaffolding may explain changing patterns of student success in mathematics in the era of developmental education (DE or remediation) reform in Florida College System (FCS) institutions. Specifically, we apply the concept of scaffolding to underprepared FCS students who are at risk of dropping out or failing gateway courses (the first credit-bearing college-level class in a course sequence) because they lack the academic skills necessary to succeed in college-level coursework, particularly in mathematics. We present data from focus groups conducted at 10 FCS institutions, suggesting that a reduction of scaffolding in math remediation occurred in the areas of course sequencing, instruction, and coordination with academic support services following state-level policy changes. In light of these findings, we offer a discussion of practical recommendations for college administrators related to academic advising, instructional strategies in DE courses, coordination between developmental and college-level instructors, student success courses, and the integration of DE instruction with academic support. We also suggest directions for continued research on the effects of policy changes in the FCS and DE reform efforts across the country.
Determining External and Internal Demotivating Factors among Young Learners at Pozanti Regional Primary Boarding School
Author: Erdogan, Esra
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Motivation,Elementary School Students,Secondary School Students,Preadolescents,Boarding Schools,Learner Engagement,Questionnaires,Likert Scales,Interviews,Observation,Lesson Plans,Second Language Learning,English (Second Language),Attitude Change,Motivation Techniques,Statistical Analysis,Language Attitudes,Teacher Student Relationship,Student Interests

This paper takes a brief look at external and internal demotivating factors among EFL young learners at Pozanti Regional Primary Boarding School (YIBO). In the search of the reasons of demotivation, a questionnaire consisting of 5-point Likert Scale, open-ended questions, observations and interviews were administered. Following the evaluation of data tools, interviews were conducted with randomly chosen students, and a new lesson plan was designed and applied for 8 hours of English lesson independent from the state English book. Regretfully, this study is not exhaustive to provide solutions for demotivation due its limited application period. However, it might show that teachers could change the negative attitudes into positive ones even with little effort, though it does not occur miraculously.
A Study of Income and Test Anxiety among Turkish University Students
Author: Önem, E. E.
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Undergraduate Students,Income,Test Anxiety,Second Language Learning,English (Second Language),Likert Scales,Correlation,Test Results,Statistical Analysis,Psychological Patterns,Statistical Significance,Emotional Response,Socioeconomic Status,Scores

This study aimed to investigate the relationship between income level of Turkish university students studying at an English language teaching department and test anxiety levels as well as worry and emotionality components of test anxiety. 249 (60 male, 189 female) undergraduate students studying at an English Language Teaching Department of a state university in Turkey participated in the research. The participants were administered the Test Anxiety Inventory before their final exams and were asked to self-report their income level. The students' income levels were classified as very low, low, moderate and high (M = 2.31, SD = 1.01). The correlation between test anxiety and income level was measured by &quot;Pearson's Correlation Test&quot; and the comparison of the test anxiety results of different groups of income was measured via &quot;One Way ANOVA.&quot; The results showed a negative correlation between test anxiety and the level of income (r = -0.37, p (&quot;one-tailed&quot;) &lt; 0.001) as well as worry (one component of test anxiety) and income (r = -0.32, p (&quot;one-tailed&quot;) &lt; 0.001) and emotionality (another component of test anxiety) and income (r = -0.38, p (&quot;one-tailed&quot;) &lt; 0.001). It was also seen that there was a statistically significant difference between different groups of income in terms of total test anxiety [F (3, 245) = 13.791, p = 0.000)] and components of test anxiety: worry [F (3, 245) = 10.116, p = 0.000)] and emotionality [F (3, 245) = 14.006, p = 0.000)]. Discussion and implications of the results are presented. [This paper was published in &quot;Journal of Language and Literature Education&quot; n10 p14-23 2014.]
Attitude towards Seeking Professional Psychological Help in a Sample of Pre-Service Teachers
Author: Kaya, Çinar
Date: 2015-06-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Help Seeking,Student Attitudes,Mental Health,Attitude Measures,Gender Differences,Surveys,Statistical Analysis,Age Differences,Correlation

The attitude toward seeking professional psychological help is an important concept in the literature related to psychological help-seeking behaviors. The present study aimed to investigate the attitudes of pre-service teachers toward seeking psychological help. Data was collected from 143 university students from the Faculty of Education. Construct was assessed using the abbreviated Turkish form of the &quot;scale&quot; &quot;Attitudes Toward Seeking Psychological Help (ASPH-S)&quot; and a personal information form created by the researcher was utilized in order to obtain demographic and personal data. A general pattern of reluctance for help seeking was illustrated in the descriptive statistical results. No gender difference was found with respect to Attitude towards seeking psychological help. Attitude towards seeking psychological help had a significant correlation with age in the negative direction. Age correlated positively with actual history of professional psychological help and presence of educational experience about psychological help. Presence of educational experience about psychological help correlated positively with history of professional psychological help. Year in university correlated positively with presence of educational experience about psychological help. Income level correlated negatively with history of professional psychological help. The results and future implications are discussed.
Secondary Mathematics Coaching: The Components of Effective Mathematics Coaching and Implications
Author: Bengo, Priscilla
Date: 2016-00-00
Type: Journal Articles
Subjects: Secondary School Mathematics,Coaching (Performance),Program Effectiveness,Training Methods,Instructional Improvement,Observation,Time Perspective,Trust (Psychology),Teacher Background,Self Efficacy,Faculty Development,Teacher Qualifications,Performance Factors,Semi Structured Interviews,Critical Incidents Method,Best Practices,Foreign Countries,Case Studies,Surveys

Mathematics coaching, which can be defined broadly as job-embedded learning for mathematics teachers with someone who can help, is being used in Canada to improve teaching practice and increase student achievement. Mathematics coaching research is quite new with little written on the components of effective coaching. The paper attempts to contribute to this research. Employing observations, interviews, archival data, and surveys, the study finds that time, trust, the coaches' backgrounds, and their courage in trying new initiatives may be elements of effective coaching. Effective coaching also required resources and was differentiated. Mathematics coaching improved teacher practices.
Using Classroom Episodes to Foster Prospective Teachers' Didactical Knowledge: Issues for Teacher Education
Author: Ferreira, Rosa Tomás
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Teacher Education,Mathematics Instruction,Foreign Countries,Mathematics Curriculum,Teacher Education Programs,Mathematics Teachers,Numbers,Teacher Role,Mathematical Logic,Validity

After briefly analysing a classroom episode, we discuss aspects of the teacher's didactical knowledge, namely in its mathematical and instructional dimensions, as reflected in the answers of three prospective teachers to a written assignment based on the episode. We then raise some issues regarding initial teacher education, anchored in the notion of didactical knowledge.
Monitoring and Analysing Attendance in First Year University Mathematics Tutorials
Author: Higgins, Patrick
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Tutorial Programs,College Mathematics,Attendance,College Freshmen,Student Participation,Learner Engagement,Introductory Courses,Foreign Countries,Program Effectiveness

As part of an innovative tutorial structure introduced to a first year university mathematics subject, an attendance monitoring system was implemented. The system collected data that was used to investigate the relationship between student attendance and assessment performance which is reported here. The implementation of this system also assisted in the increase of student participation and engagement.
Evaluating Middle Years Students' Proportional Reasoning
Author: Hilton, Annette
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Numeracy,Logical Thinking,Middle School Students,Diagnostic Tests,Test Construction

Proportional reasoning is a key aspect of numeracy that is not always developed naturally by students. Understanding the types of proportional reasoning that students apply to different problem types is a useful first step to identifying ways to support teachers and students to develop proportional reasoning in the classroom. This paper describes the development of a diagnostic instrument that aims to identify situations in which students can apply proportional reasoning and the types of reasoning they use.
Auditing the Numeracy Demands of the Australian Curriculum
Author: Goos, Merrilyn
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Numeracy,National Curriculum,Audits (Verification),History Instruction,Elementary Secondary Education

Numeracy is a general capability to be developed in all learning areas of the Australian Curriculum. We evaluated the numeracy demands of the F-10 curriculum, using a model of numeracy that incorporates mathematical knowledge, dispositions, tools, contexts, and a critical orientation to the use of mathematics. Findings of the history curriculum audit, presented in this paper, highlight the distinction between the numeracy demands and opportunities of the curriculum, and uncover mismatches between claims made about numeracy in the curriculum materials.
The State We're In: 2010. A Report Card on Education in Illinois
Author: Advance Illinois
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Preschool Education,Early Childhood Education,Elementary Secondary Education,Postsecondary Education,Higher Education,Public Schools,Private Schools,Enrollment,Racial Differences,Ethnic Groups,Low Income Groups,Limited English Speaking,Special Education,Financial Support,Tuition,Expenditure per Student,Operating Expenses,Access to Education,At Risk Students,Teacher Effectiveness,Educational Environment,Screening Tests,Reading Achievement,Mathematics Achievement,Grade 4,Grade 8,College Readiness,Career Readiness,Courses,College Attendance,Graduation Rate,Paying for College,Remedial Instruction,Academic Persistence,Achievement Gap

This Report Card is the first full assessment of the educational performance as a state, from birth through higher education. It compares performance to other states, looks at recent trends, and shows whether Illinois is meeting their obligations to all students or just a limited few. The scope of the report runs from birth through higher education. It covers a broad range of measures from student test scores to dropout rates, from the availability of preschool to the quality of learning environments in schools. This report card has three aims: (1) to outline what it means to be ready at each transition; (2) to identify the conditions in schools that lead to success; and (3) to clearly understand the results we are getting. The Report Card begins with a demographic profile of the Illinois education system. It is then organized into three sections: (1) Early Education; (2) K-12; and (3) Post-Secondary Attainment. Each section provides data on Key Outcomes, as well as relevant Conditions for Learning &amp; Leading Indicators.
Labor Market Frictions and Production Efficiency in Public Schools. Working Paper 163
Author: Kim, Dongwoo
Date: 2016-12-00
Type: Reports - Research
Subjects: Labor Market,Public Schools,Faculty Mobility,Geographic Location,State Standards,Teacher Certification,Retirement Benefits,Costs,Hypothesis Testing,Economic Factors,Academic Achievement,Influences,School Districts,Coding,Standardized Tests,Scores,Grade 8,Grade 7,Grade 5,Grade 3

State-specific licensing policies and pension plans create mobility costs for educators who cross state lines. We empirically test whether these costs affect production in schools--a hypothesis that follows directly from economic theory on labor frictions--using geo-coded data from the lower-48 states. We find that achievement is lower in mathematics, and to a lesser extent in reading, at schools that are highly-exposed to state boundaries. A detailed investigation of the selection of schools into boundary regions yields no indication of systematic differences between boundary and non-boundary schools along other measured dimensions. Moreover, we show that cross-district labor frictions do not explain state boundary effects. Our findings are consistent with the hypothesis that cross-state mobility costs induce frictions in educator labor markets that lower student achievement. The following are appended: (1) Supplementary Figures and Tables; and (2) Sensitivity Analysis.
The State We're In: 2012. A Report Card on Public Education in Illinois
Author: Advance Illinois
Date: 2012-11-00
Type: Reports - Evaluative
Subjects: Preschool Education,Early Childhood Education,Elementary Secondary Education,Postsecondary Education,Higher Education,Public Schools,Private Schools,Enrollment,Racial Differences,Ethnic Groups,Low Income Groups,Limited English Speaking,Special Education,Financial Support,Tuition,Expenditure per Student,Operating Expenses,Access to Education,At Risk Students,Teacher Effectiveness,Educational Environment,Screening Tests,Reading Achievement,Mathematics Achievement,Grade 4,Grade 8,College Readiness,Career Readiness,Courses,College Attendance,Graduation Rate,Paying for College,Remedial Instruction,Academic Persistence,Achievement Gap

This report assesses Illinois' academic performance from early childhood through postsecondary, providing a snapshot of how Illinois compares to other states and nations as we collectively work to provide all students a world-class education. The analysis is divided into three parts: (1) The first section examines how Illinois public schools serve 2 million students by spotlighting performance on key academic milestones such as 4th-grade reading, 8th-grade math, college readiness in core subjects and postsecondary graduation; (2) The second section examines the interlocking set of reforms that state education leaders, legislators and advocates have crafted to lay the foundation for future academic growth since the State We're In: 2010. The report also illustrates how the various initiatives fit together to lay a strong academic foundation for Illinois going forward; and (3) The third section contains 55 data measures that examine Illinois' standing in early education, K-12 and postsecondary readiness and success. The report highlights more than four dozen data measures to illuminate how well Illinois, as a state, educates students. Data for each measure include: (1) current performance; (2) past performance; (3) leading states and Illinois' comparative national rank; and (4) equity gaps by race and Latino origin, income and special education status when possible. [For the previous report, &quot;The State We're In: 2010. A Report Card on Education in Illinois,&quot; see ED573241.]
How High Schools Explain Students' Initial Colleges and Majors. Working Paper 165
Author: Darolia, Rajeev
Date: 2017-01-00
Type: Reports - Research
Subjects: School Role,High Schools,Student Placement,Majors (Students),Test Construction,Predictor Variables,Institutional Characteristics,College Readiness,Socioeconomic Influences,Low Income Groups,College Freshmen,Indexes,Equations (Mathematics),College Entrance Examinations,Scores,Regression (Statistics),Statistical Analysis

We use statewide administrative data from Missouri to examine the role of high schools in explaining students' initial college and major placements at 4-year public universities. To facilitate our investigation of postsecondary sorting, we develop a &quot;preparation and persistence index&quot; (PPI) for each university-by-major cell in the Missouri system to measure the quality of that cell. The PPI depends on the pre-college academic qualifications of degree completers. Our analysis of high schools shows that the high school attended predicts the quality of the initial university, as measured by PPI, conditional on a student's own academic preparation. Consistent with previous research, we further show that students from lower-SES high schools systematically enroll at lower-quality universities relative to their similarly-qualified peers from higher-SES high schools. However, high schools offer little explanatory power over major placements within universities. Correspondingly, there are not meaningful differences in the quality of these placements by high-school SES. Supplementary tables are appended.
What's in a Teacher Test? Assessing the Relationship between Teacher Licensure Test Scores and Student STEM Achievement and Course-Taking. Working Paper 158
Author: Goldhaber, Dan
Date: 2016-12-00
Type: Reports - Research
Subjects: Teacher Certification,Scores,Tests,Mathematics Tests,Science Tests,Middle School Students,Grade 9,Algebra,Geometry,Biology,Teacher Competencies,Correlation,Predictor Variables,High School Students,Teacher Influence,Secondary School Teachers,STEM Education,Course Selection (Students),Databases

We investigate the relationship between teacher licensure test scores and student test achievement and high school course-taking. We focus on three subject/grade combinations--middle school math, ninth-grade algebra and geometry, and ninth-grade biology--and find evidence that a teacher's basic skills test scores are modestly predictive of student achievement in middle and high school math and highly predictive of student achievement in high school biology. A teacher's subject-specific licensure test scores are a consistent and statistically significant predictor of student achievement only in high school biology. Finally, we find little evidence that students assigned to middle school teachers with higher basic-skills test scores are more likely to take advanced math and science courses in high school.
Evaluating Prospective Teachers: Testing the Predictive Validity of the edTPA. Working Paper 157
Author: Goldhaber, Dan
Date: 2016-11-00
Type: Reports - Research
Subjects: Predictive Validity,Preservice Teachers,Student Evaluation,Program Validation,Educational Practices,Longitudinal Studies,Performance Based Assessment,Teacher Effectiveness,Employment Potential,Value Added Models,Accountability,Educational History,Data Analysis,Student Records,Predictor Variables

We use longitudinal data from Washington State to provide estimates of the extent to which performance on the edTPA, a performance-based, subject-specific assessment of teacher candidates, is predictive of the likelihood of employment in the teacher workforce and value-added measures of teacher effectiveness. While edTPA scores are highly predictive of employment in the state's public teaching workforce, evidence on the relationship between edTPA scores and teaching effectiveness is more mixed. Specifically, continuous edTPA scores are a significant predictor of student mathematics achievement in some specifications, but when we consider that the edTPA is a binary screen of teaching effectiveness (i.e., pass/fail), we find that passing the edTPA is significantly predictive of teacher effectiveness in reading but not in mathematics. We also find that Hispanic candidates in Washington were more than three times more likely to fail the edTPA after it became consequential in the state than non-Hispanic White candidates. Supplementary tables are appended.