ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers' and Students' Opinions about the Interactive Instructional Environment Designed for Bilingual Turkish Primary School Students in Norway
Author: Eristi, Suzan Duygu
Date: 2010-07-00
Type: Journal Articles
Subjects: Needs Assessment,Foreign Countries,Multicultural Education,Bilingualism,Bilingual Students,Qualitative Research,Teacher Attitudes,Student Attitudes,Risk,Academic Failure,Turkish,Native Language Instruction,Second Language Learning,Vocabulary Development,Elementary School Students,Teacher Characteristics,Educational Technology,Native Language

Within the context of multicultural education process, bilingual students face the risk of failure due to the problems they experience while using their mother language. One of the groups that have similar problems is Turkish students in Norway; these students also have many problems in learning and using their mother language, Turkish. Some of these problems can be listed as being incompetent in comprehension and self-expression, having limited vocabulary size, inadequate source for language learning and having few class hours for Turkish learning (Belet, 2009). As one of the alternative solution for all these, designing an interactive learning media can be suggested. In this context, the present study contains two phases as designing process of interactive media for the bilingual students' use of mother language and then revealing teachers and students' opinions about the design process and designed interactive media. Before the design process of interactive learning media, a need assessment study on the basis of the teachers' opinions about the problems that the students experience in Turkish learning, their expectations and characteristics was conducted. The data of the research, which was projected, based on the qualitative research method, were collected in the form of survey with open ended questions on need assessment study and design evaluation process, the findings obtained were analyzed and interpreted based on the descriptive analyses method. The results of need assessment indicated that Turkish primary education students in Norway were active in technology use but incompetent in comprehension and self-expression in Turkish, besides they did not have enough vocabulary knowledge. Furthermore, it was obtained that they did not have enough sources for language learning and use, thus they expected to use various learning CDs as alternative solution for these problems. According to the results of needs assessment study, some criteria for the design process were determined and then the interactive Turkish learning media was designed. At the second phase of the study, the teachers and students' opinions about the deigned interactive media were examined. Consequently, it was observed that both the teachers and students generally had positive opinions about interactive learning environment. (Contains 1 table and 1 figure.)
Multiple Languages and the School Curriculum: Experiences from Tanzania
Author: Mushi, Selina Lesiaki Prosper
Date: 2012-06-00
Type: Reports - Research
Subjects: Academic Achievement,Cognitive Processes,Program Effectiveness,Foreign Countries,Observation,Content Analysis,Bilingualism,Multilingualism,Monolingualism,Mathematics Achievement,Science Achievement,Creativity,Interviews,Questionnaires,Scores,Language Acquisition,Second Language Learning,Play,Children,Language Fluency,Curriculum Design

This is a research report on children's use of multiple languages and the school curriculum. The study explored factors that trigger use of, and fluency in, multiple languages; and how fluency in multiple languages relates to thought processes and school performance. Advantages and disadvantages of using only one of the languages spoken were explored. Data were collected in five schools in three regions in Tanzania. This context provided multilingual children for the study. Data included faculty and parent questionnaires, parent interview notes, teacher observation notes on children&amp;'s interactions, and performance scores as secondary data. The data were processed using the Statistical Package for the Social Sciences (SPSS 15.0) as well as content analysis. Results revealed school related and family related factors that trigger and support childhood multilingualism, as well as consistently high ranking of performance in math, science, and language assignments for the multilingual and bilingual children compared to their monolingual classmates. Implications for further, more controlled research are drawn on the basis of this study. (Contains 6 figures and 4 tables.) [Preliminary results of this study were presented at the 18th Annual Association for the Education of Young Children (AEYC) Conference, Elgin Community College, February 28, 2009.]
Evaluating the Systematic Validity of a Medical Subspecialty Examination
Author: Raddatz, Mikaela M.
Date: 2012-11-08
Type: Reports - Research
Subjects: Evidence,Fellowships,Board Candidates,Test Bias,Physicians,Comparative Analysis,Correlation,Scores

The purpose of this study is to determine if the construct of a medical subspecialty examination, as defined by the hierarchy of item difficulties, is stable across physicians who completed a fellowship and recertifiers as compared to non-fellows. Three comparisons of groups are made: 1) Practice pathway board candidates compared to members of all other boards taking the subspecialty examination, 2) Practice pathway board candidates who did not complete a fellowship compared to members of all other boards, and 3) Practice pathway board candidates who completed a fellowship compared to new candidates who had not completed a fellowship. All group comparisons showed significant positive correlations. As expected, the study did not find evidence of DIF between subgroups. However, non-fellowship examinees do score systematically lower than their fellowship taking counterparts. This suggests the value of a fellowship program. The study demonstrates the stability of the construct, therefore the reason behind the difference in passing rate lies elsewhere and should be examined. (Contains 2 tables and 3 figures.)
Supporting Teachers Personally and Professionally in Challenging Environments
Author: McNiff, Jean
Date: 2010-07-00
Type: Journal Articles
Subjects: Action Research,Professional Education,Social Change,Teacher Improvement,Critical Thinking,Reflection,Teachers,Epistemology,Foreign Countries

In this paper I would like to outline some of the work I do around the world, developing and contributing to professional education programmes for practitioners across a range of professions, using an action research methodology. Here I especially focus on my work with teachers; and I highlight the point that some of the most problematic yet rewarding work is conducted within contexts of economic, historical and social change and challenge. I also explain how I conduct my own action research, which is about finding ways to encourage teachers to think critically and reflectively about what they are doing, and specifically to engage with questions of the kind, &quot;How do I improve my practice?&quot; (Whitehead, 1989). Through engaging with these kinds of questions, teachers can position themselves as having the authority to take control of and make discerning judgements about their practices, as they seek to exercise educational influence in their own learning and in the learning of others. (Contains 5 figures.)
Opinions of Teachers on Using Internet Searching Strategies: An Elementary School Case in Turkey
Author: Kabakci, Isil
Date: 2010-07-00
Type: Journal Articles
Subjects: Foreign Countries,Instruction,Internet,Search Strategies,Elementary School Teachers,Teacher Attitudes,Online Searching,Educational Technology,Technology Integration,Questionnaires,Web Sites,Search Engines

The purpose of the current study is to determine opinions of teachers on using internet searching strategies in an elementary school. The study conducted through qualitative method was designed on survey research model. Participants were consisted of 21 teachers at an elementary school in Eskisehir in Turkey. Questionnaires consisting of open-ended questions were used to collect data in the spring semester of 2008, which were analyzed through inductive coding technique. Findings reveal that elementary school teachers primarily use Google for searching on the internet. It is revealed that internet search strategies applied by teachers differ between the inception and the development processes of the search. In addition, teachers have several problems like irrelevant information, accessing insufficient information, accessing websites with virus threats while searching. A need for in-service training regarding the ways of accessing and retrieving information from internet was stated along with creative suggestions in accordance with the content and structure of the instructional process assumed. (Contains 2 figures and 2 tables.)
Head Start Parent Involvement Activities: Measuring the Effect of School Based Parent Involvement Activities on Parent Efficacy in Early Childhood Learning
Author: Quadri, Khadijat O.
Date: 2012-12-09
Type: Reports - Evaluative
Subjects: Preschool Children,Disadvantaged Youth,Parent Participation,Parent School Relationship,Early Intervention,Program Effectiveness,Self Efficacy,Federal Programs,School Readiness,Low Income Groups,Parent Role,Learning Theories,Social Theories,Family Programs,Literacy Education,Outcomes of Education,At Risk Students

Purpose: The purpose of this position paper was to examine the impact of school based parent involvement activities on parent efficacy. Methodology: The paper explores research studies into school based activities on long term parent efficacy. Conclusions: Most schools are involving parents in school-based activities in a variety of ways but the evidence shows that there is little, if any on parental efficacy and subsequent learning and achievement of preschool children. Recommendations: Some studies suggest little to no impact on parent efficacy for parents who participated in school parent activities. Other research studies indicate that activities that are knowledge based and culturally sensitive are more likely to increase parent efficacy in child's learning. An in-depth study of mandated Head Start parent activities is needed to determine the impact of these activities on parent efficacy
Brain Hemisphericity and Mathematics Achievement of High School Students
Author: Fernandez, Sanny F.
Date: 2011-10-00
Type: Dissertations/Theses - Masters Theses
Subjects: Intelligence Quotient,Mathematics Achievement,Achievement Tests,High School Students,Scoring Rubrics,Statistical Analysis,Brain,Cognitive Style,Sampling,Guidance Centers,Brain Hemisphere Functions,Questionnaires,Gender Differences,Foreign Countries

This study aimed to find out the brain hemisphericity and mathematics achievement of high school students. The respondents of the study were the 168 first year high school students of Colegio de San Jose, during school year 2010-2011 who were chosen through stratified random sampling. The descriptive and interview methods of research were used in this study. To determine the students' brain hemisphericity, a Hemisphere Dominance Questionnaire was employed, while the Mathematics Achievement Test was utilized to find out their mathematics achievement. IQ results were taken from the guidance center and interviews were conducted. Frequency count, mean, and standard deviation were the descriptive statistics utilized while Chi-square and ANOVA were the inferential statistics employed. The results revealed that whether taken as an entire group or classified according to gender and intelligence quotient, the dominant brain hemisphericity of the students was the left brain. Their mathematics achievement when taken as an entire group and classified as to gender, intelligence quotient, and brain hemisphericity was &quot;average&quot;. No significant difference existed in the dominant brain hemisphericity of students when classified as to gender and intelligence quotient. Similarly, no significant difference existed in their mathematics achievement when classified according to brain hemisphericity. In solving mathematical problems, the left- brain students tend to write an equation and make logical explanation while the right-brain students tend to make diagrams and illustrations. It was found out in the interview that students tried their best to answer the given problem; however, only very few completed the solution due to several difficulties they encountered. Appended are: (1) The Jurors; (2) Letter to the Jurors; (3) Letter to the Principals; (4) Letter to the Registrar; (5) Letter to the Guidance Counselor; (6) Sample Research Instruments; (7) Scoring Rubrics; (8) Sample Solutions to Problem Solving; (9) Reliability Coefficients of the Research Instruments; (10) Predictive Validity; and (11) SPSS Outputs. (Contains 7 tables and 1 figure.
Redundancy, Discrimination and Corruption in the Multibillion-Dollar Business of College Admissions Testing
Author: Rizzo, Monica Ellen
Date: 2012-12-00
Type: Reports - Research
Subjects: College Entrance Examinations,Standardized Tests,Test Bias,Scores,Test Validity,Predictive Validity,Cheating,Deception,Nonprofit Organizations,College Admission,College Applicants,Advantaged,Student Financial Aid

Most American colleges and universities require standardized entrance exams when making admissions decisions. Scores on these exams help determine if, when and where students will be allowed to pursue higher education. These scores are also used to determine eligibility for merit based financial aid. This testing persists even though half of the institutions that require the test scores from applicants have no idea if the scores offer any valuable information about prospective students. The purpose of this study is to examine the biases inherent in standardized college entrance exams, their validity as predictors of college completion, the actual value of the information these test scores provide and corruption on the part of the testing organizations and the colleges and universities which require the exams. Findings indicate that college entrance exams, which are biased in favor of wealthy, white, male students, are not as reliable a predictor of college grades or completion within the accepted four to six year time frame as high school grade point average. Corruption in the form of cheating, abuse and misuse exists on many levels in the business of college admissions testing. Testing agencies rake in millions of dollars in profit every year yet pay no taxes because they enjoy non-profit status even though they are commercial and not educational enterprises.
The Arts Integrated into High School Curriculum. Research Brief
Author: Muir, Mike
Date: 2003-04-12
Type: Reports - Research
Subjects: Art,Artists,Secondary School Curriculum,Experiential Learning,Art Education,Art History,Secondary School Teachers

How can we align the Arts program with exciting academics through "hands-on" learning and integrated approaches and what are some model programs? Where can we find funding for such projects? This brief provides answers to these questions. A list of resources is included.
Student Attendance: Research and Strategies. Research Brief
Author: Johnston, Howard
Date: 2005-11-19
Type: Reports - Research
Subjects: Attendance,Educational Improvement,High Schools,School Districts,Intervention,High School Students,Secondary School Teachers,Teacher Student Relationship,Academic Achievement

What are the characteristics of successful student attendance programs for the high school? It is commonly believed and well supported by research that students who attend school regularly are more successful than those who do not. The challenge for high schools is to design and implement attendance policies and programs that monitor, encourage, and reward student attendance using available resources and without burdening faculty and staff with cumbersome monitoring and reporting procedures. Most important, to be truly successful, attendance policies and procedures must be part of a comprehensive plan to create and maintain student centered, achievement focused learning communities. (Contains 16 online resources.)
Using Brain-Based Research to Help Students with Special Needs. Research Brief
Author: Walker, Karen
Date: 2002-00-00
Type: Reports - Research
Subjects: Learning Disabilities,Prior Learning,Teaching Methods,Neurological Impairments,Brain,Special Needs Students,Research,Student Needs,Stress Variables,Emotional Response,Correlation,Anxiety,Stress Management,Teacher Role,Reading Instruction

How do students with special needs learn best based on brain research? There was a great deal of strictly scientific information about different types of brain damage and how that can affect learning. Given this, it was surprising that there was very little information on ways in which to assist students with learning disabilities utilizing the scientific information in this field. What was available, related to best teaching practices and was mirrored in the generalized and abundant literature in the field. Several themes emerged throughout the research. The overarching theme was the role of stress and emotions and their effects on students with learning disabilities. Following closely behind this was the relationship of learning to prior knowledge. The last dealt with the issue of poor readers. A list of resources is presented.
Scholastic Audits. Research Brief
Author: Walker, Karen
Date: 2009-03-29
Type: Reports - Descriptive
Subjects: Audits (Verification),Educational Improvement,Educational Change,Academic Achievement,School Districts,Standards

What is a scholastic audit? The purpose of the audit is to assist individual schools and districts improve. The focus is on gathering data and preparing recommendations that can be used to guide school improvement initiatives. Scholastic audits use a multi-step approach and include: (1) Preparing for the Audit; (2) Audit process; (3) Audit report; and (4) Follow-up. (Contains 10 online resources.)
Hispanic Association of Colleges and Universities (HACU) Hispanic Higher Education Research Collective (H3ERC) Research Agenda: Impacting Education and Changing Lives through Understanding
Author: Hispanic Association of Colleges and Universities (HACU)
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Agenda Setting,Educational Change,Researchers,Hispanic American Students,Educational Research,Educational Attainment,Goal Orientation,Academic Achievement,College Students,Colleges,Institutional Characteristics,STEM Education,Teacher Educators,Teacher Recruitment,Educational Policy,Teacher Characteristics,Data Collection,Statistical Analysis

With support from the Lumina Foundation, the Hispanic Association of Colleges and Universities (HACU) has launched HACU's Hispanic Higher Education Research Collective (H3ERC). The first major task of this virtual gathering of researchers and practitioners in Hispanic higher education has been to assess the state of our knowledge of the key issues and develop a research agenda for the present and near future. The aim is not just to produce a document but also to stimulate discussion among researchers and practitioners about current and past research, ideas, directions, issues, and priorities regarding Hispanics and education. The goal of the discussion and the agenda itself is to provide a basis to evaluate, inform, and improve practice and policy impacting Hispanics and education. It is the Hispanic Association of Colleges and Universities' (HACU's) intention to share this document with the participants in the Collective for updating and further refinement. It is hoped it will also be a work in progress in the sense that key research issues today will be addressed tomorrow and no longer need to be part of the "to-do" list. It is hoped it will not only be a guide for researchers but also lead to the changes in policy and practice and to closing the educational achievement gaps. Participants in the Agenda Setting Conferences. (Contains 28 footnotes.)
Hispanic Student Participation and Success in Developmental Education. White Paper Prepared for the Hispanic Association of Colleges and Universities
Author: Nora, Amaury
Date: 2012-07-00
Type: Reports - Research
Subjects: Student Characteristics,Evidence,Student Participation,Ethnic Groups,Community Colleges,Remedial Instruction,Hispanic American Students,Educational Attainment,Educational Experience,Outcomes of Education,Disproportionate Representation,Undergraduate Students,Developmental Studies Programs

As has been known for some time now, the Hispanic population is projected to grow to 25% of the total United States population by 2050. In spite of this growth, substantial disparities exist between Hispanics and other ethnic groups in terms of bachelor's degree attainment (Llagas & Snyder, 2003). In response, there is a rapidly growing body of evidence to understand the role of student characteristics, perceptions, academic and social experiences and behaviors, both independently and collectively influence undergraduate Hispanic student engagements and/or academic outcomes (see review by Nora & Crisp, 2009). Developmental education is a key college experience assumed to open doors to economic and educational advancement among traditionally underrepresented groups by resolving barriers that impede access to a college degree (Bahr, 2010a). Hispanics are among the groups assumed to benefit from developmental education as the overrepresentation of Latino/s in remedial coursework is well documented (e.g., Bettinger & Long, 2005; Grimes & David, 1999; Penny, White, & William, 1998). However, there is a notable absence of empirical evidence documenting the role of remedial education in promoting success for Hispanic students. As such, the purpose of this white paper is to summarize what is currently known regarding Latino/a students who participate in developmental education at both two and four-year institutions. The authors begin by describing the characteristics of developmental education. Next, they provide a profile of characteristics and outcomes for Latino/a students who participate in remediation. A brief synthesis of the developmental education literature is given, providing emphasis to studies that have included or disaggregated findings for Latino/a students. They conclude with key recommendations for research, theory, and policy. (Contains 2 tables.) [Portions of this paper were presented by Crisp & Delgado at the conference of the Association for the Study of Higher Education (ASHE) in November, 2011.]