ethanporcaro/eric-fulltext-meta huggingface dataset:
What Counts in Calculating School and District Level Performance Index Scores: A Summary and Analysis of Academic Performance Index Metrics across the 50 States. A White Paper Report
Author: Ni, Xinyu
Date: 2016-08-11
Type: Reports - Research
Subjects: Educational Indicators,Schools,School Districts,Computation,Accountability,Differences,Scores,State Programs,Academic Achievement,School Effectiveness,Federal Legislation,Educational Legislation,Elementary Secondary Education,Federal Regulation,Achievement Gains,English Language Learners,Graduation Rate,Achievement Gap,Student Participation,Tests

The purpose of this report is to summarize the key elements of school and district level Performance Index scores (PI scores) for the 50 states and the District of Columbia (D.C.) across the United States. PI scores are partial or overall summative ratings of schools or districts currently used across US state accountability systems to assess organizational performance. In this study, we first extracted 14 elements from 49 PI calculation metrics for states in the U.S and conducted a descriptive analysis to provide an overview of which data elements are used across the different calculation metrics for each state and what role PI scores play in state accountability systems. Second, we categorized the fourteen elements into seven categories proposed by the most recent ESSA regulations (81 FR 34539 §200.14-16, 2016) and examined how each state integrated each element in their PI score calculations. Third, we conducted a multidimensional scaling (MDS) analysis to compare the similarities and differences of PI calculation metrics across the states. The results indicate that there are few commonalities in PI score calculation metrics across the states, as each state has its own methods in addressing the requirements of NCLB and now ESSA. The goal of this report is to inform decisions across states on PI score calculations through summarizing overall ratings and metrics nationally used to hold schools and districts accountable as states move toward implementing the recent Every Child Succeeds Act (ESSA) regulations.
Lagging in STEM Credentials. DataPoints. Volume 7, Issue 16
Author: American Association of Community Colleges
Date: 2019-09-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Educational Certificates,Associate Degrees,Racial Differences,Ethnicity,Minority Group Students,White Students,Community Colleges,Two Year College Students,African American Students,Hispanic American Students,Asian American Students,American Indian Students,Multiracial Persons,Foreign Students

This issue of &quot;DataPoints&quot; shows the distribution of STEM certificates and associate degrees by race-ethnicity, 2016-17. Many community colleges are working to increase diversity among students in STEM fields, including participation in programs such as the National Science Foundation's Advanced Technological Education program and other initiatives.
Is &quot;Business as Usual&quot; Enough to Be Hispanic-Serving? Becoming a Hispanic-Serving Research Institution
Author: Marin, Patricia
Date: 2018-00-00
Type: Reports - Research
Subjects: College Students,Hispanic American Students,Individual Characteristics,Research Universities,Institutional Mission,Organizational Culture,College Administration

This study focuses on an emerging Hispanic-Serving Research Institution (HSRI) and seeks to understand its Hispanic-serving identity as seen through the eyes of senior campus administrators. Findings suggest that instead of asking whether an institution is Hispanic-serving, it may be more appropriate to ask about the extent to which an institution is Hispanic-serving, acknowledging the ongoing identity development that may be required of institutions and supporting the need to expand the existing HSI (Hispanic-serving institution) narrative. [The American Association of Hispanics in Higher Education (AAHHE) each year commissions scholarly papers that are presented at the annual national conference and are published in the &quot;Journal of Hispanic Higher Education,&quot; an AAHHE partner. A version of this article was published in &quot;Journal of Hispanic Higher Education&quot; (EJ1206508).]
Re-Membering, Re-Framing, and Re-Imagining Latino Leadership in Education: Reflections on Community, Higher Learning and Higher Education
Author: Guajardo, Francisco
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: United States History,Colleges,Higher Education,School Districts,Minority Group Teachers,Mexican Americans,Teacher Characteristics,Teaching Conditions,Teacher Role,Teaching Methods,Cultural Awareness,Culturally Relevant Education,Community Involvement,Family Involvement,Elementary Secondary Education,Immigrants,Hispanic Americans

This document traverses through a series of genealogical stories that span close to a century to provide context to higher learning, education, and development. The stories of elders help us re-member their dreams, re-frame the process for growth, and re-imagine the possibilities for development at the self, organizational, and community levels. Grounded in a community context, the authors present the history of people, place, and work as they learn to become more effective educators. [The American Association of Hispanics in Higher Education (AAHHE) each year commissions scholarly papers that are presented at the annual national conference and are published in the &quot;Journal of Hispanic Higher Education,&quot; an AAHHE partner. A version of this article was published in &quot;Journal of Hispanic Higher Education&quot; (EJ1206507).]
Review of Studies on Graphic Organizers and Language Learner Performance
Author: Kilickaya, Ferit
Date: 2019-12-00
Type: Journal Articles
Subjects: Instructional Materials,Vocabulary,Reading Instruction,Native Language Instruction,Second Language Instruction,Writing Instruction,Educational Research,Concept Mapping,Computer Assisted Instruction

Graphic organizers are widely used in teaching vocabulary and reading in both L1 and L2 classrooms in addition to glossing. It has been indicated by several studies (e.g., Lie, 2016) that students using a mobile-assisted concept-mapping vocabulary learning strategy do better and retain what they have learned longer than students who limit themselves to text-only strategies. The current short article reviews several studies that investigated the use of graphic organizers and their effects on learner performance in several contexts. The results of most studies have voiced the positive effects of graphic organizers in mainly reading and writing, in addition to remembering course content.
Teacher Effectiveness of Some Selected Secondary Schools&apos; Science, Technology, Engineering and Mathematics Subjects: Implication for Sustainable Development Using Science Education
Author: Saka, Adewale Owodunni
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,STEM Education,Physics,Chemistry,Biology,Secondary School Teachers,Gender Differences,Foreign Countries,Sustainable Development,Instructional Materials,Learning Activities,Classroom Techniques,Personality Traits

This study examined the teacher effectiveness of the selected STEM subjects' teachers of physics, chemistry, and biology at the senior secondary school level in Ijebu North local area of Ogun State, Nigeria. All the fifty teachers delivering the selected STEM subjects were observed using and adapted Teachers' Effectiveness Observation Guide (r=0.7). The data collected were analysed using descriptive and inferential statistics. The results revealed that teacher effectiveness of the selected STEM subjects' teachers was relevant. The results also indicated that teacher effectiveness of chemistry teachers was the best among the three categories of teachers. Furthermore, the findings revealed no significant gender difference in teacher effectiveness of the selected STEM subjects' teachers. The study discussed the implications of the findings for sustainable development using science education. It recommended among other things that periodic training should be organized for teachers in all areas of teaching dimensions, particularly in the use of activity-based instructional materials for science teaching.
The Emergence of Teacher Leadership in TESOL: An Exploratory Study of English Language Teachers as Teacher Leaders in the Saudi EFL Context
Author: Shah, Sayyed Rashid Ali
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Leadership,English (Second Language),English Teachers,Foreign Countries,Teacher Attitudes,Leadership Role,Vertical Organization,Faculty Workload,Professional Autonomy,Power Structure,Males,Barriers,Public Colleges

As part of a larger qualitative case study, this article explores the notion of teacher leadership in English as a Foreign Language (EFL) context and a higher educational institution in Saudi Arabia. Twelve EFL teacher leaders were interviewed to understand their perceptions of teacher leadership practices in the EFL context. Qualitative data were collected through semi-structured interviews and opened-ended questionnaires, and analysed using NVivo10. Data analysis led to 18 main categories and four overarching themes; however, four major categories and one key theme are part of this article that represent the EFL teacher-leaders' perceptions of their leadership practices and roles at the English Language Institute (ELI). The findings reveal that teacher leadership is a novel concept at the ELI and teacher leaders operate in hierarchical leadership structures. However, their wide range of leadership roles, both instructional and operational match with the three historical waves of teacher leadership (Silva, Gimbert &amp; Nolan, 2000) in the US context. The impact of hierarchical structures on teacher leadership practices is evidently found as EFL teacher leaders encounter various difficulties, such as heavy administrative workload and lack of autonomy. Nevertheless, their shared leadership practices within the groups help them deal with these challenges.
College Students with Disabilities and Employment: Career Development Needs and Models of Support. NCCSD Research Brief. Volume 2, Issue 3
Author: Pillette, Kate
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: College Students,Students with Disabilities,Employment,Career Development,Student Needs,Work Experience Programs,Job Search Methods,Self Advocacy,National Programs,Regional Programs,College Programs

The purpose of this research brief is to summarize the literature on the career development needs of college students with disabilities, highlight exemplary models of support, and provide recommendations on best practice and future efforts to support positive employment outcomes for persons with disabilities. Four key career development areas are identified: career-related knowledge, work-related experience, job search skills, and disability-related knowledge and self-advocacy. Common themes from the existing literature are synthesized into indicators of evidence-based practice. Models of support at the national, regional, and university-level are reviewed. Recommendations for best practice are provided, as well as future considerations for improving and expanding existing supports. (Contains 1 figure.) [For Volume 2, Issue 2, see ED602378.]
Students with Disabilities and Post-College Employment: How Much Do We Know? NCCSD Research Brief. Volume 2, Issue 1
Author: Kutscher, Elisabeth
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: Students with Disabilities,Employment,College Students,Career Development,Individualized Programs,Educational Attainment,Education Work Relationship,Career Guidance

College plays an increasingly critical role in a person's employment and long-term success. However, in seeking employment, college students with disabilities may encounter distinctive employment contexts compared to their peers without disabilities. This research brief provides an overview of the employment landscape for individuals with disabilities and career development considerations for college students with disabilities. Additionally, this brief offers recommendations to institutions regarding personalized career development for targeted student groups and strategies for improved support to students as they plan their career trajectories. These include: 1) developing stronger partnerships between offices of disability resources and career services; 2) implementing universal design for career development; and 3) capitalizing on technology to expand access to disability-focused career services. Finally, the limits to what is currently known about post-college employment for this group of students are discussed. (Contains two tables.)
Access and Participation in Higher Education: Perspectives of College Students with Disabilities. NCCSD Research Brief. Volume 2, Issue 2
Author: Scott, Sally
Date: 2019-04-00
Type: Reports - Research
Subjects: Students with Disabilities,College Students,Access to Education,Student Participation,Barriers,Higher Education,Equal Education,Inclusion,Student Personnel Services,Self Determination,Classroom Environment,Accessibility (for Disabled),College Environment

The National Center on College Students with Disabilities (NCCSD) is charged with providing training and technical assistance for college students with disabilities and the campuses that serve them. In order to better understand the experiences of college students with disabilities and establish priorities for the work of the Center, the NCCSD conducted a series of seven student focus groups. The groups were comprised of a total of 46 students with a variety of disabilities. Students were located on diverse campuses across four regions of the country. Research questions included: (1) What barriers do students with disabilities encounter in accessing and participating in higher education? (2) What are the supports and strategies promoting equitable participation? and (3) What are recommendations for training and resource materials related to access and equity for college students with disabilities? Results of prominent themes that emerged from five or more focus groups are reported. Implications of the data are presented in four primary areas for training and technical assistance. (Contains 4 tables.) [For Volume 2, Issue 1, see ED602377.]
Curriculum Design: Determining the Attitudes of Students towards English Courses
Author: Türkarslan, Dilek
Date: 2019-10-00
Type: Journal Articles
Subjects: Curriculum Design,Foreign Countries,English (Second Language),English Teachers,Gender Differences,Language Attitudes,Student Interests,High School Students,Teacher Attitudes,Family Influence,Teaching Styles

As a result of the importance given to English which is the world's most common communication language in science and trade , English courses have taken place in the curriculum as elective or compulsory courses. Personal traits of the individuals are among the items which must be taken into consideration while designing curriculum.The purpose of this research is to determine the students' attitudes towards English courses in order to use them as input in curriculum design. Explanatory Research Design among the Mixed Research Designs was used in this research. The qualitative and quantitative data of the research were obtained from 977 secondary school students and 6 English teachers. Man Whitney U and Kruskal Wallis H tests were used for the data analysis. In the analysis of qualitative data, descriptive analysis method was used. At the end of the research, it was found out that the attitudes of the students towards English course didn't change according to gender, grade level and having a family member knowing English. Considering the sub-dimensions of the attitudes, it was found out that the female students' attitudes were more positive than the male students' attitudes regarding the general aspects and importance of the course; the male students' attitudes were more positive than the female students' regarding the interestingness of the subject and the teachers' teaching styles.While it was found out that the students' attitudes towards the general aspects and importance of the course, the interestingness of the subjects and the teachers' teaching styles didn't change according to grade levels. Other components which take role as input while designing curriculum should be investigated in future studies.
A Pilot Study on the Comparison between Blended and F2F Learning Methods in a SQL Course
Author: Yavuzarslan, Mithat
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Conventional Instruction,Teaching Methods,Instructional Effectiveness,Programming Languages,Computer Science Education,Online Courses,Introductory Courses,Undergraduate Students,Experimental Groups,Control Groups,Electronic Learning

One of the main outcomes of the current period is to decrease in the cost and energy of accessing the information due to rapid growing of internet and Information Technologies. Therefore, transferring online courses to users via e-learning platforms has became more and more preferred in recent years. This paper aims to investigate the effect of an online course designed in Google Course Builder to teach introductory level SQL (Structured Query Language) on students' knowledge and skills on use of SQL. 61 undergraduate students from a private university in Turkey who were enrolled in &quot;Basic Computer Applications&quot; course participated in this research. To establish an experimental research design, the students were randomly separated into experimental and control groups. Blended learning method was applied to the experimental group whose participants enrolled in the online course (SQL Course) and face-to-face (F2F) method was applied to the control group with the same learning content. While SQL Mid-Test was only conducted to observe the change of experimental group, SQL Final Test was applied to both groups. Since the sample size of the experimental group is under 30 and a normal distribution was not found, Mann-Whitney U Test was performed to compare the means of experimental and control groups. To compare the means of SQL Mid-Test and SQL-Final Test, Wilcoxon Signed-Rank Test was performed. After two weeks of experiment, it was found that there is a significant difference between two groups in favor of participants taught with F2F method. It was also revealed that slightly but significant improvement were found on the academic performance of the experimental group. On one hand, the comparison between two groups demonstrated the constraints for learning a scripting language in a short time, however on the other hand results also showed the positive effect of blended learning environment to students' learning performance towards using introductory level SQL. All findings of the study were discussed in the light of relevant literature.
The Effectiveness of Pilot In-Service Training Program Developed on Inclusive Practices for Preschool Teachers
Author: Özsirkinti, Didem
Date: 2019-00-00
Type: Journal Articles
Subjects: Preschool Education,Inservice Teacher Education,Preschool Teachers,Program Effectiveness,Inclusion,Students with Disabilities,Program Development,Teacher Effectiveness,Teacher Attitudes,Teacher Competencies,Faculty Development,Foreign Countries

Preschool education is the first formal education process that supports the physical, affective, psychomotor, self-care and cognitive development of children. Children's participation in preschool education should be supported, as pre-school education provides children with the opportunity to learn during this critical period of the rapid development of children. Pre-school education is prepared in line with the needs of all children, including children with special needs, by providing equal opportunities in education and preparing them for primary school. Children with special needs should be encouraged to be involved in the pre-school education process through inclusive education. The aim of this research is to develop a pilot in-service training program for inclusive practices by taking the opinions and suggestions of pre-school teachers and examine the effect of the program on teachers' efficacy and attitudes towards inclusive education. 15 pre-school teachers participated in the study on a voluntary basis. A mixed-method with the exploratory sequential design was used in the research. The research data were collected with the needs analysis form, the information form, the teacher efficacy for inclusion scale, the attitude scale for inclusion, the open-ended questions form and the focus group interview form. The quantitative data were analyzed by arithmetic mean and paired t-test. The answers to the open-ended questions were presented with content analysis and the responses obtained from the focus group interview were given as they were in order to exactly reflect the views of the teachers in the qualitative data. In conclusion, in-service training has provided an increase in the arithmetic mean of efficacy and attitude of teachers. Moreover, the teachers participating in the training expressed their positive opinions. Though teachers generally feel competent in inclusive education, they stated that they need training for inclusive education. It was concluded that support education services, classroom size, training for teachers and cooperation with other people involved in inclusive education are effective in the teacher's attitude.
An Analysis on the Relationship between Primary School Teachers&apos; Self-Efficacy Beliefs and Attitudes towards Gifted Education
Author: Vatansever Bayraktar, Hatice
Date: 2019-12-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Self Efficacy,Academically Gifted,Teacher Effectiveness,Instruction,Planning,Teacher Characteristics,Creativity,Gender Differences,Marital Status,Age Differences,Correlation,Foreign Countries,Beliefs

The purpose of this research is to investigate whether there is a significant relationship between attitudes and self-efficacy beliefs of primary school teachers towards gifted education; the level of Self-Efficacy Belief and Attitude and whether they differ according to various variables. In the study, correlational survey model was employed in order to determine a relationship between attitudes and self-efficacy beliefs of primary school teachers towards gifted education. Two scales were used in the study. The scales are called as; &quot;The Self- Efficacy Scale towards Gifted Education (SESTGS)&quot; and &quot;The Attitude Scale towards Gifted Education (ASTGS)&quot;. As result of the data analysis, it was seen that the levels of primary school teachers' self-efficacy beliefs towards gifted education were found at the medium level according to the sub-dimensions of academic efficacy, mentorship efficacy, and responsibility; and found at a high level according to the subdimensions of personal characteristics, supporting creativity efficacy, and instruction planning efficacy, and to the total averages. The self-efficacy beliefs of primary school teachers towards gifted education show a statistically significant difference in terms of the sub-dimensions of: personal characteristics, supporting creativity efficacy and instruction planning efficacy, and total averages according to the gender variable. This statistically significant difference is in favor of the male primary school teachers. The self-efficacy beliefs of primary school teachers towards gifted education do not demonstrate a statistically significant difference according to marital status and age variables. It is seen that there is a low-level, positive and significant relationship between the total self-efficacy beliefs and attitudes of primary school teachers towards gifted education.