ethanporcaro/eric-fulltext-meta huggingface dataset:
A Role Model in Light of Values: Mahatma Gandhi
Author: Dündar, Hakan
Date: 2016-10-23
Type: Journal Articles
Subjects: Role Models,Change Agents,Social Change,Social Justice,Social Values,Qualitative Research,Content Analysis,Personality,Personality Traits,World Views,Values Education,Peace,Social Studies,Activism,Advocacy,Foreign Countries,Observation,Interviews

The non-violent, tolerant, pacifistic and humanistic manner of Mahatma Gandhi is a globally recognized fact. UNESCO's foundation of Mahatma Gandhi Institute of Education for Peace and Sustainable Development is one of the best examples that support this fact. In this study, it is aimed to present &quot;Mahatma Gandhi&quot;, who is globally accepted as a role model with his personal characteristics, meaning and view of life, devotion to his beliefs, way of struggling with the problems he encountered, universal understanding of peace and tolerance, the value he attached to human beings, and his character, thus, from the values he possessed, to set forth an educational point of view. The study was conducted based on the method of document review in accordance with the qualitative approach to research. As a result of this study, it is assessed that Mahatma Gandhi accommodated in his personality many universal values such as love for his fellow humans, justice, peace, non-violence, tolerance, and freedom, and when faced with certain situations in his lifetime, exhibited an attitude that is compatible with his principles related to these values. In this context, it can be speculated that introducing and conveying Mahatma Gandhi's philosophy of life and the treasure of values he had to students via various educational activities and biographies can make the processes of education for peace and values more effective.
The Opinions of Prospective Teachers on Peer Assessment
Author: Özdemir, Serpil
Date: 2016-10-23
Type: Journal Articles
Subjects: Peer Evaluation,Teacher Attitudes,Preservice Teachers,Foreign Countries,Formative Evaluation,Performance Based Assessment,College Students,Teaching Methods,Student Attitudes,Qualitative Research,Test Items,Questioning Techniques,Evaluation Methods

This research was conducted to determine the opinions of prospective teachers on peer assessment. The study was carried out at a university in the West Black sea with forty-one prospective Turkish teachers. The prospective teachers presented a lesson on a subject they had decided on formerly, and were evaluated by their peers. The groups consisted of five members, and all the members of the class participated in peer assessment alternately. After the completion of peer assessment study, the opinions of prospective teachers were obtained by asking them to answer open-ended questions in written form. For the data obtained, content analysis was carried out. The findings of the study has indicated that peer evaluation is beneficial in providing affective and academic development, use of metacognitive strategies, and in the points of giving feedback. It has been determined that personal characteristics, personal relations, not being competent at peer assessment and the assessment forms' being overloaded with too many criteria have resulted in a couple of problems at application. Prospective teachers have made suggestions considering the role of the teacher, the features of the assessment group, the means of assessment and the assessment form and they have not welcomed the idea of using the peer assessment points as final grades. Within the frame of the findings of the study, the suggestions have been developed on how to construct peer assessment practices.
The Effect of Visuals on Non-Routine Problem Solving Success and Kinds of Errors Made When Using Visuals
Author: Ulu, Mustafa
Date: 2016-10-23
Type: Journal Articles
Subjects: Problem Solving,Elementary School Students,Grade 4,Mathematics,Mathematics Education,Mathematics Instruction,Academic Achievement,Interviews,Foreign Countries,Comparative Analysis,Achievement Tests,Word Problems (Mathematics),Difficulty Level,Test Items,Correlation,Thinking Skills,Visualization

This study aims at determining to what extent visuals contribute to success in non-routine problem solving process and what types of errors are made when solving with visuals. Comparative model was utilized for identifying the effect of visuals on student achievement, and clinical interview technique was used to determine the types of errors. In the study, 370 primary fourth-grade students were applied with the four non-routine problems; first in verbal form, then in visual form by changing only the numbers without changing the operational stages that should be used when solving the question. As a result, it was seen that the use of visuals decreased the number of unanswered questions by 11%, and increased the number of correctly answered questions by 12%. It was found at the end of the study that when students utilized the visuals they drew rather than the given visuals, this contributed to the problem solving achievement more. Another finding achieved in the study is that the students made errors originating from lack of knowledge, misinterpretation, incorrect structuring, incomplete structuring, and misplacement of what is given respectively.
An Example of Decentralized Management in Education: Provincial Directory Model
Author: Ada, Sefer
Date: 2016-10-00
Type: Journal Articles
Subjects: Models,Administrative Organization,Educational Administration,Educational Policy,Participative Decision Making,School District Autonomy,Regional Planning,Governance,Foreign Countries

In Turkey, two types of administrative structures existed in the fields of National Education: &quot;the central&quot; and &quot;provincial&quot; institutions. However, between 1926-1931, the Locality model was implemented. Locality can be considered as a local administration formed in the provincial organization of the Ministry of Education by the law number 1834 between the years 1926-1931. Within this arrangement, the provincial structure of Turkey was divided into 13 provincial regions. In every provincial region, there was one administrator called &quot;emin&quot; equipped with extensive responsibilities. Then, there was one director of education under the supervision of the &quot;emin&quot; and other sub-units enabling the implementation of provincial directory. In the &quot;Provincial Directory Model,&quot; &quot;The Decentralized Administration&quot; problems could be solved more efficiently, time and resources could be saved by the &quot;Local Directory&quot; within the authorization of &quot;emin&quot; without consulting the center. Following 1931, this model was rejected without any logical reasons and &quot;the centralized model,&quot; which is still being implemented, has emerged. In this model, the expenses of labor, resources and time have been increasing as the problems arising in the province are attempted to be solved in the center.
Concurrent Validity of the Independent Reading Level Assessment Framework and a State Assessment
Author: Ralston, Nicole C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Validity,Independent Reading,Reading Tests,Measurement,Screening Tests,Response to Intervention,Curriculum Based Assessment,Reading Fluency,Correlation,Common Core State Standards,Grade 3,Grade 4,Grade 5,Elementary School Students,Standardized Tests,Achievement Tests,Reading

This study investigates the use of screening assessments within the increasingly popular Response to Intervention (RTI) framework, specifically seeking to collect concurrent validity evidence on one potential new screening tool, the Independent Reading Level Assessment (IRLA) framework. Furthermore, this study builds on existing literature by disaggregating the validity evidence across grade, program, and race/ethnicity to better understand how the assessment functions amongst varying demographic categories. We add to the limited research base of evidence that the IRLA tool may be an important instrument for bridging the gap between screening and providing intensive, systematic instruction as detailed by the What Works Clearinghouse (Gersten et al., 2008).
Textbook to Reality: Using Corporate Earnings Reports as an Effective Teaching Tool for a Business Capstone Course
Author: Chowdhury, Manzoor E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Business Administration Education,Teaching Methods,Instructional Materials,Annual Reports,Income,Concept Teaching,Corporations,Educational Practices,Instructional Effectiveness,Accounting,Economics Education,International Trade,Curriculum

Business curriculums in many universities now include a senior Capstone course that integrates topics or materials from all business areas. This capstone course is designed to teach the skills of strategic thinking and analysis rather than mere facts or concepts. With that goal in mind, the ideal course is structured in such a way so that students get an opportunity to apply their knowledge from all previous courses taken before the capstone course. Instructors around the country use a variety of teaching tools in a capstone course that include simulation games, group projects, individual projects or paper, and/or case studies. One of the effective teaching tools in a capstone course is quarterly or annual earnings reports submitted to the SEC (Securities and Exchange Commission) by all publicly traded companies. Although earnings reports are used by some instructors as a reference or as part of a case study, it has not been widely used in a way that is demonstrated in this paper. The earnings reports have a rich array of information that can be used to teach business concepts from every business discipline--accounting, economics, finance, human resource management, international business, or marketing. Going through a detailed earnings report exposes students to a real world scenario, teaches them how to read between the lines, and enhances their critical and strategic thinking process. It is also a great way to brush up their knowledge from all previous courses which helps them to retain the knowledge and to do well on the business exit exam. This paper demonstrates an approach or method where students use business concepts, theories, financial ratios, and formulas using actual company data from an annual Earnings Report of a company submitted to the SEC. The idea presented here is not mutually exclusive of other tools used in a capstone course but rather contributes to learning if can be used simultaneously.
Effects of Computer-Assisted Jigsaw II Cooperative Learning Strategy on Physics Achievement and Retention
Author: Gambari, Isiaka Amosa
Date: 2016-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Educational Technology,Cooperative Learning,Physics,Science Instruction,Science Achievement,Secondary School Students,Foreign Countries,Achievement Tests,Instructional Effectiveness,Maintenance,Scientific Concepts,Quasiexperimental Design,Hypothesis Testing,Statistical Analysis,Pretests Posttests

This study investigated the effects of computer-assisted Jigsaw II cooperative strategy on physics achievement and retention. The study also determined how moderating variables of achievement levels as it affects students' performance in physics when Jigsaw II cooperative learning is used as an instructional strategy. Purposive sampling technique was used to select two senior secondary school class II (SSSII) physics students from two intact classes in Minna, Niger State, Nigeria. Eighty students from two intact classes were assigned into Jigsaw II and Individualized Computer Instruction (ICI) groups. Computer-Assisted Learning Package (CALP) on physics and Physics Achievement Test (PAT) were used as treatment and test instruments. Analysis of Covariance and Scheffe's test were used for data analysis. Findings indicated that students taught physics using computer-assisted Jigsaw II performed better and retained the physics concepts longer than those taught using individualized computer instruction. In addition, achievement levels had significant influence on their performance. Based on the findings, it was recommended among other that physics teachers should be encouraged use computer-assisted Jigsaw II cooperative strategy to enhanced students' performance.
Transition Supports for At-Risk Students: A Case Example
Author: Buchanan, Rohanna
Date: 2016-00-00
Type: Journal Articles
Subjects: At Risk Students,Case Studies,Middle School Students,Behavior Disorders,Neighborhood Schools,Emotional Disturbances,Family School Relationship,Learning Theories,Socialization,Prosocial Behavior,Grade 6,Transitional Programs,Behavior Problems,Intervention,Questionnaires,Likert Scales,Qualitative Research,Interviews

Middle school students with emotional and behavioral disorders are at risk for myriad negative outcomes. Transitioning between schools may increase risk for students being reintegrated into their neighborhood school. The current study seeks to inform supports for students and their families during these transitions. Students With Involved Families and Teachers (SWIFT) is an initiative being conducted in a small urban area in the Pacific Northwest, USA. Parent, student, and school-based supports were provided across a yearlong transition for students receiving special education services in a behavioral day-treatment program. A case example is used to describe the essential features of SWIFT, illustrate the experience of a student and his family, and outline lessons learned for successful home-school collaboration.
Preparing Teachers for a Mission: Six Lessons Shared with the Military
Author: Vespia, Kathleen L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Military Personnel,Military Service,Teacher Education,Teacher Effectiveness,Underachievement,Teacher Education Programs,Preservice Teachers,Teaching Methods,Teacher Characteristics,Teacher Student Relationship,At Risk Students,Military Training,Comparative Analysis

Vast research and personal testimonies provide strong evidence that a highly effective teacher plays a critical role in the successes of their students, particularly those at risk of underachievement. That same evidence is now being demanded of teacher preparation programs. By comparison, military preparation programs have long been outcome-based and scrutinized for their ability to prepare military professionals for readiness in the field or their failure to do so. In this paper, authors with extensive backgrounds in teaching and/or military preparation examined their respective strategies of preparing students for professional missions. They identify and discuss six lessons shared by both teaching preparation programs and military preparation programs, which based on their experience and extensive relevant research, have contributed to the effectiveness of education and military professionals in the field. In their conclusion, the authors discuss the critical importance of developing a Battlemind, defined as an empowering mindset for promoting professional sustainability and success in achieving specific, meaningful outcomes in the field.
Keeping Students on Track to Graduate: A Synthesis of School Dropout Trends, Prevention, and Intervention Initiatives
Author: Ecker-Lyster, Meghan
Date: 2016-00-00
Type: Journal Articles
Subjects: Dropouts,Intervention,Dropout Prevention,Dropout Rate,Graduation Rate,High School Graduates,At Risk Students,Transitional Programs,Middle School Students,High School Students,Educational Change,School Holding Power,Literature Reviews

This article reviews the literature on dropout trends, prevention, and intervention initiatives for school-aged children. Theoretical and consequential trends are highlighted to offer educators a perspective in which to view the dropout problem. This article also examines current trends in prevention and intervention initiatives aimed at reducing dropout. Drawing from current research, practical suggestions and recommendations are provided to guide dropout prevention and intervention planning efforts.
Supporting Transition of At-Risk Students through a Freshman Orientation Model
Author: DeLamar, Shawna
Date: 2016-00-00
Type: Journal Articles
Subjects: At Risk Students,Middle School Students,High School Students,Transitional Programs,School Orientation,High School Freshmen,Attendance Patterns,Discipline,Report Cards,Grades (Scholastic),Tests,Scores,Comparative Analysis,Achievement Gains,Science Achievement,Mathematics Achievement,English,Behavior Change,Program Effectiveness,Surveys,Statistical Analysis,Statistical Significance

This study examines the issues surrounding middle school students' transitions to high school and the degree to which freshman orientation models can help them. The attendance, discipline, report card grades, and end-of-course exams of 60 students who participated in a freshman orientation were compared to those of 150 students who were invited to participate in the program but did not. Students who participated experienced gains in science end-of-course state exams; increases in math, science, and English course grades; and positive changes in discipline and attendance data. Parents of program participants shared that, overall, the program helped their children make a smooth transition to high school.
Technology-Mediated ELT Writing: Acceptance and Engagement in an Online Moodle Course
Author: Zyad, Hicham
Date: 2016-00-00
Type: Journal Articles
Subjects: Writing Instruction,Management Systems,English (Second Language),Second Language Learning,Second Language Instruction,Web 2.0 Technologies,Social Networks,Teaching Methods,Online Courses,Student Attitudes,Case Studies,College Students,Cooperative Learning,Learner Engagement,Educational Change,Technology Integration,Statistical Analysis,Blended Learning,Higher Education,Foreign Countries

In the past fifteen years, Web 2.0 social networking technologies have ushered in a new era of information production, distribution and consumption with significant implications for language teaching and learning. An example of such technology is Moodle, which is a learning management system with several useful features that can transform the learning environment into a site for interactivity, connectivity and great amounts of extensive learning. With this in mind, the present case study aims to investigate tertiary education students' acceptance of and engagement in a Moodle-hosted writing course. Using case study methodology, qualitative data were elicited from 24 semester-two students on the basis of focus group interviews constructed in line with Technology Acceptance Model 2. Another source of data is Moodle log reports, which offered a detailed account of students' contributions and activities in the online writing course. The results showed that almost all the students perceived Moodle as a useful tool for sharing, collaboration and learning. The results also uncovered three different categories of students in terms of level of engagement; namely, highly engaged, moderately engaged and poorly engaged. The implications of these results for an effective implementation of Moodle are discussed.
How Students Communicate Mathematical Ideas: An Examination of Multimodal Writing Using Digital Technologies
Author: Freeman, Barbara
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary School Students,Electronic Publishing,Web Sites,Elementary School Mathematics,Mathematics Instruction,Mathematics Education,Educational Technology,Mathematics,Mathematics Curriculum,Mathematical Concepts,Mathematical Logic,Thinking Skills,Technology Uses in Education,Learning Disabilities,Writing Across the Curriculum,Mathematics Teachers,Middle School Students,Intervention

This article reports the findings of a study designed to examine the influence of multimodal writing on the communication of mathematical ideas. Elementary school students (ages 8-13) were required to write mathematics notes using two digital writing technologies, a personal digital notepad and a social mathematics blog, in the context of a formal intervention. Forty-two students participated, across three schools. The study showed that when students wrote notes that could be assessed for correctness, their answers were predominately right, indicating that mathematical sense-making was taking place. It also showed that the digital notepad and blog were used differently and that the type of technology influences the writing content. Moreover, students' mathematical writing were understandable by their peers and students collaboratively explored solutions. Younger students were more likely to draw pictures to represent their ideas than older students. These findings show that writing can help students acquire mathematical understanding, and suggest that multimodal writing may help them surmount difficulties often associated with learning math. Although this research demonstrated that writing can help teachers gain an awareness of their students' mathematical understanding, it also revealed that writing environments need to be monitored and students require close guidance to bring about systematic improvement.
One to One Technology and Its Effect on Student Academic Achievement and Motivation
Author: Harris, Jennifer L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Academic Achievement,Student Motivation,Statistical Analysis,Grade 4,Access to Computers,Educational Technology,Attendance,Technology Integration,Technology Uses in Education,Scores,Mathematics Tests,Achievement Gains

This research was a quantitative study using 4th grade participants from a Title 1 elementary school in Central Illinois. This study set out to determine whether one to one technology (1:1 will be used hereafter) truly impacts and effects the academic achievement of students. This study's second goal was to determine whether 1:1 Technology also effects student motivation to learn. Data was gathered from students participating in this study through the Pearson enVision Math series with Topic Tests, Discovery Education Assessment results, and attendance records being used. The results show that 1:1 Technology could be a factor in student academic achievement and motivation to be at school. These findings are important due to the technological shift that schools are currently facing. With more technology exposure for students and more professional development for teachers to hone their newly acquired teaching methods, 1:1 Technology may be the catalyst needed for school districts to help their students achieve at higher levels.
The Role of the Educational Diagnostician as Perceived by South Texas Administrators
Author: Guerra, Melisa G.
Date: 2015-01-00
Type: Journal Articles
Subjects: Educational Diagnosis,Special Education,Accountability,Administrator Attitudes,Special Needs Students,Administrator Role,Role Perception,Compliance (Legal),Public Schools,Interviews,Principals,Assistant Principals,Proximity,Information Sources,Work Environment,Time Management,Organizational Communication,Interpersonal Relationship,Case Studies,Qualitative Research,Administrators

Educational diagnosticians in the state of Texas serve multiple roles across various districts (National Clearinghouse for Professions in Special Education [NCPSE], 2011). Due to the increased accountability requirements in the area of special education, much more time is required to complete the procedural requirements set forth by state and federal legal mandates (Texas Education Agency [TEA], 2012). Although educational diagnosticians play a critical role in the determination of eligibility, planning, and implementation of special education supports, researchers have yet to determine how campus administrators perceive their own role in the campus environment.