ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers Creating Safe School Environments: Prevention of Elementary Student-to-Student Bullying
Author: Gant Bradley, Heather
Date: 2014-05-00
Type: Dissertations/Theses - Masters Theses
Subjects: Bullying,Elementary School Students,Elementary School Teachers,Teacher Role,Qualitative Research,Statistical Analysis,Prevention,Surveys,Interviews,Preservice Teachers,Teacher Attitudes,Student Teacher Attitudes,Knowledge Level,Vocabulary,Teacher Responsibility,Victims,Student Behavior

Student-to-student bullying is still a current issue within elementary schools nationwide. Educators are often unaware, improperly trained and/or unwilling to help in student bullying incidences. Without training or willingness, teachers often are driven into silence and inaction, effectively putting the wellbeing of students at risk. The present study examines this topic through previous literature, gathers data to raise further awareness and better understanding of this issue, and provides proactive bullying prevention strategies for teachers. The present study collects data quantitatively and qualitatively with the conduction of surveys and personal interviews of pre-service and veteran educators respectively. Findings reveal increasing efforts to address student bullying, and evidence suggests pre-service and veteran teachers are still underprepared to handle student bullying. There remains ongoing need for further research to provide best methods of bullying prevention for all students involved in order to bring about positive and lasting change.
Challenges to Affirmative Action Race Conscious College Admissions Policies Affecting the Affordability of Higher Education for African American Students
Author: Sky Lark, Taj'ullah
Date: 2012-04-00
Type: Reports - Descriptive
Subjects: Higher Education,College Admission,Student Costs,College Programs,African American Students,Paying for College,Ability,Tuition,Barriers,Access to Education,Equal Protection,Affirmative Action,Educational Policy,Court Litigation,Racial Factors

The instability of the U.S. economy and its competitiveness in the global market has lead to increase request for investment in Higher Education programs. There exists a rising awareness among scholars of how inextricably education is tied to the strength of the economy, the well being of its populace, as well as the importance of a diversified student body. However, there still remain complex financial barriers for African American students' ability in meeting the cost of rising tuition with the lack of race conscious financial aid. Race conscious financial aid has been attributed to minority academic success and ensuring equal access to college which is in keeping with Equal Protection Clause of the Fourteenth Amendment in the context of Higher Learning Institutions, the enforcement of Title VI of the Civil Rights Act of 1964 and Affirmative Action policies. Proponents argue its constitutionality.
The Call to Duty: An Historic Overview of How Education Responds to Changes in the Economy
Author: Sky Lark, Taj'ullah
Date: 2011-05-00
Type: Reports - Descriptive
Subjects: Educational History,Economic Change,Community Colleges,Educational Change,Adult Education,Vocational Education

An educated populace is vital to economic growth. Throughout the history of education in America, society has found it necessary to call upon education to address its economic challenges. During the twentieth century, the call for education to address technological advances, economic inequities, and to rescue free enterprise was dire. The U.S. education system has once again been given the call to duty to address the fall of its economy and Community Colleges have always played a significant roll in education reform and are again being put to task to address this country&apos;s economic issues via adult education. Community Colleges are the bridge between high school and four year institutions when it comes to Adult Education in their challenging role of accommodating all who want to learn, develop a skill, professional development, a trade, or preparedness for transition into 4 year institutions.
Faculty of Color in Academe: What 20 Years of Literature Tells Us. A Journal Article by Turner, Gonzalez, &amp; Wood
Author: Sky Lark, Taj'ullah
Date: 2013-05-00
Type: Reports - Evaluative
Subjects: College Faculty,Higher Education,Diversity (Faculty),Minority Group Teachers,Court Litigation

Classrooms have become increasingly diverse within the last 10 years, and continue to be diversified; however, the majority of Universities and Colleges are operating in a crisis mode when it comes to the diversity of its faculty in particular the representation of underrepresented minorities. There has been abundance of research work done on this crisis in higher education over the last 20 years and suggestions of how to combat this problem yet the percentages of underrepresented minorities in leadership positions are at an unacceptable low, more importantly, how does this lack of diversity affect program development, and learning outcomes?
Enhancing Secondary Stage Students&apos; Writing: Effects of Context of Songs in Teaching Grammar Implicitly
Author: Abdel Rhim, Azza Ashraf Mohammed
Date: 2013-06-10
Type: Reports - Research
Subjects: Grammar,Singing,Secondary School Students,Instructional Effectiveness,Pretests Posttests,Writing Tests,Second Language Instruction,English (Second Language)

The study reported in this article investigated the effect of context of songs in teaching grammar implicitly on students writing. The study was conducted on sixty students who were assigned to an experimental group and a control one. The control group was taught grammar explicitly with an explanation of grammatical rules; however, the experimental group was taught the same grammatical structures implicitly with the help of selected songs clips accompanied with their lyrics (English subtitle) through which the grammatical features were impeded in without explanation of the grammatical rules and without learners&apos; awareness. The data were collected through a pre-test and a post-test of writing. The findings were very promising for the experimental group and indicated that using context of songs in teaching grammar implicitly has effects on improving the writing performance of junior at high schools.
Reporting Data with &quot;Over-the-Counter&quot; Data Analysis Supports Improves Educators' Data Analyses
Author: Rankin, Jenny Grant
Date: 2014-03-00
Type: Speeches/Meeting Papers
Subjects: Data Analysis,Information Systems,Information Utilization,Guides,Accuracy,Elementary School Teachers,Secondary School Teachers,Teacher Surveys,Statistical Analysis

The benefits of making data-informed decisions to improve learning rely on educators correctly interpreting given data. Many educators routinely misinterpret data, even at districts with proactive support for data use. The tool most educators use for data analyses, which is an information technology data system or its reports, typically reports data &quot;without&quot; guidance concerning the data's proper analysis. A solution to data misinterpretation lies in applying medical labeling conventions to information technology to essentially offer educators &quot;over-the-counter&quot; data, meaning reports are paired with straightforward verbiage on the proper interpretation of contents. Findings from a quantitative study involving 211 educators of varied backgrounds and roles at nine schools throughout California included improvements to respondents' data analysis accuracy by 205%-436% when one of varied forms of data analysis guidance was embedded within the information technology reporting environment. Findings were significant and can be used to improve data systems and data use.
Preservice Teachers' Preferences about Instructor Gender
Author: Yapici, Senay
Date: 2014-04-00
Type: Reports - Research
Subjects: Foreign Countries,Qualitative Research,Student Teacher Attitudes,Statistical Analysis,Interviews,College Faculty,Gender Differences,Teacher Characteristics,Social Influences,Student Motivation,Cultural Influences,Teacher Education Programs,Preservice Teachers

This is a qualitative research. Interview technique was used to collect data and the data were analyzed using quantifying the qualitative data. The participants were selected using convenience sampling method. They comprised 99 (51 female, 48 male) preservice teachers studying at eleven education faculties around Turkey. The consistency percentage of the research was found 89%. In response to the question about their preferences of instructor gender, 16% of the male preservice teachers who preferred &quot;female&quot; instructors stated that they do so because &quot;they increase motivation&quot;, while 44% of the female preservice teachers preferred &quot;female&quot; instructors because &quot;they are more understanding as they are mothers&quot; and &quot;they understand us better as were are of the same gender&quot;. On the other hand, 85% of the male preservice teachers who preferred &quot;male&quot; instructors stated that they do so because &quot;I prefer male instructors because female instructors cannot establish authority&quot;, 45% said they preferred because &quot;male instructors are honest and close&quot; and because &quot;female instructors are not understanding against male students&quot;, while 73% of the female preservice teachers preferred &quot;male&quot; instructors because &quot;female instructors are fastidious and extremely regulatory&quot;, 63% preferred because &quot;female instructors have poor communication competence&quot;, 60% preferred because &quot;male instructors are authoritarian and control the class&quot;.
A New Model for the Integration of Science and Mathematics: The Balance Model
Author: Kiray, S. Ahmet
Date: 2012-07-00
Type: Reports - Research
Subjects: Foreign Countries,Integrated Curriculum,Mathematics Curriculum,Science Curriculum,Models,Pedagogical Content Knowledge,Skills,Mathematics Achievement,Science Achievement,Affective Behavior,Student Characteristics,Student Evaluation

The aim of this study is to develop an integrated scientific and mathematical model that is suited to the background of Turkish teachers. The dimensions of the model are given and compared to the models which have been previously developed and the findings of earlier studies on the topic. The model is called the balance, reflecting the significance of balance in the process of integration. The balance model includes five dimensions: content, skills, the teaching-learning process, affective characteristics, measurement and assessment. The goal of the balance model is to keep the content/standards the same as their original values.
The Relationship between Comprehension and Conceptual Mathematics of Third Grade Students at a Selected Elementary School
Author: Kariuki, Patrick N.
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Mathematics,Numeracy,Reading Comprehension,Scores,Grade 3,Elementary School Students,Reading Tests,Teacher Made Tests,Correlation,Educational Legislation,Federal Legislation,Mathematical Concepts,Mathematics Skills,Hypothesis Testing,Multiple Regression Analysis

The purpose of this study was to determine the relationship between reading comprehension scores and conceptual mathematics scores of third grade students at a selected elementary school. The sample consisted of 27 students of which 15 were females and 12 were males. Data were collected using a teacher made conceptual math exam and the scores from the STAR Reading test domains of draw conclusions, identify and understand main ideas, identify details, identify and understand sequence, and understand vocabulary in context. The STAR Reading test correlates highly with the national standardized tests and research based data driven decision-making. The scores were analyzed using the Pearson Product Moment Correlation procedure. The results indicated that reading comprehension had a significant relationship with conceptual math (r = 0.84; P = 0.001). Additionally, a Multiple Regression Procedure was conducted to determine the impact of each of the five reading domains of the STAR on conceptual math. The results indicated that all five reading skills were strong significant predictors of conceptual math (R[superscript 2] = 0.77). This indicates that 77 percent of the variance in conceptual math could be explained by the STAR's reading test scores on the five domains. The results suggest that emphasis should be made in teaching the five reading skills in order to raise conceptual math scores.
Teaching and Learning English Functional Writing: Investigating Egyptian EFL Student Teachers' Currently-Needed Functional Writing Skills
Author: Abdallah, Mahmoud M. S.
Date: 2014-05-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,English (Second Language),Functional Literacy,Writing Skills,Student Teachers,Teaching Methods,Public Schools,Mixed Methods Research,Teacher Surveys,Teacher Educators,Likert Scales,Semi Structured Interviews,Taxonomy,Active Learning,Cooperative Learning,Electronic Learning,Pragmatics

At an age marked by the emergence of new literacies, vast technological developments, and social networking practices, language is currently approached from a pragmatic perspective that recognises its functional use to meet realistic communicative goals. Taking this into account, the present study sought to identify the functional writing skills needed by EFL student teachers and suggest some methods/techniques for teaching functional writing in English language courses at Egyptian public schools. To reach this two-folded objective, the researcher employed a &quot;mixed-method&quot; research design that included both &quot;quantitative&quot; and &quot;qualitative&quot; data collection and analysis methods/techniques. More specifically, after composing a comprehensive functional writing skills list based on thematic analysis of a number of documents (n = 50), an online survey was administered to a group of EFL teacher educators (n = 40) requesting them to rate each skill in the list in terms of its importance on a 5-point Likert scale. Then, a semi-structured interview was conducted with some EFL teacher educators (n = 15) to identify the working methods/techniques which could be valid and appropriate nowadays for teaching English functional writing at Egyptian public schools. The study reached a preliminary list of functional writing skills (54 items under 9 main categories) as well as a final list and taxonomy of those items re-ordered descendingly based on statistical means (max = 5.00) calculated through SPSS based on participants' ratings. Additionally, the study proposes a set of methods/techniques to be used for teaching functional writing at Egyptian public schools derived from interviewees' accounts (e.g. active learning strategies, collaborative learning, and online learning). The following are appended: (1) The Functional Writing Online Survey/Questionnaire; and (2) Email-Based Semi-Structured Interview.
Design-Based Research (DBR) in Educational Enquiry and Technological Studies: A Version for PhD Students Targeting the Integration of New Technologies and Literacies into Educational Contexts
Author: Abdallah, Mahmoud M. S.
Date: 2014-01-00
Type: Reports - Evaluative
Subjects: Research Methodology,Instructional Design,Educational Research,Mixed Methods Research,Models,Graduate Study,Doctoral Programs,Foreign Countries,Feasibility Studies,Technology Integration,Preservice Teacher Education,English (Second Language)

This article discusses educational design-based research (DBR) as an emerging paradigm/methodology in educational enquiry that can be used as a mixed-method, problem-oriented research framework, and thus can act as an alternative to other traditional paradigms/methodologies prominent within the Egyptian context of educational enquiry. DBR is often referred to as a long-term research endeavour and perhaps because of this is rarely employed in PhD studies. We therefore propose a version of DBR specifically for PhD studies using as an example of this a recent PhD study conducted at the Graduate School of Education, University of Exeter, UK based on the Egyptian context of Assiut University College of Education. Through a detailed comparison of DBR with some existing paradigms/methodologies, we provide a rationale for using it as a research framework with the two-fold purpose of developing learning theories and improving educational practice. We delineate DBR as an independent methodology by comparing it with other methodologies including experimental design and action research. To make DBR workable for PhD students, a version of DBR is suggested to guide future researchers into how to plan for employing DBR within their educational studies.
English Proficiency and Competency Background of Social Science and Humanities Students
Author: Pelayo, Jose Maria G., III
Date: 2014-07-00
Type: Reports - Research
Subjects: College Students,Higher Education,English (Second Language),Language Proficiency,Language of Instruction,Social Sciences,Humanities,English Language Learners,Court Litigation,Federal Legislation,Educational Legislation,Arabs,Semitic Languages,Qualitative Research

The study focuses on the background of Social Science and Humanities students (specifically in the course General Psychology) on their English education and competence. This research aims to identify the common factors of these students in terms of their English Proficiency. The students will answer survey questions that will give us information about their educational background, their confidence in using English, their opinion on the competence of their teachers in English, and their interest in the importance of English as a medium of teaching. Only 32.5% of the students believe that they are good in English and the other 67.5% do not think that they are competent in English. Majority of them, 95% accepts that English is very important and the remaining 5% do not accept that English is very important. This study aims to identify the factors on why Social Science and Humanities students (specifically in General Psychology) are hesitant in discussions, essays, conference, recitations and other activities that involve the English Language.
21st Century African Philosophy of Adult and Human Resource Education in Southern Africa
Author: Mutamba, Charlene
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Philosophy,Adult Education,Labor Force Development,Global Approach,Technology,African Culture,Philosophy,Indigenous Populations,Community,Cultural Differences

This paper will attempt to define a philosophy of adult education for the purpose of workforce development in Southern Africa. The different influences such as Ubuntu and communalism, indigenous education, diversity western philosophy, globalization and technology are explored in the context of the Southern African region.
Time Series in Education: The Analysis of Daily Attendance in Two High Schools
Author: Koopmans, Matthijs
Date: 2011-04-00
Type: Speeches/Meeting Papers
Subjects: Attendance,High Schools,Urban Schools,Data Analysis,Regression (Statistics)

This presentation discusses the use of a time series approach to the analysis of daily attendance in two urban high schools over the course of one school year (2009-10). After establishing that the series for both schools were stationary, they were examined for moving average processes, autoregression, seasonal dependencies (weekly cycles), outliers and heteroscedasticity. Seasonal dependencies were significant in both schools. In addition, contrary to what the traditional attendance statistics (mean, median, range) would lead one to expect, attendance differs appreciably in the two schools, with expanding variance and predictable Friday plunges in one school, and a clear trend toward lower attendance in days preceding holidays and vacations in the other.
WWC Review of the Report &quot;The Short-Term Effects of the Kalamazoo Promise Scholarship on Student Outcomes.&quot; What Works Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2014-08-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Grade Point Average,Scholarships,Quasiexperimental Design,Credits,High School Graduates,Eligibility,Program Evaluation,Program Effectiveness,Tuition,Suspension,Discipline,Residence Requirements,Outcomes of Education

Researchers examined the impacts of the Kalamazoo Promise Scholarship program on academic and behavioral outcomes of students in grades 9-12 in Kalamazoo Public Schools (KPS). The Kalamazoo Promise Scholarship program offers college scholarships to graduating high school students in the KPS district. The percentage of tuition and fees covered is dependent on how long a student has attended school in the district. Students attending since kindergarten receive the full 100% of tuition and fees. Students attending since ninth grade receive a scholarship covering 65%. Students who enter KPS in tenth grade or later are not eligible to receive the scholarship. To assess the program's impacts, researchers compared the academic and behavioral outcomes of students in high school, before and after the Kalamazoo Promise Scholarship program was introduced. Student outcomes that were included in the study were: student grade point averages, whether students earned course credits, the number of course credits earned, incidence of and number of days spent in suspension, and incidence of and number of days spent in in-school detention. This study uses a quasi-experimental design in which baseline equivalence of the groups cannot be demonstrated. Therefore, the research does not meet WWC group design standards. [For the full study, see ED536684, &quot;The Short-Term Effects of the Kalamazoo Promise Scholarship on Student Outcomes. Upjohn Institute Working Paper No. 12-186.&quot;]
The Correlates of Academic Performance for English Language Learner Students in a New England District. REL 2014-020
Author: Parker, Caroline E.
Date: 2014-08-00
Type: Reports - Research
Subjects: English Language Learners,Urban Schools,School Districts,Language Proficiency,English (Second Language),Mathematics Achievement,Reading Achievement,Student Characteristics,Special Education,Second Language Programs,Bilingual Education Programs,Transitional Programs,Elementary Secondary Education,Institutional Characteristics,Grouping (Instructional Purposes),Hispanic American Students,Spanish Speaking,Correlation

This study examined student and program characteristics that are related to English proficiency and content area achievement for English language learner (ELL) students in one urban district in Connecticut. The study found that ELL students in special education had English proficiency scores significantly lower than the mean for all ELL students in all grades, and that students' English proficiency scores were associated with both math and reading performance in all grades. Results also showed that there were no clear patterns in the relationship between the type of ELL program attended and students' English proficiency, math, or reading scores. The following are appended: (1) Literature review; (2) About the Language Assessment Systems Links assessment; (3) Measures of academic achievement; (4) Analysis sample; (5) Analysis methods; (6) Description of variable coding schemes for models; and (7) Regression tables. [This report was written in collaboration with the English Language Learners Alliance. For the companion summary report, &quot;The Correlates of Academic Performance for English Language Learner Students in a New England District. Stated Briefly. REL 2014-021,&quot; see ED546481.]