ethanporcaro/eric-fulltext-meta huggingface dataset:
Reference Grammatical Cohesion in a Literary Text and Its Application to Language Learning in High School
Author: Muhyidin, Asep
Date: 2020-00-00
Type: Journal Articles
Subjects: Grammar,Novels,Sentences,Form Classes (Languages),Indonesian,High Schools,Language Usage,Written Language,Morphemes,Foreign Countries

This study aims to describe the use of reference grammatical cohesion markers in the novel &quot;Khotbah di Atas Bukit&quot; (Sermon on the Hill) by Kuntowijoyo. The data used are sentences that have reference grammatical cohesion. The data collecting technique used involved conversation observation technique. A distributional method is used to analyse the data. The results of the study revealed that the reference grammatical cohesion markers consisted of 158 personal pronouns, 56 demonstrative pronouns, and 11 comparative pronouns. Most of the reference grammatical cohesion markers were personal pronouns. The results of the study can be implemented in Indonesian language learning in high school. Therefore, as a result, teachers should be able to create learning scenarios to be implemented in the classroom.
Educational Stress, Social Stress and Gender Differences among University Students
Author: Tuncay, Nazime
Date: 2020-05-00
Type: Journal Articles
Subjects: Anxiety,Stress Variables,Gender Differences,Self Esteem,Individual Differences,Foreign Countries,Undergraduate Students,Intellectual Disciplines,Sleep,Parent Child Relationship,Testing

Stress is an unavoidable part of our educational life as well as our social life and it is a fact that we have to learn how to cope with it. The aim is to study the relationship of the educational and social stressors among university students according to the year of study and gender. After collecting data via Educational and Social Related Stress Questionnaire, cross-tabs, graphs and independent t-test are carried out by using IBM SPSS Statistics 25. Educational Stress Factors are analysed in the following groups: lack of self-confidence, exams after graduation, difficulty of courses, lack of being good in profession, lack of being a good student. Also, students' answers to other stress factors like frequency of visiting parents, sleeping routine, living away are analysed. There were interesting differences according to gender. For instance, male students are found to have more stress about &quot;Lack of Confidence about being a Good Student&quot; and &quot;Exams after Graduation&quot; than female students. Implications of the study are discussed in light of the findings and recommendations are given accordingly. [This study was presented as an oral presentation at 11th International Congress on New Trends in Education, April 18, 2020, Turkey.]
Does the Writing Exposition Text Ability Correlate to Reading Habit and Discourse Markers Mastery?
Author: Muhyidin, Asep
Date: 2020-06-00
Type: Journal Articles
Subjects: Writing Skills,Expository Writing,Reading Habits,Reading Writing Relationship,Grade 10,High School Students,Foreign Countries,Form Classes (Languages),Mastery Learning,Correlation,Indonesian

This study aims to determine 1) the relationship between students' reading habits with the ability to write exposition text, 2) the relationship between students' discourse markers mastery with the ability to write exposition text, and (3) the relationship between students' reading habits and discourse markers mastery with the ability to write exposition text. This research was conducted in the tenth grade students of SMA Negeri 4 Serang in the odd semester of the 2018/2019 school year. The research method used was a survey method with correlational techniques. The population was the students of grade X. There were 450 students consisting of 180 male and 270 female. The sample was taken using purposive sampling technique. The sample was 88 students. The test was used to obtain data on the students' ability to write exposition texts and students' mastery of discourse markers, while the questionnaire was used to to obtain data on students' reading habits. The results showed that: 1) there was a positive and significant relationship between the students' reading habits and the students' ability to write exposition texts; 2) there was a positive and significant relationship between the students' discourse markers mastery and the students' ability to write exposition texts; and 3) there was a positive and significant relationship between the students' reading habits and the students' discourse markers mastery with the students' ability to write exposition texts.
A Paradox in Distance Education
Author: Tuncay, Nazime
Date: 2012-11-00
Type: Journal Articles
Subjects: Distance Education,Student Attitudes,Student Experience,Beliefs,Academic Achievement,Foreign Countries,Gender Differences,Self Esteem,Anxiety,Electronic Learning,College Students,Dropouts

Distance Learners with different backgrounds may have different perceptions about distance education. Prior experience, pre-existing attitudes and beliefs all may play a role in determining whether a student will be successful in distance education or not. Does distance learning work better for some students as opposed to than others? Is this due to their distance learning skills/abilities or something else? These questions are the driving force of this survey. Responses of 495 distant learners from Turkey and Cyprus differed according to their sex. It was found that there is a curious paradox in distance education in regards to the following statements: &quot;e-confidence results in e-success&quot;; &quot;e-anxiety is an obstacle for e-course capability&quot;; &quot;reasons of 'not choosing' distance education courses are not same as the reasons of 'drooping' it.&quot; Does this all mean resistance to distance education? Discussions all about these are given. [This article was presented at the World Conference on Educational and Instructional Studies (WCEIS) (Antalya, Turkey, Nov 7-9, 2012).]
Smartphones as Tools for Distance Education
Author: Tuncay, Nazime
Date: 2016-05-00
Type: Journal Articles
Subjects: Handheld Devices,Technology Uses in Education,Distance Education,Electronic Learning,Student Attitudes,Blended Learning,Time on Task,Use Studies,Social Media,Preferences,Learning Motivation,Gender Differences,Conventional Instruction,Computer Assisted Testing

Needs of students become so sophisticated that they refuse to carry heavy weight laptops or books; and they save everything in their phones. After observing that all the students taking the course have Smartphones and are already using these for educational purposes like note taking and googling; some courses at the British University of Nicosia are started to be delivered as a distance education course via Smartphones; and these devices are also used for assessment and evaluation. Purpose of this study is to find the attitude of students to mobile education and to measure the difference of success between traditional education students, blended education students and mobile education students. Also, paper discusses application problems and suggest solutions. Students were astonished to see their results and mistakes at the end of mobile exams and teachers were happy that they do not have to read lots of papers for hours.
Evaluating a Continuing Medical Education Program: New World Kirkpatrick Model Approach
Author: Liao, Shih-Chieh
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Continuing Education,Medical Education,Program Evaluation,Program Effectiveness,Models,Medical Students,Outcomes of Education

The New World Kirkpatrick (NWKM) four-level model is a new vision of the Kirkpatrick Model. NWKM adds new elements to recognize the complication of the educational program background and to evaluate the effectiveness of continuing education. This study used data collected from subjects, distributed to 393 participants enrolled in an acupuncture training program in Taiwan from 2010 to 2017, to explore the implication of NWKM for evaluating the effectiveness of continuing medical education and to discuss the connection and transition among the four levels of NWKM. Exploratory factor analysis was used to address that the items in the survey were grouped in different categories and mapped onto the four levels of the NWKM. Path analysis was used to describe the directed dependencies among the levels of NWKM. The results of path analysis showed that a positive relationship exists between any two levels, but direct effects can be observed only between two consecutive levels. It means that L4 outcomes can only be directly predicted by L3, but neither L1 nor L2. L4 is the ultimate outcome of evaluating the effectiveness of continuing education, but it is hard to achieve. This research concluded that L3 is the key to evaluate continuing medical education.
A Statistical Study of Health Literacy at a University in Jiangsu, China
Author: Xinmeng, Ye
Date: 2019-00-00
Type: Journal Articles
Subjects: Multiple Literacies,Health,Statistical Analysis,Foreign Countries,Undergraduate Students

This paper aims to understand students' health literacy condition at a university in Jiangsu Province by determining possible influencing factors, and to give suggestions to improve health literacy education. A total of 165 first, second, and third-year students completed the Mandarin Health Literacy Scale (MHLS) questionnaire. Statistical analyses, including difference analysis, correlation analysis, regression analysis, and interactive analysis, were applied to examine the relationships between variables. The average score on the questionnaires was 45.78 out of a possible 50. The correlation coefficients between the Medical Service System and other sections were lower than those among the other sections. In addition, the high- and lowscoring groups on the Medication Information section had a significant interactive relationship with the Medical Service System in the Health Education Passage. In short, the health literacy of the students at this university was excellent. It can be concluded from the inter-section analysis that not only should their knowledge of the information in the Medical Service System section be strengthened, but Outpatient Department Conversation and Medication Information were key to improving overall health literacy.
Impact of an Augmented Reality System on Students&apos; Learning Performance for a Health Education Course
Author: Shiue, Ya-Ming
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Simulation,Educational Technology,Technology Uses in Education,Health Education,Middle School Students,Human Body,Lecture Method,Teaching Methods,Academic Achievement,Cognitive Style,Foreign Countries

In recent years, the innovative applications of integrated augmented reality (AR) into educational settings had increased rapidly in Taiwan. AR provides the scene of the real world while interacting with the virtual and physical objects and increases students' learning motivation. This paper presents an empirical study that investigated the middle-school students learning health education courses related to human body structure knowledge integrating AR technology with different learning style preferences. A two-way t-test was applied to examine the experimental (AR-based) or control (traditional lecture) group in health education courses for four consecutive weeks, comparing with pre-test and post-test scores. The findings revealed that students in the AR experimental group apparently had a higher learning achievement than the students in the control group. Moreover, students with different learning styles had the significant differences in learning achievement. The research outcomes provided the practical implications for educators in incorporating AR applications for enhancing learning motivation and to study the differences in students' learning style.
Collective Racial Bias and the Black-White Test Score Gap. CEPA Working Paper No. 20-01
Author: Pearman, Francis A., II.
Date: 2020-06-00
Type: Reports - Research
Subjects: Racial Bias,Racial Differences,Scores,Association Measures,Elementary School Students,Middle School Students,County School Districts,Predictor Variables,Family Income,One Parent Family,Racial Segregation,Academically Gifted,Special Education,Student Placement

This study examines the relationship between county-level estimates of implicit racial bias and black-white test score gaps in U.S. schools. Data from over 1 million respondents from across the United States who completed an online version of the Race Implicit Association Test (IAT) were combined with data from the Stanford Education Data Archive covering over 300 million test scores from U.S. schoolchildren in grades 3 through 8. Two key findings emerged. First, in both bivariate and multivariate models, counties with higher levels of racial bias had larger black-white test score disparities. The magnitude of these associations were on par with other widely accepted predictors of racial test score gaps, including racial gaps in family income and racial gaps in single parenthood. Second, the observed relationship between collective rates of racial bias and racial test score gaps was explained by the fact that counties with higher rates of racial bias had schools that were characterized by more racial segregation and larger racial gaps in gifted and talented assignment as well as special education placement. This pattern is consistent with a theoretical model in which aggregate rates of racial bias affect educational opportunity through sorting mechanisms that operate both within and beyond schools.
2018 ACTE Quality CTE Program of Study Framework
Author: Imperatore, Catherine
Date: 2018-10-00
Type: Guides - Non-Classroom
Subjects: Career Education,Technical Education,Educational Quality,Models,Curriculum Development,Secondary Education,Postsecondary Education,Competency Based Education,Academic Standards,Integrated Curriculum,Student Evaluation,Faculty Development,Instructional Effectiveness,Access to Education,Equal Education,Educational Facilities,Partnerships in Education,Student Organizations,Experiential Learning

The 2018 Association for Career &amp; Technical Education (ACTE) quality framework is the latest step in ACTE's ongoing High-quality Career and Technical Education (CTE) Initiative--an initiative designed to answer the question &quot;What is high-quality CTE?&quot; The framework is designed to apply to individual, local CTE programs of study spanning secondary and postsecondary education, although it may be adapted to other units of analysis. This voluntary tool can be used for program self-evaluation, program improvement and to encourage secondary-postsecondary collaboration. The framework's 12 elements and 92 criteria are designed to be as mutually exclusive as possible.
Opening the Black Box of College Counseling. CEPA Working Paper No. 20-03
Author: Fesler, Lily
Date: 2020-03-00
Type: Reports - Research
Subjects: High School Seniors,College Faculty,Telecommunications,College Applicants,Interaction,Student Financial Aid,Intervention,College Choice,School Counselors,College School Cooperation,Low Income Students,Financial Aid Applicants,Federal Aid,State Aid,Undocumented Immigrants,Student Characteristics,Racial Differences,Ethnicity,Gender Differences,Income,First Generation College Students,Scores,Grade Point Average,College Entrance Examinations

Although many programs remotely disseminate information to students about the college application process, there is little evidence as to how students experience these programs. This paper examines a large-scale remote counseling program in which college counselors initiated interactions with 15,000 high school seniors via text message to support them through the college application process. Given the passive nature of text messaging, not all of the counselors' prompts elicited similar responses from students. I use text-as-data methods (combining qualitative coding and supervised machine learning) to measure which interactions lead to productive engagement between counselors and students, and which do not. I show that interactions about financial aid offers and financial aid applications are much more likely to generate productive engagement than interactions about college lists. This finding may help to explain why recent remote counseling interventions that have sought to influence students' college lists have been ineffective.
Leveraging Research on Informal Learning to Inform Policy on Promoting Early STEM. Social Policy Report. Volume 32, Number 3
Author: Hurst, Michelle A.
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Informal Education,Educational Policy,STEM Education,Educational Opportunities,Literature Reviews,Early Experience,Science Activities,Access to Education,Diversity,Early Childhood Education,Academic Achievement,Positive Attitudes,Evidence Based Practice,Guidance

In recent decades, educators and policymakers in the United States have increased their focus on Science, Technology, Engineering, and Mathematics (STEM) learning opportunities both in school and in informal learning environments outside of school. Informal STEM learning can take place in varied settings and involves a variety of STEM domains (e.g., engaging in engineering practices in a construction exhibit at a museum; talking about math during book reading at home). Here we provide a selective review of the literature on informal STEM learning to illustrate how these educational experiences are crucial for efforts to increase early STEM learning even before children reach school age. Leveraging cognitive and learning science research to inform policy, we make three recommendations to advance the impact of informal STEM learning: 1) integrate cognitive and learning science--based learning practices into informal learning contexts, 2) increase accessibility and diversity of informal STEM experiences, and 3) create explicit connections and coherence between formal and informal STEM learning opportunities in early childhood education.
Effects of Four-Day School Weeks on School Finance and Achievement: Evidence from Oklahoma. CEPA Working Paper No. 20-02
Author: Morton, Emily
Date: 2020-03-00
Type: Reports - Research
Subjects: School Schedules,Public Schools,Educational Finance,School Districts,School District Spending,Academic Achievement,Food Service,Transportation,Budgets,Retrenchment,Outcomes of Education

Motivated by potential financial savings, four-day school weeks have proliferated across the United States in recent years, reaching public schools in 25 states as of 2018. The consequences of the four-day school week for students, schools, and communities are largely unknown. This paper uses district-level panel data from Oklahoma and a difference-in-differences research design to examine the causal effect of the four-day schedule on school district finance and academic achievement. Results indicate that four-day weeks decrease districts' federal and state revenues and their non-instructional and support services expenditures. Decreases are concentrated specifically in food services and transportation expenditures and amount to approximately 1.36% of the average four-day district's budget. I find no detectable effect of the four-day week on academic achievement.
Initial Career Motives and Demotivation of English Language Teachers in Turkish Context
Author: Tasçi, Samet
Date: 2019-09-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Foreign Countries,Career Choice,Altruism,Job Security,Global Approach,Barriers,Teacher Motivation,Comparative Analysis,Teacher Attitudes

The purpose of the present study is to find out initial career motives and demotivation of English language teachers working in Turkish context. 30 teachers working at high state schools participated in the current study. Initial career motives and demotivation questionnaires adopted from Kim &amp; Kim (2015) were applied to the participants. Initial career motives questionnaire has four factors: global orientation, job security, altruism, and ought-to-self, each one represented by 3 or 4 items. Demotivation questionnaire have three factors as: obstacles to communicate language teaching, inadequate administrative support, and lack of social recognition. In addition to the questionnaires, a semi-structured interview was conducted with 3 of the participants. The descriptive statistics of each factor was presented by the tables and supported by qualitative data. The result of the study showed that with regard to the initial motives of teachers, global orientation found to be the most important reason of being an English teacher followed by job security, altruism and ought-to-self, respectively. With regard to the demotivating factors, inadequate administrative support was found to be the most influential factor decreasing teachers' motivation. The findings of the study were compared with the findings of the previous similar studies.
Pre-Employment Transition Services: A Guide for Collaboration among State Vocational Rehabilitation Agencies and Education Partners
Author: National Technical Assistance Center on Transition (NTACT)
Date: 2020-00-00
Type: Guides - General
Subjects: Transitional Programs,Partnerships in Education,School Districts,Vocational Rehabilitation,Federal Legislation,Equal Education,Students with Disabilities,Educational Legislation,Employment Services,Family Involvement,Individualized Education Programs,Evidence Based Practice,Career Counseling,Career Exploration,Work Experience Programs,Referral

This practical guide has been developed to help facilitate collaboration and build effective partnerships at the local level between local educational agency (LEA) and vocational rehabilitation (VR) personnel. Unfortunately, there is no magic formula that will instantly create these partnerships; however, there are proven strategies and processes that when established, will help facilitate building effective collaborative partnerships. This guide is divided into four sections with a variety of resources provided in the appendix. The four sections are: (1) A Shared Understanding of Transition Services which provides an overview of Workforce Innovation and Opportunity Act (WIOA) amendments to the Rehabilitation Act and Individuals with Disabilities Education Act (IDEA), offering a foundation to begin or enhance collaboration between VR and LEAs and schools; (2) Building Local Partnerships where day-to-day and annual practices are outlined that can be incorporated into local level collaboration to improve effectiveness of the partnership; (3) Coordination and Collaboration for Individualized Student Planning which outlines ways partners can identify roles and responsibilities to support the students as they guide their transition planning towards desired post-school goals; and (4) Partnering with Families: Reimagining the Possibilities is devoted to the importance of family involvement and provides practical strategies on new ways to collaborate with families. The Guide sections are designed to provide the processes and steps necessary to build effective collaboration at the local level; specifically between educators, VR counselors, parents, and other staff involved in assisting students with disabilities in preparing for, obtaining, and maintaining competitive integrated employment. The information and resources found in this guide include evidenced-based and promising practices, resources gathered from collaborative teams working across the country, and tools developed by federally funded national technical assistance centers. [This report was produced in partnership with Workforce Innovation Technical Assistance Center (WINTAC) and TransCen, Inc.]