ethanporcaro/eric-fulltext-meta huggingface dataset:
Adaptation of Preservice Teachers&apos; Information and Communication Technology Competencies Scale into Turkish Culture = Ögretmen Adaylari için Bilgi ve Iletisim Teknolojileri Yeterlikleri Ölçeginin Türk Kültürüne Uyarlanmasi
Author: Alkan, Muhammet Fatih
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Technological Literacy,Test Validity,Psychometrics,Preservice Teacher Education,Test Construction,Turkish,Translation,Teacher Competencies

The purpose of this study was to adapt Preservice Teachers' ICT Competencies Scale which was developed by Tondeur, Aesaert, Pynoo, Braak, Fraeyman, and Erstad (2017) into Turkish. The participants were composed of 206 preservice teachers studying at Gaziosmanpasa University during 2017-2018 academic year. The results showed that the Turkish version fits the original two factor structure. The correlation coefficients between the data obtained from the Turkish version and the data obtained from General ICT Tendency, Reality Shock Expectation, and Prospective Teachers' Perceived Competencies about Integrating ICT into Education were examined to test convergent, divergent and concurrent validity. The results indicated that the data obtained from the Turkish version of the scale were valid. Moreover, the Cronbach alpha coefficients indicated that the data were internally consistent. In conclusion, the Turkish version of Preservice Teachers' ICT Competencies Scale was determined to have good psychometric properties to be used in Turkish context. [Note: The page range (665-691) shown on the PDF is incorrect. The correct page range for this article is p665-689.]
Influence of Teachers&apos; Grouping Strategies on Children&apos;s Peer Social Experiences in Early Elementary Classrooms
Author: Kim, Saetbyul
Date: 2020-12-00
Type: Journal Articles
Subjects: Ability Grouping,Heterogeneous Grouping,Homogeneous Grouping,Behavior Problems,Friendship,Peer Relationship,Conflict,Correlation,Social Development,Social Environment,Classroom Environment,Classroom Design,Decision Making,Young Children,Elementary School Teachers,Gender Differences,Suburban Schools,Public Schools,Grade 1,Grade 2,Grade 3

Most children experience some form of grouping in the classroom every day. Understanding how teachers make grouping decisions and their impacts on children's social development can shed light on effective teacher practices for promoting positive social dynamics in the classroom. This study examined the influence of teachers' grouping strategies on changes in young children's social experiences with peers across an academic year. A total of 1,463 children (51% girls, M[subscript age] = 6.79, SD[subscript age] = 1.22) and 79 teachers from kindergarten to third-grade classrooms participated in this study. Teachers rated children's behavioral problems as the most important consideration when creating seating charts or assigning children to small groups. Promoting existing or new friendships was rated as the least important consideration. Heterogeneous ability grouping, rated as somewhat important by the teachers, was associated with a decrease in children's friendships and yet also a decrease in girls' experience with peer conflicts. Our findings begin to fill in the gaps in the literature on the social impacts of ability grouping for young children.
Carl D. Perkins Career and Technical Education Act of 2006. Report to Congress on State Performance, Program Year 2011-12
Author: Office of Career, Technical, and Adult Education (OCTAE) (ED), Division of Academic and Technical Education (DATE)
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Vocational Education,Federal Legislation,Accountability,Secondary School Students,State Standards,Job Skills,Educational Attainment,Graduation Rate,Postsecondary Education,Job Training,Employment Level,Military Service,Apprenticeships,Nontraditional Occupations,Educational Certificates,Academic Degrees,Racial Differences,Ethnicity,Gender Differences,Students with Disabilities,Economically Disadvantaged,Foster Care,One Parent Family,Pregnancy,Females,Heads of Households,Limited English Speaking,Immigrants,Enrollment,Remedial Instruction,Grade Point Average,Performance,Academic Persistence

The &quot;Carl D. Perkins Career and Technical Education Act of 2006&quot; (&quot;Perkins IV&quot;) requires states to report to the Department of Education each year on their progress in achieving their adjusted performance levels--negotiated with and approved by the Department--on the core indicators of performance (core indicators) described in Sec. 113(b)(2)(A) and (B) of &quot;Perkins IV.&quot; This report is the Department's fifth annual report to Congress under &quot;Perkins IV.&quot; It presents data that states submitted to the Department for PY 2011-12. For PY 2011-12, each state, operating under the fourth year of its five-year plan pursuant to Sec. 122(a)(1) of &quot;Perkins IV,&quot; was also required by the secretary to report the following, as instructed in the Consolidated Annual Report (CAR) for the &quot;Carl D. Perkins Career and Technical Education Act of 2006&quot; for PY 2011-12: (1) Enrollment data for career and technical education (CTE) participants (Appendix A, table A-2) in CTE programs, including disaggregated data for CTE students by gender, race/ethnicity, and special population and other student categories; (2) Enrollment data for CTE concentrators (Appendix A, table A-1) in CTE programs, including disaggregated data for CTE students by gender, educational level, and the career clusters24 recognized by the Department; and (3) Performance data for CTE concentrators on the &quot;Perkins IV&quot; Sec. 113(b)(2)(A) and (B) core indicators. This report to Congress is divided into three sections. The introduction describes the &quot;Perkins IV&quot; accountability requirements as well as efforts by the Department to help states establish valid and reliable measures, and rigorous performance levels for the &quot;Perkins IV&quot; Sec. 113(b) core indicators. The state performance data section provides information on states' progress in meeting their performance levels for the required &quot;Perkins IV&quot; Sec. 113(b) core indicators for PY 2011-12. The conclusion reports on the implementation of CTE under &quot;Perkins IV.&quot; Individual state data profiles are provided in Appendix B of this report. [For the 2010-11 report, see ED613239.]
Carl D. Perkins Career and Technical Education Act of 2006. Report to Congress on State Performance, Program Year 2012-13
Author: Office of Career, Technical, and Adult Education (OCTAE) (ED), Division of Academic and Technical Education (DATE)
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Vocational Education,Federal Legislation,Accountability,Secondary School Students,State Standards,Job Skills,Educational Attainment,Graduation Rate,Postsecondary Education,Job Training,Employment Level,Military Service,Apprenticeships,Nontraditional Occupations,Educational Certificates,Academic Degrees,Racial Differences,Ethnicity,Gender Differences,Students with Disabilities,Economically Disadvantaged,Foster Care,One Parent Family,Pregnancy,Females,Heads of Households,Limited English Speaking,Immigrants,Enrollment,Remedial Instruction,Grade Point Average,Performance,Academic Persistence

The &quot;Carl D. Perkins Career and Technical Education Act of 2006&quot; (&quot;Perkins IV&quot;) requires states to report to the Department of Education each year on their progress in achieving their adjusted performance levels--negotiated with and approved by the Department--on the core indicators of performance (core indicators) described in Sec. 113(b)(2)(A) and (B) of &quot;Perkins IV.&quot; This report is the Department's sixth annual report to Congress under &quot;Perkins IV.&quot; It presents data that states submitted to the Department for PY 2012-13. For PY 2012-13, each state, operating under the fifth year of its five-year plan pursuant to Sec. 122(a)(1) of &quot;Perkins IV,&quot; was also required by the secretary to report the following, as instructed in the Consolidated Annual Report (CAR) for the &quot;Carl D. Perkins Career and Technical Education Act of 2006&quot; for PY 2012-13: (1) Enrollment data for career and technical education (CTE) participants (Appendix A, table A-2) in CTE programs, including disaggregated data for CTE students by gender, race/ethnicity, and special population and other student categories; (2) Enrollment data for CTE concentrators (Appendix A, table A-1) in CTE programs, including disaggregated data for CTE students by gender, educational level, and the career clusters recognized by the Department; and (3) Performance data for CTE concentrators on the &quot;Perkins IV&quot; Sec. 113(b)(2)(A) and (B) core indicators. This report to Congress is made up of three sections. The introduction describes the &quot;Perkins IV&quot; accountability requirements as well as efforts by the Department to help states establish valid and reliable measures, and rigorous performance levels for the &quot;Perkins IV&quot; Sec. 113(b) core indicators. The state performance data section provides information on states' progress in meeting their performance levels for the required &quot;Perkins IV&quot; Sec. 113(b) core indicators for PY 2012-13. The conclusion reports on the implementation of CTE under &quot;Perkins IV.&quot; Individual state data profiles are provided in Appendix B of this report. [For the 2011-12 report, see ED613242.]
Carl D. Perkins Career and Technical Education Act of 2006. Report to Congress on State Performance, Program Year 2013-14
Author: Office of Career, Technical, and Adult Education (OCTAE) (ED), Division of Academic and Technical Education (DATE)
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Vocational Education,Federal Legislation,Accountability,Secondary School Students,State Standards,Job Skills,Educational Attainment,Graduation Rate,Postsecondary Education,Job Training,Employment Level,Military Service,Apprenticeships,Nontraditional Occupations,Educational Certificates,Academic Degrees,Racial Differences,Ethnicity,Gender Differences,Students with Disabilities,Economically Disadvantaged,Foster Care,One Parent Family,Pregnancy,Females,Heads of Households,Limited English Speaking,Immigrants,Enrollment,Remedial Instruction,Grade Point Average,Performance,Academic Persistence

The &quot;Carl D. Perkins Career and Technical Education Act of 2006&quot; (&quot;Perkins IV&quot;) requires states to report to the Department of Education each year on their progress in achieving their adjusted performance levels--negotiated with and approved by the Department--on the core indicators of performance (core indicators) described in Sec. 113(b)(2)(A) and (B) of &quot;Perkins IV.&quot; This report is the Department's seventh annual report to Congress under &quot;Perkins IV.&quot; It presents data that states submitted to the Department for PY 2013-14. For PY 2013-14, each state, operating under the sixth year of its five-year plan pursuant to Sec. 122(a)(1) of &quot;Perkins IV,&quot; was also required by the secretary to report the following, as instructed in the Consolidated Annual Report (CAR) for the &quot;Carl D. Perkins Career and Technical Education Act of 2006&quot; for PY 2013-14: (1) Enrollment data for career and technical education (CTE) participants (Appendix A, table A-2) in CTE programs, including disaggregated data for CTE students by gender, race/ethnicity, and special population and other student categories; (2) Enrollment data for CTE concentrators (Appendix A, table A-1) in CTE programs, including disaggregated data for CTE students by gender, educational level, and the career clusters recognized by the Department; and (3) Performance data for CTE concentrators on the &quot;Perkins IV&quot; Sec. 113(b)(2)(A) and (B) core indicators. This report to Congress is made up of three sections. The introduction describes the &quot;Perkins IV&quot; accountability requirements as well as efforts by the Department to help states establish valid and reliable measures, and rigorous performance levels for the &quot;Perkins IV&quot; Sec. 113(b) core indicators. The state performance data section provides information on states' progress in meeting their performance levels for the required &quot;Perkins IV&quot; Sec. 113(b) core indicators for PY 2013-14. The conclusion reports on the implementation of CTE under &quot;Perkins IV.&quot; Individual state data profiles are provided in Appendix B of this report. [For the 2012-13 report, see ED613243.]
Carl D. Perkins Career and Technical Education Act of 2006. Report to Congress on State Performance, Program Year 2014-15
Author: Office of Career, Technical, and Adult Education (OCTAE) (ED), Division of Academic and Technical Education (DATE)
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Vocational Education,Federal Legislation,Accountability,Secondary School Students,State Standards,Job Skills,Educational Attainment,Graduation Rate,Postsecondary Education,Job Training,Employment Level,Military Service,Apprenticeships,Nontraditional Occupations,Educational Certificates,Academic Degrees,Racial Differences,Ethnicity,Gender Differences,Students with Disabilities,Economically Disadvantaged,Foster Care,One Parent Family,Pregnancy,Females,Heads of Households,Limited English Speaking,Immigrants,Enrollment,Grade Point Average,Performance,Academic Persistence

The &quot;Carl D. Perkins Career and Technical Education Act of 2006&quot; (&quot;Perkins IV&quot;) requires states to report to the Department of Education each year on their progress in achieving their adjusted performance levels--negotiated with and approved by the Department--on the core indicators of performance (core indicators) described in Sec. 113(b)(2)(A) and (B) of &quot;Perkins IV.&quot; This report is the Department's eighth annual report to Congress under &quot;Perkins IV.&quot; It presents data that states submitted to the Department for PY 2014-15. For PY 2014-15, each state, operating under the seventh year of its five-year plan pursuant to Sec. 122(a)(1) of &quot;Perkins IV,&quot; was also required by the secretary to report the following, as instructed in the Consolidated Annual Report (CAR) for the &quot;Carl D. Perkins Career and Technical Education Act of 2006&quot; for PY 2014-15: (1) Enrollment data for career and technical education (CTE) participants (Appendix A, Table A-2) in CTE programs, including disaggregated data for CTE students by gender, race/ethnicity, and special population and other student categories; (2) Enrollment data for CTE concentrators (Appendix A, Table A-1) in CTE programs, including disaggregated data for CTE students by gender, educational level, and the career clusters recognized by the Department; and (3) Performance data for CTE concentrators on the &quot;Perkins IV&quot; Sec. 113(b)(2)(A) and (B) core indicators. This report to Congress is made up of three sections. The introduction describes the &quot;Perkins IV&quot; accountability requirements as well as efforts by the Department to help states establish valid and reliable measures, and rigorous performance levels for the &quot;Perkins IV&quot; Sec. 113(b) core indicators. The state performance data section provides information on states' progress in meeting their performance levels for the required &quot;Perkins IV&quot; Sec. 113(b) core indicators for PY 2014-15. The conclusion reports on the implementation of CTE under &quot;Perkins IV.&quot; Individual state data profiles are provided in Appendix B of this report. [For the 2013-14 report, see ED613244.]
Carl D. Perkins Career and Technical Education Act of 2006. Report to Congress on State Performance, Program Year 2015-16
Author: Office of Career, Technical, and Adult Education (OCTAE) (ED), Division of Academic and Technical Education (DATE)
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Vocational Education,Federal Legislation,Accountability,Secondary School Students,State Standards,Job Skills,Educational Attainment,Graduation Rate,Postsecondary Education,Job Training,Employment Level,Military Service,Apprenticeships,Nontraditional Occupations,Educational Certificates,Academic Degrees,Racial Differences,Ethnicity,Gender Differences,Students with Disabilities,Economically Disadvantaged,Foster Care,One Parent Family,Pregnancy,Females,Heads of Households,Limited English Speaking,Immigrants,Enrollment,Grade Point Average,Performance,Academic Persistence

The &quot;Carl D. Perkins Career and Technical Education Act of 2006&quot; (&quot;Perkins IV&quot;) requires states to report to the Department of Education each year on their progress in achieving their adjusted performance levels--negotiated with and approved by the Department--on the core indicators of performance (core indicators) described in Sec. 113(b)(2)(A) and (B) of &quot;Perkins IV.&quot; This report is the Department's ninth annual report to Congress under &quot;Perkins IV.&quot; It presents data that states submitted to the Department for program year (PY) 2015-16. For PY 2015-16, each state, operating under the eighth year of its five-year plan pursuant to Sec. 122(a)(1) of &quot;Perkins IV,&quot; was also required by the secretary to report the following, as instructed in the Consolidated Annual Report (CAR) for the &quot;Carl D. Perkins Career and Technical Education Act of 2006&quot; for PY 2015-16: (1) Enrollment data for career and technical education (CTE) participants (Appendix A, table A-2) in CTE programs, including disaggregated data for CTE students by gender, race/ethnicity, and special population and other student categories; (2) Enrollment data for CTE concentrators (Appendix A, table A-1) in CTE programs, including disaggregated data for CTE students by gender, educational level, and the career clusters recognized by the Department; and (3) Performance data for CTE concentrators on the &quot;Perkins IV&quot; Sec. 113(b)(2)(A) and (B) core indicators. This report to Congress comprises three sections. The introduction describes the &quot;Perkins IV&quot; accountability requirements as well as efforts by the Department to help states establish valid and reliable measures, and rigorous performance levels for the &quot;Perkins IV&quot; Sec. 113(b) core indicators. The state performance data section provides information on states' progress in meeting their performance levels for the required &quot;Perkins IV&quot; Sec. 113(b) core indicators for PY 2015-16. The conclusion reports on the implementation of CTE under &quot;Perkins IV.&quot; Individual state data profiles are provided in Appendix B of this report. [For the 2014-15 report, see ED613245.]
Issues in Translating Arabic Om- and Abu-Expressions
Author: Al-Jarf, Reima
Date: 2017-00-00
Type: Journal Articles
Subjects: Semitic Languages,Translation,Language Usage,English,Language Patterns,College Students,Foreign Countries

A corpus of 300 compounds, i.e. expressions containing &quot;Om&quot; and &quot;Abu&quot; in Arabic was collected and analyzed. Translation students were asked to translate a sample of expressions containing &quot;Om&quot; and &quot;Abu&quot; to English. Results showed that although, &quot;Om&quot; and &quot;Abu&quot; in Arabic literally mean &quot;mother&quot; and &quot;father&quot;, there are several meanings, usages and contexts. For example, parents are addressed by the name of their first/oldest child. Om and Abu are used in some surnames, names of cities, monuments; birds, insects, fish, animals, plants, diseases and medical conditions, brand names, in metonyms referring to animals, metonyms with general reference, metonyms with religious reference, metonyms with a negative connotation, metonyms with a positive connotation, and in describing physical appearance. They can mean &quot;origin&quot; or &quot;best example.&quot; They are used in collocations and idioms and in technical expression. Furthermore, translation test results showed that students translated less than 20% correctly. Those were Arabic expressions and their English equivalents that are similar such as &quot;mother of invention&quot;, and &quot;father of medicine&quot;. Many items were left blank, and literal translation was the major strategy. Since in most expressions, there is no one-to-one correspondence between Arabic expressions and their English equivalents, implications for translation pedagogy and practice will be given such as taking into consideration the connotative and idiomatic meaning, non-literal translation of names of birds, animals, fish, plants, diseases; explanatory equivalents in transferring the meaning of metonyms; and transliteration of most proper nouns.
Seeking Safety and Humanity in the Harshest Immigration Climate in a Generation: A Review of the Literature on the Effects of Separation and Detention on Migrant and Asylum-Seeking Children and Families in the United States during the Trump Administration. Social Policy Report. Volume 34, Number 1
Author: Edyburn, Kelly L.
Date: 2021-00-00
Type: Information Analyses
Subjects: Immigrants,Immigration,Undocumented Immigrants,Political Issues,Public Policy,Trauma,Children,Well Being,Child Safety,Child Health,Child Development,Mental Health,Access to Education,Institutionalized Persons,Family (Sociological Unit),Refugees,COVID-19,Pandemics,Civil Rights,Law Enforcement

In recent years, families with children from the Northern Triangle countries of Central America constitute a large and growing proportion of migrants and overall filed asylum claims. In an effort to deter overall immigration through the U.S.-Mexico border, the executive branch under the Trump administration has made substantial changes to federal immigration and asylum policy in recent years. Given the sensitive nature of early development and the hardship and trauma that many migrant children have experienced, immigration policies that do not prioritize child wellbeing, and in fact, neglect or harm it, can have lifelong negative consequences on physical and psychological wellbeing. In light of the scope of children and families affected by these policies and potential magnitude of their effects, the present review aimed to: (1) outline federal immigration policies under the Trump administration that primarily impacted migrant children and families; (2) review the research base regarding the effects of these policies on physical safety and health, development, mental health, family wellbeing, and education; and (3) provide policy recommendations to prevent further harm, mitigate the great harm already done, and prioritize child wellness moving forward. Findings from the review indicate that even short experiences of detention, particularly when children are separated from parents and caregivers, are associated with serious, lasting negative effects across every domain of functioning. The practices of separation, detention, and removal to temporary encampments compound traumatic experiences that migrant families are often fleeing, which in turn may set up already vulnerable children for a trajectory of continued marginalization. Future directions for research and implications for policy and practice are discussed.