ethanporcaro/eric-fulltext-meta huggingface dataset:
Language Teacher Candidates&apos; Self-Assessment Process for Teaching to Young Learners in EFL Classes
Author: Genç Ilter, Binnur
Date: 2017-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,Self Evaluation (Individuals),Second Language Instruction,English Language Learners,Reflective Teaching,Action Research,Questionnaires,Likert Scales,Factor Analysis,Knowledge Level,Teaching Methods,Student Teacher Attitudes,Attitude Change,Pretests Posttests,Statistical Significance,Statistical Analysis

Teaching a foreign language to young learners have some differences from teaching adults. Young children have concentration problems and they tend to change their mood every ten minutes and need more creative activities than adults. Therefore, foreign language teachers have to choose interesting activities for them and foreign language teacher candidates should learn the correct methods and techniques during their training period. Although some teacher candidates think the solution for training is simply to get all theoretical knowledge, some of them think that solution lies in encouraging the teacher candidates to create their own activities. This descriptive action research paper arises of a quantitative study the purpose of which is to seek the process of ELT students' development and reflection on teaching English to children. In order to find out language teacher candidates' ideas about how they improve themselves, five point Likert scale was prepared. Data collection was achieved by giving the same questionnaires at the beginning and the end of the term at One State University, ELT students in the academic year 2015-2016. 16 male and 32 female students answered the questionnaire. The data were analysed using factor analyses and Levene Test. Findings were examined and some suggestions that focused on language teacher training candidates were put forward.
Examining the Perceptions of English Instructors Regarding the Incorporation of Global Citizenship Education into ELT
Author: Basarir, Fatma
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,English (Second Language),Second Language Instruction,Teacher Attitudes,College Faculty,Citizenship Education,Global Approach,Cultural Awareness,Phenomenology,Qualitative Research,Semi Structured Interviews,Teacher Responsibility,Values Education,Teaching Methods,Consciousness Raising

The aim of this study is to explore the perceptions of ELT instructors working at a higher education institution in Turkey regarding integrating global citizenship education into ELT courses. The study was carried out by using phenomenological design, which is one of the qualitative studies. The data were collected using interview method and a semi-structured interview form was developed by the researcher as the data collection tool. The participants, selected on the basis of easily accessible sampling method, which is one of the purposeful sampling methods. The participants comprises of 13 English instructors who work at a higher education institution in the Central Anatolia Region in the academic year 2015-2016. Instructors' opinions were taken regarding how they described global citizenship, what were their roles and responsibilities in educating students as global citizens, how they practiced global citizenship education in their classes, and the challenges they were facing in practicing global citizenship education in ELT courses. Data were analysed with content analysis technique. Findings revealed that participants mostly focused on the &quot;value&quot; dimension of global citizenship such as respect, sensitivity, sense of belonging, responsibility, openness, etc. The instructors deemed their roles and responsibilities in preparing students as global citizens as an informer and role model. While most of the participants stated that they did not involve any specific teaching practices in their classes to educate students as global citizens, as they thought ELT lessons and global citizenship education were irrelevant, addressing global issues in the courses and role modelling were conducted by few instructors to promote global citizenship. Predominantly grammar-based teaching and student unwillingness were found as challenges of integrating global citizenship into ELT. As a result, it was concluded that ELT instructors have insufficient levels of knowledge, skills, attitude and action related with global citizenship education. [This paper was presented at the XI. European Conference on Social and Behavioral Sciences held in Rome on September 1-4, 2016.]
The New York City Early Childhood Research Network: A Model for Integrating Research, Policy, and Practice
Author: Foundation for Child Development
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Urban Schools,Kindergarten,Educational Quality,Educational Research,Early Childhood Education,Educational Policy,Teaching Methods,Cooperative Planning,Institutional Cooperation,Cooperation,Networks,Theory Practice Relationship

Much attention has been paid to examining the effectiveness of early care and education (ECE) programs. Yet, little research examines how to implement such programs and help policymakers utilize research to inform on-the-ground operations in real time. This has left researchers conducting studies in silos, schools and programs applying for funding with distinct and varying mandates, and policymakers carrying out agendas based on limited information. The Foundation for Child Development (the Foundation) used New York City's (NYC) implementation of universal, full-day prekindergarten as an opportunity to solve the problem, creating the NYC Early Childhood Research Network (the Network). The Foundation funded the Network to rally researchers and policymakers from NYC public agencies around a single mission that focuses on continuous quality improvement, implementation, and scale-up of high-quality ECE programs. Creating a collaborative, multi-discipline research network helps researchers and policymakers implement effective programs by setting mutual goals, outlining common definitions, defining metrics and protocols, collecting the right data, and sharing multiple perspectives and experiences from beginning to end. This global view is often not seen until programs are scaled and flaws become evident, often hindering the growth and health of promising philanthropic and government investments. It is far better to work collaboratively on the critical knowledge necessary for innovation, implementation, and continuous improvement as programs are brought to scale than it is to remediate problems created by working in silos. Outcomes of this effort include: greater cooperation across sectors, coordination in research agendas, collaboration extending to the future, and enhanced capacity for understanding program implementation. While the outcomes of this effort are still evolving, the collaboration, cohesion, and efficiency of this effort stand as a success story in and of itself. The Network has transformed the way different institutions and cultures in NYC work together to better serve the needs of young children.
2014-15 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities. NCEO Report 405
Author: Thurlow, Martha L.
Date: 2017-05-00
Type: Reports - Research
Subjects: Disabilities,Elementary Secondary Education,Kindergarten,Accountability,English Language Learners,Student Evaluation,Academic Achievement,Student Participation,Testing Accommodations,Instructional Program Divisions,Reports,Alternative Assessment,Academic Standards,Achievement Gap,Intellectual Disciplines

The 2015 reauthorization of the Elementary and Secondary Education Act (ESEA), as well as the Individuals with Disabilities Education Act (IDEA), continues to require states to disaggregate participation and performance data at the state level for all students and student subgroups. This report presents information on publicly reported participation and performance data for students with disabilities in K-12 schools for the 50 regular states and the 11 unique states (American Samoa, Bureau of Indian Education, Commonwealth of Northern Mariana Islands, U.S. Department of Defense Education Activities, District of Columbia, Federated States of Micronesia, Guam, Palau, Puerto Rico, Republic of the Marshall Islands, and U.S. Virgin Islands). For the 2014-15 school year, 42 of the 61 states reported participation and performance data for students with disabilities for all general assessments, and 37 states reported these data for all alternate assessments based on alternate achievement standards (AA-AAS) that were used for the Title I accountability system. Information about state assessments not used for Title I is also presented. Information on public reporting for English Learners (ELs) with disabilities is also included in this report. Recommendations are offered to states for the public reporting of disaggregated data for students with disabilities
An Evaluation of CHAMPS for Classroom Management
Author: Evans, Vernessa
Date: 2016-08-00
Type: Reports - Research
Subjects: Student Behavior,Behavior Problems,Classroom Techniques,Behavior Modification,Positive Behavior Supports,Program Evaluation,Program Effectiveness,Qualitative Research,Questionnaires,Interviews,Elementary School Teachers,Faculty Development,Coding,Teacher Expectations of Students,Teacher Student Relationship,Urban Schools

Teacher education programs focus on preparing teachers to instruct students, but they usually do not focus on preparing teachers to manage students' behavior, which may prevent teachers from providing effective instruction. This project study evaluated a classroom behavior management model, CHAMPS, designed to help teachers manage student behavior so they can focus their time and energy on instruction and student success. Positive Behavior Systems (PBS), used in the field of behavioral management, served as the theoretical foundation for this study. The evaluation design followed Stufflebeam's (2003) Context, Input, Process, and Product (CIPP) by employing the outcome-based approach, which evaluated the extent to which a program is meeting predetermined outcomes and objectives. The open-ended research questions explored whether the classroom management system accomplished its goal of guiding teachers in making effective decisions about managing behavior. Data were collected from a researcher-created qualitative questionnaire and phone interviews from a purposeful sample of 7 elementary school teachers who attended all 5 CHAMPS training sessions and who implemented CHAMPS strategies in their classrooms. Qualitative data were open coded and reoccurring themes including connections, support, structure, teach, and model were identified and interpreted for meaning. The findings indicated that CHAMPS, as a model for classroom management, successfully guided these participants in making effective decisions about managing students' behavior. This study may contribute to a greater understanding of effective classroom management strategies and awareness of classroom behavior management issues for teachers, administrators, and district stakeholders.
The Effect of Project Based Learning in Teaching EFL Vocabulary to Young Learners of English: The Case of Pre-School Children
Author: Kimsesiz, Fatma
Date: 2017-12-25
Type: Journal Articles
Subjects: Active Learning,Student Projects,Vocabulary Development,English (Second Language),Preschool Curriculum,Observation,Check Lists,Online Surveys,Teaching Methods,Control Groups,Experimental Groups,Classroom Techniques,Achievement Gains,Lesson Plans,Educational Practices,Educational Strategies,Language Tests,Foreign Countries,Statistical Analysis

English language teaching has newly been introduced to pre-school curriculum in Turkey. The purpose of this study was to investigate the effectiveness of teaching EFL vocabulary to pre-school children through Project Based Learning (PBL). For this purpose, an experimental design, consisted of observation checklists, exam scores and a short survey, was adopted. Firstly, through a short online survey, 150 kindergarten teachers were asked to specify which techniques they commonly used in their English classes. The primary aim here was to define traditional techniques and the rate of PBL use in Turkey. After defining common techniques, 28 children were randomly assigned to experimental (PBL instruction) and control groups (traditional instruction) equally and the data was collected in real time classroom setting for 8 weeks. The results showed that (1) PBL was rarely adopted in EFL classes in Turkey, (2) PBL instruction could increase EFL vocabulary learning gains when compared to common methods and (3) young learners were observed to have been more active in PBL classes. The effect of PBL instruction was discussed in local, cognitive and motivational perspectives in the light of previous related research. The potential benefits of further PBL use for young EFL learners and implications were also discussed.
Challenges in English Medium of Instruction from the Teachers and Students&apos; Eyes
Author: Cankaya, Pinar
Date: 2017-12-00
Type: Journal Articles
Subjects: Language of Instruction,English (Second Language),Foreign Countries,Teacher Attitudes,Student Attitudes,Educational Research,Content Analysis,Qualitative Research,Problems,Research Reports

The main concern of the current paper is to discuss English medium instruction (EMI, henceforth) in all aspects with a particular focus on its challenges and difficulties reported by both students and teachers based on the relevant research studies. As EMI is gaining greatest importance among the researchers, policy makers and educators; it is of crucial importance to unreveal the main instructional problems during the implementation process in order to reach a clear understanding of it. Within this purpose, an integrative research study was undertaken by selecting five major works on the issue under investigation here. Accordingly, these fundamental research studies were analyzed in order to answer the main questions in this integrative research study which attempts to provide a comprehensive picture of EMI in Turkish context. As the interpretation of the qualitative data reveals that, the EMI policy has not only instructional challenges but also language related difficulties both for students and teaching staff.
Critical Discourse Analysis of Advertising: Implications for Language Teacher Education
Author: Turhan, Burcu
Date: 2017-12-25
Type: Journal Articles
Subjects: Discourse Analysis,Language Teachers,Second Language Learning,Second Language Instruction,Advertising,Teacher Education,Content Analysis,Semi Structured Interviews,Student Attitudes,English (Second Language),Correlation,Professional Identity,Foreign Countries

Advertising is a prominent discourse type which is inevitably linked to a range of disciplines. This study examines the language of a non-product advertisement, not isolating it from its interaction with other texts that surrounds it. It is based on Norman Fairclough's Critical Discourse Analysis (CDA) framework in which there are three levels of analysing texts: Description, Interpretation and Explanation. In addition to analysing the advertisement at hand in terms of these three levels, the study includes semi-structured interviews conducted with English language teacher candidates. The purpose is to explore the social function of advertising not only from sounds, sights and language of the text, but also assess the impact of these on people. Findings from inductive content analysis point to the fact that there is a close connection between the advertisement discourse and the &quot;teacher&quot; image in the minds of participants.
National Alliance for Public Charter Schools 2016 Annual Report
Author: National Alliance for Public Charter Schools
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Public Schools,Charter Schools,Virtual Classrooms,Nonprofit Organizations,Educational Finance,Financial Support,Federal Aid,State Legislation,Legal Responsibility,African Americans,Parents,Parent Participation,Educational Quality,Annual Reports,Educational Legislation,Advocacy

This 2016 annual report shares many of the accomplishments achieved by the National Alliance for Public Charter Schools including the 25th anniversary of the passage of the very first charter school law. This report highlights the successes in 2016: (1) A call to action to better regulate virtual charter schools; (2) First ever national parent survey which showed strong support for expanding access to charter schools; (3) An updated version of the model charter law, and successfully launching the Charter School Legal Action Fund to strategically invest in cases that will impact the national charter school community; and (4) Partnership with the Black Alliance for Educational Options to fight an National Association for the Advancement of Colored People (NAACP) proposal calling for a national moratorium on charter school growth and expansion. [For the report from the previous year, &quot;National Alliance for Public Charter Schools 2015 Annual Report,&quot; see ED568912.]
Alternative School Discipline Strategies. Policy Snapshot
Author: Rafa, Alyssa
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Discipline Policy,Student Behavior,Behavior Problems,Suspension,Expulsion,At Risk Students,Behavior Modification,Positive Behavior Supports,Intervention,State Legislation

Exclusionary and punitive school discipline policies, such as suspensions and expulsions, allow educators to remove students from the classroom for poor behavior or misconduct. However, emerging research suggests that these practices also increase the likelihood that students repeat grades, are excessively absent from school, drop out entirely and/or get involved with the juvenile justice system. Alternatives to suspensions and expulsions--such as restorative practices and positive behavioral supports and interventions--aim to keep students engaged in the classroom while addressing the root causes of misbehavior. This Policy Snapshot highlights trends in the use of restorative practices and positive behavioral supports and interventions.
Regulatory Relief for Accreditation. Position Paper
Author: Council for Higher Education Accreditation (CHEA) International Quality Group (CIQG)
Date: 2017-04-00
Type: Opinion Papers
Subjects: Accreditation (Institutions),Federal Regulation,Accountability,Efficiency,Higher Education,Program Proposals,Change Strategies

The purpose of this Council for Higher Education Accreditation Position Paper is to offer proposals for the reduction of federal regulation as this applies to accreditation, whether in law, regulation or sub-regulatory guidance, acknowledging that the major challenge is at the regulatory/subregulatory levels. This reduction is not intended nor should result in reduced accountability for accreditation, but can provide a more effective and efficient regulatory framework for this important work.
Dates and Deadlines: Behavioral Strategies to Increase Engagement in Child Support
Author: Anzelone, Caitlin
Date: 2018-02-00
Type: Reports - Research
Subjects: Children,Financial Support,Legal Responsibility,Parents,Parent Participation,Compliance (Legal),Intervention,Program Effectiveness,Outreach Programs,Behavior Modification,Randomized Controlled Trials,Comparative Analysis,Fathers,Mothers

State child support programs secure financial support for children whose parents live apart. These programs establish paternity, set orders for the amounts parents are required to pay, and collect and distribute payments. An essential step in the process of establishing paternity and setting an order of support is delivering legal documents to the person named as a parent (frequently referred to as the &quot;noncustodial parent&quot;). This step of delivering documents is known as &quot;service.&quot; A person who comes into the child support office to accept service voluntarily is actively engaging in the child support process. In doing so, the person benefits from reduced fees, a greater voice in the legal process, and a better understanding of the way an order is established. The child support program benefits from increased efficiency, reduced costs, and the ability to provide more information to parents. With these benefits in mind, the Behavioral Interventions for Child Support Services (BICS) team worked with the Georgia Division of Child Support Services (DCSS) to test a new form of outreach intended to get more people to accept service voluntarily. The BICS team randomly assigned people in three counties to receive either the existing or redesigned outreach materials during an 11-month period. The test measured the percentage of people who visited the office to accept service, as well as longer-term outcomes related to payment that may have seen effects if the redesigned meetings improved interactions between parents and staff members. This document discusses background on the process the BICS team used to design the intervention, the study's findings, and implications of the research for the child support community.
Assessing Tuition- and Debt-Free Higher Education. NASFAA Task Force Report
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2017-01-00
Type: Reports - Evaluative
Subjects: Tuition,Debt (Financial),Paying for College,Higher Education,Tuition Grants,Student Financial Aid,State Programs,National Programs,Government Role,Eligibility,Costs

The Assessing Tuition- and Debt-Free Higher Education Task Force was convened in July 2016. Charged by the National Association of Student Financial Aid Administrators's (NASFAA's) Board of Directors with evaluating the existing landscape of state and local promise programs with a focus on scaling such models to the national level, the task force researched the details of current and proposed programs and consulted with experts in the field to inform its deliberations. The plans were grouped according to their scope--local/municipal, state, and federal/national. The following 11 plans were selected for comparison and representative variety: (1) America's College Promise (White House); (2) America's College Promise Act (Congress); (3) New College Compact (Hillary Clinton); (4) It's Time to Make College Tuition-Free and Debt-Free (Bernie Sanders); (5) Indiana's 21st Century Scholars; (6) Michigan Promise Zones; (7) Oklahoma Promise; (8) Oregon Promise; (9) Tennessee Promise; (10) Milwaukee Area Technical College Promise; and (11) Pinal County, Arizona--Promise for the Future. In its final report, the task force offers considerations for promise program creators to keep in mind in developing future federal, state, or local plans. Those considerations include: (1) Reflecting upon who bears primary responsibility for financing higher education; (2) Pondering the benefits of early awareness and messaging of college affordability; (3) Factoring in capacity issues if promise programs will increase demand; (4) Weighing the potential impact of promise programs on different types of institutions of higher education; (5) Coordinating federal, state, local, and private resources; (6) Comparing the implications of making promise program funds first dollar vs. last dollar sources of aid; (7) Examining the role of existing federal student aid programs in a tuition-free or debt-free college environment; and (8) Deciding upon best use of limited resources and intended beneficiaries.