ethanporcaro/eric-fulltext-meta huggingface dataset:
Rural Educator Policy Brief: Rural Education and the Every Student Succeeds Act
Author: Brenner, Devon
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Federal Legislation,Educational Legislation,Rural Education,Grants,Rural Schools,School Districts,Small Schools,Academic Achievement,Low Income Students,School Location,Eligibility,Resource Allocation,Geographic Distribution,Statewide Planning

On December 10, 2015 President Obama signed the &quot;Every Student Succeeds Act,&quot; Public Law 114-95, which will take effect in the fall of 2016 and which replaces No Child Left Behind (NCLB)--the name for the nation's suite of K-12 education laws in effect from 2001 to 2016. There are many similarities between NCLB and ESSA. For example, ESSA continues to require annual testing and reporting on the achievement of sub-groups of students that was first required under NCLB. However, ESSA is different from NCLB in significant ways. ESSA attempts to address rural education in multiple ways. In fact, the word &quot;rural&quot; is included in the ESSA legislation 54 times. While much remains to be determined about the translation of ESSA into practice, as written, ESSA explicitly addresses of the special needs of rural schools in grant programs and other requirements. This first column on federal policy and rural education summarizes the ways that ESSA addresses rural education.
Choice, Cyber Charter Schools, and the Educational Marketplace for Rural School Districts
Author: Mann, Bryan
Date: 2016-00-00
Type: Journal Articles
Subjects: School Choice,Charter Schools,Rural Schools,Enrollment Trends,Distance Education,Geographic Location,Equal Education,School Effectiveness,Budgets,School Districts,Student Mobility,Outcomes of Education,Suburbs,Urban Areas,Race,Special Education,Economically Disadvantaged,Student Records,State Legislation

Pennsylvania is a state with significant proportions of students who attend rural schools, as well as students who attend charter schools. This study examines enrollment patterns of students in brick and mortar and cyber charter schools in Pennsylvania and how these enrollment patterns differ across geographic locale. We analyze student-level enrollment data, controlling for demographic characteristics, and find that, in contrast to brick and mortar schools, cyber charter schools attract students from a variety of locales across the urban-rural continuum. However, rural students exhibit the greatest likelihood of attending cyber charter schools. We discuss the implications of these findings in relation to educational equity, cyber charter school underperformance, and the fiscal impacts of charter schools on the budgets of small school districts.
School Turnaround: A Rural Reflection of Reform on the Reservation and Lessons for Implementation
Author: Mette, Ian M.
Date: 2016-00-00
Type: Journal Articles
Subjects: School Turnaround,Educational Change,Rural Schools,Curriculum Implementation,School Districts,American Indian Reservations,American Indian Students,Rural Areas,Tribes,Handheld Devices,Telecommunications,Technology Uses in Education,Educational Improvement,Grants,Technology Integration,Academic Achievement

Rural communities traditionally enjoy an intimate relationship between stakeholders and the local school system. While preliminary research exists to suggest rural school turnaround might be more likely to occur when a strong communal connection exists (Mette, 2014), little is known about rural school turnaround efforts serving predominantly Native American students. This article reports findings of a School Improvement Grants (SIG) funded effort to digitize curriculum and deliver instruction through the use of tablets in Yellow Pine, a school district on a Native American reservation in a rural, Upper Midwestern state. Data were collected through interviews with school and district leaders, as well as through teacher focus groups. Findings highlight the failure to engage a historically disenfranchised community from the beginning of the improvement process, particularly the lack of involvement of students, parents, and teachers, which in turn led to little impact on student achievement.
A Preliminary Genetic Decomposition of Probabilistic Independence
Author: Zwanch, Karen
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Probability,Mathematical Concepts,Developmental Stages,Piagetian Theory,Mathematical Logic,Thinking Skills

The purpose of this research is to construct a preliminary genetic decomposition delineating the mental constructions underlying probabilistic independence. This delineation is considered within the framework of APOS theory. While the use of the term independence in probability is often conflated with causation, the definition relies instead upon an understanding of conditional probability. I hypothesize that the concept of independence is only fully available to students by constructing at least an object conception of probability. I offer additional hypotheses, supported by literature and anecdotal teaching experience, regarding students' quantification of probability and construction of combinatorial reasoning.
Mathematics Teacher Developers&apos; Views of a Demonstration Class
Author: Rhodes, Ginger
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Teacher Educators,Preservice Teacher Education,Teacher Attitudes,Demonstrations (Educational),Elementary School Teachers,Reflective Teaching,Modeling (Psychology)

This article examines the professional vision of mathematics teacher developers during a professional development experience that featured observations of a content course for elementary teachers. The researchers examined whether these mathematics teacher developers viewed the demonstration class as an analysis class serving as a site for reflection and analysis, or a model class serving as an example of teaching to be emulated. Results indicated participants could hold either view and, in some cases, both. Each view provided opportunities for professional reflection, but particular aspects of the experience promoted an analysis class view.
Second Graders&apos; Metacognitive Actions in Problem Solving Revealed through Action Cards
Author: Kuzle, Ana
Date: 2019-00-00
Type: Journal Articles
Subjects: Grade 2,Metacognition,Problem Solving,Mathematics Instruction,Elementary School Mathematics,Student Attitudes,Learner Engagement,Foreign Countries,Mathematics Teachers,Elementary School Teachers

Despite the important role that metacognition plays in school mathematics, attention has only recently turned to primary grades. The aim of this exploratory qualitative study was to find out to what extent 6 second graders engage in metacognitive behaviors during mathematics problem-solving. The analysis was based on the adaptation of the multi-method interview approach, whose core idea lies upon using action cards consisting of metacognitive cues. The results show that even young children engage in different metacognitive actions. However, the use of action cards revealed some drawbacks with respect to studying young children's metacognition during mathematics problem-solving.
Physical Education Teachers&apos; Using of Teaching Styles Levels and Their Perceptions towards Styles in Public and Private Schools in Turkey
Author: Yildiz, Mehtap
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education Teachers,Public Schools,Private Schools,Teacher Attitudes,Teaching Styles,Secondary School Teachers

The purpose of this research is to determine the using of teaching styles of physical education teachers in public and private schools in Turkey and related to these styles to find out the value perceptions. The research was performed out with survey model. The research group consisted of simple random sampling method based on the probability sampling methods 2017-2018 Academic Year in Turkey in Kayseri province 109 of them work at public schools and 47 of them work at private schools and totally 156 physical education teachers. As the data collection tool the &quot;Physical Education Teachers Use of Teaching Styles and Perceptions of Styles Questionnaire&quot;, developed by Kulinna and Cothran (2003) and adapted to Turkish by Ince and Hunuk (2010), was used in the research. In the analysis of the data the Arithmetic mean, standard deviation, independent t-test and variance analysis tests were used for repeated measurements. The meaningfulness level was adopted as a=0.05. As a result of the research, it was determined that physical education teachers in public and private schools use teaching centered teaching styles.
Effectiveness of Marzano&apos;s Dimensions of Learning Model in the Development of Creative Thinking Skills among Saudi Foundation Year Students
Author: Al Rowais, Azizah Saad
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Creative Thinking,Thinking Skills,College Freshmen,Teaching Methods,Models,Females,Student Attitudes,Knowledge Level,Cognitive Processes,Learning Processes,Problem Solving,Program Effectiveness

The present study attempts to identify the effectiveness of Marzano's dimensions of learning model in developing creative thinking skills among the students of the foundation year at Prince Sattam bin Abdulaziz University, Saudi Arabia. To achieve the study objective, a scale of creative thinking skills and a guide were prepared by the author to clarify how to teach according to the dimensions of learning. The study utilized a quasi-experimental method to apply the learning model to (25) female students representing the control group who were traditionally taught the selected unit and an experimental group of (25) students who studied the same unit using Marzano's dimensions of learning model, and pre and posttest for creative thinking skills applied to both groups. The study results showed statistically significant differences between score means of the two groups suggesting the experimental group excellence in creative thinking. The study recommended redesigning the university courses to comply with Marzano's dimensions of learning model.
Father Involvement in Education Predicates the Mental Health Status of Chinese Primary School Students
Author: Zhang, Junhua
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Participation,Fathers,Elementary School Students,Child Development,Parent Influence,Mental Health,Gender Differences,Age Differences,Occupations,Parent Background,Educational Attainment,Psychological Patterns

Previous studies have shown that quality and the quantity of father involvement in education play an important role in children's development. The influence of father involvement in education on Chinese children's mental health status still needs further study. To understand the present situation of father involvement in education and its impact on children's mental health, this study will concentrate on the impact of father involvement on the mental health status of primary school students, This study surveyed 1669 primary school students in Yancheng, China. It was pointed out that 45.1% of fathers were not active in children's education, and 25.8% of fathers have not been sufficient time to accompany their children. Children's sex and grade were not associated with father involvement in education, which was linked to their father's occupation and education level. Father involvement dramatically affected primary school students' sensitive tendency and impulsive tendency. Father involvement can make children more optimistic and less focus on trifles and suspicious. More father involvement in education leads to better mental health status. These results suggest the importance of increasing father involvement in education in promoting mental health status in primary school students.
Social Studies Course from the Perspective of Parents -- The Istanbul-Sultanbeyli Case
Author: Bas, Kenan
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Studies,Parent Attitudes,Case Studies,Secondary School Students,Content Analysis,History,Geography,Citizenship,Socialization,Civil Rights,Democracy,Presidents,Cultural Traits,Social Values,Freedom,Nationalism,Comparative Analysis,Social Behavior,Foreign Countries

The aim of this study is to identify the perspectives of parents on the &quot;Social Studies&quot; course. The case study design, one of the qualitative research methods, was used in accordance with the nature of the study. Data related to the study were obtained through a semi-structured interview form prepared by the researchers. The data of the study were obtained from the parents of students attending 5th, 6th and 7th grade of a state secondary school located in the Istanbul-Sultanbeyli district in the spring semester of 2017 and 2018 academic year. The data obtained were analyzed by content analysis. According to the data obtained from the research, the following results were obtained: The majority of the parents apparently linked the concept of Social Studies to the concepts of History, Geography, Citizenship and Socialization. Parents thought that the subjects related to History, Geography, Citizenship Rights, Culture, Democracy, Human Rights and the life of Mustafa Kemal Atatürk were taught in the Social Studies course. Nevertheless, it was seen that the parents wished to see the concepts such as Love of Motherland, Nation, Community and National Flag, Etiquette, Cultural Values, Freedom, Democracy, Equality to be taught in the Social Studies courses. While the parents mostly compared the Social Studies courses with such organs as the Brain, Kidney, Heart, Eye, Stomach and Intestine, they considered it as appropriate to place this course in the last places in terms of importance. In addition, it was found that majority of the parents did not want their children to become social studies teachers in the future.
Collaboration: A Collective Bargain for Achieving Quality Mathematics Classroom Practice
Author: Bature, Iliya Joseph
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Quality,Mathematics Instruction,Case Studies,Secondary School Students,Instructional Effectiveness,Teaching Methods,Foreign Countries,Preservice Teachers,Student Attitudes,Cooperative Learning,Teacher Student Relationship,Student Centered Learning

This paper sought to look at collaboration as an effective tool for mathematics classroom instruction. Four preservice teachers in a qualitative case study taught mathematics to three senior secondary school classes in two secondary schools in Northern Nigeria for a period of 15 weeks spread over three years. During this period 12 students volunteered to participate in four focus group discussions on the effectiveness of the pedagogy in their classrooms. Observations, research journals and focus groups were used to collect data for the study. A Narrative approach to data analysis was used to analyses the data collected. The findings of the study suggested that, the preservice teachers had initial challenges introducing the framework into their classrooms, they, however, gradually adopted the pedagogy into their classroom teaching. The study suggested that the preservice teachers used collaborative groupings and higher ordered questions to foster collaboration among their students. Some benefits of this strategy were also highlighted from the study. Prominent among them was the effective teacher-student and student-student relationship, help students see mathematics problems as common problems and reduced the domineering attitude of mathematics teachers who see themselves as possessing the monopoly of knowledge. Other findings observed in the study include the replacement of the teacher-centered approach to teaching with a student-centered approach. Therefore, it is suggested that, if collaboration is introduced into Nigerian mathematics classrooms, the traditional teacher-controlled mathematics classroom instruction that has bedeviled our classrooms will be reduced, and a new student-centered learning approach will be put in place.
Development of Computational Thinking Scale: Validity and Reliability Study
Author: Ertugrul-Akyol, Buket
Date: 2019-00-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,21st Century Skills,Test Construction,Construct Validity,Test Reliability,STEM Education,Robotics,Computer Software,Problem Solving,Factor Analysis,Goodness of Fit

Computational thinking is a way of thinking that covers 21st century skills and includes new generation concepts such as robotics, coding, informatics and information construction. Computational thinking has reached an important point especially in the field of science in line with the rapid developments in technology. Robotics applications, software-based activities, STEM (Science, Technology, Engineering, Math) education and problem-based studies are some of the areas where this thinking is used. In this study, which is based on this point, it is aimed to develop a scale for computational thinking. Exploratory sequential design, one of the mixed research methods, was used in the study. First of all, a detailed literature review was conducted and needs analysis was carried out. This study consists of two stages. In the first stage, exploratory factor analysis was performed and analyzed with SPSS 23 program. In the second stage, confirmatory factor analysis was performed and analyzed with LISREL 9.2 program. As a result of the study, the goodness of fit indexes of the scale was found. According to this; X[superscript 2]/df value 1.81; NNFI value 0.97; NFI value 0.93; CFI value 0.98; RMR value 0.05; SRMR value 0.04; AGFI value 0.91 and GFI value was found to be 0.93. When the reliability values of the study were examined, Cronbach's Alpha value was found to be 0.86. As a result of the research, a computational thinking scale consisting of 3 factors and 30 items was developed. This scale was developed for prospective teachers and can be used at all levels of prospective teachers.
A Case Study of Chinese Adult Learners&apos; English Acquisition in a Blended Learning Environment
Author: Yao, Chunlin
Date: 2019-04-00
Type: Journal Articles
Subjects: Blended Learning,Adult Students,English Language Learners,English (Second Language),Foreign Countries,Electronic Learning,Cooperative Learning,Synchronous Communication,Student Attitudes,Writing Achievement,Language Proficiency

The study uses a pre-test, post-test experimental randomised control group design to examine the effects of a blended learning environment on Chinese adult learners' English acquisition. At the initial stage the study constructed a blended learning environment composed of three parts: task-based online learning, group-based peer learning and class-based traditional learning. Then the study chose two classes with no significant difference in their English abilities as experimental class (EC) and control class (CC) randomly. During the following term one teacher taught the EC and the CC with a blended learning environment or a traditional learning environment, respectively. At the end of the term, the study examined the learners' English abilities in the aforementioned classes. This study found that learners in EC significantly outperformed those in CC, especially in English writing abilities. The findings indicate that a blended learning environment can improve Chinese adult learners' English acquisition, especially their practical English abilities.
6th, 7th and 8th Grade Students&apos; Misconceptions about the Order of Operations
Author: Tabak, Sanem
Date: 2019-00-00
Type: Journal Articles
Subjects: Middle School Students,Misconceptions,Arithmetic,Mathematical Concepts,Middle School Mathematics,Foreign Countries,Knowledge Level,Problem Solving,Difficulty Level

The aim of this research is to determine the misconceptions among 6th, 7th and 8th grade students about the order of operations in line with arithmetic expressions and posing and solving problems related to arithmetic expressions. The research has a mixed-method research design with concurrent-triangulation design. The study group for the research comprised a total of 240 students with 78 from 6th grade, 80 from 7th grade and 82 from 8th grade chosen with the simple random sampling method from schools located in a city in the Eastern Black Sea Region in Turkey. The research used a two-tier diagnostic test developed by the researcher to determine the misconceptions of students. According to the results of the research, it was determined that 6th, 7th and 8th grade students performed arithmetic expressions from left to right without paying attention to order of operations, stated that only operations in brackets need to be performed first in terms of order of operations, did not pay attention to order of operation when writing or solving an arithmetic expression equal to a given number, and that students had difficulty posing a problem sentence involving arithmetic expressions and requiring order of operations.
Increasing Students&apos; English Language Learning Levels via Lesson Study
Author: Kincal, Remzi Y.
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Faculty Development,Language Teachers,Cognitive Ability,Psychomotor Skills,Academic Achievement,Lesson Plans,Action Research,Language Tests,Achievement Tests,Pretests Posttests,Teacher Attitudes,Achievement Gains,Teaching Methods,Student Centered Learning,High School Teachers,International Assessment,Foreign Countries,Secondary School Students

The study aims to develop students' higher cognitive skills e.g. analysis, synthesis and assessment and to increase their academic successes by reflecting their cognitive skills in psychomotor skills in practice with the help of lesson study. Therefore, the aim of the study is to increase students' English as a foreign language learning level. Action research was used in the study. &quot;English Achievement Test&quot; and &quot;Semi-Structured Interview Form&quot; developed by the researchers were used as data collection instruments. English achievement test was used as pre-test and post-test to define students' English language levels, and semi-structured interview form was used to determine teachers' views about lesson study practice. According to research result, lesson study has increased students' learning levels significantly. Moreover, teachers stated that lesson study was highly beneficial and affected their professional development in a positive way. It was stated by teachers in the study that lesson study had the teachers a chance to observe and assess their teaching qualities and so, it made the students' learning levels increase significantly. Furthermore, all of the teachers agreed that lesson study as an in-service training model could be an approach used for both other lessons and nationally.
From Periphery to the Core: Promoting College English Teachers&apos; Professional Development from the Perspective of Community of Practice
Author: Huiyin, Li
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Communities of Practice,Teacher Collaboration,Problem Solving,Lesson Plans,Faculty Development,College Faculty,Language Teachers,Foreign Countries

Collaborative lesson preparation is a common practice for Chinese teachers who work together to solve their teaching difficulties and problems. Based on the theoretical framework of community of practice (CoP), this paper describes how a teaching group in a university (entitled G University) in China was engaged in its lesson-preparation community and how the collaboration in lesson preparation impacted teachers' professional development. Based on the findings of the study some lessons have been drawn about how to establish a successful CoP to promote Chinese teachers' professional development.