ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Evaluations: What Is the Issue and Why Does It Matter? Policy Snapshot
Author: Aragon, Stephanie
Date: 2018-03-00
Type: Reports - Evaluative
Subjects: Teacher Evaluation,Evaluation Needs,Evaluation Problems,Educational Trends,State Legislation,Student Improvement,Educational Administration,Educational Practices,Educational Policy

Teacher evaluations can be used by states and districts to support and develop an exceptional workforce. Accurate evaluations based on quality data can help differentiate teacher performance, inform feedback, improve professional development, provide opportunities for pay increases and advancement, and provide rationale for teacher dismissals. Yet many states, districts, and schools struggle to create and implement the type of trusted evaluation system that meaningfully differentiates teacher performance and provides teachers with opportunities for tailored support, development, and advancement. The Every Student Succeeds Act (ESSA) provides new flexibility to states to revise and reform their teacher evaluation systems. Federal incentives to create prescribed evaluation systems have been removed and states now have full discretion over whether and how to evaluate teachers. However, ESSA still requires states demonstrate that they are working to provide disadvantaged students equal access to effective teachers. If federal funds are appropriated to ESSA Title II, Part A, states can use those dollars to support and improve their teacher evaluation systems. This Policy Snapshot explores recent legislation related to teacher evaluations, including trends and the use of student growth. A list of resources is included.
Adjustment Problems of Kashmari Graduate Students in Relation to Their Gender and Educational Stream
Author: Gul, Showkeen Bilal Ahmad
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Student Adjustment,Gender Issues,Intellectual Disciplines,Gender Differences,Family Environment,Emotional Response,Social Influences,Hypothesis Testing,Statistical Analysis,Student Surveys

The responsibility of making history rests on the shoulders of the young generation known as youths. But now wide spread frustration has been found in the youths of society which is decreasing their work efficiency. The present study was focus on adjustment problems of Kashmari graduate students in relation to their gender and educational stream. The sample consists of 300 graduate students with 158 male and 142 female, which were selected randomly from different colleges of Kashmir valley, H. M. Bells adjustment inventory was used to collect the data from the students. The study revealed that male and female graduate students differ significantly with regards to their home adjustment, emotional adjustment and overall adjustment, however, do not differ significantly with regard to their social adjustment. Whereas, science and arts students do not differ significantly with regards to their home adjustment, social adjustment, emotional adjustment and overall adjustment.
The Effect of Lego Mindstorms Ev3 Based Design Activities on Students&apos; Attitudes towards Learning Computer Programming, Self-Efficacy Beliefs and Levels of Academic Achievement
Author: Korkmaz, Özgen
Date: 2016-00-00
Type: Journal Articles
Subjects: Programming,Design,Student Attitudes,Computer Science Education,Self Efficacy,Academic Achievement,Experimental Groups,Control Groups,Comparative Analysis,Teaching Methods,Pretests Posttests,Educational Games,Manipulative Materials,Robotics,Achievement Tests,Foreign Countries,Undergraduate Students,Questionnaires,Statistical Analysis,Engineering Education

The aim of the study was to present the effect of Lego Mindstorms Ev3 based design activities on students' attitudes towards learning computer programming, self-efficacy beliefs and levels of academic achievement. The research is a pretest-posttest with control group semi-experimental study. The study group of the research consisted of 53 students attending the faculty of engineering. The experimental group was administered a teaching method with Lego Mindstorms Ev3 based design activities. On the other hand, in the control group C++ topics were directly taught via editor. Research data were collected via the implementing academic achievement test (Kr-20 = 0.71), attitude towards learning programming scale (Cronbach's Alpha =0.84) and computer programming self-efficacy scale (Cronbach's Alpha = 0.966). Obtained findings were: The education using Lego Mindstorms Ev3 design activities contributed more meaningfully to the academic success of the students in terms of C++ programming language compared to the traditional method.
Exploring Prospective Teachers&apos; Conceptions of Assessment in Turkish Context
Author: Yetkin, Ramazan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Preservice Teachers,Student Teacher Attitudes,Individual Differences,Correlation,Student Evaluation,Evaluation Needs,Relevance (Education),English (Second Language),College Second Language Programs,Student Surveys,Cohort Analysis,Multivariate Analysis,Statistical Analysis

Assessment plays crucial roles in educational process, and assessment results are seen as one of the best predictors of success or failure of the teaching-learning process. However, teachers' or teacher candidates' conceptions of conducting assessment have been mostly overlooked so far. To this end, the present study seeks to reveal the prospective teachers' conceptions of assessment. It also seeks to show the effect of individual differences (e.g. grade), and tries to indicate any relationships among different purposes of conducting assessment. 204 prospective teachers participated in the study. Descriptive statistics indicated that improvement conception had the highest value, whereas conception of irrelevance had the lowest. Correlation results indicated that improvement, school accountability and student accountability conceptions were positively and strongly correlated with each other. On the other hand, there was a negative correlation between improvement and irrelevance conceptions. A multivariate test of variance (MANOVA) was utilized to examine any effects of individual differences on participants' conception of assessment. MANOVA results indicated that even if there were differences in descriptive results for each variable, grade level is the only independent variables making statistically significant difference on participants' conception of assessment. However, a follow-up Bonferroni adjustment presented no significance difference when the grades considered separately.
Governors&apos; Top Education Priorities in 2018 State of the State Addresses. Education Trends
Author: Whinnery, Erin
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Educational Trends,Statewide Planning,Educational Finance,Labor Force Development,Paying for College,Vocational Education,Teacher Effectiveness,Early Childhood Education,State Government,State Officials,Position Papers

A governor's State of the State address is an opportunity to outline policy priorities, highlight past accomplishments and reflect on the condition of the state and country. In 2018, 17 governors are serving their last year in office, having reached the end of their term or deciding not to seek re-election. Many of them used their State of the State addresses to emphasize the importance of collegiality among policymakers. When governing bodies function well, the state and its citizens reap the benefits--a principal benefit being an education that prepares citizens for well-paying jobs. Each year, Education Commission of the States tracks, analyzes and identifies trends in education policy proposals featured in governors' State of the State addresses. To date, 44 governors have delivered their 2018 addresses. The top six education priorities across states are discussed in this report: (1) School Finance; (2) Workforce Development; (3) Postsecondary Affordability; (4) Career and Technical Education; (5) Teacher Quality; and (6) Early Learning.
Preparing Educators and School Leaders for Effective Arts Integration. Education Trends
Author: Education Commission of the States
Date: 2018-05-00
Type: Reports - Descriptive
Subjects: Art Education,Interdisciplinary Approach,Teaching Methods,Professional Development,Teacher Competencies,Program Effectiveness,Federal Legislation,Educational Legislation,Elementary Secondary Education,Faculty Development,Stakeholders,Advisory Committees,Alignment (Education),Academic Standards,Teacher Education,Educational Policy

The discretion provided to states under the Every Student Succeeds Act (ESSA) offers new possibilities for policymakers to determine how best to allocate resources and support policies to provide students with a well-rounded education. As states begin to examine new strategies for improving student outcomes and developing the next generation of innovative, socially conscious citizens, policymakers frequently ask how to effectively accomplish this. Increasing access to arts in education by integrating it with other courses--such as math, science and language arts--is one strategy to consider. Integrating arts education--which includes dance, music, theater, media arts and visual arts--has proven beneficial in improving student learning and developing thinking skills and capacities, as well as supporting the civic skills necessary to contribute as a member of a diverse community. Expanding access to arts instruction in schools presents opportunities to enrich the learning environment and provide students with valuable life skills. This Education Trends report explores successful practices for arts integration, with a focus on educator and school leader professional development, and provides an overview of research that highlights the impact of instructor preparation and professional development on student outcomes.
Targeted Teacher Recruitment: What Is the Issue and Why Does It Matter? Policy Snapshot
Author: Aragon, Stephanie
Date: 2018-03-00
Type: Reports - Evaluative
Subjects: Teacher Recruitment,Teacher Shortage,Teacher Supply and Demand,State Legislation,Educational Research,Data Collection,School Districts,Innovation,Career Development,High School Students,Teacher Education,Teacher Education Programs,Alternative Teacher Certification,Incentives,Teacher Retirement

Districts across the country are facing severe shortages of teachers--especially in certain subjects (math, science, special education, career and technical education, and bilingual education) and in specific schools (urban, rural, high-poverty, high-minority, and low-achieving). The severity of the teacher shortage problem varies significantly by state, district, school, and subject. As such, many experts argue that efforts to address shortages should be less about recruiting teachers generally and more about recruiting and retaining the right teachers, in the right subjects, for the right schools. Several states have recently enacted targeted teacher recruitment legislation in one or more of the following areas to attract teachers to high-need schools and subjects: research and data collection; state and district innovations; career pathways and grow-your-own programs; preparation and licensure; financial incentives; and retired teachers. This Policy Snapshot explores recent legislation and key areas of teacher recruitment, and provides summary information on past years' legislative activities.
Teacher Leadership Works: It Builds, Energizes, Sustains. CenterView
Author: Center for the Future of Teaching and Learning at WestEd
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Teacher Leadership,Leadership Role,Leadership Training,Faculty Development,Educational Strategies,Teacher Collaboration,Teacher Empowerment,Educational Benefits,Teacher Characteristics,Leadership Qualities

As this series on teacher leadership continues, this &quot;CenterView&quot; issue reports on survey findings about the role of teacher leaders and the impact of teacher-to-teacher professional learning on the professional growth of both teacher leaders and the teachers they support. The report also offers specific strategies for school administrators who are ready to share the reins of instructional leadership.
Myths and Realities of Tribal Education in Jammu and Kashmir: An Exploratory Study
Author: Gul, Showkeen Bilal Ahmad
Date: 2016-02-00
Type: Journal Articles
Subjects: Indigenous Populations,Tribes,Foreign Countries,Misconceptions,Access to Education,Social Attitudes,Equal Education,Literacy,Enrollment,Elementary Secondary Education,Dropout Rate,Gender Differences,Barriers

Education is the key to developmental process and also influences demographic behaviour. Jammu and Kashmir is homeland to a number of tribal communities with diverse eco-cultural, socio-economic and geographical backgrounds. These Scheduled Tribes experience passive indifference that takes the form of exclusion from educational opportunities and social participation. Education has been considered as a lever to raise one's position in the society as well as a tool to fight against poverty and ignorance. The present paper explored the current status of education among scheduled tribes in Jammu and Kashmir. Despite constitutional protection and assurances, even after two and a half decades, their educational status is far lower than the total literacy of the State and also lower than literacy rate of scheduled tribes at national level. There is an essential need to make serious efforts by government, non-government organizations and other local bodies to augment the pace of development in tribal education of Jammu and Kashmir.
Mix It Up: Blended Strategies for High-Impact Professional Learning. CenterView
Author: Center for the Future of Teaching and Learning at WestEd
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Blended Learning,Educational Strategies,Professional Education,Teaching Models,Teaching Methods,Educational Practices

One of the most promising and robust strategies used by the Teacher Practice Networks is blended learning, which combines face-to-face and online professional learning to provide teachers with multiple opportunities for interaction and engagement. This issue of &quot;CenterView &quot;describes the blended professional learning model, what it looks like in action, and steps to take to develop effective blended learning offerings. [This issue is part of a series on the Teacher Practice Networks initiative and its efforts to broadly support teachers for college- and career-readiness instruction.]
The Relationship between Interaction and Audience Anxiety Levels and Internet Addiction of Adults
Author: Korkmaz, Özgen
Date: 2011-00-00
Type: Journal Articles
Subjects: Addictive Behavior,Anxiety,Internet,Adults,Foreign Countries,Surveys,Statistical Analysis,Audiences,Age Differences,Gender Differences,Correlation,Occupations,Students

The purpose of this study was to investigate the relationship between interaction and audience anxiety levels and Internet addiction of adults. The research was performed in the survey model as a descriptive study. A total of 384 adults with different ages living in a Central Anatolian city constituted the sample of the study. Data were collected through the Interaction and Audience Anxiety Scale (a = 0.91) and Internet Addiction Scale (a = 0.86). The mean, standard deviation, frequency, percentage, t-test, ANOVA, Scheffe test, and Pearson correlation coefficient were employed in analyzing the data (p&lt;0.05). The following results were obtained: Both the interaction anxiety and audience anxiety levels of adults were low. The levels among adults in the ages of 20-29 were significantly higher than the levels among adults in other age-groups. The levels of interaction anxiety and audience anxiety in the student group were significantly higher than other occupational groups. Gender did not differentiate interaction and audience anxiety levels of adults. There was also a positive and significant correlation between the levels of anxiety and Internet addiction.
Giving Girls Wings to Fly: Tools to Empower Adolescent Girls in Rural Communities in India. Echidna Global Scholars Program, Working Paper
Author: Modi, Armene
Date: 2017-11-00
Type: Reports - Research
Subjects: Adolescents,Females,Foreign Countries,Womens Education,Empowerment,Access to Education,Rural Areas,Educational Policy,Barriers,Civil Rights,Intervention,Statistical Analysis,Surveys,Case Studies,Program Effectiveness,Social Bias,Gender Bias,Educational Quality,Sexual Harassment,Poverty,Marriage,Scholarships,Mothers

This working paper will share the experience of Ashta No Kai (ANK), a grassroots nonprofit the author founded in 1998 in 10 villages in Shirur County, Maharashtra state, India, to promote the empowerment and education of women and girls in rural areas. The paper will, at first, examine the state of education in India including the Indian government's policies and programs that are attempting to address the gender gap in girls' education. Next, the barriers that girls in rural areas face to access their right to an education will be discussed followed by an introduction of various holistic, need-based, and low-cost educational interventions that ANK has initiated to address some of these impediments. Findings will then be reported from quantitative and qualitative surveys conducted, as well as case studies to gauge the impact of these interventions. Finally, the paper will propose evidence-based recommendations of integrated and sustainable strategies and approaches as guidance to policy practitioners to help promote educational outcomes and enhanced agency for adolescent girls to better navigate their world.
Lessons Learned about District-Charter Partnerships: How Sharing Instructional Practices Can Pave the Way for More Collaboration
Author: Opalka, Alice
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Educational Cooperation,School Districts,Charter Schools,Educational Practices,Teaching Methods,Cost Effectiveness,Shared Resources and Services,Performance Factors,Elementary Secondary Education

Charter public schools began as the &quot;research and development&quot; alternative to traditional public schools over 20 years ago, but today they account for significant portions of student enrollment in many cities. In more than 190 districts across the country, charter school attendance makes up at least 10 percent of public school student enrollment, and in 17 districts, over 30 percent of public school students attend charter schools. As charter enrollment grows, the consequence of traditional districts and charter sectors operating in isolation or--more commonly--with hostility and distrust, falls squarely on the shoulders of students and families, who fall victim to byzantine enrollment systems and timelines, a lack of accountability around equity issues like discipline or special education, inequitable funding, or missed opportunities for schools and educators to share their best thinking, strategies, and practices. Increasingly, however, cities have chosen to forge partnerships to address these common challenges. This brief describes the landscape of district-charter collaboration and the evidence to date, based on a recent Center on Reinventing Public Education (CRPE) study, on the potential and limitations of one strategy that many cities have used to develop more collaborative relationships: sharing instructional practices across district and charter schools.
Engaging the Custodians of Tradition and Culture: Leveraging the Role of Multiple Actors in Maasai Girls&apos; Education. Echidna Global Scholars Program, Policy Brief
Author: Parsitau, Damaris Seleina
Date: 2017-11-00
Type: Reports - Evaluative
Subjects: Females,Womens Education,Barriers,Access to Education,Gender Bias,Social Bias,Environmental Influences,Educational Policy,Foreign Countries,Tribes,Elementary Education,Social Influences,Marriage,Housework,Proximity,Government Role,Nongovernmental Organizations,Community Involvement,Religion,Empowerment,Mothers,Role Models,Teacher Role

The education of girls living in Maasailand in Kenya's arid and semi-arid regions presents many challenges. This policy brief explores how deep-seated perceptions embedded in Maasai culture hold girls' back. This research looks in depth at Kajiado and Narok counties, both predominantly Maasai areas that have some of the lowest school enrollment and completion rates in the country. Drawing from her own experience as founder of Let Maasai Girls Learn, the author contributes much-needed analysis and data on the status of girls' education in Maasailand. The brief explores how factors like Female Genital Mutilation, childhood marriage, a preference for boys, environmental factors like drought and famine, and the burden of household chores mitigate against the education of Maasai girls. Gaps in current policy frameworks and interventions in the Maasai community are outlined, along with detailed proposals for engaging key gatekeepers who are pivotal to getting (and keeping) Maasai girls in school. A key takeaway is that, too often, well-meaning governmental and non-governmental interventions intended to help Maasai girls have alienated elders and overlooked the value of community-led solutions grounded in existing Maasai social and cultural capital.
The Effect of Scratch-Based Game Activities on Students&apos; Attitudes, Self-Efficacy and Academic Achievement
Author: Korkmaz, Özgen
Date: 2016-01-00
Type: Journal Articles
Subjects: Student Attitudes,Programming,Educational Games,Self Efficacy,Academic Achievement,Pretests Posttests,Quasiexperimental Design,Control Groups,Experimental Groups,Teaching Methods,Achievement Tests,Student Surveys,Competence,Instructional Effectiveness,Foreign Countries,Undergraduate Students,Educational Technology,Technology Uses in Education

The purpose of the present research is to designate the effects of Scratch-based game activities on students' attitudes towards learning computer programming, self-efficacy beliefs and levels of academic achievement. The research was conducted through a pre-test-post-test control group quasi-experimental study. The study group consists of 49 students studying at the Faculty of Engineering. The test group was administered a teaching method with Scratch-based game activities. On the other hand, the control group was directly taught C++ topics via an editor. Research data were collected via an implementing academic achievement test (Kr-20= 0,71), attitude towards a learning programming scale (Cronbach's Alpha = 0.84) and a computer programming self-efficacy scale (Cronbach's Alpha = 0.966). Our findings are as follows: A significant number of the students consider themselves as mid-level efficient in C++ programming. Scratch-based game activities render no effects on students' attitudes and self-efficacy perceptions. On the other hand, Scratch-based game activities render significant contributions on students' academic achievements in C++ programming language.