ethanporcaro/eric-fulltext-meta huggingface dataset:
Contrasting Perspectives of Pre-Service and In-Service English Teachers: What Should Be an English Teacher&apos;s Role?
Author: Atmaca, Çagla
Date: 2018-03-00
Type: Journal Articles
Subjects: Teacher Role,Teacher Attitudes,Preservice Teachers,Student Attitudes,English Teachers,Language Teachers,English (Second Language),College Students,Comparative Analysis,Foreign Countries,Interviews,Elementary School Teachers,Secondary School Teachers,Qualitative Research

This study aims to find out and compare the perspectives of pre-service and in-service English teachers about the role of an English teachers. The study adopted a qualitative research design and a written interview protocol (WIP) was used to gather data. 292 pre-service teachers receiving education in English Language Teaching (ELT) Department at four different state universities and 49 in-service English teachers from 14 cities in Turkey participated in the study. Constant comparison method was used to interpret and categorise the qualitative findings. In light of the data analysis, 17 major teacher roles emerged: model, facilitator, guide, prompter, counsellor, consultant, supporter, organizer, authority, observer, mentor, motivator, helper, speaker, leader, friend and participant. There were both similarities and differences between the two groups of participants. For example, &quot;model&quot; had the highest frequency in both groups because 75 pre-service and 10 in-service participants stated that an English teacher should be a model for their students in terms of linguistic accuracy and fluency. However, some pre-service teachers saw English teachers as a prompter, counsellor, consultant, supporter, organizer, authority, observer and participant whereas there were no in-service teachers referring to these roles. To catch up with the changing nature of teaching and meet the expectations, pre-service teachers should be exposed to real classroom settings, observed and given feedback accordingly. As for in-service teachers, they should be mentored by a more knowledgeable or experienced peer and directed by inspectors and authorities based on their weak and strong points.
Attitude of B.Ed. Students towards Information and Communication Technology (ICT)
Author: Sekar, J. Master Arul
Date: 2015-00-00
Type: Journal Articles
Subjects: Information Technology,Student Attitudes,Student Surveys,Questionnaires,Gender Differences,Hypothesis Testing,Intellectual Disciplines,College Students,Institutional Characteristics,Educational Technology,Technology Uses in Education,Education Majors

The present study aims to examine the attitude of B.Ed. students towards ICT. The investigator has adopted the survey method of research. The sample consists of 250 B.Ed. students from four colleges of education selected by stratified random sampling technique. The investigator developed a self-made questionnaire of 25 items to measure the attitude of the B.Ed. students towards ICT. The investigator established content validity and reliability by split-half method, and the value is 0.76. To find out the meaning, interpretation of the raw scores, the data were analysed using mean, standard deviation 't' test. The findings show (a) there is no significant difference in the attitude of B.Ed. students towards ICT with regard to (i) gender, (ii) discipline, (iii) course of study, and (iv) locality, and (b) aided colleges of education B.Ed. students are better than government college students in their attitude towards ICT.
ESSA: Mapping Opportunities for the Arts. February 2018
Author: Education Commission of the States, Arts Education Partnership (AEP)
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,Art Education,Accountability,Educational Assessment,Stakeholders,Statewide Planning,Educational Planning,Evidence Based Practice,Access to Education,Disadvantaged Schools,Educational Quality,Educational Opportunities,Educational Finance

In December 2015, the U.S. Congress passed the Every Student Succeeds Act (ESSA) and, with it, ushered in a new era of education policy in America. Leaving behind many of the most criticized aspects of its predecessor, No Child Left Behind (NCLB), this new incarnation of the primary federal legislation guiding K-12 education provides state and district leaders with increased flexibility to best meet the needs of all students. This increased flexibility allows these leaders to look beyond the traditional methods of approaching student achievement and find innovative solutions for ensuring that all students have the opportunity to experience a well-rounded education--one that pushes beyond the subjects of reading, writing and mathematics, and includes the arts, sciences and humanities as essential components.A companion piece to the previously released Education Commission of the States report, &quot;ESSA: Quick Guides on Top Issues,&quot; this report serves as a resource for the arts and education communities--educators, school leaders, community organizations and policymakers--illuminating the ways that states and districts can engage the arts in the ongoing work of ESSA. Whether through funding opportunities to expand access to a well-rounded education, ensuring the effective engagement of community stakeholders in needs assessments and the development of state implementation plans, the establishment of key accountability metrics, or the creation of new assessments, the arts can play a pivotal role in improving schools and educational outcomes for all students. [For the 2017 edition of &quot;ESSA: Mapping Opportunities for the Arts,&quot; see ED574536. For the companion report, &quot;ESSA: Quick Guides on Top Issues,&quot; see ED567804.]
Mental Health and Secondary Transition: Annotated Bibliography
Author: Chang, Wen-Hsuan
Date: 2018-00-00
Type: Reference Materials - Bibliographies
Subjects: Mental Health,Annotated Bibliographies,Transitional Programs,Secondary School Students,Mental Disorders,Incidence,Comorbidity,Professional Personnel,Family Attitudes,Student Attitudes,Attitude Measures,Intervention,Student Needs,Special Education,Barriers

The purpose of this annotated bibliography is to provide educators with sources that define the issues of mental health and offer suggestions for how to address mental health in the secondary transition planning process. The information is organized by four categories: (1) overview of the issue; (2) prevalence and comorbidity; (3) professional, family, and student perceptions; and (4) interventions and strategies. This annotated bibliography contains thirty-four sources.
Extension of NTACT Resources Focused on School Completion
Author: National Technical Assistance Center on Transition (NTACT)
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Dropout Rate,Dropout Prevention,Minority Group Students,Racial Differences,Change Strategies,Family Involvement,Cultural Pluralism,Early Intervention,Disabilities

Male minority students with disabilities drop out at higher rates than their white peers. Approximately 33% of American Indian or Alaskan Native, 19% of Asian or Pacific Islander, 32% of African-American, and 27% of Latino students with disabilities dropped out compared to 15.5% of White students with a disability (Grady &amp; Bost, 2014). Students who dropout experience higher rates of unemployment, poverty, incarceration, and depression (Grady &amp; Bost, 2014). A recent report from the National Dropout Prevention Center for Students with Disabilities highlights numerous strategies for decreasing the dropout rate for African-American and Latino males with disabilities in the areas of parent and family involvement, cultural diversity, and Early Warning Systems. This document outlines: (1) Parent and family involvement strategies; (2) Cultural diversity strategies; and (3) Early warning systems strategies.
Resources for Improving States&apos; Performance on the State Performance Plan (SPP)/Annual Performance Report (APR) Part B Secondary Transition Indicators
Author: National Technical Assistance Center on Transition (NTACT)
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: Transitional Programs,Statewide Planning,Annual Reports,Educational Indicators,Graduation Rate,Disabilities,Special Education,Educational Resources,Related Services (Special Education),Dropout Rate,Individualized Education Programs,Outcomes of Education,Dropout Prevention,Elementary Secondary Education,Educational Assessment

The purpose of this document is twofold. First, it provides a brief summary of states' Federal Fiscal Year 2015 (FFY2015) IDEA Part B Indicators 1: graduation rates, 2: dropout rates, 13: transition components of the IEP, and 14: post-school outcomes. These Indicators pertain only to students with disabilities and are reported yearly to the Office of Special Education Programs as part of the State Performance Plan (SPP)/ Annual Performance Report (APR). Collectively, these four indicators are known as &quot;secondary transition&quot; Indicators. Second, it provides a summary of NTACT resources states and local education agencies can access to improve their performance on these secondary transition Indicators.
A Guide for Teachers/Educators for Collaborating with Vocational Rehabilitation Services for Youth with Disabilities
Author: Clark, Kelly A.
Date: 2017-11-28
Type: Guides - Non-Classroom
Subjects: Vocational Rehabilitation,Disabilities,Guides,Teacher Collaboration,Agency Cooperation,Counselor Role,Delivery Systems,Transitional Programs,Job Skills,Teacher Role,Responsibility,Referral,Planning,Information Dissemination,Feedback (Response),Parent School Relationship,Student Participation,Parent Participation,American Indians,Tribes,Federal Legislation,Educational Legislation,Equal Education,Summer Programs,Program Evaluation,Cultural Relevance

Educational and vocational rehabilitation programs both have key roles and responsibilities in improving post-school outcomes for students with disabilities. Both entities must be involved in creating opportunities for students to develop skills and knowledge to prepare for careers in the 21st Century. To help facilitate understanding and promote local discussion and planning, this Teacher's Guide has been developed for educators to use in partnership with their local vocational rehabilitation (VR) counselor. The information and planning questions are based on practices that work to facilitate purposeful collaboration, which is focused on improving post-school outcomes for students with disabilities. Even though the implementation of the practices discussed in this guide will take some upfront planning and time, the rewards of this initial commitment will pay dividends down the road as educators and VR counselors are working jointly with students and their families. Specifically, this planning effort will assist with: (1) promoting a coordinated effort between the local education agency (LEA) and VR counselor; (2) creating processes to facilitate delivery of transition services, including pre-employment transition services to students with disabilities; and (3) eliminating duplication of efforts. This guide contains a list of resources. [Cover title varies: &quot;Teachers Guide to Vocational Rehabilitation.&quot;]
School District Innovation Zones: A New Wave of District-Led Efforts to Improve Economic Mobility
Author: Iyengar, Nithin
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: School Districts,Educational Innovation,School Turnaround,Social Mobility,Educational Change,Nonprofit Organizations,Accountability,Student Improvement,Educational Objectives,Educational Improvement,Sustainability,Public Schools,Charter Schools,Governing Boards,Partnerships in Education,Philanthropic Foundations

It is widely understood that school districts face significant barriers to designing and implementing sustained improvements in chronically underperforming schools. In particular, the size and complexity of urban districts pose daunting challenges to advance significant reform efforts, despite glaring need. A new wave of district-led &quot;innovation zones&quot; holds promise to overcome these challenges and deliver significant improvements in student outcomes. The experiences of five school districts that are vanguards of this new wave of innovation zones--Chicago; Denver; Indianapolis; Memphis, Tennessee; and Springfield, Massachusetts--are the subject of this report. These innovation zones reveal certain design features that place a focus on improving teaching and learning over multiple years--the heart of any successful turnaround effort. Research identified three primary types of innovation zones: (1) district-led; (2) third-party led; and (3) autonomous improvement zones. Each type takes a different approach to reach the same goal--improving student outcomes for a subset of schools by providing guaranteed school-based autonomy in return for higher expectations and accountability for performance. Beyond academic improvement, innovation zones profiled in this report often have broad support from teachers, parents, and students. They do not face heavy public resistance that, at times, besieges charter schools or state takeovers in predominantly African-American or Latino communities. By contrast, innovation zones often retain district administrators and teachers of color with deep roots in their community. While the innovation zones profiled in this report outshine most prior turnaround efforts, they also have a long way to go to demonstrate the kind of sustainable progress it takes to help put low-income students on the academic path that leads to upward social mobility.
Principal Assignments in Limbo: A Qualitative Study on the Processes and Potential Outcomes of the Recent Principal Assignment Initiative in Turkey
Author: Kalman, Mahmut
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Job Placement,Qualitative Research,Faculty Mobility,Justice,Politics of Education,Case Studies,Semi Structured Interviews,Focus Groups,Ethics,Administrator Attitudes,Teacher Attitudes,Educational Change,Resistance to Change,Program Implementation

This study aimed at investigating school principals' and teachers' perceptions of the processes pursued in principal assignments and the potential outcomes of the recently enacted initiative concerning the assignments in Turkish public schools. The intrinsic case study was used as the research design. The data were collected through one-on-one interviews and focus group discussions. It was concluded that the processes, practices, and procedures followed in the recent initiative were not considered procedurally just and ethical by principals and teachers, and that deservingness had nearly no role in the principal assignments. The participants' thoughts and perceptions overall implied that the principal assignments were entrenched in a quagmire of personal contacts and politics. More important, outcome favorability did not seem to have affected the perceptions of most of the principals. However, there were no significantly divergent views amongst the principals and teachers in terms of justifying and evaluating the initiative.
Drama Based Social Emotional Learning
Author: Usakli, Hakan
Date: 2018-00-00
Type: Journal Articles
Subjects: Drama,Social Development,Emotional Development,Teaching Methods,Instructional Effectiveness,Outcomes of Education,Measures (Individuals),Elementary School Students,Grade 4,Scores,Experimental Groups,Control Groups,Intervention,Foreign Countries,Statistical Significance,Pretests Posttests,Statistical Analysis

This experimental study evaluates effectiveness of drama on social emotional learning. Social-Emotional Skills Perception Scale was applied to 255 elementary fourth grades. The students who got average and below average social emotional score were selected for experimental and control group. Those groups are equal in participant (42 each) and have approximately similar means in the study. Ten weeks interventions that are drama sessions about social emotional learning were presented to experimental group students. It is apparently seen that there is significant difference between experimental and control groups in terms of social emotional learning on behalf of experimental group. Social emotional learning is very important issue for a child not only in school life but also family and social life. Drama seems to be very effective tool teaching social emotional learning to the kids. Schools can add their curriculum drama based social emotional learning hours. Future studies recommend upon different socio-economic backgrounds and age groups.
Services to Support Parent Involvement by Community Type, Sector, and School Classification. Data Point. NCES 2018-063
Author: Quirk, Abigail
Date: 2018-04-00
Type: Reports - Research
Subjects: Principals,Administrator Attitudes,Public Schools,Private Schools,School Personnel,Parent Participation,Workshops,Parent School Relationship,Questionnaires,Elementary Secondary Education,National Surveys,Charter Schools,Urban Schools,Rural Schools,Suburban Schools,Catholic Schools,Religious Education,Institutional Characteristics

Public and private school principals were asked to report whether their school had a staff member assigned to work on parent involvement; workshops or courses for parents or guardians; services to support parent participation such as providing child care or transportation; or a parent drop-in center or lounge. The Principal Questionnaire was administered as part of the 2011-12 Schools and Staffing Survey (SASS), which is a nationally representative sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. The selected samples include about 11,000 traditional and charter public schools and public school principals, and 3,000 private schools and their principals. This Data Point examines the relationship between services to support parent involvement, and community type, school sector, and school classification.
Opening the Textbook: Educational Resources in U.S. Higher Education, 2017
Author: Seaman, Julia E.
Date: 2017-00-00
Type: Reports - Research
Subjects: Educational Resources,Higher Education,Media Selection,Instructional Material Evaluation,Textbook Selection,Selection Criteria,Open Source Technology,Teacher Surveys,Student Costs,Familiarity,Copyrights,Layout (Publications),Decision Making,Barriers,Media Adaptation,Introductory Courses

This study is designed to explore the process by which faculty members select the educational materials that they employ in their courses. The most common of these is the required textbook--faculty members typically select one or more books that all students are required to use through the duration of the course. Faculty also employ a wide range of other materials: some optional, others required for all students. In addition to examining the overall resource selection process, this study also explores the particular class of materials classified as open educational resources (OER). Responses from over 2,700 U.S. faculty paint both a &quot;Good news&quot; and a &quot;Bad news&quot; picture for the role of open educational resources (OER) in U.S. higher education. Both sides of the equation are clearly evident in the responses from higher education teaching faculty who had recently selected required curricula materials (primarily textbooks) their course. [For &quot;Opening the Textbook: Educational Resources in U.S. Higher Education, 2015-16,&quot; see ED616827.]
Assessing the Effectiveness of Quantway: A Multilevel Model with Propensity Score Matching. Carnegie Math Pathways Technical Report
Author: Yamada, Hiroyuki
Date: 2016-10-00
Type: Reports - Research
Subjects: Hierarchical Linear Modeling,Probability,Scores,Mathematics Instruction,Mathematics Skills,Developmental Studies Programs,College Mathematics,Student Characteristics,Mathematics Achievement,College Students,Instructional Effectiveness,Outcomes of Education,Equal Education,Cohort Analysis,Community Colleges,Statistical Analysis

Quantway is a Carnegie Math Pathways initiative which redesigns the content, pedagogy, and structure of traditional developmental math courses to simultaneously tackle traditional barriers of student success and support a broader range of developmental students in achieving their math potential. Specifically, Quantway is a quantitative reasoning sequence that is comprised of a single term developmental math course called Quantway 1 and a college-level math course called Quantway 2. This study assessed the effectiveness of the developmental math course, Quantway 1, between the spring of 2012 and the fall of 2014. A hierarchical linear modeling technique was used to conduct propensity score matching across 37 student characteristics in order to compare the course performance of Quantway 1 students with matched comparison students in traditional developmental math courses. Quantway 1 students demonstrated significantly higher odds of success than matched comparison students in fulfilling developmental math course requirements. Additionally, Quantway 1 effects were positive across all sex and race/ethnicity subgroups as well as in nearly all classrooms and colleges. This study provided robust evidence that Quantway 1 increases student success in fulfilling developmental math requirements and advances equity in student outcomes. Directions for future work are suggested.