ethanporcaro/eric-fulltext-meta huggingface dataset:
Promising Reforms in Developmental Education. Looking Forward
Author: MDRC
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Developmental Studies Programs,Educational Change,Community Colleges,Skill Development,Remedial Mathematics,Alignment (Education),College Readiness,Transitional Programs

The United States must raise the graduation rates of community college students if it is to increase economic opportunity for individuals and improve the competitiveness of its workforce. Yet too many students arrive on campus academically underprepared and get placed into developmental (or remedial) courses where they fail to progress. For this reason, developmental education has been a major target of postsecondary reform in states and community colleges. This two-page &quot;Looking Forward&quot; memo provides an overview of research evidence in four areas of developmental education reform.
The Forgotten Voices in Higher Education: Students' Satisfaction with English-Medium Instruction
Author: Karakas, Ali
Date: 2017-06-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Satisfaction,Language of Instruction,English (Second Language),Questionnaires,Private Colleges,Statistical Analysis,Content Analysis,Language Skills,Teacher Competencies,School Policy,Educational Quality,Educational Practices

This study explores how satisfied Turkish students are with English-medium instruction (EMI) in the context of higher education in an era when EMI universities operate as international brands capitalizing on English as a commodity to vie for more customers, that is, national and international students. Data were collected through a questionnaire administered to a large group of students enrolled in a private EMI university in Turkey's capital, Ankara. The data were further complemented through qualitative data obtained from open-ended email discussions with students. The analysis done by computing descriptive statistics and content analysis addressed EMI in terms of students' satisfaction with (1) teaching, (2) content teachers' English, (3) their institutions, and (4) their institutions' English language policies and practices. The results show that the majority of the students were satisfied with EMI in general and the four components, but it was their language policies and practices with which students were less satisfied compared to other EMI components for some reasons. Pedagogical implications of the findings are discussed in light of the findings of previous studies.
Teaching Computing in a Multidisciplinary Way in Social Studies Classes in School--A Case Study
Author: von Wangenheim, Christiane Gresse
Date: 2017-05-00
Type: Journal Articles
Subjects: Computer Science Education,Interdisciplinary Approach,Social Studies,Programming,Educational Games,Case Studies,Grade 5,Grade 7,Instructional Design,Teaching Methods,Student Motivation,History Instruction,Foreign Countries,Questionnaires,Parent Attitudes,Student Attitudes,Teacher Attitudes,Statistical Analysis,Educational Technology,Technology Uses in Education

In order to be well-educated citizens in the 21st century, children need to learn computing in school. However, implementing computing education in schools faces several practical problems, such as lack of computing teachers and time in an already overloaded curriculum. A solution can be a multidisciplinary approach, integrating computing education within other subjects in the curriculum. The present study proposes an instructional unit for computing education in social studies classes, with students learning basic computing concepts by programming history related games using Scratch. The instructional unit is developed following an instructional design approach and is applied and evaluated through a case study in four classes (5th and 7th grade) with a total of 105 students at a school in (omitted for submission). Results provide a first indication that the instructional unit enables the learning of basic computing concepts (specifically programming) in an efficient, effective and entertaining way increasing also the interest and motivation of students to learn computing.
Learning to Program with Game Maker
Author: Johnson, Claire
Date: 2017-05-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Qualitative Research,Case Studies,Programming,Computer Science Education,Computer Games,Educational Games,Instructional Design,Constructivism (Learning),Units of Study,Planning,Student Developed Materials,Curriculum Implementation,Learning Readiness,Computer Software,Grade 8,Visualization

&quot;Game Maker&quot; is widely used in UK secondary schools, yet under-researched in that context. This paper presents the findings of a qualitative case study that explores how authoring computer games using &quot;Game Maker&quot; can support the learning of basic programming concepts in a mainstream UK secondary setting. The research draws on the learning theory of constructionism, which asserts the importance of pupils using computers as &quot;building material&quot; to create digital artefacts (Papert, 1980; Harel and Papert, 1991), and considers the extent to which a constructionist approach is suitable for introducing basic programming concepts within a contemporary, game authoring context. The research was conducted in a high achieving comprehensive school in South East England. Twenty-two pupils (12 boys; 10 girls; 13-14 years old) completed a unit of work in computer game authoring over an eight-week (16 x 50 minute lessons) period. In planning and developing their games, they worked in self-selected pairs, apart from two pupils (one boy and one girl) who worked alone, by choice. Nine of the ten pairs were the same gender. Data were collected in planning documents, journals and the games pupils made, in recordings of their working conversations, and in pair, group and artefact-based interviews. Findings indicate that as well as learning some basic programming concepts, pupils enjoyed the constructionist-designed activity, demonstrated positive attitudes to their work, and felt a sense of achievement in creating a complex artefact that had personal and cultural significance for them. However, the findings also suggest that the constructionist approach adopted in the research did not effectively support the learning of programming concepts for all pupils. This research arises out of a perceived need to develop accessible, extended units of work to implement aspects of the Computing curriculum in England. It suggests that using &quot;Game Maker&quot; may offer a viable entry, and identifies the programming concepts and practices which pupils encountered, the difficulties they experienced, and the errors they made when authoring computer games. It also offers recommendations to increase the readiness with which students engage with key programming concepts and practices when using this visual programming software. In so doing it makes a practical contribution to the field of qualitative research in secondary computing education.
Varying Reasons of Young Learners' Problem Behaviours According to Novice ELT Teachers
Author: Tunaz, Mehmet
Date: 2017-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Second Language Learning,English (Second Language),Second Language Instruction,Gender Differences,Questionnaires,Student Behavior,Punishment,Elementary School Teachers,Foreign Countries,Rewards,Language Teachers,English Teachers,Teacher Attitudes,Curriculum,Behavior Problems,Grade 4,Statistical Analysis,Likert Scales,Personality Traits,Elementary School Students

This research is conducted to examine novice ELT teachers' perspective on the possible motives behind young learners' problem behaviours in English classes. The gender of ELT teachers have been also considered in order to investigate whether there is a difference between the perception of male and female teachers on the leading causes of problem behaviours in classroom. The adapted version of the questionnaire developed by Miller, Ferguson &amp; Byrne (2000) were conducted with 15 male and 15 female novice teachers in their first year in teaching profession. The result of the study indicated that both male and female novice teachers have similar ideas about the causes of misbehaviour except for one point: (1) teachers' rewards and punishments. Female teachers stated that teachers' rewards and punishment might be the main motive for problem behaviours whereas male teachers disregard this factor as a crucial cause of misbehaviour. As for the other three factors, all the teachers agreed that (2) &quot;adult behaviour&quot; and (3) &quot;curriculum demands on children&quot; might increase the frequency of misbehaviour among young learners in English classes. (4) &quot;Personality of the learner&quot;, however, was found to be the most important reason behind problem behaviours. As the results revealed, most of the factors were explained similarly by both male and female teachers except for teachers' rewards and punishments, a finding which shows that gender has little (if any) effect on novice teachers' attribution for learner misbehaviour in EFL classes.
Alaska's Public Schools: 2014-2015 Report Card to the Public
Author: Alaska Department of Education and Early Development
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Public Schools,State Legislation,School Districts,Academic Achievement,Educational Policy,Academic Standards,Standardized Tests,High School Graduates,Exit Examinations,Instructional Program Divisions,Graduation Rate,Attendance Patterns,Dropout Rate,Accreditation (Institutions),Teacher Competencies,Mentors,State Programs,Charter Schools,State Schools,Low Income Groups,Ethnic Groups,Racial Differences,Socioeconomic Status,Immigrants,Limited English Speaking,Disabilities,Accountability,Reading Achievement,Writing Achievement,Mathematics Achievement,Science Achievement,Language Arts,African Americans,Alaska Natives,American Indians,Whites,Hispanic Americans,Multiracial Persons,College Entrance Examinations,National Competency Tests,Educational Legislation,Federal Legislation,Elementary Secondary Education,Occupational Tests

This statewide Report Card to the Public is published in accordance with Alaska Statute 14.03.120 for the school year 2014-2015. Under state law, each school district also is required to report information about its performance. Public knowledge pertaining to the school system is an important part of Alaska's accountability system. This report is a resource for Alaska's parents, community members, and educational policymakers, including legislators, the Governor, the State Board of Education &amp; Early Development, and local school boards. Readers can acquire at a glance information regarding state and national assessments, and Alaska's graduation rates, dropout rates, teacher quality, schools recognized for excellence and schools collaborating with the state on improvements. This report includes information about the Alaska Measures of Progress (AMP), which is administered to students in grades 3 through 10 in English language arts and mathematics. AMP is geared to Alaska's higher standards, adopted in 2012. The goal of the standards is to develop students who are academically ready to achieve their personal goals in career training, the military, two-year colleges, and four-year colleges. Assessments help students, parents, and educators follow students' progress toward readiness. The ultimate goal of the Alaska Department of Education and Early Development is that every student will achieve academically at a high level through the guidance of outstanding teachers in high quality schools. [Cover Title: &quot;State of Alaska Department of Education &amp; Early Development 2014-2015 Report Card to the Public.&quot; For &quot;Alaska's Public Schools: 2013-2014 Report Card to the Public,&quot; see ED574765 .]
Higher Education Civic Learning and Engagement: A Massachusetts Case Study. Promising Practices
Author: Brennan, Jan
Date: 2017-06-00
Type: Reports - Research
Subjects: Higher Education,Civics,Citizenship Education,Learner Engagement,Case Studies,State Policy,Educational Policy,Policy Formation,Accountability,Alignment (Education),Educational Objectives,Student Participation,Citizen Participation,Definitions,Educational Assessment

This Promising Practices report explores the civic learning and engagement efforts of Massachusetts' public higher education system in five areas: vision of Preparing Citizens as a core educational commitment, development of a state higher education Policy on Civic Learning, creation of civic engagement and service-learning course designations, progress in statewide assessment accountability for civic learning, and policies to align civic learning across the K-16 education continuum.
Alaska's Public Schools: 2013-2014 Report Card to the Public
Author: Alaska Department of Education and Early Development
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Public Schools,State Legislation,School Districts,Academic Achievement,Educational Policy,Academic Standards,Standardized Tests,High School Graduates,Exit Examinations,Instructional Program Divisions,Graduation Rate,Attendance Patterns,Dropout Rate,Accreditation (Institutions),Teacher Competencies,Mentors,State Programs,Charter Schools,State Schools,Low Income Groups,Ethnic Groups,Racial Differences,Socioeconomic Status,Immigrants,Limited English Speaking,Disabilities,Accountability,Reading Achievement,Writing Achievement,Mathematics Achievement,Science Achievement,Language Arts,African Americans,Alaska Natives,American Indians,Whites,Hispanic Americans,Multiracial Persons,College Entrance Examinations,National Competency Tests,Educational Legislation,Elementary Secondary Education,Federal Legislation,Occupational Tests

This statewide &quot;Report Card to the Public&quot; is published in accordance with Alaska Statute 14.03.120 for the school year 2013-2014. Under state law, each school district is required to report information about its performance. Public knowledge of the school system is an important part of Alaska's school accountability system. This report is a resource for Alaska's parents, community members, and educational policymakers, including legislators, the Governor, the State Board of Education &amp; Early Development, and local school boards. At a glance, this report provides readers with information about state and national assessments, and Alaska's graduation rates, dropout rates, teacher quality, schools recognized for excellence, and schools collaborating with the state on improvements. This report also includes information about the final school year in which the state administered the Standards Based Assessments. The legislature repealed the High School Graduation Qualifying Exam, and in spring 2015, the state will begin new assessments in grades 3 through 10 in English language arts and mathematics, called the Alaska Measures of Progress. The new assessments are geared to Alaska's higher standards, adopted in 2012. The goal of the standards is to develop students academically ready to achieve their personal goals in career training, the military, two-year colleges, and four-year colleges. Assessments help students, parents, and educators follow students' progress toward readiness. The ultimate goal of the Alaska Department of Education &amp; Early Development is for every student to achieve academically at a high level through the guidance of outstanding teachers in high-quality schools. [Cover Title: &quot;State of Alaska Department of Education &amp; Early Development 2013-2014 Report Card to the Public.&quot; For &quot;Alaska's Public Schools: 2012-2013 Report Card to the Public,&quot; see ED574753.]
Alaska's Public Schools: 2015-2016 Report Card to the Public
Author: Alaska Department of Education and Early Development
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Public Schools,State Legislation,School Districts,Academic Achievement,Educational Policy,Academic Standards,Standardized Tests,High School Graduates,Exit Examinations,Instructional Program Divisions,Graduation Rate,Attendance Patterns,Dropout Rate,Accreditation (Institutions),Teacher Competencies,Mentors,State Programs,Charter Schools,State Schools,Low Income Groups,Ethnic Groups,Racial Differences,Socioeconomic Status,Immigrants,Limited English Speaking,Disabilities,Accountability,Reading Achievement,Writing Achievement,Mathematics Achievement,Science Achievement,Language Arts,African Americans,Alaska Natives,American Indians,Whites,Hispanic Americans,Multiracial Persons,College Entrance Examinations,National Competency Tests

Alaska's Department of Education &amp; Early Development shares a vision that all students can succeed in their education and work, shape meaningful lives for themselves, exemplify the best values of society, and be effective in improving the character and quality of the world about them. To support this mission, the Alaska State Board of Education and Early Development has developed five strategic priorities. They are: (1) Amplify student learning; (2) Inspire community ownership of educational excellence; (3) Modernize the education system; (4) Ensure excellent educators; and (5) Promote safety and well-being. These strategic priorities focus the public school system on fulfilling the mission of providing an excellent education for every student every day. This Report Card to the Public provides important factual information about Alaska's schools' and districts' performance over the past school year. Readers can learn at-a-glance information about state and national assessments and Alaska's graduation rates, dropout rates, schools recognized for excellence, and schools collaborating with the state on improvements. Families can use this information to know how best to support their school in providing an excellent education for every student. The Department of Education and Early Development now uses social media to share positive messages about education in Alaska and the importance of lifelong learning. Alaska's Department of Education and Early Development is eager to continue informing and engaging with the public through the Report Card to the Public, about students and schools and what the State Board, department staff, school and district staff, partner organizations, parents, and families can do to support Alaska's students. [Cover Title: &quot;State of Alaska Department of Education &amp; Early Development 2015-2016 Report Card to the Public.&quot; For &quot;Alaska's Public Schools: 2014-2015 Report Card to the Public,&quot; see ED574763.]
Meta-Analysis of Jelajah Alam Sekitar (JAS) Approach Implementation in Learning Process
Author: Ngabekti, S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Meta Analysis,Teaching Methods,Instructional Effectiveness,Educational Research,Biology,Science Instruction,Environment,Questionnaires

The results of tracer studies on the approach of Jelajah Alam Sekitar (JAS) or environment exploring learning has been detected is used in eight provinces in Indonesia and studied in the learning begin primary school to college. Then, how the effectiveness of the implementation of the JAS approach in improving the learning process. This study uses meta-analysis-data in the form of descriptive exploratory qualitative. Data was taken from the various thesis, and research faculty in the last 10 years. Data analysis was performed by calculating the percentage of the same findings for similar problems. The results showed a wide range of studies using different methods and approach such as qualitative descriptive, quasi-experimental, PTK and R and D to produce evidence that the approach JAS effective when applied in teaching, especially teaching biology in a variety of teaching materials. Various studies have shown the approach JAS managed to increase learning outcomes, can differentiate learning outcomes between treatment and control groups in which the treatment group had a mean score higher. Models/strategies/methods centered learning students are very relevant to implementation approach JAS making it seem more real, like a model of cooperative learning, think pair share, strategy role-playing, the investigation group, learning cycle 5e, hands-on activity, and so on, making it possible to continuously assessed and developed in the paradigm of competency-based curriculum developed.
John Dewey's Influence on Turkish Education System in the Early Republic Era
Author: Sahin, Mustafa
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Progressive Education,Educational Practices,Educational History,Teacher Salaries,Teacher Selection,Housing,Educational Innovation,School Libraries,Library Education,Administrative Organization,Educational Development,Content Analysis,Qualitative Research

In this research, the influence of John Dewey's visit to Turkey in 1924, his report on Turkish education system and its influence on Turkish education system in the early republic era were discussed. John Dewey was invited by Ministry of Education in 1924. He made investigations concerning the education system, participated in interviews, and submitted a report to the ministry. He stayed approximately two months in Turkey and prepared two reports about Turkish education system: The first report was mainly about urgent addition of some allowances to the budget rather than a report on the general problems of education, and it was in nature of memorandum indicating how to share these allowances. After returning to his country, he wrote and sent the second report. Dewey emphasized a new and unique Turkish education system. Dewey stated that teachers' salaries have to be increased rapidly, appointments should be balanced and it is crucial to provide housing for teachers. He emphasized the importance of awareness of the innovation of the managers and teachers in the education system through training magazines which will be published. He pointed out the importance of the establishment of a library in every school, and a course set on the librarianship at schools. He recommended establishment of an independent unit at the school buildings and architecture in the training organizations, and doing studies abroad on the subject. He expressed that Turkish education system was in a centralized structure whereas having a decentralized structure as well will form a structure distant from bureaucracy. Dewey's suggestions tried to be implemented by some ministers especially by the Mustafa Necati, in the early republic era. In this study, document analysis technique which was included in qualitative research methods was used.