ethanporcaro/eric-fulltext-meta huggingface dataset:
The Psyhometric Properties of Mindfulness in Parenting Questionnaire (MIPQ) in Turkish Sample
Author: Gördesli, Meltem Aslan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Attention,Perception,Metacognition,Child Rearing,Parent Child Relationship,Parenting Styles,Questionnaires,Factor Analysis,Measures (Individuals),Test Validity,Test Reliability

The aim of the study is to examine the psychometric properties of the Mindfulness in Parenting Questionnaire developed by McCaffrey, Reitman and Black (2017) in Turkish parents. At the beginning of the study, linguistic equivalence was examined. After observing that the scale is linguistically equivalent to the original form, the Confirmatory Factor Analysis (CFA) was applied for testing the construct validity. The results showed that goodness of fit indices of the scale are within acceptable ranges for the two factor structure (?[superscript 2/sd]=1.927, RMSEA=0.049, GFI=0.90, CFI=0.90, IFI=0.90) as well as for the single factor model of the scale (?[superscript 2/sd]=1.904, RMSEA=0.049, GFI=0.90, CFI=0.90, TLI=0.90). The Cronbach's alpha internal consistency coefficient was found to range between 0.73 and 0.87 for each subscale and the whole scale. The results revealed that corrected item total correlations were between 0.50 and 0.85 and the t-test results for the upper 27% and lower 27% of scores were significant (p&lt;0.05). Also, the scale was found to be significantly correlated to the Parent-Child Communication Scale and the Mindful Attention Awareness Scale. To conclude, Mindfulness in Parenting Questionnaire appears to be a valid and reliable measure of mindful parenting in Turkish parents.
Implementing a Holistic Student Supports Approach: Four Case Studies
Author: Achieving the Dream, Inc.
Date: 2018-00-00
Type: Reports - Research
Subjects: Holistic Approach,Community Colleges,Two Year College Students,Student Personnel Services,Low Income Students,Integrated Services,Academic Support Services,First Generation College Students

Over the last several years, Achieving the Dream (ATD) has engaged in a number of initiatives to help community colleges build their capacity to ensure that more students can reach their education and career goals. During the course of that work, ATD has come to see clearly that enhancing and integrating student support services is central to student success. Helping more students achieve their dreams involves identifying a wider set of student needs--including financial challenges and family responsibilities--and offering redesigned support services to meet them holistically. To do this colleges must (1) review their advising and student support model; (2) develop a sustainable and scalable case management model; (3) implement visionary change leadership to spur cross-campus buy-in and engagement; and (4) assess and improve their use of data and technology. As ATD looks to the future, it recognizes the need to provide new coaching and training services to help colleges implement this new approach, but first they want to clarify the practices and research that informs it. This report introduces the theory and practice behind holistic student services along with four case studies of colleges that are well along in moving to adopt it. The colleges were part of a recently concluded learning initiative, ATD's Working Student Success Network, that, among other strategies, targeted lower-income students at 19 colleges with integrated services. Their experiences moved ATD forward in framing the holistic student services approach.
Adolescents&apos; Personality Traits and Positive Psychological Orientations: Relations with Emotional Distress and Life Satisfaction Mediated by School Connectedness
Author: Kim, Eui Kyung
Date: 2019-01-15
Type: Reports - Research
Subjects: Adolescents,Personality Traits,Life Satisfaction,High School Students,Quality of Life,Psychological Patterns,Student School Relationship

Contemporary models emphasize linkages between malleable positive psychological orientations and enhanced quality of life. As such, it is important to consider if these positive orientations provide unique explanatory power beyond the long-established relations between quality of life and within-person, less malleable personality traits. This study contributed to the literature by examining the relations among adolescents' personality traits, positive psychology orientations, and self-reported quality of life indicators. These relations were further examined by considering the mediating effects of the important contextual influences of school connectedness. Self-report responses of 1,867 California high school students to an 88-item schoolwide online survey that included the Big Five Inventory-10 (Neuroticism, Extraversion, Openness to Experience, Agreeableness, and Conscientiousness), the Social Emotional Health Survey-Secondary (Belief in Self, Belief in Others, Emotional Competence, and Engaged Living), the School Connectedness Scale, the Brief Multidimensional Life Satisfaction Scale, and the Social Emotional Distress Scale--Secondary were used to examine relations. Stepwise multiple regression analyses showed that after controlling for demographic variables (Block 1: sex, grade, and ethnicity) the personality traits (Block 2) were, as expected, significantly associated with life satisfaction and emotional distress. Supporting study hypotheses, the inclusion of positive psychological orientations (Block 3) explained significantly more variance of students' life satisfaction (Delta R[superscript 2] = 26%) and emotional distress (Delta R[superscript 2] = 5%). Mediation analyses using Structural Equation Modeling (SEM) found that only positive psychological orientations had significant indirect relations with quality of life through school connectedness. Implications and future research and practice are discussed. [This is the online version of an article published in &quot;Child Indicator Research.&quot;]
Mahasantri Satisfaction towards the University Boarding School: A Service Quality Approach in Islamic Higher Education
Author: Dalimunthe, R. Nadia R. P.
Date: 2019-01-00
Type: Journal Articles
Subjects: Islam,College Students,Higher Education,Religious Education,Boarding Schools,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Educational Quality,Student Attitudes,Classroom Techniques,Learner Engagement,Feedback (Response),Teacher Student Relationship,Teacher Effectiveness,Language Teachers,Educational Facilities

Mahasantri (an Islamic university students) is an agent for Islamic Higher Education Institution to face the Moderate Islam Malay Era. In Indonesia, for example, there is a university boarding school program for Mahasantri to improve their personality and competence. This study is trying to find out whether the program has been aligned with their satisfaction. One of service they received in the boarding is English Language Learning program. They are going to be interviewed about their satisfaction toward the program. Then, the interview result will be analyzed to generate the satisfaction indicator referring to five dimensions of Service Quality (SQ) by Parasuraman and Berry (1991).
Rankings of the States 2017 and Estimates of School Statistics 2018
Author: National Education Association
Date: 2018-04-00
Type: Numerical/Quantitative Data
Subjects: Public Education,Government Role,Educational Finance,Geographic Location,Elementary Secondary Education,Enrollment Trends,Attendance Patterns,Financial Support,Federal Aid,State Aid,Local Government,Income,Expenditures,Educational Administration,School Districts,High School Graduates,Expenditure per Student,Teacher Salaries,Public School Teachers,Average Daily Attendance

The data presented in this report provide facts about the extent to which local, state, and national governments commit resources to public education. As one might expect in a nation as diverse as the United States--with respect to economics, geography, and politics--the level of commitment to education varies on a state-by-state basis. Thus, NEA Research offers this report to its state and local affiliates as well as to researchers, policy makers, and the public as a tool to examine public education programs and services. Part I of this report--Rankings 2017--provides state-level data on an array of topics relevant to the complex enterprise of public education. Part II of this report--Estimates 2018--is in its 73rd year of production. Part III of this report--National Trends 2009--18--presents summary data of national trends in student enrollment and attendance, staff salaries, sources of school funding, and levels of educational expenditures in the previous ten years. A glossary is included. [For &quot;Rankings &amp; Estimates: Rankings of the States 2016 and Estimates of School Statistics 2017&quot;, see ED581040.]
A Review of the Literature on Measuring English Language Proficiency Progress of English Learners with Disabilities and English Learners. NCEO Report 408
Author: Liu, Kristin K.
Date: 2018-00-00
Type: Information Analyses
Subjects: Language Proficiency,English Language Learners,Disabilities,English (Second Language),Language Skills,Second Language Learning,Progress Monitoring,Measurement Techniques,Classification,Elementary Secondary Education,Federal Legislation,Educational Legislation

Schools in the United States serve a linguistically diverse population of students. The U.S. Department of Education estimates that 9.1 percent of public school students in the United States were English learners (ELs) in 2014-2015. These are students who meet the federal definition of English learners, referred to in the Individuals with Disabilities Education Act (2004) as limited English proficient (LEP), and formerly referred to as LEP in the Elementary and Secondary Education Act of 1965 (Sec. 8101), or more recently as English language learners (ELLs), prior to their designation as ELs in the Every Student Succeeds Act (ESSA) of 2015. Roughly 14% of ELs had a disability in 2014-2015 (U.S. Department of Education). ELs with disabilities may require increased capabilities in school professionals and education agencies to meet their needs to learn English skills at the same time they are acquiring content and expectations for behaviors or functioning in schools. These students, by definition, are students who must progress toward proficiency in speaking, reading, writing, or understanding English; they also have one or more disabilities that affect their academic and behavioral functioning and possibly their acquisition of the English language. Documenting how educators and policymakers can determine the degree of progress in English proficiency that ELs with disabilities are making poses a significant problem. The purpose of this report is to review the literature on methods for measuring English language proficiency (ELP) &quot;progress&quot; for ELs with disabilities.
Does Using History of Mathematics Make Sense? The Views of Teacher Candidates
Author: Gürsoy, Kadir
Date: 2018-00-00
Type: Journal Articles
Subjects: History,Mathematics,Mathematics Instruction,Student Attitudes,Foreign Countries,Elementary Education,Preservice Teachers,Opinions

This study aims to determine the opinions of teacher candidates about using history of mathematics (HoM) in the instruction of mathematics. Research data was collected from elementary mathematics education 4th grade students through semi-structured interviews conducted for the purpose of collecting their opinions about using HoM in the instruction of mathematics. The data of this study conducted with qualitative approach was collected from six teacher candidates. The review of semi-structured interviews revealed that teacher candidates believe that using HoM in the instruction of mathematics may be useful for both teaching and learning purposes. Their concerns about using HoM in the instruction of mathematics are another outcome revealed by the study. Regarding the results, it is suggested to teach the courses of elementary mathematics education's undergraduate program that are related to educational content knowledge along with the activities of HoM.
Developing an Instrument to Evaluate the OLI Olympic Education Program in Turkey: Case Study of Implementation
Author: Dugan, Omur
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Athletics,Test Construction,Program Evaluation,Program Effectiveness,Knowledge Level,Competition,Elementary School Students,Student Attitudes,Experiential Learning,Values Education,Peace,Teamwork

The goal of the 'Olympic Movement' is to contribute to building a peaceful and better world by educating youth through sport practices with Olympism and its values. To contribute to the Olympic Movement; Culture and Olympic Education Commission of Turkish NOC, has prepared an interactive Olympic education project called &quot;OLI&quot; since 2009, which reached 3 million students. It is very important to develop a means to analyze if the Olympic education program OLI fullfills its aims. Therefore the research question of this study is &quot;What are the principal aims of the OLI program and how can we develop an evaluation procedure to assess the extent to which these aims are achieved?&quot; A sample group was a class of students (n=33) who participated in the OLI education. The methodology of the study included developing the survey from the context of education given to evaluate the program. Before and after case study was conducted to the students. The questions developed were related to knowledge about the modern Olympic Games and knowledge of attitudes associated with, Olympic values and Olympism. According to the results of the survey; the OLI project increased the knowledge about Modern Olympic Games and the knowledge of attitudes associated with, Olympic values and Olympism. The importance of the study was that; even though there is a wide range of approaches to Olympic education programs, there is indeed no detailed evaluation methods. With this study; an approach which is short, sharp, feasible and something which can be used relatively easy to implement was developed. [This article is a selected paper of the 7th World Conference on Educational Technology Researches (WCETR-2017) 20-22 April 2017 AAB College, Pristina, Republic of Kosovo.]
Cyberbullying and Cell Phone Policy in U.S. Primary and Secondary Schools. Data Point. NCES 2019-053
Author: Eanes, Spencer
Date: 2019-01-00
Type: Reports - Evaluative
Subjects: Bullying,Telecommunications,Handheld Devices,Violence,Crime,School Security,Discipline Problems,Elementary Secondary Education,Principals,Incidence,Standards,School Policy,Racial Differences,Public Schools,White Students,Minority Group Students,Racial Composition

This report describes principals' reports of the frequency with which cyberbullying occurred among U.S. students in 2010 and 2016. Additionally, this report examines schools with more frequent reports of cyberbullying and compares groups of schools with varying racial/ethnic compositions and rules prohibiting cell phone use during school hours. The data for this report are from the 2010 and 2016 School Survey on Crime and Safety (SSOCS), which asked public school principals about the prevalence of violence and crime in their schools, school security measures, disciplinary problems and actions, presence of security staff, and other related characteristics. The SSOCS is a nationally representative sample survey of over 3,000 public K-12 schools in the 50 states and the District of Columbia. The following questions are answered: (1) How does the frequency of principal-reported cyberbullying compare between 2010 and 2016?; and (2) How does the frequency of principal-reported cyberbullying vary by school rules on cell phone use and percent of students who are nonwhite?
Aligning for Student Success: How Community Colleges Work with K-12 to Improve College and Career Outcomes
Author: American Association of Community Colleges
Date: 2018-11-28
Type: Reports - Descriptive
Subjects: Community Colleges,College Role,Two Year College Students,College Readiness,College Preparation,Educational Policy,Alignment (Education),Data Collection,Stakeholders,Participation,Academic Advising,Elementary Secondary Education,Postsecondary Education,Partnerships in Education,Career Readiness,Leadership Role,Student Placement,Intervention,College Bound Students

Since 2012, community colleges have made a considerable effort to increase student success and completion. Today, as much greater attention is being paid to drawing stronger linkages between education and workforce needs, institutions are becoming more strategic and deliberate in this work. In particular, many institutions are building stronger with relationships with their K-12 partners to ensure students are ready to succeed in college and beyond. The colleges highlighted in this report are models for how collaboration can promote college readiness and success for all students. The report describes how partnerships at South Texas College, Davidson County Community College, and in the state of New York have made a difference through precollege supports that help prepare students academically for the rigors of college. Aligned advising, clear and consistent course sequences, and accelerated transfer pathways at Miami Dade College, Ivy Tech Community College, Montgomery College, and Prince George's Community College also offer lessons on how to ensure systematic barriers never derail students on the path to a postsecondary credential. Finally, the work by Monroe Community College, Northern Virginia Community College, and Columbus State Community College offer cutting-edge practices to strengthen workforce alignment across the entire education continuum. This report details these practices and offers high-level strategies, as well as concrete actions community college presidents and trustees can take to partner with K-12 to dramatically improve student outcomes. [This report was co-produced by the Education Strategy Group (ESG).]
Keep Them Coming Back. DataPoints. Volume 6, Issue 14
Author: American Association of Community Colleges
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Academic Persistence,Two Year College Students,Minority Group Students,School Holding Power,Asian American Students,Hispanic American Students,White Students,African American Students,Success

Fall-to-fall retention and persistence are important early indicators for students working toward degrees and certificates. Data examined by the National Student Clearinghouse Research Center indicated that the overall rate for students who began at a community college in fall 2016 and persisted the next fall (enrolled in the same college or transferred to another college) was 62.2 percent. Overall, Asian students followed by Hispanic students had the highest persistence rate. Asians who persisted were also most likely to stay at the college where they started, followed by Hispanics. White students had higher retention than blacks, and they were most likely to have transferred by the second fall. Community colleges should use campus-level data such as these to drive and monitor student success initiatives.
The Collection and Availability of Teacher Diversity Data: A Survey of 51 State Education Agencies. Research Brief
Author: Di Carlo, Matthew
Date: 2018-09-00
Type: Reports - Research
Subjects: Diversity (Faculty),Teacher Characteristics,Race,Ethnicity,Data Collection,Web Sites,Institutional Characteristics,School Districts,Information Dissemination,Access to Information,Elementary Secondary Education

Despite increasing attention being focused on the importance of teacher diversity in recent years, the federal government does not centrally collect district- or school-level data on teacher race and ethnicity. This means that responsibility for the collection and promulgation of teacher diversity data falls to individual states and/or districts. Based on our survey of state education agencies in 50 states and the District of Columbia, conducted in late 2017, we provide a comprehensive summary of whether these data are collected by states, and whether and how they are made available to the public. We find that six states--Alabama, Delaware, Maine, Vermont, Virginia and West Virginia--do not collect any district- or school-level data on teacher race and ethnicity. Two states, Nevada and North Carolina, collect only district-level data. In addition, of the 43 states that do collect school-level data, 38 make these data reasonably available to the public, and only 17 do so on their websites. In other words, roughly 1 in 4 states either does not collect or does not make public school-level teacher diversity data, and only about 1 in 3 makes these detailed data available without a request. We conclude with recommendations that all states collect school-level data on teacher race and ethnicity and post the data on their websites. We also recommend that the U.S. Department of Education begin centralized collection of these data as part of its Civil Rights Data Collection.
A Second Chance through Pell. DataPoints. Volume 6, Issue 12
Author: American Association of Community Colleges
Date: 2018-09-00
Type: Numerical/Quantitative Data
Subjects: Federal Aid,Grants,Institutionalized Persons,Correctional Institutions,Correctional Education,Community Colleges,Access to Education,Postsecondary Education,Enrollment Trends

Incarcerated individuals have lower educational attainment than the general population, but education plays an important part in their re-entry into society. Prison education has shown to increase the likelihood of employment upon release and reduced recidivism. With about 1.5 million incarcerated individuals in state and federal prisons, and about 650,000 released annually, the American Association of Community Colleges, Vera Institute of Justice and other organizations are advocating for more educational opportunities to eligible inmates. Currently, inmates cannot use Pell grants for their postsecondary education. But in 2015, the U.S. Education Department opened Pell eligibility on a pilot basis through the Second Chance Pell Experimental Sites Initiative, involving 65 postsecondary institutions (including many community colleges) in more than half the states. In fall 2016, institutions participating in the initiative offered 475 courses in which 1,504 inmates were enrolled. By fall 2017, inmate enrollment jumped to 4,974 and courses to 1,065, with participating colleges offering 82 certificate, 68 associate and 21 bachelor's degree programs.
Where Military Personnel Tend to Go. DataPoints. Volume 6, Issue 17
Author: American Association of Community Colleges
Date: 2018-11-00
Type: Numerical/Quantitative Data
Subjects: Military Personnel,Community Colleges,Two Year College Students,Veterans Education,Enrollment Trends,Academic Support Services,Student Personnel Services

Community colleges enroll a diverse population of military-affiliated students, including those still on active duty, reservists and veterans. According to 2015-16 federal data, student veterans accounted for about 4.8 percent of community college students, active-duty military students another 1.5 percent and reservists comprised 0.1 percent, compared to 2008-09 data when the figures were 3.5 percent, 0.7 percent and 0.4 percent, respectively. In 2015-16, public four-year institution enrollment included 2.8 percent comprised by student veterans, 1.1 percent by active-duty military members and 0.2 percent by reservists. Community colleges provide resources and academic and non-academic programs designed to support military-affiliated students.