ethanporcaro/eric-fulltext-meta huggingface dataset:
Implications of the 1997 NAEP Visual Arts Data for Policies Concerning Artistic Development in America's Schools and Communities. Visual Arts Consortium
Author: Diket, Read M.
Date: 2001-00-00
Type: Collected Works - General
Subjects: National Competency Tests,Visual Arts,Art Education,Factor Analysis,Academic Achievement,Grade 8,Correlation,Comparative Analysis,Differences,Regional Characteristics,Predictor Variables,High Achievement,Low Achievement,Educational Policy

A visual arts group of researchers formed in 1999 to study statistical data from the 1997 [National Assessment of Educational Progress] NAEP Arts, responding to an open invitation at the National Art Education conference in Washington, DC to compete for funding under a secondary analysis grant. The Department of Education funded three investigative plans that emerged from collaborative efforts. The primary question was, &quot;What are the factor sets derived from 8th grade students' general and art background questionnaire responses and from school level data that are impacting visual arts achievement?&quot; A research model (included in the report) was tested and used in hierarchical modeling, regional profiles, and quartile analysis comparing high and low achievers. Correlations were robust for the values and resources of the home, for active dialogue between parents and educators about children's school opportunities, when art classes were taught by knowledgeable and enthusiastic teachers, and when schools offered resources and meaningful experiences with art. In settings in the community not for school, the researchers looked at community and art agency settings, Regional variations suggested avenues for policy at a more particular level, as partnership needs and availability differed across the country. Comparisons of high and low quartiles provided a closer look at student performance, giving teachers insights into how to make adjustments in their curriculum and teaching. Secondary analysis of data revealed strong evidence of interrelated influences. The 1997 NAEP provided item indicators of achievement, but secondary analysis of the data revealed strong evidence of interrelated influences. The assessment, occurring at the cusp of art standards infusion, provides a benchmark against which to measure progress in visual arts education. The following are appended: (1) Visual Arts Consortium Authors; and (2) 1997 NAEP Visual Arts Secondary Analysis Recoded Variables. [Pamela K. Thorpe served as the statistical consultant.]
Using Incremental Rehearsal for Building Fluency of Sight Words for Children with a Learning Disability
Author: Aldawish, Abeer
Date: 2017-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Learning Disabilities,Elementary School Students,Reading Fluency,Sight Vocabulary,Instructional Effectiveness,Pretests Posttests,Intervention,Teaching Methods,Concept Formation,Repetition,Grade 2,Reading Skills,Drills (Practice)

Incremental Rehearsal (IR) is an effective, evidence-based intervention for teaching words that uses high repetition and a high ratio of unknown and known items. The purpose of the present research study was to evaluate the effectiveness of using Incremental Rehearsal to improve the fluency in reading sight words for three elementary students diagnosed with a specific learning disability. A causal design was used to measure the efficiency of using Incremental Rehearsal to improve the ability to read sight words for the students. Multiple data points were used throughout this study including a pre-test, a duration of intervention, and a post-test. Data was collected over a span of six weeks for a four to five-minute session. Results indicated that there was a functional relationship between Incremental Rehearsal and the fluency of sight word reading and that the children's ability to read sight words fluently increased after the intervention. The following are appended: (1) Second Grade Sight Words; (2) Incremental Rehearsal Field Notes; and (3) Incremental Rehearsal Cold Probe Data.
Food Insecurities and Student Success: Maryland&apos;s Community Colleges. National Institutes of Health Phase Two Report. ASCEND Training Model to Increase Diversity in Biomedical Research
Author: Hollis, Leah P.
Date: 2017-07-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Food,Nutrition,Hunger,Success,Physical Health,Attention,Grade Point Average,Qualitative Research,Administrator Attitudes,Interviews

Community colleges nationwide rally to meet President Obama's challenge of adding five million graduates by 2020. However, many institutions continue to experience declining retention and attempt lackluster solutions to bolster student success. One often overlooked factor in need of investigation is the impact of food insecurity, an inadequate level of nutritional and safe food or the inability to obtain foods in a socially acceptable manner. The researchers for this project will investigate the levels of food insecurity and the relationship to student success defined as what students must do to complete their college program successfully. For this project, student success includes two elements that can lead to completion--concentration levels and energy levels, and one traditional metric of success, grade point average (GPA). This study will be conducted on Maryland community college students (Spaid, 2016). This phase 2 report is the qualitative segment of the project in which food pantry administrators from six Maryland Community Colleges agreed to share their lived experiences in establishing and maintaining food pantries on campus. The Interview Protocol is appended.
Common Characteristics of an Effective English Language Teacher
Author: Dincer, Ali
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Teacher Characteristics,Language Teachers,English (Second Language),Second Language Instruction,Literature Reviews,Interpersonal Competence,Affective Behavior,Pedagogical Content Knowledge,Knowledge Base for Teaching,Personality Traits

Effective learning is strongly related to effective teacher and effective teaching. In this concept, teachers' characteristics gain crucial importance in understanding and lessening the problems and difficulties hindering students' long lasting learning process. The aim of this study is to present a literature review about the features of an effective English language teacher by comprising of the common characteristics in the studies and to give some pedagogical suggestions for English language teachers on how to increase their effectiveness in the classroom. Therefore, over 30 studies conducted in foreign language education area were overviewed and main characteristics of an effective English language teacher mostly cited in these studies were categorized under four headings. These four categories are as follow: socio-affective skills, pedagogical knowledge, subject-matter knowledge and personality characteristics. Findings showed that an English language teacher should have socio-affective skills, pedagogical knowledge, subject matter knowledge and personal qualities for better language teaching and learning. In addition, an effective English language teacher should have a balanced combination of these four main aspects.
Turkish EFL Speaking Course Students' Motivational Orientations and Their Instructors' Autonomy Support
Author: Dinçer, Ali
Date: 2011-05-00
Type: Dissertations/Theses - Masters Theses
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Self Determination,Student Motivation,Academic Achievement,Correlation,Self Concept,Personal Autonomy,Student Attitudes,Educational Environment,Metacognition,Preservice Teachers,Oral Language,Higher Education,Classroom Communication,College Faculty,Questionnaires,Interviews,Path Analysis,Foreign Countries,Teacher Student Relationship,Teacher Education Programs,Language Teachers,Qualitative Research,Statistical Analysis

Many studies using Self-Determination Theory (SDT) as a theoretical platform have emphasized the importance of knowing students' motivational orientations in education, and stated that autonomy-supportive or controlling learning climates are significant to determine students' motivational resources, academic achievement, and classroom engagement. Although there are many studies in the general education domain on these issues, there are few studies which focus specifically on foreign language learning especially basic language skill courses in the relevant literature. By this study, it is aimed to investigate respectively Turkish English-as-a-foreign-language (EFL) speaking course students' motivational orientations; to demonstrate the relations among intrinsic and extrinsic orientations of students, their self-perception of competence, autonomy, learning climate and classroom engagement; and lastly to examine the effects of students' perceptions of autonomy supportive or suppressive learning climates on their perceived competence, autonomous regulation, self-determined levels and engagement within the framework of SDT. In order to fulfill these aims, 142 pre-service teachers who are enrolled in EFL speaking courses at preparatory and first grades in a Turkish university were asked to complete a questionnaire to assess these constructs, followed up with oral interviews with seven specially selected participants. In brief, research findings showed that students are generally intrinsically motivated to speak English, and more self-determined motivational orientations are important predictors in determining students' competence, autonomous regulation, and their course engagement. In addition, it also revealed that instructors' autonomy supportive or controlling motivating styles were directly effective on students' self-perceptions about competence and autonomy, and had an indirect effect on students' self-determined levels and classroom engagement with the mediators, competence and autonomy. At the end of the study, in the light of research findings, some effective classroom instruction strategies and suggestions were developed to motivate learners to speak English volitionally by overcoming some psychological barriers. The following are appended: (1) Faculty permission; (2) T-test results about the participants; (3) Questionnaires; (4) Open-ended interview questions; and (5) Full path analysis model.
Korean Gifted Education: Domain-Specific Developmental Focus
Author: Cho, Seokhee
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academically Gifted,Special Education,Educational Objectives,Educational Innovation,Student Development,Confucianism,Talent Identification,Social Support Groups,Delivery Systems,Educational Legislation,Federal Legislation,Educational Policy

The current Korean gifted education system is designed to help gifted children have a balance between excellence and emotional and social wellbeing. In this article, the current status of Korean gifted education is presented, reflecting on the history, purpose, theoretical foundation, infrastructure, and state of art of gifted education with statistics. This article concludes with the obstacles that gifted education faces and recommendations for expansion and diversification.
History Books That Were Introduced in the Cypriot Educational System and the Reactions of the Cypriot Educational Community and Society
Author: Kimitris, Petros N.
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,History Instruction,Textbooks,Public Opinion,Responses,Politics of Education,Nationalism,Archives,Newspapers,Public Officials,Global Approach,Textbook Content,Educational History

The present study was designed to explore the role of history school books in evaluating the experience of a nation but also to examine the causes behind the reactions of political parties, historians and the wider public. Depending on the sociohistorical context, the aims of history education may range from the inculcation of national identity to the exploration of otherness. Further, among others, it emphasizes in the promotion of historical thinking and historical analysis. Particular emphasis had been placed on school books on the history of Cyprus in 1935 and 2008. Due to the lack of relevant literature concerning the Cyprus context, the main objective of this research project was to provide a better understanding of these reactions, and how they affected the development of history books. The purpose was to acknowledge politicians' and educational modulators' views through archival documents and newspaper articles. Moreover, what was also hoped to be understood were the historical traditions that affected the writing of the history books and also why the content of these history books caused reactions. The findings of the research suggested that new concepts such as globalization, multicultural Cyprus, European and international integrations, traditions and identity came to meet a highly conservative society that shared opinions that history books should be written under the concepts of Greek culture and traditions, and appeal to national ideals and promote and establish national security. The old assumptions that Cyprus must unite and become a part of the Greek state to ensure the national survival of the Greek Cypriots on the island, collided with the new European approaches of facilitating good communication, sincere cooperation, and the need for recognizing the common values and the mutual trust among the citizens of the countries that form the European Union. If this was achieved then it was believed that the new history school books would examine and evaluate the experience of a nation without the fear and tensions of making historical mistakes. An appendix entitled, &quot;October 1931: 'Ta Oktovriana'&quot; is included.
Promoting Speaking Accuracy and Fluency in Foreign Language Classroom: A Closer Look at English Speaking Classrooms
Author: Dinçer, Ali
Date: 2012-00-00
Type: Journal Articles
Subjects: Language Fluency,Accuracy,Guidelines,English (Second Language),Second Language Learning,Second Language Instruction,Oral Language,Learning Motivation,Educational Environment,Personal Autonomy,Teacher Student Relationship,Self Evaluation (Individuals),Teaching Methods,Language Teachers

This study aims to analyze the literature about teaching and learning English speaking in depth and draw main guidelines about how to increase speaking accuracy and fluency in language classrooms for both English language learners and teachers. The first section of the paper is about the general features of speaking skills. The second section mentions the relevant studies related to speaking classrooms. The third section contains teaching speaking approaches by focusing on generally accuracy and fluency. The fourth section gives readers practical suggestions about what to do in order to enhance speaking accuracy and fluency both from psychological and instructional perspectives. Lastly, the fifth section presents a conclusion summarizing the study and combining all suggestions made by the researchers in this area.
Use of Screencasting for Delivering Lectures and Providing Feedback in Educational Contexts: Issues and Implications
Author: Kiliçkaya, Ferit
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Computer Uses in Education,Audiovisual Aids,Narration,Computer Mediated Communication,Tutorial Programs,Electronic Learning,Delivery Systems,Lecture Method,Feedback (Response),Educational Technology,Academic Achievement,Student Attitudes,Educational Benefits

There are a variety of factors that affect learning and teaching in educational contexts. Among these factors, teachers play an important role in student learning. Teachers not only deliver materials to learners but also guide learners in their learning experiences. While doing this, teachers allow learners to notice the progress they have been making and motivate them to further improve their skills. Teachers also benefit from the tools technology provides to them, such as screencasting. A screencast is a digital recording of the computer screen output, including audio narration, which was first implemented in order to show learners how to use computer software through demonstrations. Since then, it has also been used in educational contexts e.g. to deliver lectures and to provide feedback. !is chapter aims to review the utilisation of screencasting in educational contexts and issues which can potentially emerge in the course of it. With this aim in mind, a brief discussion of screencasting is provided, followed by a review of studies within two streams of research which focus on the use of screencasting for delivering lectures and giving feedback. On the basis of the findings presented, several implications and suggestions have been proposed. [This paper was published in: In M. Marczak &amp; J. Krajka (Eds.),&quot; CALL for openness&quot; (pp. 73-90). New York: Peter Lang.]
Peer Assessment of Group Members in Tertiary Contexts
Author: Kilickaya, Ferit
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,Peer Evaluation,English for Academic Purposes,Group Dynamics,College Students,Second Language Instruction,English (Second Language),Teaching Methods,Methods Courses,Semi Structured Interviews,Rating Scales,Self Evaluation (Groups),Friendship,Bias

The current chapter aimed at investigating language students' perceptions of peer assessment of the group members' contribution to group work. The research context of the study included the department of foreign language education at a state university in Burdur, Turkey. The participants were 35 students enrolled at the third-year class entitled &quot;Teaching Language Skills I,&quot; aiming at helping students further their understanding of the theories and principles on which various language teaching methods are based. The data were collected through the semi-structured interviews conducted with the participants, who were asked to assess their group members based on the rating scale determined by the researcher. The overall findings from this small study support the use of self- and peer assessment in group work in tertiary contexts. However, the results also indicated that friendship bias and lack of training/experience played an important role in how the participants rated their group members. The following is appended: Peer Evaluation Form for Group Work. [This article was published in: M.Sowa &amp; J. Krajka (Eds.), &quot;Innovations in languages for specific purposes--Present challenges and future promises&quot; (pp. 329-343). Frankurt am Main: Peter Lang.]
What&apos;d You Say Again? Recurrence Quantification Analysis as a Method for Analyzing the Dynamics of Discourse in a Reading Strategy Tutor
Author: Allen, Laura K.
Date: 2017-03-00
Type: Speeches/Meeting Papers
Subjects: Discourse Analysis,Cognitive Processes,Reading Comprehension,High School Students,Statistical Analysis,Correlation,Regression (Statistics),Reading Tests,Reader Response,Qualitative Research

In this study, we investigated the degree to which the cognitive processes in which students engage during reading comprehension could be examined through dynamical analyses of their natural language responses to texts. High school students (n = 142) generated typed self-explanations while reading a science text. They then completed a comprehension test that measured their comprehension at both surface and deep levels. The recurrent patterns of the words in students' self-explanations were first visualized in &quot;recurrence plots.&quot; These visualizations allowed us to qualitatively analyze the different self-explanation processes of skilled and less skilled readers. These recurrence plots then allowed us to calculate recurrence indices, which represented the properties of these temporal word patterns. Results of correlation and regression analyses revealed that these recurrence indices were significantly related to the students' comprehension scores at both surface- and deep levels. Additionally, when combined with summative metrics of word use, these indices were able to account for 32% of the variance in students' overall text comprehension scores. Overall, our results suggest that recurrence quantification analysis can be utilized to guide both qualitative and quantitative assessments of students' comprehension. [This paper was published in &quot;Proceedings of the Seventh International Learning Analytics &amp; Knowledge Conference,&quot; ISBN-978-1-4503-4870-6, March 13-17, 2017, pp.373-382.]
Implications of Information Technology for Employment, Skills, and Wages: A Review of Recent Research. Final Report
Author: Handel, Michael J.
Date: 2003-07-00
Type: Information Analyses
Subjects: Information Technology,Employment Level,Job Skills,Employment Qualifications,Wages,Automation,Public Opinion,Technological Advancement,Work Environment,Employment Patterns,Demand Occupations,Labor Demands,Manufacturing Industry,Clerical Occupations,Office Occupations,Education Work Relationship,Training,Costs,Case Studies,Trend Analysis,Literature Reviews

This paper provides an extensive review of the research literature on the effects of information technology (IT) on employment levels, job skill requirements, and wages. The first sections provide historical background on earlier waves of concern regarding automation, contemporary public opinion regarding new workplace technology, and trends in overall employment and demand for IT workers. The second half of the paper is a detailed review of the econometric research and debate over skill-biased technological change and competing explanations of the growth of earnings inequality.
Implications of Information Technology for Employment, Skills, and Wages: Findings from Sectoral and Case Study Research. Final Report
Author: Handel, Michael J.
Date: 2004-04-00
Type: Information Analyses
Subjects: Information Technology,Employment Level,Job Skills,Employment Qualifications,Wages,Employment Patterns,Salary Wage Differentials,Automation,Case Studies,Skilled Workers,Semiskilled Workers,Unskilled Workers,Manufacturing Industry,White Collar Occupations,Technological Advancement,Skill Development,Clerical Occupations,Office Occupations,Retailing,Trend Analysis,Literature Reviews

This paper reviews evidence from industry-specific and case studies that shed light on the extent to which computers and automation eliminate jobs, raise job skill requirements, and, consequently, contribute to increased wage inequality between less- and more skilled workers. This paper complements a previous review of large-scale econometric studies on the same subject, Michael J. Handel, &quot;Implications of Information Technology for Employment, Skills, and Wages: A Review of Recent Research.&quot; This paper examines the implications for work and employment of different kinds of manufacturing automation (NC/CNC machine tools, robotics, automated process control) and white-collar computer technologies (data entry, data processing, ATMs, CAD). The sectoral and case study evidence suggests technological change works mostly in the direction of skill upgrading but that the effects on employment levels, occupational composition, skill requirements within jobs, and wages are considerably more modest than theories of skill-biased technological change suggest.