ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessing School Leadership Challenges in Ghana Using Leadership Practices Inventory
Author: Edwards, Alexander Kyei
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Leadership,Graduate Students,Transformational Leadership,Public Colleges,Leadership Styles,Leadership Effectiveness,Leadership Qualities,Student Attitudes,Gender Differences,Statistical Significance,Student Surveys

The Ghana Education Service (GES) is facing challenges in school leadership and hence a lot of criticisms on basic school performances. The issue is whether school leadership relates to school performances and that there is the need for transformation leadership. The purpose of this study was to discuss self-reported leadership practices inventories (LPI) of graduate students to highlight their transformational school leadership potentials. The study participants were conveniently sampled from two Ghanaian public universities. Data from the self-reported LPI scores indicated a strong sense of self belief and the leadership potentials (M = 48.93, sd = 6.47). Gender differences in transformational abilities showed no statistical significance (t = -0.93, df = 198, p = 0.07), and the same with institutions (t = -0.99, df = 198, p = 0.38). However, the only statistical differences came from gender groups' report on &quot;Enable Others to Act&quot; (t = -1.72, df = 198, p = 0.01).Discussions focused on the need for a more futuristic thinking, people-focused skills, the practices of enablement, and the avoidance of discrimination against women in school leadership within GES. Five recommendations were made for transformational leadership in GES including INSET leadership contents, a research and development of school leadership mode, and a national certification policy. An appendix details the mean of practices and question items.
Analysis According to Certain Variables of Scientific Literacy among Gifted Students That Participate in Scientific Activities at Science and Art Centers
Author: Kömek, Emre
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Scientific Literacy,Academically Gifted,Science Education,Enrichment Activities,Comparative Analysis,Science Activities,Rating Scales,Statistical Analysis,Statistical Distributions,Correlation,Grade 7,Grade 8,International Assessment,Achievement Tests,Secondary School Students,Predictor Variables

The purpose of this study is to analyze scientific literacy levels relevant to science and technology classes among gifted students that participate in scientific activities at science and art centers. This study investigated whether there was a significant difference in scientific literacy levels among gifted students according to the areas of their giftedness (science, mathematics, and social sciences) and the extent to which they participated in enrichment activities. The study also compared scientific literacy levels among the gifted students who participated in scientific activities at science and art centers and the students who received formal education and were not identified as gifted. Seventy-seven students from Afyon Aydin Dogan, Bayburt, Elazig and Konya Science and Art Centers (as called BILSEM in Turkish) SACs constituted the sample of the study. &quot;The Scientific Literacy Scale&quot; developed by Keskin (2008) was used to determine scientific literacy levels among students. &quot;The Enrichment Scale&quot; was developed by the researchers to specify to what extent the respondents profited from enrichment activities. Arithmetic averages were calculated to determine scientific literacy levels and levels of enrichment strategies. Standard deviation, t-test, and variance analysis were used to establish the relationship between scientific literacy levels, areas of giftedness, and enrichment strategies. The findings of the study concluded that scientific literacy levels did not vary according to areas of giftedness, but they varied according to levels of participation in enrichment activities. The study also found higher scientific literacy levels among the gifted students compared to the students that attended formal education and were not identified as gifted.
Who Enters Teaching? Encouraging Evidence That the Status of Teaching Is Improving. Working Paper 124
Author: Lankford, Hamilton
Date: 2014-11-00
Type: Numerical/Quantitative Data
Subjects: Academic Ability,Teaching (Occupation),Status,Teacher Certification,Beginning Teachers,College Entrance Examinations,Disadvantaged Schools,Minority Group Teachers,Public School Teachers,Career Choice

The relatively low status of teaching as a profession is often given as a factor contributing to the difficulty of recruiting teachers, the middling performance of American students on international assessments, and the well-documented decline in the relative academic ability of teachers through the 1990s. Since the turn of the 21st century, however, a number of federal, state, and local teacher accountability policies have been implemented toward improving teacher quality over the objections of some who argue the policies will decrease quality. In this paper we analyze 25 years of data on the academic ability of teachers in New York State and document that since 1999 the academic ability of both individuals certified and those entering teaching has steadily increased. These gains are widespread and have resulted in a substantial narrowing of the differences in teacher academic ability between high and low poverty schools and between white and minority teachers. We interpret these gains as evidence that the status of teaching is improving. The following is appended: Supplemental Material.
The Effectiveness of Using Social Communications Networks in Mathematics Teachers' Professional Development
Author: Hussein, Hisham Barakat
Date: 2013-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Professional Development,Electronic Learning,Social Networks,Standards,Sustainability,Quasiexperimental Design,Elementary School Teachers,Program Effectiveness,Questionnaires,Pretests Posttests,Social Media

The study aims to determine the effectiveness of using social communications networks in mathematics teachers' professional development. The main research questions was: what is the effectiveness of using social communications networks in mathematics teachers' professional development. The sub questions were: (1) what are the standards of sustainable mathematics teachers' professional development? (2) what are the main features of a sustainable mathematics teachers' professional development program? The research used the semi experimental methodology, the research group was (20) elementary mathematics teachers. The results indicate the effectiveness of social networking for the mathematics teachers' professional development program. And determine the procedural standards for mathematics teachers' professional development, presented applied vision for mathematics teachers' professional development program. The result recommended that work on the development of intensive training to clarify the objectives and methods of use and activation of social networking in professional development, and give attention to the provision of computers and wireless internet access in schools, teacher training on using social networks, work to develop a strategy to activate these networks formally within the curriculum, and to encourage and support models and successful experiences in this field and published this deployment. [This paper was also presented at the International Conference on New Horizons in Education (4th, Rome, Italy, June 25-27, 2013).]
English as a Lingua Franca: Towards Changing Practices
Author: Leichsenring, Andrew
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Official Languages,Language Role,English (Second Language),Educational Change,Educational Practices,Foreign Countries,Language of Instruction,Second Language Instruction,Discourse Analysis,Universities,College Students,Student Attitudes,Language Attitudes,Professional Development,Questionnaires

The Center for English as a Lingua Franca (CELF), an initiative of a private university in Tokyo, was founded with serious consideration given to the pedagogical implications of the widespread use of English as a lingua franca (ELF). Such deliberation is not yet prevalent among academics and practitioners who should be most affected by ELF (Seidlhofer, 2011). Most ELF users have different first languages and do not usually interact with speakers of English as a first language, but rather with other ELF users. The transformation occurring in English as it is being used as a lingua franca need not be viewed as unusual but can be seen as part of the process of language evolution (Seidlhofer, 2011). In this paper we consider the implications of this process for teaching and learning in Japan, report on research in progress, and discuss how an ELF perspective may influence current pedagogical practices. [This paper was published in: P. Clements, A. Krause, &amp; H. Brown (Eds.), &quot;JALT2014 Conference Proceedings.&quot; p378-385. Tokyo: JALT.]
The Effects of Math Intervention on Student Achievement
Author: Ulichnie, Staci
Date: 2015-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Intervention,Mathematics Achievement,Instructional Effectiveness,Elementary School Mathematics,Statistical Analysis,Student Surveys,Student Attitudes,Teacher Surveys,Elementary School Teachers,Elementary School Students,Pretests Posttests,Mathematics Tests,Mixed Methods Research,Grade 4,Qualitative Research

Within diverse classrooms, sometimes teachers need extra assistance to reach all students. This quantitative research design was used to determine the affects of math intervention on student achievement. Students in this study were selected by their &quot;Not Met&quot; PASS scores from their 3rd grade year. A survey assessing student attitudes towards math was given to all students. Teachers were also involved in a survey, asking if they felt the school needed a math interventionist. The measuring instruments for this study were pre-assessments, chapter tests, AIMS data, MAP scores, and 2015 ACT scores. The results of the research showed that the use of a math interventionist increased student achievement. All of the students in this study made gains. Appendices include the student survey, teacher survey, and parent letter.
A Report of the Center for English as a Lingua Franca (CELF) for Academic Year 2014-2015
Author: Okada, Tricia
Date: 2015-00-00
Type: Tests/Questionnaires
Subjects: English (Second Language),Official Languages,Language Role,Foreign Countries,Global Approach,Language Usage,Tutoring,Professional Development,College Students,Student Attitudes,Student Surveys,Questionnaires,Likert Scales,Teacher Attitudes,Teacher Surveys,Second Language Learning,Language Tests

English as a Lingua Franca (ELF) refers to the use of English as a contact language between people who have different first languages, including native English speakers (Jenkins, 2014). &quot;ELF is simultaneously the consequence and the principal language medium of globalizing processes&quot; (Jenkins, Cogo, &amp; Dewey, 2011, p. 303). In connection with Tamagawa University's goals to enhance education from global perspectives, the Center for English as a Lingua Franca (CELF) at Tamagawa University piloted in 2012 and officially commenced in 2014. The CELF has continually promoted initiatives in raising ELF awareness, improving teaching practices, and researching language education. The objectives of this article are to (1) share CELF's understanding of ELF; (2) report on student classroom-related activities and teacher professional development initiatives; (3) analyze student and teacher survey results; (4) present TOEIC results; and (5) discuss future developments in the program.
Tests Screening Reading Difficulty in Malayalam among Upper Primary School Boys
Author: Gafoor, K. Abdul
Date: 2014-03-00
Type: Journal Articles
Subjects: Foreign Countries,Dravidian Languages,Screening Tests,Reading Tests,Reading Difficulties,Males,Middle School Students,Statistical Analysis,Multiple Regression Analysis,Predictor Variables,Cutting Scores,Alphabets,Pronunciation,Reading Fluency,Phonemes,Suprasegmentals,Word Recognition,Oral Reading,Listening Comprehension

Design of a screening test for identifying reading difficult students in Malayalam and validation thereof among boys is made to help schools proactively intervene with such students. A battery of tests developed based on extant literature on screening tests, reviewed difficulties in reading Malayalam, and discrimination power of the draft tests is used. 98 Reading Difficult and 327 Normal Readers in grade 5 to 7 were identified with fourfold criterion. Scored by cut-points, the battery of tests on letter pronunciation, letter sound recognition, initial sound fluency, word recognition, phoneme segmentation, word fluency, oral reading, and hearing comprehension significantly screen upper primary reading difficult boys with around 90% sensitivity and specificity
Students' Evaluation of Professional Personality Competencies of Physical Education Teachers Working in High Schools
Author: Demir, Erdal
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education Teachers,High School Students,Student Evaluation of Teacher Performance,Teacher Competencies,Personality Traits,Student Characteristics,Gender Differences,Likert Scales,Statistical Significance,Statistical Analysis,Teacher Student Relationship,Trust (Psychology)

The purpose of the study is to examine the relationship between professional personality competencies of physical education teachers working in high schools and gender, school type, and class variables of students. The study was organised according to the screening model. The study was carried out in a total of 17 schools, 16 state and one private, connected to the Ministry of National Education located in Canakkale province, with 1,254 high school students attending in the academic year 2073-2014. Of the research group, 52.2% were female students arid, 47.8% were male students. The Physical Education Teacher Professional Personality Competence Scale-Student (PET PPCS-Student) was used as the data collection tool in the study. There were significant differences found in all subcomponents according to school type and class variables of the participants (p &lt; 0.05).
Assessing Elearning Teaching Quality of Faculty Members in Teachers' College at King Saud University: Students Perspectives
Author: Hussein, Hisham Barakat
Date: 2012-06-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,College Faculty,Student Attitudes,Electronic Learning,Teacher Effectiveness,Educational Quality,Student Evaluation of Teacher Performance,Schools of Education,Likert Scales,Questionnaires,Scores,Intellectual Disciplines

This paper examines students' perspectives about assessing Elearning teaching quality for faculty members in teachers' college at King Saud University. The sample of the study includes all enrolled students in Teachers' College during the academic year of 2009-2010, which they were (2282) students. Two questions are stated to be answered: (a) what are the perspectives of students about assessing Elearning teaching quality for faculty members in science, literary and educational departments in the Teachers' College? (b) What are the perspectives of students about assessing Elearning teaching quality for faculty members within each department?. Participants were asked to complete a 5-point Likert scale questionnaire. The results revealed that Educational department has had the highest mean score (3.92), followed by Literary (3.91) and Science (3.79) Departments, respectively. Further, results reveal that within each department, Curriculum and Instructions has had the highest mean with (4.01) in Educational departments; Islamic Studies had the highest mean with (4.09) in literary departments; and Science Department had the highest mean with (4.08) in all scientific departments. Finally, students thought the Elearning Teaching quality of their faculty members in teachers' college at King Saud University was satisfied. [This paper was presented at The International Conference of New Horizons in Education (3rd, Prague, Czech Republic, Jun 5-7, 2012).]
Achieving College Success: The Impact of the College Success/STEM Program on Students' Matriculation to and Persistence in College. Research Brief
Author: Lane, Brett
Date: 2014-00-00
Type: Reports - Research
Subjects: Success,STEM Education,Program Effectiveness,College Readiness,Advanced Placement,Academic Persistence,College Attendance,High School Students,High School Graduates,Benchmarking,Tests,College Choice,College Admission,Urban Schools,At Risk Students,Intervention,Comparative Analysis,Student Characteristics,Minority Group Students

This College Success Research Brief is one of a series of briefs documenting the implementation and impact of Mass Insight's College Success/STEM program. The research briefs are intended to share key findings, highlight ongoing questions and lines of inquiry, and inform the thinking of practitioners and policymakers on how to scale up efforts to accelerate improvements in districts and schools, focusing on college readiness and success. This research brief provides updated evaluation findings documenting the extent to which Mass Insight students--those students taking at least one Advanced Placement® math, science, or English course in high school--are attending and persisting in college. Building upon the &quot;Achieving College Success&quot; report, this report provides comprehensive data on Mass Insight students who graduated from high school in 2009, 2010, or 2011, representing 4,997 students across 45 schools. The brief also includes the appendices: (1) Theory of Action guiding the College Success/STEM program, (2) Methodology for developing comparison groups, and (3) Data.
Education Reform in Massachusetts 1993-2013: 20 Year Anniversary Report
Author: Mass Insight Education
Date: 2013-00-00
Type: Reports - Research
Subjects: Educational Change,State Standards,Educational Practices,Educational Policy,State Action,Progress Monitoring,Success,Educational Assessment,Educational Indicators,Academic Achievement,Elementary Secondary Education,Developmental Studies Programs,College Readiness,Educational History,Equal Education,STEM Education,Excellence in Education

Twenty years ago, Massachusetts enacted its landmark Massachusetts Education Reform Act (MERA), which put the state at the forefront of the nation's move toward standards-based education. The Act kicked off two decades of reform that have built one of the best educational systems in the country; the state's students, on the whole, have achieved remarkable academic growth since 1993. That focus drove the state's initial reform efforts and ultimately helped build an improved education system for all students. Getting students to high school graduation--or even getting them enrolled in college--is no longer sufficient. There is a need to ensure that all students are prepared to succeed in college through to graduation. This involved working with goals and programs that would move the needle for the thousands of students currently enrolled in middle and high schools across the state. Goals were put in place that included: Striving for Excellence, Achieving Equity, and Building the best K-12 STEM education system in the country.
Evansville: A Proactive Approach to Improvement. The Story behind the Indiana State Board of Education's Recent Decision
Author: Anderson, Charis
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: State Boards of Education,State Legislation,Failure,Intervention,School Effectiveness,Low Achievement,Partnerships in Education,School Districts,Educational Improvement,Educational Change,Change Strategies,School Turnaround,Program Effectiveness,Agency Cooperation,Elementary Secondary Education,Formative Evaluation,Alignment (Education)

The Indiana State Board of Education (ISBE) has not been shy about exercising its authority to intervene in chronically underperforming schools. Under the state's Public Law 221, the Indiana Board can mandate specific interventions for any school that has received six consecutive failing grades under the state's accountability system--up to a complete takeover by the state. This eventuality befell the Glenwood Leadership Academy (GLA), a K-8 school in the Evansville Vanderburgh School Corporation (EVSC), so in 2012, ISBE proactively partnered with Mass Insight Education to provide support as well as to develop strategies that could be rolled out district-wide to help all students. Mass Insight Education committed to working with EVSC to develop replicable, sustainable, and scalable solutions to turn around the performance of underperforming schools and to transform districts into high-performing organizations. This report details the processes instituted and the success of the students.
Educational Attainment of Adult Residents of Tennessee Counties
Author: Tennessee Higher Education Commission
Date: 2013-11-15
Type: Numerical/Quantitative Data
Subjects: Educational Attainment,Counties,Age Differences,Ethnicity,Racial Differences,Maps,Surveys,Academic Degrees,Comparative Analysis,Rural Urban Differences,Adults

This report presents data on the educational attainment of Tennessee residents by county, postsecondary degree level, age group, and ethnicity. The report is made available through interactive maps which allow the user to view county-level educational attainment data for different populations. Data for this analysis were drawn from the U.S. Census Bureau's American Community Survey 5-Year Estimates from 2007-2011. In the survey, individuals were asked about the highest degree or level of school completed. This analysis focuses primarily on Tennessee residents who have not been awarded a college degree. For purposes of this analysis, college degrees are defined as an associate's degree or higher. The data presented in the report are based on two distinct populations, which cannot be combined due to the manner in which the Census Bureau compiles age and race data. The first population observed in this study includes adults ages 25-64, residing in all 95 Tennessee counties, by educational attainment. In contrast, the data on race were reported for the aggregate 25 and higher age group and were not separated into more specific age ranges. Direct comparisons between the race and population data would be inaccurate and the reader should be cautioned when comparing results. Key findings include: (1) Counties with the highest levels of college degree attainment are generally in proximity to densely populated metropolitan areas, especially the ones with university campuses; (2) The counties with the highest share of non-degreed adults typically have a small population and are rural; and (3) The distribution of educational attainment needs within racial groups is generally consistent with the overall percentage of people without a college degree, with some variation among racial groups.