ethanporcaro/eric-fulltext-meta huggingface dataset:
Determining the Level of Understanding and Misconceptions of Science Teacher Candidates about the Concepts Related to Material and Its Properties
Author: Alpaydin, Sabri
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Misconceptions,Scientific Concepts,Foreign Countries,Likert Scales,Preservice Teacher Education,Statistical Analysis,Chemistry

This study was carried out to determine the level of understanding and misconceptions of science teacher candidates about some concepts related to material and its properties. This research was carried out with 260 science teacher candidates in Science Teaching Education Program of Education Faculty of Necmettin Erbakan University in 2015-2016 academic year. There are 17 scientifically and logically true and false sentences in the questionnaire in order to determine the level of understanding of science teacher candidates about some concepts related to material and its properties. In addition, in order to measure the participation degree of candidate teachers, three options were offered; &quot;I agree,&quot; &quot;I do not agree&quot; and &quot;I have no idea.&quot; The data obtained from this 3-point Likert scale questionnaire were analyzed statistically. When the obtained data were evaluated, it was determined that teacher candidates had misconceptions about some concepts related to material and its properties, and some suggestions were made to eliminate these misconceptions.
Evaluation of the Cognitive Structures of the Middle School Students about the Concept of &quot;Water Pollution&quot; by Using Free Word Association Test
Author: Bingol, Haluk
Date: 2017-00-00
Type: Reports - Research
Subjects: Cognitive Structures,Knowledge Level,Middle School Students,Water Pollution,Association Measures,Grade 8,Environmental Education,Misconceptions,Foreign Countries,Case Studies,Qualitative Research,Content Analysis,Coding

It is necessary to focus on environmental education at every stage of education in order to raise the awareness of the students about the environment and make the information permanent. Before setting priorities for educational policy and taking precautions, necessary studies relating the determining the views of the students should be performed. Herein, the objective of our study which is about water pollution, an important issue in environmental problems, is to determine the current conceptual situations of the 8th grade middle school students about the key concept of &quot;water pollution&quot; and to determine the misconceptions about this subject if they have. The data of the research were collected by using free word association test from 60 students (34 of them are girls and 26 of them are boys) studying at Saraçoglu Habibe Yilmaz Middle School in Karatay-Konya/Turkey. A case study pattern from the qualitative research methods was used in the study. While analyzing the data by using the content analysis approach, frequencies and percentages of categorized answer words were calculated. The words obtained are grouped into 5 categories as; &quot;Factors causing water pollution,&quot; &quot;The effects of water pollution on living things,&quot; &quot;Possible effects of water pollution,&quot; &quot;Concepts related to water&quot; and &quot;Natural sources where water pollution takes place.&quot; It is seen that the information of the students about the factors causing the water pollution and the answer words they wrote about the water pollution are sufficient but some expected words (such as; &quot;prevention of environmental pollution&quot; etc.) could not be remembered by students and they have some information gaps on this subject. In addition, sample sentences that students wrote about the key concept of &quot;water pollution&quot; were examined. Although the sentences containing scientific information are relatively common, it has also been identified that there are some sentences with no scientific qualities or with misconceptions.
Social Validity of the Social Skills Improvement System--Classwide Intervention Program (SSIS-CIP) in the Primary Grades
Author: Wollersheim Shervey, Sarah
Date: 2017-04-17
Type: Journal Articles
Subjects: Elementary School Teachers,Intervention,Grade 1,Grade 2,Questionnaires,Program Effectiveness,Program Implementation,Social Development,Urban Schools,Rural Schools,Teacher Attitudes,Relevance (Education),Student Behavior,Printed Materials,Role Playing,Video Technology,Statistical Analysis

The purpose of this study was to examine the social validity of the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP) for teachers in the primary grades. Participants included 45 first and second grade teachers who completed a 16-item social validity questionnaire during each year of the SSIS-CIP efficacy trial. Findings indicated that teachers generally perceived the SSIS-CIP as a socially valid and feasible intervention for primary grades; however, teachers' ratings regarding ease of implementation and relevance and sequence demonstrated differences across grade levels in the second year of implementation. [This article was published in &quot;School Psychology Quarterly,&quot; (EJ1153009).]
The Monitoring the Future Project after Four Decades: Design and Procedures. Monitoring the Future Occasional Paper Series. Paper 82
Author: Bachman, Jerald G.
Date: 2015-00-00
Type: Reports - Research
Subjects: Research Projects,Youth,Life Style,Values,Preferences,Longitudinal Studies,High School Seniors,Student Surveys,Young Adults,Grade 8,Grade 10,National Surveys,Middle School Students,Research Design,Sampling,Data Collection,Questionnaires,Test Format,Followup Studies,Validity

The purpose of this paper is to provide a detailed description of the Monitoring the Future research design, including sampling design, data collection procedures, measurement content, and questionnaire format. This study assesses the changing lifestyles, values, and preferences of American youth on a continuing basis. Each year since 1975, at least 13,000 seniors have participated in the annual survey, which is conducted in some 120 to 140 high schools nationwide. Since 1991, the study's annual surveys also have included surveys of similar nationally representative samples of eighth- and tenth- grade students. In addition, subsamples of seniors from previously participating classes receive follow-up questionnaires by mail each year. [For the objectives and theoretical foundation for the Monitoring the Future Study, see &quot;The Objectives and Theoretical Foundation of the Monitoring the Future Study. Monitoring the Future Occasional Paper Series. Paper 84,&quot; ED578426.]
The Objectives and Theoretical Foundation of the Monitoring the Future Study. Monitoring the Future Occasional Paper Series. Paper 84
Author: Johnston, Lloyd D.
Date: 2016-00-00
Type: Reports - Research
Subjects: Research Projects,Youth,Life Style,Values,Preferences,Longitudinal Studies,High School Seniors,Student Surveys,Grade 8,Grade 10,National Surveys,Middle School Students,Followup Studies,Objectives,Theories,Drug Use,Smoking,Drinking,Adults,Social Environment,Individual Characteristics,Attitudes,Beliefs,Age Differences,Cohort Analysis

This study assesses the changing lifestyles, values, and preferences of American youth on a continuing basis. Each year since 1975, at least 13,000 seniors have participated in the annual survey, which is conducted in some 130 high schools nationwide. Since 1991, the study's annual surveys also have included surveys of similar nationally representative samples of eighth- and tenth-grade students. In addition, subsamples of high school seniors from previously participating classes receive follow-up questionnaires by mail each year. This report presents the objectives and theoretical Foundation of the Monitoring the Future Study. [For the designs and the procedures for the Monitoring the Future Study, see &quot;The Monitoring the Future Project after Four Decades: Design and Procedures. Monitoring the Future Occasional Paper Series. Paper 82,&quot; ED578425.]
Teaching Elementary School Students to Be Effective Writers. Practice Guide Summary
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Elementary School Students,Writing Instruction,Teaching Methods,Guides,Writing Strategies,Sentences,Writing Skills,Writing Processes,Developmentally Appropriate Practices,Literary Genres,Relevance (Education),Writing Assignments,Audiences,Persuasive Discourse,Writing for Publication,Letters (Correspondence),Evaluation Criteria,Evidence Based Practice

An early foundation in writing offers students a valuable tool for learning, communication, and self-expression. Authored by a panel of experts, the &quot;Teaching Elementary School Students to Be Effective Writers&quot; practice guide presents four recommendations educators can use to help elementary students strengthen their writing skills. The recommendations in the guide cover providing daily writing time, teaching the writing process, teaching fundamental writing skills, and developing a supportive writing environment. This summary introduces the recommendations and supporting evidence described in the What Works Clearinghouse's &quot;Teaching Elementary School Students to Be Effective Writers&quot; practice guide. [For &quot;Teaching Elementary School Students to Be Effective Writers: A Practice Guide. NCEE 2012-4058,&quot; see ED533112. For additional teacher resources on this topic, see ED578428 and ED578429.]
Teaching Elementary School Students to Be Effective Writers. Summary of Evidence for Instructional Tips Based on the Educator&apos;s Practice Guide
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Elementary School Students,Writing Instruction,Teaching Methods,Guides,Writing Strategies,Sentences,Writing Skills,Writing Processes,Developmentally Appropriate Practices,Literary Genres,Relevance (Education),Writing Assignments,Audiences,Persuasive Discourse,Writing for Publication,Letters (Correspondence),Evaluation Criteria,Evidence Based Practice,Case Studies

Instructional tips help educators carry out recommendations contained in IES Educator's Practice Guides. This summary of evidence describes the research evidence that supports the use of the instructional tips in classrooms, and is based on a practice guide authored by Steve Graham, Alisha Bollinger, Carol Booth Olson, Catherine D'Aoust, Charles MacArthur, Deborah McCutchen, and Natalie Olinghouse. A summary of evidence on instructional tips is presented for: (1) assisting students to use strategies for writing; (2) teaching students to write for a variety of purposes; and (3) helping students write strong sentences. This summary of evidence is based on &quot;Teaching Elementary School Students to Be Effective Writers: A Practice Guide. NCEE 2012-4058&quot; (ED533112). [For related teacher resources on this topic, see ED578427 and ED578429.]
Teaching Elementary School Students to Be Effective Writers: Instructional Tips Based on the Educator&apos;s Practice Guide
Author: What Works Clearinghouse (ED)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Elementary School Students,Writing Instruction,Teaching Methods,Guides,Writing Strategies,Sentences,Writing Skills,Writing Processes,Developmentally Appropriate Practices,Literary Genres,Relevance (Education),Writing Assignments,Audiences,Persuasive Discourse,Writing for Publication,Letters (Correspondence),Evaluation Criteria,Evidence Based Practice

Instructional tips help educators carry out recommendations contained in IES Educator's Practice Guides. The tips, based on a practice guide authored by Steve Graham, Alisha Bollinger, Carol Booth Olson, Catherine D'Aoust, Charles MacArthur, Deborah McCutchen, and Natalie Olinghouse, translate these recommendations into actionable approaches that educators can try in their classrooms. This brief document provides instructional tips for: (1) assisting students to use strategies for writing; (2) teaching students to write for a variety of purposes; and (3) helping students write strong sentences. These tips are based on &quot;Teaching Elementary School Students to Be Effective Writers: A Practice Guide. NCEE 2012-4058&quot; (ED533112). [For related teacher resources on this topic, see ED578427 and ED578428.]
Teacher Stress, Teaching-Efficacy, and Job Satisfaction in Response to Test-Based Educational Accountability Policies
Author: von der Embse, Nathaniel P.
Date: 2016-00-00
Type: Reports - Research
Subjects: Stress Variables,Teaching Conditions,Self Efficacy,Job Satisfaction,Teacher Attitudes,Accountability,Standardized Tests,Structural Equation Models,Hypothesis Testing,Learner Engagement,Classroom Techniques,Correlation,High Stakes Tests,Teacher Responsibility,Public School Teachers,Elementary Secondary Education,Teacher Surveys,Likert Scales

Educator stress has been linked to decreased job satisfaction, negative instructional practices, and poor student outcomes. However, it is unknown whether educators with high teaching efficacy may better cope with the test stress. As such, the primary purpose of the present investigation was to examine the complex relationship between teacher self-efficacy, teacher stress related to testing, and job satisfaction. Structural equation modeling was used to evaluate the hypothesized relationships within a sample of 1,242 teachers in one state in the Southeastern United States. Results indicated a significant influence of self-efficacy in student engagement and self-efficacy in classroom management on the relationship between sources of stress and job satisfaction, as well as efficacy in classroom management on the relationship between manifestations of stress and job satisfaction was also identified. These initial findings underscore the importance of supporting teacher self-efficacy to reduce stress associated with high-stakes accountability policies and increase job satisfaction. Implications and directions for future research will be discussed. [This paper was published in &quot;Learning and Individual Differences&quot; v50 p308-317 2016.]
Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size
Author: Clarke, Ben
Date: 2017-00-00
Type: Journal Articles
Subjects: Randomized Controlled Trials,Comparative Analysis,Kindergarten,Mathematics Instruction,Small Group Instruction,Mathematics Curriculum,Program Effectiveness,Intervention,Mathematics Skills,Response to Intervention,Low Achievement,Hypothesis Testing,At Risk Students,Screening Tests,Scores,Mathematics Tests,Pretests Posttests,Numeracy,Observation,Teacher Student Relationship,Statistical Analysis,Effect Size,Maximum Likelihood Statistics

This study used a randomized controlled trial design to investigate the ROOTS curriculum, a 50-lesson kindergarten mathematics intervention. Ten ROOTS-eligible students per classroom (n = 60) were randomly assigned to one of three conditions: a ROOTS five-student group, a ROOTS two-student group, and a no-treatment control group. Two primary research questions were investigated as part of this study: What was the overall impact of the treatment (the ROOTS intervention) as compared with the control (business as usual)? Was there a differential impact on student outcomes between the two treatment conditions (two- vs. five-student group)? Initial analyses for the first research question indicated a significant impact on three outcomes and positive but nonsignificant impacts on three additional measures. Results for the second research question, comparing the two- and five-student groups, indicated negligible and nonsignificant differences. Implications for practice are discussed.
Analysis of State-Level Guidance Regarding School-Based, Universal Screening for Social, Emotional, and Behavioral Risk
Author: Briesch, Amy M.
Date: 2017-00-00
Type: Reports - Research
Subjects: Screening Tests,At Risk Students,Social Development,Emotional Problems,Behavior Problems,Web Sites,State Departments of Education,Educational Policy,State Policy,Elementary Secondary Education,Coding

Despite recommendations to extend prevention and early intervention related to behavioral health into school settings, limited research has been directed toward understanding how these recommendations have been translated by states into education policies and initiatives. This macro-level information is important toward understanding the priorities that have influence on the processes and practices occurring in local school settings. The current paper describes the findings of a systematic review of state-level Web sites to identify the extent to which state departments of education have provided specific guidance with regard to the who, what, where, when, and why of universal social, emotional, and/or behavioral screening practices. Although most state Web sites were found to include some mention of universal screening, in nearly half of the cases, either this was limited to a brief definition or the information provided was not necessarily specific to social, emotional, and/or behavioral domains. For those state-produced documents which did reference universal screening for social, emotional, and/or behavioral risk, those documents were found to be largely informational in nature (e.g., describing what universal screening is, how it might be conducted) as opposed to providing specific recommendations or mandates for implementation. Furthermore, documents varied widely with regard to the level of specificity provided, from those briefly mentioning universal screening as an essential component of MTSS to those specifically describing how universal screening for social, emotional, and/or behavioral risk may be conducted. Implications of these findings for future research, policy, and practice are discussed. [At time of submission to ERIC this article was in press with &quot;School Mental Health.&quot;]
Making the Grade: How Learner Engagement Changes after Passing a Course
Author: Lang, David
Date: 2017-06-00
Type: Reports - Research
Subjects: Learner Engagement,Outcomes of Education,Academic Achievement,Grades (Scholastic),Curriculum Design,Learning Motivation,Grading,Online Courses,Video Technology,Attitude Change,Interaction,Cutting Scores

Understanding how individuals interact with a course after receiving a passing grade could have important implications for course design. If individuals become disengaged after passing a class, then this may raise questions about optimal ordering of content, course difficulty, and grade transparency. Using a person fixed effects model, we analyze how individuals who obtained passing grades subsequently behaved within a course. These learners were less likely to complete videos and more likely to watch videos faster after receiving notice of a passing grade in the class. These learners were also less likely to reattempt items they initially got wrong. [Article published in the &quot;Proceedings of the 10th International Conference on Educational Data Mining,&quot; Jun 2017]
Beginning College Students Who Change Their Majors within 3 Years of Enrollment. Data Point. NCES 2018-434
Author: Leu, Katherine
Date: 2017-12-00
Type: Reports - Evaluative
Subjects: Undergraduate Students,Majors (Students),Decision Making,Associate Degrees,Bachelors Degrees,Change

The article examines the extent to which first-time associate's and bachelor's degree students change their majors within 3 years of enrollment. Rates of change in major are shown for students by degree program and by original declared field of study. Data in this report are from the 2012/14 Beginning Postsecondary Students Longitudinal Study (BPS:12/14), a nationally representative study of about 25,000 students who enrolled in postsecondary education for the first time in the 2011-2012 academic year. These analyses are restricted to students who had ever enrolled in an associate's or bachelor's degree program and declared a major within 3 years of initial enrollment. Students with declared majors represent a majority in both associate's (94 percent) and bachelor's (97 percent) degree programs (NCES 2017).
Intensive Reading Interventions for Struggling Readers in Early Elementary School: A Principal&apos;s Guide
Author: Torgesen, Joseph K.
Date: 2006-00-00
Type: Guides - Non-Classroom
Subjects: Reading Instruction,Reading Difficulties,Elementary School Students,Intervention,Primary Education,Instructional Effectiveness,Technology Uses in Education,Program Development

This guide provides information critical to developing and implementing an effective school-level intervention program. It is designed to suggest some guiding principles along with examples of how these principles can be operationalized to develop an effective school-level system for meeting the instruction needs of all students. This guide may assist instructional leaders in schools that are implementing School Improvement Grants (SIG) and/or College and Career Ready Standards, (including Common Core State Standards) as they plan effective elementary intervention programs that strengthen instruction. [This publication was adapted by the Center on Instruction from a product created by the National Center for Reading First Technical Assistance.]