ethanporcaro/eric-fulltext-meta huggingface dataset:
Multilevel Associations between School-Wide Social-Emotional Learning Approach and Student Engagement across Elementary, Middle, and High Schools
Author: Yang, Chunyan
Date: 2018-00-00
Type: Journal Articles
Subjects: Learner Engagement,Elementary Schools,Middle Schools,High Schools,Correlation,Models,Elementary School Students,Middle School Students,High School Students,Student Surveys,Student Attitudes,Social Development,Emotional Development,Teacher Student Relationship,Peer Relationship,Likert Scales,Hierarchical Linear Modeling,Statistical Analysis

The concurrent associations between students' perceptions of cognitive-behavioral and emotional engagement in schools and three factors aligning with the major aims of the school-wide social-emotional learning (SEL) approach (i.e., teacher-student relationships, student-student relationships, and teaching of social and emotional competencies) were examined among 25,896 students across elementary, middle, and high school while controlling statistically for demographic variables. Results indicated that at the student level all three factors were associated significantly with cognitive-behavioral engagement, but at the school level only the teaching of social and emotional competencies was associated significantly with cognitive-behavioral engagement. All three factors were also associated significantly with emotional engagement at both the student and school levels, with teacher-student relationships having the strongest association. Results of moderating analyses revealed that the strength of association of student engagement with teacher-student relationships, student-student relationships, and the teaching of social-emotional competencies varied depending on the types of engagement and students' grade levels. These and other key findings, as well as implications for research and practice, are discussed.
Progress Monitoring in Reading: Comparison of Weekly, Bimonthly, and Monthly Assessments for Students at Risk for Reading Difficulties in Grades 2-4
Author: January, Stacy-Ann A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Progress Monitoring,Reading Improvement,Reading Tests,Student Evaluation,At Risk Students,Reading Difficulties,Elementary School Students,Alternative Assessment,Comparative Analysis,Curriculum Based Assessment,Predictor Variables,Data Collection,Statistical Analysis

The present study examined the utility of two progress monitoring assessment schedules (bimonthly and monthly) as alternatives to monitoring once weekly with curriculum-based measurement in reading (CBM-R). General education students (N = 93) in Grades 2-4 who were at risk for reading difficulties but not yet receiving special education services had their progress monitored via three assessment schedules across 1 academic year. Four mixed-factorial analyses of variance tested the effect of progress monitoring schedule (weekly, bimonthly, monthly), grade (2, 3, and 4), and the interaction effect between schedule and grade on four progress monitoring outcomes: intercept, slope, standard error of the estimate, and standard error of the slope. Results indicated that (a) progress monitoring schedule significantly predicted each outcome, (b) grade predicted each progress monitoring outcome except the standard error of the slope, and (c) the effect of schedule on each outcome did not depend on students' grade levels. Overall, findings from this study reveal that collecting CBM-R data less frequently than weekly may be a viable option for educators monitoring the progress of students in Grades 2-4 who are at risk for reading difficulties.
Teacher Beliefs and Attitudes about Inquiry-Based Learning in a Rural School District in South Africa
Author: Ramnarain, Umesh
Date: 2018-02-00
Type: Journal Articles
Subjects: Beliefs,Teacher Attitudes,Active Learning,Inquiry,Rural Schools,School Districts,Foreign Countries,Mixed Methods Research,Physical Sciences,Science Teachers,Science Instruction,Scientific Concepts,Questionnaires,Grade 10,Secondary School Teachers,Secondary School Science,Interviews

Despite growing consensus regarding the value of inquiry-based teaching and learning, the implementation of such a pedagogical practice continues to be a challenge for many South African teachers, especially at rural schools. The research reported in this article concerns the interaction between Grade 10 Physical Sciences teachers' beliefs about inquiry-based learning, and their practice of inquiry in their classrooms. This research adopted a mixed methods design. In the first phase of the research, quantitative data were collected by distributing a validated questionnaire to Physical Sciences teachers in an education circuit in rural Mpumalanga, South Africa. The next phase of the research involving teacher interviews, provided a more in-depth explanation of some of the findings, which emerged from the questionnaire survey. It was found that sampled teachers from the rural district have a positive attitude towards inquiry in the teaching and learning of Physical Sciences, and recognise the benefits of inquiry, such as addressing learner motivation and supporting learners in the understanding of abstract science concepts. However, despite this positive belief towards inquiry-based learning, teachers are less inclined to enact inquiry-based learning in their lessons. Teachers claim that the implementation of inquiry-based learning is fraught with difficulty, such as availability of laboratory facilities, teaching materials, time to complete the curriculum, and large classes, which creates tension in their willingness to implement it.
Politicising Curriculum Implementation: The Case of Primary Schools
Author: Molapo, Moyahabo Rodgers
Date: 2018-02-00
Type: Journal Articles
Subjects: Curriculum Implementation,Elementary School Curriculum,Politics of Education,Grade 3,Teacher Surveys,Qualitative Research,Interviews,Educational Resources,Educational Opportunities,Faculty Development,Documentation,Fidelity,Foreign Countries,Observation

Since 2012, the Curriculum Assessment Policy Statements (CAPS) comprise the new National Curriculum Statement currently implemented in South African schools. CAPS encapsulates a series of radical curriculum changes since the dawn of a new democratic dispensation in 1994. This study aims to understand how Grade Three educators in Limpopo, South Africa, approach the implementation of the most recent CAPS. The analysis of data revealed inconsistencies between the 'optimistic' view of the Department of Basic Education (DBE) to improve curriculum implementation despite continuously changing the curriculum, and the 'pessimistic' scenario where educators consistently refer to obstacles to curriculum implementation. Respondents suggested that CAPS implementation is hampered by inadequate training of educators, a lack of resources, and too much paperwork. The study points to the politicisation of implementation signalled through educators' dissatisfaction with the DBE and their positive view of trade unions. This article argues that in the highly politicised education context of South Africa, curriculum implementation takes a back seat to institutional and individual political machinations.
Social Networking as a Strategic Tool in the Management of School-Based Violence
Author: Eke, Chidi Idi
Date: 2018-02-00
Type: Journal Articles
Subjects: Social Networks,Change Strategies,Mass Media Use,Social Media,Violence,School Based Management,School Safety,Qualitative Research,High School Students,Socialization,Administrator Surveys,Teacher Surveys,Social Capital,Access to Information,Teacher Persistence,Foreign Countries,Case Studies,Semi Structured Interviews

School-based violence is serious, and on the rise in South African schools. The violence affects learners, teachers, communities and the management of schools. Towards finding possible ways to manage school violence, this article presents social networking as a strategic tool in the management of school-based violence in high schools, based on the results of a study carried out in the uMgungundlovu district of KwaZulu-Natal, South Africa. The study adopted a qualitative approach as a result of the interpretative nature of the causes of school-based violence in high schools. The sample of the study was made up of 18 participants and in-depth interviews were the main data collection instruments in the study. Content analysis using NVivo was employed in analysing data collected in the study. The study revealed how school managers employ social networking as information gathering tool and as a support mechanism in the management of school-based violence in high schools. The information gathered by school managers through social networking enable them develop intervention strategies in high schools that reduce school-based violence and create school climates that promote teaching and learning.
Perceptions of Disadvantaged Rural Matriculants Regarding Factors Facilitating and Constraining Their Transition to Tertiary Education
Author: Maila, Precious
Date: 2018-02-00
Type: Journal Articles
Subjects: Foreign Countries,Disadvantaged Environment,Disadvantaged Youth,Access to Education,Qualitative Research,Semi Structured Interviews,Academic Aspiration,Career Guidance,Rural Schools,Postsecondary Education,High School Graduates,Educational Resources,Degree Requirements,Educational Attitudes,School Choice

While education has been recognised as a route out of poverty, for many black South Africans, equality of opportunity and access to quality post-school education are often hampered by lack of resources and the lingering legacy of apartheid. The main focus of this study is on learners' perceptions in the disadvantaged rural community of Siyabuswa, Mpumalanga regarding tertiary education and factors affecting their pursuit of such an education. A qualitative research design was adopted and data collection occurred through the use of semi-structured interview schedules administered via face-to-face interviews. The analysis of the data took the form of thematic content analysis, and was framed within a discussion of Paulo Freire's theory of conscientisation. Findings from the research suggest that respondents perceived education to be important. However, linguistic constraints, under-resourced schools, and a lack of career guidance appear to hinder their aspirations to successfully transition from secondary to tertiary education. Facilitating factors included parental expectations, and academic support, while hindering factors included peer pressure, lack of funding, and the inability to apply themselves to their studies. The study has implications for the enhancement of linguistic skills during primary schooling and the provision of career guidance to secondary school learners to help bridge the gap between school and post-school education.
Native Speaker Dichotomy: Stakeholders&apos; Preferences and Perceptions of Native and Non-Native Speaking English Language Teachers
Author: Atamturk, Nurdan
Date: 2018-02-00
Type: Journal Articles
Subjects: Native Speakers,Preferences,Stakeholders,Secondary School Students,English (Second Language),English Teachers,Second Language Instruction,Language Teachers,Teacher Attitudes,Student Attitudes,Administrator Attitudes,Mixed Methods Research,Correlation,Questionnaires,Native Language,Foreign Countries,Semi Structured Interviews,Observation

Addressing the perceptions and the preferences of the upper-secondary school students, teachers, parents and administrators of the native speaking (NS) and non-native speaking (NNS) English teachers as well as investigating the variables affecting these preferences and perceptions, this study explores whether or not the native speaker myth is still prevalent. Contrary to common assumptions with regard to student and parent preferences being in favour of NS English teachers, this study purports that English as a foreign language (EFL) students who have participated in this study which is conducted in the Turkish Cypriot context favour the English teachers with good teaching skills, regardless of their NS/NNS status. The students' perceptions and preferences are compared with those of their parents, teachers and administrators. The data are collected from 185 students, 86 parents, 18 teachers and two administrators, and analysed adopting a mixed-methods research design, being predominantly quantitative. Overall, mother tongue and grade are found to be the two variables that influence the participants' perceptions and preferences with regard to the NS and NNS English teachers. Significant differences are found between student and teacher responses and between parents' and teachers' perceptions and preferences.
Distributed Leadership an Instrument for School Improvement: The Study of Public Senior High Schools in Ghana
Author: Dampson, Dandy George
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Foreign Countries,Mixed Methods Research,Grounded Theory,Leadership Styles,Administrator Attitudes,Teacher Attitudes,High Schools,Educational Improvement,Municipalities,Questionnaires,Semi Structured Interviews

The purpose of the study was to investigate the influence of distributed leadership in Public Senior High Schools (SHS) with regard to school improvement. Using the Explanatory Sequential Mixed-Method design, 92 teachers and 4 head masters and 4 assistant head masters were randomly and census sampled. Three research questions were formulated and were analysed using simple percentages, mean and constant comparative thematic approach. The study revealed that generally head and assistant head masters and teachers recognize the practice of distributed leadership style in the SHS that is they perceive distributed leadership as a shared leadership where everyone is considered as a leader and given leadership opportunities. The findings further revealed that traditional and rigid leadership structure, lack of shared responsibility amongst teachers, leaders fear to involve teachers were the dominant challenges of distributed leadership in the study area. The study concluded that majority of the head masters, assistant head masters and teachers are currently practicing the distributed leadership since the success of distributed leadership depends on whether the leadership is willing to relinquish power, and the extent to which staff embrace the opportunity to lead. Based on the findings and conclusion drawn for the study, it is recommended that leadership in public SHS develops strategies that allow all teachers who are capable and willing to get an opportunity to lead certain areas of the school.
Peer Bonds in Urban School Communities: An Exploratory Study
Author: Leach, Nicole
Date: 2018-02-00
Type: Journal Articles
Subjects: Urban Schools,Peer Relationship,Friendship,Group Dynamics,Qualitative Research,Observation,Semi Structured Interviews,High School Students,Success,Identification (Psychology),Values,Caring,Failure,Communities of Practice,African American Students

The literature identifies three main types of peer associations: cliques, crowds, and dyadic friendships. When schools create learning communities, an additional type of peer association may emerge that is not based on interactions but instead is based on membership in a shared community. The aim of this study is to qualitatively explore the nature and characteristics of this association, labeled peer bonds. Observational data (n = 432) and semi-structured interviews (n = 33) were collected in two urban high schools over the course of three academic years. Data were analyzed using the constant comparison method. Findings suggest that there are six characteristics of peer bonds: investment in peer success, shared identity, shared values, pedagogical caring, shared success, and shared failure. The scholarly significance of this study is the expansion of theoretical conceptualizations of peer associations in learning communities while the practical significance is the potential use of a largely underutilized source for academic interventions, peers, by creating school community.
Random Forest as a Predictive Analytics Alternative to Regression in Institutional Research
Author: He, Lingjun
Date: 2018-01-00
Type: Journal Articles
Subjects: Institutional Research,Regression (Statistics),Statistical Analysis,Data Analysis,Prediction,Artificial Intelligence,Decision Making,Data,Higher Education,Data Interpretation

In institutional research, modern data mining approaches are seldom considered to address predictive analytics problems. The goal of this paper is to highlight the advantages of tree-based machine learning algorithms over classic (logistic) regression methods for data-informed decision making in higher education problems, and stress the success of random forest in circumstances where the regression assumptions are often violated in big data applications. Random forest is a model averaging procedure where each tree is constructed based on a bootstrap sample of the data set. In particular, we emphasize the ease of application, low computational cost, high predictive accuracy, flexibility, and interpretability of random forest machinery. Our overall recommendation is that institutional researchers look beyond classical regression and single decision tree analytics tools, and consider random forest as the predominant method for prediction tasks. The proposed points of view are detailed and illustrated through a simulation experiment and analyses of data from real institutional research projects.
Using Instrumental Variable Estimation to Evaluate Randomized Experiments with Imperfect Compliance
Author: Huang, Francis L.
Date: 2018-02-00
Type: Journal Articles
Subjects: Computation,Statistical Analysis,Compliance (Psychology),Randomized Controlled Trials,Program Evaluation

Among econometricians, instrumental variable (IV) estimation is a commonly used technique to estimate the causal effect of a particular variable on a specified outcome. However, among applied researchers in the social sciences, IV estimation may not be well understood. Although there are several IV estimation primers from different fields, most manuscripts are not readily accessible by researchers who may only be familiar with regression-based techniques. The manuscript provides a conceptual framework of why and how IV works in the context of evaluating treatment effects using randomized evaluations. I discuss the issue of imperfect treatment compliance, explain the logic of IV estimation, provide a sample dataset, and syntax for conducting IV analysis using R. A goal of the current manuscript is to demystify the use of IV estimation and make evaluation studies that use this technique more readily understood by researchers.
The Journey toward NADE Accreditation: Investments Reap Benefits
Author: Kratz, Stephanie
Date: 2018-00-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Developmental Programs,Developmental Studies Programs,Professional Associations,Community Colleges,Academic Achievement,English Instruction,Curriculum Design,Acceleration (Education)

The author examines the process for applying for National Association for Development Education (NADE) accreditation. The multi-year process began when the English faculty of the community college she works at reviewed data from the National Community College Benchmark Project. The data showed low success rates and poor persistence from developmental into college-level courses. As a member of the Developmental English Redesign Team, she studied various models of developmental English programs across the country. Research led her to a model of accelerated developmental education called the Accelerated Learning Program (ALP), which was first developed at the Community College of Baltimore County. The journey, according to the author, was long and challenging, but has had many benefits.
Motivation, Challenges, Support (MCS) Cycle Model for the Development of PBL Tutors
Author: Constantinou, Costas S.
Date: 2018-02-00
Type: Journal Articles
Subjects: Tutors,Problem Based Learning,Teaching Methods,Problem Solving,Teamwork,Role,Focus Groups,Teacher Motivation,Qualitative Research,Foreign Countries,Medical Education,Teacher Attitudes,Semi Structured Interviews,Course Content,Medical Schools,Feedback (Response),Student Attitudes,Peer Evaluation,Correlation,Barriers,Educational Philosophy,Coding,Medical Students,Group Dynamics,Teacher Student Relationship,Teacher Characteristics

Problem-Based Learning (PBL) is well known for enhancing students' problem solving skills and teamwork, while the role of PBL tutors is to facilitate discussion rather than teach. This study used four focus groups to explore PBL tutors' motivation, challenges and support mechanisms, and the relationship between these. The study found that there was a narrative alignment, whereby tutors identified a challenge if it disrupted their motivation to tutor, and support as effective if it addressed the challenge so as to re-establish their motivation. Based on this, we propose the &quot;Motivation, Challenges, Support (MCS) Cycle Model&quot; for the development of PBL tutors.
Effective Summer Programming: What Educators and Policymakers Should Know
Author: McEachin, Andrew
Date: 2018-00-00
Type: Journal Articles
Subjects: Summer Programs,Program Effectiveness,Performance Factors,Best Practices,Educational Quality,Student Improvement

The evidence suggests that many types of summer learning programs have the potential to reduce summer learning losses and perhaps create learning gains. However, implementing a summer program does not guarantee positive effects on students' learning. A key question then is: What factors make a summer learning program effective? This article, drawn from the authors' chapter in &quot;The Summer Slide: What We Know and Can Do About Summer Learning Loss,&quot; presents components of quality summer learning programs.
Examining Preservice Secondary Mathematics Teachers&apos; Responses to Student Work to Solve Linear Equations
Author: Casey, Stephanie
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Mathematics,Preservice Teacher Education,Preservice Teachers,Equations (Mathematics),Teacher Response,Feedback (Response),Problem Solving,Student Teacher Attitudes,Teaching Skills,Error Patterns,Interviews,Transcripts (Written Records),Incidence,Teaching Methods

This study examined proposed teacher responses to students' work to investigate how they respond, what characteristics of a good response are more difficult than others to achieve, and whether particular student error types are more difficult to respond to appropriately. Sixteen preservice secondary mathematics teachers' proposed responses to five students' work to solve linear equations were analysed based on four characteristics of a good response: work toward student learning objective, draw on presented student thinking, draw on research on students' mathematical development, and leave space for students' future thinking. The preservice teachers' responses consistently met the last characteristic, but their skill at meeting the other characteristics differed markedly based on the type of student error in the work sample. An implication is the need to help preservice teachers learn how to address conceptual issues in their responses rather than solely focusing on procedural errors that are often irrelevant to meeting the learning objective.