ethanporcaro/eric-fulltext-meta huggingface dataset:
Educational Philosophy and Happiness Principle of Plato and Mencius
Author: Lee, Jeong-Kyu
Date: 2020-02-21
Type: Reports - Evaluative
Subjects: Educational Philosophy,Educational Objectives,Content Analysis,Psychological Patterns,Comparative Analysis,Cross Cultural Studies,Moral Values,Political Attitudes,Chinese,Greek,English,Information Sources,Educational Theories,Asian Culture,Western Civilization

The purpose of this study is to investigate the educational philosophy and the happiness principle of Plato and Mencius. To discuss the study systematically, three research questions are stated. First, what is the educational philosophy of Plato and Mencius? Second, what is the happiness principle of Plato and Mencius? Third, what are significant similarities and differences between Plato and Mencius? In order to defend the research questions, a descriptive content analysis method will be utilized with a cross culturally comparative approach. As for the limitations of the study, the principles and aims of education are mainly discussed from a standpoint of educational philosophy. The principles of happiness are also reviewed in the aspect of moral and political theories. This article is mainly focused on the Works of Mencius, and on the Republic of Plato. The author in this article intends to use modern English second resources as well as the classical Chinese and Greek primary languages. Finally, the researcher concludes this study with the suggestion of future research. The significance of the study is to provide the basic theories and worthy resources in contemporary education, especially moral or happiness education, for educational theorists and practitioners in the world in the aspect of the mutual understanding of the Eastern and the Western cultures.
The Alignment between easyCBM® Literacy Assessments and Ohio&apos;s Learning Standards
Author: Alonzo, Julie
Date: 2019-12-21
Type: Reports - Evaluative
Subjects: Curriculum Based Assessment,State Standards,Academic Standards,Alignment (Education),Elementary School Students,Primary Education,Literacy,Language Arts,Language Tests,Phonemes,Alphabets,Reading Fluency,Vocabulary Development,Multiple Choice Tests,Reading Comprehension,Reading Tests

This manuscript presents the results of an analysis between the easyCBM® literacy assessments, Grades K-3, and Ohio's Learning Standards related to literacy at those grade levels. Results indicate some alignment at each grade level, with the greatest degree of alignment in Grade 3.
Comparison between Syrian and Turkish Parents&apos; Opinions and Expectations about Pre-School Education
Author: Dogrul, Hikmet
Date: 2019-04-00
Type: Journal Articles
Subjects: Preschool Education,Cross Cultural Studies,Parent Attitudes,Parent Aspiration,Cultural Differences,Educational Experience,Positive Attitudes,Educational Attitudes,Cultural Background,Futures (of Society),Foreign Countries

This study aims to examine and compare the opinions and expectations of Turkish and Syrian parents about pre-school education. The descriptive method was used in the study. The sample of the study consisted of 410 parents (220 Turkish and 190 Syrian). The data of the study were collected by using a Personal Information Form, Questionnaire for Determining Opinion and Expectation for Pre-school Education, and Open-ended Question Form. Frequency and percentage calculation was done in the analysis of the quantitative data and the content analysis for the qualitative data. It is concluded that opinions of Turkish and Syrian parents on pre-school education are mostly similar though they come from different cultural backgrounds and educational experiences; however, there is differentiation in their expectations of pre-school education. Their opinions on preschool education indicate that preschool education should be compulsory and will have positive reflections on the child's future education.
Perceptions of Classroom Teacher Candidates to the Turkish Education History Course: A Metaphor Analysis
Author: Bolat, Yavuz
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,History Instruction,Educational History,Preservice Teacher Education,Discourse Analysis,Figurative Language

The Turkish History Education course provides information about the historical backgrounds of the program development, the personalities, institutions, works and laws that are stamped on educational and intellectual processes in the Turkish society to the prospective teachers. Classroom teacher needs to be aware of their own education and training as an important part of basic academic education. This requirement entails teaching Turkish Education History course at the undergraduate level. These forms of perception of teacher education candidates to Turkish Education History course is a matter worth investigating in terms of reaching the goals of the course. Metaphors are frequently used in educational areas and reflect participants' thought on the subject. The purpose of this study which class teacher candidates participated in is to determine the perceptions of classroom teacher candidates regarding Turkish Education History course through metaphors. The study group of research includes 108 class teacher candidates who are taking this course and studying at Mustafa Kemal University in 2016-2017 academic years. The data of research was collected through forms which include inscription like &quot;Turkish Education History course is like/similar to…………because……..&quot; In this qualitative study, the data obtained from the participant responses were evaluated according to the metaphor analysis. According to the analysis made, 66 different metaphors developed by the classroom teacher candidates have been identified. These metaphors have brought six different categories: knowledge, value, education, individual utility, structure and transfer. While information category is the category with the greatest number of metaphors, the tree metaphor is the metaphor most frequently used by participants.
Development and Validation of the Cloud Technologies Usage in Education Scale
Author: Korucu, Agâh Tugrul
Date: 2020-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Information Technology,Information Storage,Internet,Test Construction,Construct Validity,Test Reliability,Preservice Teachers,Foreign Countries,Factor Structure,Factor Analysis,Motivation,Item Analysis

In this research, it is aimed to develop a scale for the use of cloud technologies in education. The sample group of the study consists of 415 preservice teachers who are studying at universities in Konya. For the validity and reliability analyses of the scale, the sample group consisting of 415 units was randomly allocated (n[subscript 1]=208 and n[subscript 2]=207) sub-samples, the first sample was used for explanatory factor analysis and the second sample was used for confirmatory factor analysis. As a result of the explanatory factor analysis of the data obtained from the first group, 6-item scale consists of motivation and interaction sub-dimensions. Interaction dimension of total variability alone explains 35.89% and motivation dimension explains 33.56%. Factor loads for the sub-dimensions ranged between 0.74 and 0.83. The internal consistency coefficient was 0.83 for Cronbach alpha, 0.77 for motivation subscale and 0.79 for interaction subscale. For the second sample, it was found that the model formed by the two-factor structure of the scale was appropriate according to the fit indices obtained from the confirmatory factor analysis results. As a result, Cloud Technologies Usage scale was found to be a valid and reliable measurement tool.
The Language Zone: Differentiating Writing Instruction for Students Who Are d/Deaf and Hard of Hearing
Author: Dostal, Hannah M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Writing Instruction,Students with Disabilities,Deafness,Writing Strategies,Grade 3,Grade 4,Grade 5,Children,American Sign Language,Interaction,Direct Instruction,Literacy,Language Proficiency,Space Utilization,Classroom Environment,Elementary School Students

Interactive Writing (IW) is a powerful support for language and literacy development; however, its emphasis on using oral language to construct written language can present challenges for deaf/Deaf and hard of hearing (d/Dhh) students due to their unique and diverse language experiences. Teachers (n = 14) using Strategic and Interactive Writing Instruction (SIWI) with grade 3-5 d/Dhh students in a variety of settings were observed using a space referred to as 'the language zone' to address the unique language and literacy needs of d/Dhh students. The language zone is the designated space in a classroom where the creation, translation and revision of ideas is made visible. Researchers developed a flowchart with three tiers to document the three purposes for which the teachers use the space. Accompanying scenarios provide concrete examples of three distinct ways in which the language zone can be used. Teachers can use this language zone flow chart as a tool to recognize, analyze and select instructional moves that have the potential to positively impact the language and literacy proficiencies of d/Dhh students.
Improving the Critical Thinking Skills of Secondary School Students Using Problem-Based Learning
Author: Lapuz, April Mercy E.
Date: 2020-01-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Skill Development,Secondary School Students,Problem Based Learning,Economics,Instructional Effectiveness,Foreign Countries,Grade 9,Teaching Methods

Problem-based learning (PBL) is a pedagogy where students gain knowledge about a subject through solving an ill-structured problem. Critical thinking skills (CTS) are the capacity to think about what to do or what to consider by an individual. This study sought to decide if using Problem-based Learning (PBL) improves the critical thinking skills (CTS) of the students in a secondary school in the subject of economics. This research used an experimental design. Twenty-seven (27) students were purposively selected from a secondary school in Zambales, Philippines for the school year 2017-2018. Results proved that there was a significant difference in the test scores before and after the intervention. We found PBL to be effective in improving the critical thinking skills of the students based on the result of the mean analysis, standard deviation, and t-test. The researchers recommend that problem-based learning may improve the level of critical thinking skills of the students and improve the teaching-learning process.
Dynamic Assessment for Identifying Spanish-Speaking English Learners&apos; Risk for Mathematics Disabilities: Does Language of Administration Matter?
Author: Cho, Eunsoo
Date: 2019-10-09
Type: Reports - Research
Subjects: Alternative Assessment,Evaluation Methods,Student Evaluation,Spanish Speaking,English Language Learners,At Risk Students,Mathematics Skills,Learning Problems,Language Usage,Test Bias,Elementary School Students,Grade 1,Learning Disabilities

We examined dynamic assessment's (DA's) added value over traditional assessments for identifying Spanish-speaking English learners' (ELs') risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL's language dominance. At the start of 1st grade, ELs (N = 368) were randomly assigned to English-DA or Spanish-DA conditions, were assessed on static mathematics measures and domain-general (language, reasoning) measures in English, and completed DA in their assigned language condition. At year's end, they were assessed on calculation and word-problem solving outcomes in English. Results from multi-group path models indicated that Spanish-DA mitigates the impact of ELs' language dominance on DA performance. Moreover, ELs' language dominance moderated DA's predictive validity differentially depending on DA language and type of outcome. Spanish-DA showed higher predictive validity in Spanish-dominant ELs than English-dominant ELs when predicting calculations but not word-problem solving. English-DA was predictive for both outcomes, regardless of ELs' language dominance. [This paper will be published in &quot;Journal of Learning Disabilities.&quot;]
&quot;In Theory It&apos;s a Good Idea&quot;: Understanding Implementation of Proficiency-Based Education in Maine
Author: Shakman, Karen
Date: 2018-00-00
Type: Reports - Research
Subjects: Competency Based Education,Student Centered Learning,Learner Engagement,Outcomes of Education,Student Characteristics,Online Courses,Vocational Education,High School Students,Instructional Program Divisions,Individualized Education Programs,College Entrance Examinations,Scores,Rural Schools,State Standards,Program Implementation,Mastery Learning,Student Evaluation,Lecture Method,Grading,Social Development,Emotional Development,Educational Change,Parent Attitudes,Teacher Attitudes,Student Attitudes,Skill Development

Student-centered learning encompasses four overlapping and complementary principles (JFF, 2014): competency-based progression, personalization, flexibility in where and when learning takes place, and facilitation of key skills and dispositions such as agency and ownership. To date, few studies have attempted to quantitatively characterize implementation of student-centered learning in order to investigate the relationship between variability in implementation and student outcomes--particularly outcomes among high-need student subgroups (Steele, Lewis, Santibañez, et al., 2014). Education Development Center (EDC) partnered with 10 districts in rural Maine that were in the process of implementing the state's requirement that students graduate with a proficiency-based diploma, to study students' exposure to student-centered, proficiency-based education and the relationship between exposure and student academic performance and engagement. Using Latent Profile Analysis, a statistical technique used to uncover hidden subgroups (i.e., latent profiles) based on the similarity with which a group of individuals responds to a set of survey questions, we found that three distinct proficiency-based education (PBE) exposure profiles existed, in similar proportions across all the participating schools and within every school. Analyses of district level administrative data showed that having an IEP was associated with higher exposure to PBE practices but that other student characteristics, including free and reduced-price lunch status and gender were not associated with more exposure to PBE practices. We also observed a positive relationship between exposure to PBE practices and increased levels of student engagement, and a negative association between exposure to PBE practices and SAT scores. Finally, qualitative analyses revealed that implementation to date has largely focused on identifying graduation standards and implementing new proficiency-based grading practices, with traditional classroom practices still fairly commonplace. [The Education Development Center (EDC) conducted this study as part of the Student-Centered Learning Research Collaborative's initial cycle of research.]
Using Virtual Role-Play to Enhance Teacher Skills in Responding to Bullying
Author: Schussler, Deborah
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Simulation,Artificial Intelligence,Role Playing,Teaching Methods,Preservice Teachers,Preservice Teacher Education,Skill Development,Responses,Intervention,Bullying,Instructional Effectiveness,Interpersonal Communication,Computer Mediated Communication,Communication Skills,Nonverbal Communication,Undergraduate Students,Classroom Techniques,Elementary Education,Education Majors,Video Technology

Nearly one in three students in the United States today is negatively impacted by bullying. Teachers can play a critical role in stopping bullying-related violence, but many struggle with how to engage students in difficult conversations. Traditional classroom-based pedagogy used to teach communication skills (e.g., modeling &amp; role-play) is inefficient and limited in scope. Recent advances in Artificial Intelligence have resulted in the development of virtual pedagogical agents designed to simulate authentic conversations and can be leveraged to teach vital communication skills. This exploratory study examines the effectiveness of a &quot;virtual role-play&quot; (VRP) tool developed to help teacher candidates effectively respond to classroom bullying by providing them with opportunities to engage in repeated, authentic practice conversations. We hypothesized that practice in simulated conversations provided by VRP would improve teacher candidates' communication skills by improving their fluency in responding to classroom bullying. Our findings revealed that the repeated practice afforded by VRP improved candidates' fluency by helping them focus on more refined word choice, reducing their reliance on written notes, and improving their nonverbal skills. Implications regarding use of VRP to prepare candidates to communicate in bullying situations are discussed. [This article was published in &quot;Journal of Technology and Teacher Education&quot; (EJ1130990).]
NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1
Author: NORDSCI
Date: 2018-00-00
Type: Collected Works - Proceedings
Subjects: Employment Qualifications,Doctoral Programs,Graduate Students,Career Readiness,Educational Quality,Foreign Countries,Computer Assisted Testing,Educational Technology,Evaluation Methods,Creativity,Skill Development,Administrator Qualifications,Career Guidance,Lifelong Learning,Higher Education,Barriers,Child Rearing,Parenting Styles,Cultural Influences,Textbook Preparation,Textbooks,English (Second Language),Phenomenology,Teaching Methods,Architectural Education,Individualized Instruction,Student Development,Competence,Business English,Educational Research,Multicultural Education,Cultural Awareness,Teacher Competencies,Marine Education,Student Projects,Specialists,Special Education Teachers,Crisis Management,Disabilities,Outcomes of Education,Geographic Regions,Teacher Education,Mathematics Instruction,Information Technology,History,Multimedia Instruction,Second Language Instruction,Self Determination,Adolescents,Agricultural Occupations,Behavior,Language Usage,Academic Language,German,Code Switching (Language),Islam,Languages,Computer Software,Dictionaries,Verbs,Finno Ugric Languages,Internet,Archives,Philosophy,Novels,Time,Vowels,Migration,Grammar,Translation,Writing (Composition)

This volume includes two sections of the 2018 NORDSCI international conference proceedings: (1) Education and Educational Research; and (2) Language and Linguistics. Education and Educational Research includes 22 papers relating to scientific topics in the full spectrum of education, including history, sociology and economy of education, educational policy, strategy and technologies. This section also covers pedagogy and special education. Language and Linguistics includes 13 papers covering scientific topics related to theoretical, literary and historical linguistics, as well as stylistics and philology.
Voluntary Support of Education: Trends in Alumni Giving. Research Brief
Author: Council for Advancement and Support of Education
Date: 2019-04-00
Type: Reports - Research
Subjects: Alumni,Donors,Private Financial Support,Higher Education,Educational Finance,Philanthropic Foundations,Corporate Support,Research,Student Financial Aid,College Athletics,Departments

According to 2018 research conducted by APM Research Lab, the research arm of the nonprofit public radio organization American Public Media, most Americans believe that government funding for higher education has increased or at least held firm over the last ten years. That is not the case, however. According to the Center on Budget and Policy Priorities (CBPP), inflation-adjusted state funding of higher education declined $9 billion over the past decade. Philanthropic support of higher education comes from a range of sources, including corporations, foundations, religious organizations, parents of former and current students, friends of the institutions and alumni. Giving to higher education institutions by any source is increasingly important given declines in funding from other sources, such as from the states. This brief specifically examines alumni giving. It is part of a series based on data collected in Council for Advancement and Support of Education's Voluntary Support of Education (VSE) survey for fiscal 2018-the 2017-18 academic year.
An Impact Evaluation of the &quot;Blended Core Mathematics&quot; Program for Elementary Grades. Final Report. No. 029
Author: Swain, Matthew
Date: 2019-09-18
Type: Reports - Research
Subjects: Program Effectiveness,Mathematics Instruction,Elementary School Mathematics,Mathematics Achievement,Effect Size,Mathematics Curriculum,Achievement Gains,Diagnostic Tests,Institutional Characteristics,Student Characteristics,Computer Assisted Testing,Educational Technology

The purpose of this study was to evaluate the impact of using a combination of three Curriculum Associates' mathematics products: (a) &quot;i-Ready® Diagnostic,&quot; (b) &quot;i-Ready® Instruction,&quot; and (c) &quot;Ready® Mathematics Core Curriculum&quot; over use of &quot;i-Ready Diagnostic&quot; alone at grades K-5. Use of all three products in combination is referred to as the &quot;Blended Core Mathematics&quot; implementation. It was hypothesized student achievement on the &quot;i-Ready Diagnostic&quot; would be higher for students using &quot;Blended Core Mathematics&quot; with fidelity over use of &quot;i-Ready Diagnostic&quot; only. The Human Resources Research Organization (HumRRO), in collaboration with Century Analytics, implemented a quasi-experimental design (QED) at the level of rigor required to achieve a What Works Clearinghouse (WWC) rating of &quot;Meets WWC Group Design Standards with Reservations.&quot; Propensity score matching was used to identify a set of comparison schools and students demographically similar to &quot;Blended Core Mathematics&quot; treatment schools. To examine impact, hierarchical-linear modeling (HLM) was conducted separately at each grade with student-level baseline mathematics achievement and school-level baseline mathematics achievement and select school demographics as covariates. Results suggested students in the &quot;Blended Core Mathematics&quot; schools who were using the program as intended performed statistically significantly better than students in schools using &quot;i-Ready Diagnostic&quot; only. The effect sizes for four of the six grades (K, 1, 2, and 5) were greater than 0.25, which is considered a large effect in educational research (Lipsey et al., 2012). The following are appended: (a) Ready Blended Core Mathematics logic model; and (b) Complete HLM coefficients. [This report was prepared for Curriculum Associates.]