ethanporcaro/eric-fulltext-meta huggingface dataset:
Multi-Tiered System of Supports as Collective Work: A (Re)structuring Option for Middle Schools
Author: Hollingsworth, Sonja M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Behavior Problems,Middle School Students,Middle School Teachers,Self Efficacy,Response to Intervention,Low Achievement,Evidence Based Practice,Guidelines,Sustainability,Prevention,Fidelity,Program Implementation,Systems Approach,Educational Change

Multi-tiered systems of support (MTSS) is the overarching referent for frameworks designed to target behavioral and academic challenges with a focus on a tiered continuum of evidence-based practices within the context of prevention science and implementation research (Freeman, Sugai, Simonsen, &amp; Everett, 2017). Extensive literature indicates that MTSS programs can be effective in helping teachers address academic and behavioral challenges. However, from the onset of the RtI movement and through its transition into the MTSS paradigm, many middle level schools have faced significant organizational and systemic challenges which hamstring their ability to utilize MTSS programming with fidelity. This essay proposes an alternative framework for the implementation of MTSS programming at the middle level predicated in the theoretical construct of collective teacher efficacy. After reviewing the tenets of collective efficacy, a provision for framework of MTSS implementation is offered followed by discussion of both behaviors inherent to successful implementation and hallmarks of MTSS programming sustainability.
Helping Middle School Students Acknowledge and Navigate Anxiety: An Action Research
Author: Jones, Teresa
Date: 2019-00-00
Type: Journal Articles
Subjects: Middle School Students,Anxiety,Coping,Test Anxiety,Teacher Role,Educational Finance,Student Needs,Grade 7,Grade 8,Intervention,Educational Environment,Manipulative Materials,Time Factors (Learning),Metacognition,Art Activities,Test Wiseness

Teachers and school counselors have the responsibility not only to build a positive school climate in which students want to perform and stretch themselves academically and socially, but also to create an environment in which students know that their teachers and school counselors are aware of their needs, anxiety, and other factors preventing them from reaching their potential. In the present study, we used an action research design to help students acknowledge their anxiety and know how to navigate it. The results indicate that most students exhibited lower anxiety before and during a test, while their anxiety level was the highest after taking a test. Moreover, the power analysis (p-value) shows that students' anxiety levels before, during, and after a test did not did not significantly impact each other. Challenges regarding anxiety interventions include: 1) students who used fidgets as toys rather than sensory tools, 2) teachers reluctant to implement coping skills continuously for fear of losing instructional time, and 3) the school's limited funding for purchasing a wider variety of coping strategies. Suggestions to school administrators and future research studies are discussed.
Why Do Physical Education Teachers Give High Grades?
Author: Ugras, Sinan
Date: 2019-12-00
Type: Journal Articles
Subjects: Physical Education Teachers,Grading,Grades (Scholastic),Teacher Attitudes,Foreign Countries,Middle School Teachers,High School Teachers,Administrator Role,Private Schools,Public Schools,Parent Influence

In this study, it is aimed to reveal the reasons of high grades in physical education and sports classes of physical education teachers and to determine the factors that cause this situation. Phenomological study was used in qualitative research methods. The study group of the study was qualitative participants of 10 physical education teachers working in the central districts of Malatya in the 2017- 2018 academic year and whose average grade is 100 in the E-school system. In the research, semistructured interview form prepared by the researchers was used as data collection tool. Descriptive and content analysis was used for the analysis of raw data. After qualitative interviews with physical education teachers, it was concluded that in the themes that emerge after the qualitative interviews, teachers dominated the idea that they should not be graded in physical education class. When it is added that the measurement and evaluation literacy is not sufficient in addition to the reasons such as giving high marks in private schools, it leads them to give high marks.
Regard More, Not Regard Less: Welcoming All to the Sanctuary of the School Library
Author: Gabaldón, Barbara
Date: 2020-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Library Role,Library Services,Educational Environment,Student Diversity,Social Bias,Library Materials,English Language Learners,Reading Materials,Cultural Relevance,Language Usage,Access to Computers

Many of the descriptions of public libraries as sanctuaries provide myriad examples of ways in which they serve the underserved: language circles, English language learning and citizenship classes, and access to technology for the homeless, to name a few. In the school library, if librarians are providing sanctuary only to those who feel comfortable seeking it in the library, they are not valuing the school library as a sanctuary for all. This article discusses why librarians need to prioritize knowing their communities and being proactive rather than neutral.
Supporting Middle School Students in Tier 2 Math Labs: Instructional Strategies
Author: Bouck, Emily C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Response to Intervention,Evidence Based Practice,Vignettes,Middle School Students,Teaching Methods,Learning Problems,Sequential Approach,Abstract Reasoning

Response to Intervention (RtI) has become a common support system for students; yet, no universal RtI model exists, especially for mathematics and specifically at the secondary level. This article focuses on a specific model for delivering Tier 2 mathematics supports and services at the secondary level: math labs. Evidence--based and research--supported interventions are discussed that support the delivery of Tier 2 services within a math lab secondary RtI structure. A fictionalized vignette, drawing from multiple actual cases, is presented to highlight the use of a Tier 2 math lab within a middle school setting.
&quot;What if I Don&apos;t Know the Answer?&quot; Fifth-Grade Students&apos; Responses to Uncertainty in Test-Taking
Author: Childs, Ruth A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 5,Student Attitudes,Ambiguity (Context),Guessing (Tests),Multiple Choice Tests,Test Anxiety,Memory,Metacognition,Responses,Foreign Countries

Fifth-grade students watched a short video and then responded to multiple-choice items, including several without correct answers. Based on computer-supported stimulated recall and semi-structured interviews, we tested three common assumptions about what students are thinking when they respond to multiple-choice items in spite of being uncertain of the correct answer. We found that none of the assumptions applied to all students. For example, many of the students believed leaving items blank was unacceptable, in part because it might create the impression that they were not trying on a test. Furthermore, although most students recognized when they were uncertain, a few did not.
Student Diversity Inspires Special &quot;Our Languages&quot; Collection
Author: Waitman, Kay
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Diversity,School Libraries,Native Language,Books,Multilingualism,Partnerships in Education,School Business Relationship,Safety,Trauma,Furniture,Educational Facilities,Standards,Psychological Patterns,School Districts,Elementary School Students,Eskimos,Teaching Experience

This article discusses how the author, Kay Waitman, provided a safe and welcome environment in her school's library, by creating an &quot;Our Languages&quot; collection of books in the first languages of all her students, from Espanõl to Hmong to Yup'ik Eskimo. She also partnered with a local furniture store, Scan Home, to create a large, cozy seating area in the library and a safe place for students to visit when they feel sad, angry, or other feelings that often accompany transitions to new settings or trauma. The different ways her students utilize and value the books within the &quot;Our Languages&quot; collection reflect the Include Shared Foundation from the American Association of School Librarians (AASL) Standards across many Domains. Her students value balanced perspectives that are enhanced by the school library's variety of resources.
What Are They Talking about When They Talk about Equity? A Content Analysis of Equity Principles and Provisions in State Every Student Succeeds Act Plans
Author: Chu, Yiting
Date: 2019-12-16
Type: Journal Articles
Subjects: Equal Education,Elementary Secondary Education,Educational Legislation,Federal Legislation,State Policy,Educational Policy,Statewide Planning,Access to Education,Educational Equity (Finance),Accountability,Definitions

Despite numerous education reform efforts, disparities between more privileged students and students from marginalized and minoritized groups still persist in U.S. education. The Every Student Succeeds Act (ESSA) passed in 2015 indicates greater commitment of the federal government to advancing equity in education and gives state educational agencies more autonomy and flexibility in policy making. This article analyzes the content of 52 approved state ESSA plans to examine how the concept of equity in education is defined and applied in state-level ESSA policies and provisions. Results of a qualitative content analysis reveal that all but four state ESSA plans adopt a stance on equity centered on equitable access to educational resources--including funding and effective educators--and less than half state plans attend to equity in outcomes. Most of the state plans do not include a clear definition of what they mean by &quot;equity.&quot; In addition, the accountability systems used to evaluate the impact of equity policies in the plans are predominantly outcome-oriented using student standardized test performance as the key indicator. Incoherent policy principles, coupled with the market-oriented, standards-based policy solutions, may exacerbate the structural inequities facing schools and students that these policies aim to ameliorate. Implications for education policy and research are discussed.
Safe Spaces beyond the Library&apos;s Four Walls
Author: Sexton, Keungsuk
Date: 2020-00-00
Type: Journal Articles
Subjects: Urban Schools,Educational Environment,Inclusion,Altruism,Student Empowerment,Culturally Relevant Education,Active Learning,Student Projects,School Community Relationship,Partnerships in Education,Elementary School Students,Middle School Students

This article discusses how the Kindness Initiative at the Dr. Michael Conti School in Jersey City, New Jersey, where the author is the school librarian and a literacy support teacher, promotes a climate where students feel accepted. As they progress from pre-K through middle school, students are exposed to social justice literature designed to get them to empathize with others. Having kids connect with characters in a book is just the first step to getting them to care about the way inequality and unfairness plays out in the real world. The school is big into project-based learning (PBL) that encourages students to value and practice kindness. The article discusses student voice and empowerment, culturally relevant teaching, and the importance of seeking community partnerships.
The Effect of L2 Listening Texts Adapted to the Digital Story on the Listening Lesson
Author: Tanrikulu, Fatih
Date: 2020-01-00
Type: Journal Articles
Subjects: Technology Uses in Education,Story Telling,Listening Skills,Undergraduate Students,Foreign Students,Second Language Learning,Second Language Instruction,Turkish,Foreign Countries,Multimedia Instruction,Outcomes of Education,Action Research,Listening Comprehension

The study conducted as the action research model aimed to identify the effect of use of new story form, digital storytelling (DST) as a product input in listening lessons on listening lessons. Working group of the research consists of higher education undergraduate foreign students mostly financed by UN (N:49). The two-step procedure covers a twelve-week-process of six weeks each. The first step was applied on students studying at C1 level and the second step was applied on students studying at B1 level. During the procedure, 40 texts in DST format were used for listening lesson. Researcher diary, student diary and focus group discussions were used as data collection tools. The data obtained were analyzed with Nvivo 11 qualitative data analysis program. Themes were created by coding and categorizing the data. As a result of the research, it is seen that digital storytelling has a positive effect on the development of listening skills, positively affects learning and is more effective compared to listening lessons taught with voice recordings and increases student motivation.
The Role of Service Quality Management in Students&apos; Re-Enrollment
Author: Sugilar
Date: 2020-01-00
Type: Journal Articles
Subjects: Enrollment Influences,College Students,Student College Relationship,Educational Quality,Distance Education,Foreign Countries,Student Characteristics,Academic Achievement,Academic Support Services,Quality Assurance,Academic Persistence,School Holding Power,Student Satisfaction

The students' re-enrollment can reflect as one of the indications of an educational institution's service quality and student loyalty. The re-enrollment is identified by the condition that students enrolled in one semester would re-enroll in the next immediate semester. The main concern of this article is that there are many interrelated variables affecting students' re-enrollment. Those variables mainly included service quality management of higher distance education, student characteristics, student academic success, accessibility to student learning support services. The study applied ex-post-facto method with a sample of 3539 students and used a statistical technique of the binary logistic regression to identify factors related to student re-enrollment in three regional office centers of Universitas Terbuka, Indonesia, identified as low, medium, and high in service quality management. The results revealed that the students' re-enrollment is affected by the level of service quality management modulated factors: (1) the student personal characteristics, (2) the level of success in previous semesters, and (3) the participation in the learning support services. The paper discusses the implications of managing the students' re-enrollment based on the findings.
The Online Learning Self-Efficacy Scale: Its Adaptation into Turkish and Interpretation According to Various Variables
Author: Yavuzalp, Nuh
Date: 2020-01-00
Type: Journal Articles
Subjects: Self Efficacy,College Students,Turkish,Test Reliability,Test Validity,Distance Education,Required Courses,Online Courses,Foreign Countries,Media Adaptation,Self Concept Measures

The aim of this study was to adapt the Online Learning Self-Efficacy Scale (OLSES), developed by Zimmerman and Kulikowich (2016) to determine university students' self-efficacy perceptions in online learning environments, into Turkish, and to analyse the validity and reliability of the results of the scale. The original form of the scale, which is in English, consists of three factors (learning in the online environment, time management and technology use) and of 22 items. In this process, first of all the Turkish language equivalence of the scale was ensured, and then, in the light of the recommendations of experts in the field, the content validity of the scale was established. Next, to ascertain its construct validity, the scale was applied to 2,087 university students who were taking at least one of the campus-based common compulsory courses via distance learning. According to the results of the analysis performed in adherence with the exploratory factor analysis used in the original scale, one item was removed from the scale since it had a factor loading below 0.40, and a single-dimension scale consisting of 21 items was obtained. The factor loadings of the items in the scale were observed to range between 0.85 and 0.92. The Cronbach's alpha coefficient of internal consistency calculated for reliability of the scale was determined as 0.987. Consequently, it is considered that inferences and interpretations to be made based on the Online Learning Self-Efficacy Scale consisting of 21 items and a single dimension will be valid and reliable. In the interpretations made of the research data, the variables of gender and school type were examined. No statistically significant difference was found between groups regarding either gender or type of school.
The Effectiveness of Using WiziQ Interaction Platform on Students&apos; Achievement, Motivation and Attitudes
Author: Ahmed, Abdelrahman Mohamed
Date: 2020-01-00
Type: Journal Articles
Subjects: Virtual Classrooms,Instructional Effectiveness,Academic Achievement,Student Motivation,Teacher Education,Foreign Countries,Web 2.0 Technologies,Educational Technology,Videoconferencing,Synchronous Communication,College Students,Interaction,Student Attitudes

The purpose of this study was to assess the effects of using WiziQ platform as a virtual classroom on students' achievement, motivation and attitudes. The sample of this study consists of 42 students enrolled in the course of &quot;Educational and Information technology&quot; at the college of education, Sultan Qaboos University. The participating students were assigned randomly to a control and experimental group (17 and 25 students respectively). Data collection tools included: an academic achievement test, motivation scale and attitude scale. The results of the study showed that there is a significant difference in the mean scores of the post-test between the control group and experimental group in favor of experimental group. The results also indicated that students in the experimental group developed positive attitude towards using WiziQ virtual classroom in their learning. In addition, the findings showed that students in the experimental group were more engaged and motivated to learn compared to their counterparts in the control group.
Investigating the Role of Formative Mobile Based Assessment in Vocabulary Learning of Pre-Intermediate EFL Learners in Comparison with Paper Based Assessment
Author: Yarahmadzehi, Nahid
Date: 2020-01-00
Type: Journal Articles
Subjects: Formative Evaluation,Computer Assisted Testing,Vocabulary Development,English (Second Language),English Language Learners,Test Format,Printed Materials,Handheld Devices,Telecommunications,Computer Software,Positive Attitudes,Foreign Countries,Student Attitudes,Young Adults,Language Proficiency,Feedback (Response),College Students

Throughout this study technology and especially mobile phones was utilized in EFL classrooms in order to see whether it can influence the process of vocabulary formative assessment and consequently improve vocabulary learning of Iranian pre-intermediate EFL learners or not. Two groups of pre-intermediate EFL learners participated in this study. Regarding the first group (FMA) the vocabulary learning of learners was assessed formatively during ten sessions using Socrative mobile application. The vocabulary learning of the second group (FPA) was also assessed formatively but paper and pen were the instruments used by instructor and students to take the tests. After applying quasi-experimental research design including pretest, treatment and posttest and after running independent sample t tests to posttest scores, the results showed that those pre-intermediate EFL learners attending in the group where vocabulary gain was assessed formatively using mobile application named Socrative performed significantly better in posttest than group assessed formatively based on paper and pen (Sig=0.03&lt;0.05). The analysis of attitude questionnaire distributed among participants of the group assessed formatively using mobile phone exhibited that they possessed a positive attitude towards mobile based testing.
Issues and Challenges in Web-Based Distance Education Programs in Turkish Higher Education Institutes
Author: Bilgic, Hatice Gokce
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Web Based Instruction,Distance Education,Higher Education,Legislation,Program Development,Instructional Design,Educational Assessment,Program Evaluation,Educational Objectives,Program Design,Educational Technology

This study aimed to examine the core issues and challenges with web-based distance education programs in Turkish higher education institutes. Formative research method, which is a qualitative research method in nature, was selected to analyze web-based distance education programs thoroughly. The study group comprised 4 higher education institutes, offering web-based distance education services in 2014-2015, located in different provinces of different geographical regions in Turkey, and with varying experiences. The research used interview transcripts from semi-structured interviews, documents (weekly reports, meeting reports, presentations, organization chart, and implementation procedures) shared by the distance education centers, and information gathered from their web sites. Primary research data were compiled from interviews with representatives of the distance education centers managing and upholding distance education services while the documents acquired from these centers were used to verify the interview findings. The study resulted in 9 core issues related to (1) program launching process, (2) legislation, (3) program structure, (4) instructional design, (5) assessment and evaluation, (6) communication and interaction, (7) support, (8) technical issues, and (9) program evaluation.
Collaborative Writing Using Google Docs in Primary Education: Development of Argumentative Discourse
Author: Zioga, Chrysoula
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 5,Collaborative Writing,Computer Assisted Instruction,Writing Instruction,Persuasive Discourse,Native Language Instruction,Greek,Writing Skills,Web Sites,Writing Improvement,Instructional Effectiveness

The aim of the present study was to determine the effect of a collaborative writing programme through the Google Docs writing tool on the production of argumentative discourse within the framework of Modern Greek Language teaching. The participants were 23 pupils in Year 5 who received a six-month period teaching intervention (two hours per week) that included collaborative writing activities of argumentative discourse. Prior to the beginning, and following the end of the programme the performance of all participants on argumentative discourse writing skills was evaluated with a 13-criteria Rubric scale. The results of the paired-sample t-tests showed a statistically significant difference between pre- and post tests in the majority of the criteria and the total scores of the rubric. It is therefore concluded that, the use of a Web platform may positively contribute towards the enhancement of argumentative discourse writing skills of pupils in Year 5 of Primary Education.