ethanporcaro/eric-fulltext-meta huggingface dataset:
A Mindful Pathway to Flourishing: Mediating Effects of Self-Compassion and Valued Living in College Students
Author: Sünbül, Zeynep Aydin
Date: 2018-00-00
Type: Journal Articles
Subjects: Metacognition,Daily Living Skills,Role,Undergraduate Students,Path Analysis,Models,Goodness of Fit,Life Satisfaction,Student Attitudes

The aim of this study was to test a mindfulness model for flourishing along with mediating roles of self-compassion and valued living. Participants of the study were 327 undergraduate students (236 female, 91 male) with the mean age of 20.3 (SD=1.4). The results of path analysis yielded that mindfulness has positively direct relations with self-compassion and valued living. As well, the direct effects of self-compassion and valued living on flourishing were found positively significant. Both of the indirect paths from mindfulness to flourishing through self-compassion and valued living were also emerged statistically significant. The proposed model of mindfulness came by accounting for 37% of the variance of flourishing in the current study.
The Home Math Environment: More than Numeracy
Author: Zippert, Erica L.
Date: 2018-00-00
Type: Reports - Research
Subjects: Family Environment,Mathematics Instruction,Numeracy,Preschool Children,Parent Attitudes,Parents as Teachers,Spatial Ability,Mathematics,Knowledge Level,Mathematics Skills,Parent Role,Academic Ability,Mathematics Activities,Cognitive Development,Verbal Ability,Individual Characteristics

The goal of the current study is to develop a more complete understanding of the early &quot;home math environment,&quot; encompassing both numeracy and non-numeracy aspects of that environment. Parents of preschoolers (n = 63) were surveyed about their support of three components of early mathematics knowledge (i.e., numeracy, spatial, and pattern) as well as parents' math-related beliefs about themselves and their children. Children were administered a broad math knowledge assessment which included a numeracy subscale, and individual measures of spatial and patterning skills in the fall (concurrently). Broad math knowledge was measured again in the spring of the preschool year. Parents indicated providing some support of early math development through numeracy, spatial, and patterning activities, with a stronger emphasis on numeracy than pattern and space. Parents' child-specific ability beliefs were related to their numeracy, pattern, and broad math support, while their parent-specific ability beliefs were related to their spatial support. Parent support was rarely linked to child skills, except that numeracy support related to concurrent numeracy knowledge. Findings suggest that although parents do support a broad range of early math skills at home, parents tend to prioritize supporting early numeracy. Parents' beliefs, especially about their child's academic abilities, may influence components of the early home math environment, but future research is needed to better understand the relations between parent's academic beliefs and the home math environment they create. [This paper will be published in &quot;Early Childhood Research Quarterly.&quot;]
The Chicago School Readiness Project: Examining the Long-Term Impacts of an Early Childhood Intervention
Author: Watts, Tyler W.
Date: 2018-00-00
Type: Reports - Research
Subjects: School Readiness,Intervention,Early Childhood Education,Outcomes of Treatment,Outcomes of Education,Adolescents,Followup Studies,Executive Function,Grades (Scholastic),Emotional Response,Stimuli,Behavior Problems,Disadvantaged Youth,Self Control,Academic Achievement

The current paper reports long-term treatment impact estimates for a randomized evaluation of an early childhood intervention designed to promote children's developmental outcomes and improve the quality of Head Start centers serving high-violence and high-crime areas in inner-city Chicago. Initial evaluations of end-of-preschool data reported that the program led to reductions in child behavioral problems and gains in measures of executive function and academic achievement. For this report, we analyzed adolescent follow-up data taken 10 to 11 years after program completion. We found evidence that the program had positive long-term effects on students' executive function and grades, though effects were somewhat imprecise and dependent on the inclusion of baseline covariates. Results also indicated that treated children had heightened sensitivity to emotional stimuli, and we found no evidence of long-run effects on measures of behavioral problems. These findings raise the possibility that developing programs that improve on the Head Start model could carry long-run benefits for affected children. [This paper was published in &quot;PLOS ONE&quot; Jul 2018.]
Developing Positive Parent Involvement in Indian Pre-School Programs through Appropriate Program Orientation
Author: King, Karen
Date: 1992-00-00
Type: Dissertations/Theses - Practicum Papers
Subjects: Parent Education,Parenting Skills,Parent Participation,American Indians,Preschool Education,Parent School Relationship,Volunteers,Program Effectiveness,Practicums,Early Intervention,American Indian History,Cultural Influences

The practicum was designed to increase positive parenting skills and parental participation in American Indian pre-school classroom activities. Data collection and observations were methods employed to determine outcomes of the practicum. Twenty resources from tribal efforts across early childhood programming were cited along with periodical articles, conference presentations and nationally recognized references. Current parent involvement practices were not maximized due to historic precedent, distrust of federal education policies and less than appropriate program orientation sessions. The author facilitated a re-examination of parent involvement which was to result in increased participation in classroom volunteerism. An orientation session was developed and implemented which expanded awareness from the traditional parent involvement practices to more empowering activities. A composite of positive Indian parent involvement activities was developed and made available to other programs, families and staff. The results showed an increase of positive parent involvement as demonstrated by subsequent increase in classroom volunteerism and parental participation in policy decision-making functions. Appendices include In-Kind Form, Positive Parent Activities Poster, and Orientation Evaluation Form.
The Cypriot Educational System and the Lesson of History
Author: Kimitris, Petros N.
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Practices,Educational Change,Educational History,Federal Government,Government Role,Citizenship Education,Democracy,Critical Thinking,Native Language Instruction,Second Language Instruction,History Instruction,Religion,National Curriculum,Textbooks

Over the past ten years a strong debate has been introduced and initiated by the government of Cyprus on reforming the structure and goals of education. A comprehensive report, prepared by a group of academics, pointed to the need to reshape the highly Greek-centralized Cypriot system (Committee on Educational Reform, 2004) and introduced the first seeds towards Cypriot educational autonomy (Karagiorgi &amp; Nicolaidou, 2010). Additionally, the Cypriot government is striving to rationalize the educational system, emphasising on creating citizens that are inspired by democratic ideals and critical thinking. The strongest weapon for a nation-state is to have and use the teaching of language and history. With these subjects, the state, attempts to pass its traditions, customs, ideals, values and historical achievements to its students and future citizens (Persianis, 2010). Further, the knowledge of history will strengthen the national moral and foster attitudes and behaviors that a state needs from its citizens.
The &quot;Flipped-Hybrid&quot; Classroom: A Didactic Technique for Teaching Foreign Languages
Author: Bachelor, Jeremy W.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Homework,Video Technology,Educational Technology,Technology Uses in Education,College Students,Spanish,Second Language Instruction,Program Effectiveness

The objective of this investigation is to determine if the &quot;flipped&quot; model can be combined with hybrid learning in order to create the &quot;flipped-hybrid&quot; classroom. The flipped classroom refers to an educational model where the traditional practice of dedicating class time to direct instruction is inverted, so that students receive initial content instruction at home. In addition to this, students in this study's &quot;flipped-hybrid&quot; classroom participated in synchronous online conversations with native speakers and engaged in pre-class activities, thus making a significant component of the course online. The participants in this study, which lasted the duration of the spring 2017 semester, included college level Spanish students. Results from this pilot study suggest that the &quot;flipped-hybrid&quot; technique is a viable alternative to the traditional classroom, provides students with additional opportunities to use the language in authentic situations, and encourages more spontaneous language use. A detailed description of the &quot;flipped-hybrid&quot; classroom and how it differs from a hybrid or a flipped classroom is included, as well as pedagogical implications.
The Effect of Conceptual Change Approach on 9th Grade Students&apos; Achievement
Author: Koparan, Timur
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Grade 9,Mathematics Achievement,Fractions,Mathematical Concepts,Misconceptions,Concept Formation,Instructional Materials,Teaching Methods,Worksheets,Conventional Instruction,Experimental Groups,Control Groups,Mathematics Tests,Multiple Choice Tests

This study investigates the effect of materials developed based on conceptual change approach on 9th grade students'achievement in the subject of fractions. With this aim, a worksheet, conceptual change text and a two-stage performance test on the subject of fractions were developed. Quasi-experimental research model was used in the study. Following this model, the fractions were taught with traditional method in the control group and it was taught using worksheets and conceptual change texts in the experimental group. The performance test was applied as pre- and post-tests to total 46 students studying at two different 9th grade classes of a high school in Trabzon during 2008-2009 school year. The results of the study revealed that the instructional materials increased students' success in the experimental group. Therefore, it's recommended to use the materials developed during the course in mathematics classes and to develop similar materials for other subject matters. [Paper presented at the World Conference on Educational Sciences (WCES) 2010.]
The Views of High School Students about Proof and Their Levels of Proof (The Case of Trabzon)
Author: Kögce, Davut
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Student Attitudes,Mathematical Logic,Validity,Secondary School Mathematics,Mathematics Instruction,Grade 10,Mathematics Skills,Mathematical Concepts

This study was conducted to determine the views of high school students about proof and these students' levels of proof. Case study method was used in this descriptive study. The data of the study were obtained by conducting a questionnaire which consists of eight open-ended questions to total 125 10th grade students studying in two different secondary schools in Trabzon during 2006-2007 school year. The views of the students regarding proof were coded and their levels of proof were analyzed based on the classification of Miyazaki related to proof. At the end of the study, high school students' competencies of doing proof were found below the desired level, as well as their use of different proof types. Based on these results, it's recommended to give room in the classes to activities that would improve students' mathematical thinking skills and increase their levels of proof. [Paper presented at the World Conference on Educational Sciences (WCES) 2010.]
Supporting the Transition to College: Accelerated Learning Access, Outcomes, and Credit Transfer in Oregon
Author: Hodara, Michelle
Date: 2018-11-00
Type: Reports - Research
Subjects: Acceleration (Education),College Credits,High School Students,Public Schools,Student Participation,Graduation,Enrollment,Academic Persistence,Public Colleges,Dual Enrollment,Advanced Placement Programs,Rural Urban Differences,Urban Schools,Rural Schools,Suburban Schools,Low Income Students,Predictor Variables,Community Colleges,College Mathematics,College English,Access to Education

Oregon has invested resources to expand access to accelerated learning programs (i.e., educational experiences that allow students to earn college credit in high school), and education leaders are committed to ensuring they are sustainable, equitable, and effective. Conducted in partnership with practitioners from secondary and postsecondary systems and institutions, this REL Northwest study is intended to guide policy and practice focused on improving accelerated learning programs in Oregon. The study found that one in three Oregon public high school students participated in accelerated learning (dual credit, direct enrollment, Advanced Placement, and/or International Baccalaureate) in 2015/16. However, equity gaps remain, particularly for students who were eligible for free or reduced-price lunch, and schools with a higher percentage of students who were economically disadvantaged had lower accelerated learning participation rates. The study also found a link between accelerated learning and student outcomes: In the class of 2015, accelerated learning participants were 30 percentage points more likely to graduate from high school, 25 percentage points more likely to enroll in college, and 22 percentage points more likely to persist in college than their peers who did not take accelerated learning in high school--and findings were consistent for students of color. However, the study also found that some students experienced challenges with transferring college credits earned in high school. Specifically, 15 percent of students in the class of 2015 transferred less than half the credits they earned in high school to the Oregon public university they attended after high school. In addition, nearly 25 percent of students who earned credit from dual-credit math in high school took the same or a lower-level course at the community college or university they attended after high school. The report concludes with considerations for Oregon education leaders that will support the state's continued policy focus on using accelerated learning as a strategy to help students graduate from high school and successfully navigate the transition from high school to college.
A High-Performing District Uses Data to Aim Even Higher. Panhandle Independent School District, TX. Case Study: MAP Growth
Author: NWEA
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: School Districts,Data,Information Utilization,Test Use,Achievement Tests,Achievement Gains,Elementary Secondary Education,Screening Tests,Gifted,Individualized Instruction,Electronic Learning,Testing

The town motto, &quot;people of pride and purpose,&quot; is evident throughout Panhandle, Texas. In a town of 2,000, one-third of the population is school-age children, and all attend Panhandle elementary (pre-K-5), junior high (6-8), or high school. The Panhandle Panthers have a lot of school pride, which stems in large part from the Panhandle Independent School District's academic rigor. The district's schools have consistently ranked among the highest-achieving in the state. And that status has skyrocketed since using MAP® Growth™ and MAP Growth K-2. In 2011, Panhandle Elementary School moved up 50 places in the state ranking system--out of 4,000 elementary schools--to become the 29th highest-rated elementary school in Texas.
Skyrocketing Growth from the Start: How Young Learners Can Excel. Stepstone Academy, OH. Case Study: MAP Growth
Author: NWEA
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Achievement Tests,Achievement Gains,Academic Achievement,Charter Schools,Adaptive Testing,Computer Assisted Testing,Elementary Schools,Test Use,Information Utilization,Data,Primary Education,Elementary School Students

Stepstone's educational leaders knew they needed a research-based assessment to support differentiation and track performance against rigorous state standards. They chose computer adaptive MAP® Growth™ K-2 to keep the team's mix of face-to-face and technology-based instruction focused on student learning and growth. MAP Growth K-2 reinforces educators' efforts by aiding in-the-moment instructional practices, tracking growth throughout the school year, and predicting performance on high-stakes summative assessments.
Strategic Use of Interim Assessment Data Helps Student Achievement Soar. Rio Rancho School District, NM. Case Study: MAP Growth
Author: NWEA
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Achievement Tests,Achievement Gains,Elementary School Students,Academic Achievement,Data,Information Utilization,Test Use,Elementary Schools,Educational Change,School Effectiveness

In New Mexico's Rio Rancho school district, students and educators at Puesta del Sol Elementary take inspiration from Spirit the Eagle's ability to soar. The mascot, who presides over approximately 750 students and 100 staff members, embodies the vision and tenaciousness that lifted the suburban Albuquerque school from a disappointing state report card to its current heights of student achievement. The K-5 school credits much of its turnaround to more effective use of MAP® Growth™ assessment data--as well as increased partnership with NWEA™.
Engaging Teachers and Equipping Them to Lead. Somerdale Park School District, NJ. Case Study: MAP Growth &amp; Professional Learning
Author: NWEA
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: School Districts,Achievement Tests,Achievement Gains,Data,Decision Making,Teacher Leadership,Faculty Development,Test Use

When Superintendent Dennis Vespe came to Somerdale Park School District, he was very interested in strengthening teachers' capacity to track student growth and progress. To do this, he knew the district needed to enhance its &quot;ability to accurately assess and accurately drive instruction.&quot; But years of experience had taught him that new tools and assessments require teacher engagement, as well as a shared vision for how to use these resources to help students learn. This kind of engagement defined the process of choosing a new interim assessment from the very start -- teachers were the key decision-makers. By giving teachers ownership of a major initiative, Vespe quickly earned teacher buy-in. For Somerdale teachers, the top priorities for a new assessment were a reliable measure of student growth and data to inform instructional decisions. After piloting six different assessments, the teachers selected MAP® Growth™ from NWEA™.
Large and Diverse California District Individualizes Learning for Every Student. Poway Unified School District. Case Study: MAP Growth
Author: NWEA
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: School Districts,Elementary Secondary Education,Individualized Instruction,Student Needs,Student Evaluation,Educational Practices

Poway Unified School District (PUSD) is located in northern San Diego County and operates 25 elementary schools, six middle schools, four comprehensive high schools, and one continuation high school. The district serves approximately 33,000 students. Their vision at Poway is that all students will graduate ready for college. With a strong focus on rigor, relevance, and relationships, Poway ensures that every student is engaged in meaningful work appropriate for their level. A major component of the district's vision is the teachers' ability to individualize instruction for every student. Poway does so with the help of NWEA® and its MAP® Suite of assessments.
How One District Used MAP Growth in High School to Launch Systemic Change. Southwest Local School District, OH. Case Study: MAP Growth
Author: NWEA
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: School Districts,High Schools,Data,Achievement Tests,Achievement Gains,Information Utilization,High School Students,Intervention,Educational Improvement

There are many great stories of schools and districts effectively using MAP® Growth™ data to change the trajectory of student learning--but the stories don't often begin in high school. That's why Southwest Local School District in Ohio and their incredible growth are so unique. How did they start with an effective intervention at the high school level and then expand their MAP Growth data use across all students and grade levels? This report profiles how assistant superintendent Corinne Hayes made it happen.
Parents&apos; Views Regarding Foreign Language Teaching in Pre-School Institutions
Author: Kocaman, Nurgül
Date: 2015-08-00
Type: Reports - Research
Subjects: Foreign Countries,Parent Attitudes,Second Language Instruction,Kindergarten,Private Schools,Preschool Children,Age Differences,Knowledge Level,Child Development,Language Skills

Gradually, learning a foreign language has become a necessity to capture the era in a changing world. In recent years, the importance attached to multilingualism in pre-school-age children has also raised the issue of teaching foreign languages. This issue is also becoming increasingly important in our country, Turkey. Present study was conducted to examine the parents' opinions of private kindergartens within the province of Istanbul according to some variables. The research was examined through a survey based on the opinions of 140 parents of children in pre-school education on foreign language education. The obtained data were analysed by using SPSS program and descriptive statistics. The parents attending the survey were asked what the most important reason they wanted their child to learn a foreign language in pre-school term, 60.7% expressed the opinion that learning a foreign language should start at a young age. As a result, it has been observed that the vast majority of the parents favour teaching foreign language in pre-school. It has been expected that learning a foreign language in pre-school education positively affects children's cognitive, lingual, and social development.
Mathematics Teacher Educators&apos; Beliefs about Assessment
Author: Aydin, Mehmet
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Teachers,Teacher Educators,Teacher Attitudes,Beliefs,Student Evaluation,Mathematics Curriculum,Educational Change

The aim of this study is to focus on and attract attention at mathematics teacher educators' beliefs about assessment and to contribute to suffice the need in this field. In the study, interviews taking average 60 minutes were carried out with 5 academicians from KTU Fatih Faculty of Education in spring term of 2006-2007 educational years. In the interviews, a semi-structured interview form designed by researcher (corresponding author) and a survey devised by Katung et al. (1999) and adapted into Turkish by Senocak (2006) were used. By using Magolda's (1992) Epistemological Reflection Model, the data obtained were analyzed descriptively in a qualitative manner. It was found that the ideas put forward by the participants were satisfactory and promising concerning philosophical notion of the new mathematics curriculum or reform efforts on mathematics education in Turkey. [Paper presented at the World Conference on Educational Sciences (WCES) 2009.]