ethanporcaro/eric-fulltext-meta huggingface dataset:
Digital Storytelling Experiences of Pre-Service Teachers: An Action Research
Author: Göçen Kabaran, Güler
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Story Telling,Educational Technology,Preschool Teachers,Preservice Teachers,Action Research,Content Analysis,Semi Structured Interviews,Observation,Definitions,Psychological Patterns,Student Attitudes,Coding,Qualitative Research

The purpose of this research is to examine the digital storytelling experiences of preschool pre-service teachers. In the study, an action research from qualitative research designs was used. Furthermore, collaborative action research from the types of action research in the research was used. The research group of the study was formed in the academic year 2014-2015 in the Aegean Region with eight teacher candidates who are studying in the last grade of the Preschool Teacher Education Department at a state university. In the process, firstly, pre-service teachers were informed about digital storytelling by researchers, and examples of programs and applications were introduced. Afterwards, pre-service teachers created their own digital story and practiced in internship schools. Semi-structured interview forms and unstructured observation forms prepared by researchers were used to obtain data in the study. In the analysis of the obtained data, the content analysis method used in qualitative researches was used. In line with the answers given by the pre-service teachers to the interview questions, the following topics were defined: &quot;definition of digital story,&quot; &quot;preparatory stage,&quot; &quot;emotional state during application,&quot; &quot;application stage that can be effective,&quot; &quot;student reaction,&quot; &quot;contributions to pre-service teachers.&quot; By analyzing the records of the observations, &quot;the affective state observed during the application,&quot; &quot;observed application phase&quot; and &quot;observed student reaction&quot; were obtained. According to the results obtained, it was determined that the action plan developed in this study was successfully applied and that it was possible to apply a new and active method before graduating to pre-service teachers. However, it has been determined that some pre-service teachers are experiencing problems while preparing digital stories and not finding the visuals and checking the students during the lesson.
Ecological Intelligence among Teachers in Kerala
Author: Najmuddeen, P.
Date: 2017-03-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Ecology,Pollution,Conservation (Environment),Teacher Role,Knowledge Level,Sustainability,Teacher Behavior,Elementary Secondary Education,Kindergarten,Postsecondary Education,Gender Differences,Teacher Education,Teacher Characteristics,Teaching Experience,Age Differences,Intellectual Disciplines,Institutional Characteristics,Teacher Surveys,Likert Scales,Statistical Analysis

We are living in an era where pollution and contamination is very high. Rapid and senseless urbanization and industrialization created so many problems for our environment. The deeds of men are making not only his life but also the lives of other creatures on the earth horrible. Having a good knowledge regarding the problems caused by our actions, however small it is, and acting accordingly will help to make the world a better place to live in. The major aim of education is to help one live a better and full life. Thus education in the present century must be founded on the principles of sustainable development and ecological awareness. Teachers are the people who have to create such awareness among the children. Unless one possesses deep knowledge about these areas in its pure sense, he/she cannot teach it. Thus teachers must have good knowledge about the issues and problems caused in the ecosystem by the interventions from the part of human beings. Only then can they educate the children accordingly to make the lives of the future generation safe and better. In his thought-provoking book, Goleman (2009) defines Ecological Intelligence as &quot;individuals' ability to apply what they learn about their impact on the environment to make changes in their behaviour and live more sustainably&quot;. The study was aimed to find out the level of Ecological Intelligence of the teachers from the state of Kerala. Cross sectional Survey was carried out using an Ecological Intelligence Inventory (Najmuddeen &amp; Areekuzhiyil, 2013), to collect data from 300 teachers working in Kindergarten to college level, selected through convenience sampling technique. The results of the study showed that teachers possessed higher level of Ecological Intelligence, with female teachers possessing higher level of Ecological Intelligence than the male counterparts. Trained teachers were also found to possess higher level of Ecological Intelligence than those who were not trained. But there was found to be no significant differences in the Ecological Intelligence of the teachers with different duration of teaching experience, age, subject taught and the type of management of the institution. There was found to be no significant differences in the Ecological Intelligence of the teachers with different educational qualifications, but teachers who taught in secondary and higher secondary classes were found to possess higher level of Ecological Intelligence than those who taught in colleges.
Organizational Culture in Educational Institutions
Author: Efeoglu, I. Efe
Date: 2017-00-00
Type: Journal Articles
Subjects: Organizational Culture,Educational Practices,Research Design,Administrator Attitudes,Teacher Attitudes,Elementary Secondary Education,Foreign Countries,Statistical Analysis,Administrative Organization,Questionnaires,Interviews,Institutional Mission,Success,Higher Education

The concept of culture closely refers to a wide scope of effects on how individuals act in a group, an institution, or a public place. Chiefly, it covers a range of universal ideas, beliefs, values, behaviors, criterion, and measures which may be both explicit and implicit. The study on organizational culture has gained much attention among scholars in many areas of study, just like in educational field. Institutions have a model of behavior--a series of beliefs, attitudes, traditions, perspectives, principles and dogmas. The culture of an institution, which has a thorough effect on the performance, determines arrangements, decisions, human resources, and individuals' response to circumstantial challenges. Since the features of organizational culture are complicated and hard to assess as a terminology, a qualitative research design is commonly used for the studies on organizational culture. Yet, several research studies have displayed that it is quite possible to work on organizational culture by employing a quantitative research design. With all these in mind, based upon both quantitative and qualitative research designs, the purpose of this research is to determine the perceptions of the directors and staff of educational institutions on the organizational culture of the schools they work at. In order to obtain information on the mentioned aspect, a questionnaire and an interview were administered to primary, secondary, middle, and high school managers and their personnel. The findings of the study suggested a spectrum of perspectives on the mentioned terminology.
Cycle-Based Budgeting and Continuous Improvement at Jefferson County Public Schools: Year 2 Report
Author: Yan, Bo
Date: 2017-08-00
Type: Reports - Descriptive
Subjects: County School Districts,Public Schools,Program Budgeting,Educational Improvement,Program Implementation,Strategic Planning,Expenditures,Investment,Academic Achievement,Outcomes of Education,Definitions,Computation,Funding Formulas,Capacity Building,Costs,Resource Allocation,Educational Finance,Models,Alignment (Education),Educational Equity (Finance),Educational Change,Educational Strategies,Program Proposals

This report documents the second year of implementing Cycle-based Budgeting at Jefferson County Public Schools (Louisville, KY). In addition to aligning another $24.3 million new spending with the district's strategic plan, $20.3 million of existing spending was rolled into the process. Next, the challenges faced by the district to review 105 end-of-cycle programs totaling $33 million next year based on academic return on investment (A-ROI) are discussed. The report also includes an illustration of how A-ROI is defined and calculated and discussion of assumptions and issues around the formulation.
ESP Needs Analysis of Public Order Police Officers
Author: Ulum, Ömer Gökhan
Date: 2016-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Needs Assessment,Police,Questionnaires,Communication Skills,Listening Skills,Language Skills,Difficulty Level,Foreign Countries,Statistical Analysis,Writing Skills,Motivation

With this study, 105 public order police officers in the national police forces were surveyed in order to assess their needs when using English on the job. In other words, this study aimed at examining the needs, functions and problems of 105 police officers serving at the department of public order. The findings from the questionnaire with open ended questions displayed that, (1) speaking and listening are the most important skills, (2) four language skills are moderately difficult, (3) there are motivational factors important to learn English, and (4) the functional use of English is important for the public order police officers. Recommendations and pedagogical implications were suggested.
Cycle-Based Budgeting and Continuous Improvement at Jefferson County Public Schools: Year 1 Report
Author: Yan, Bo
Date: 2016-09-00
Type: Reports - Evaluative
Subjects: County School Districts,Public Schools,Program Budgeting,Educational Improvement,Program Implementation,Strategic Planning,Expenditures,Investment,Academic Achievement,Outcomes of Education,Definitions,Computation,Funding Formulas,Capacity Building,Costs,Resource Allocation,Educational Finance,Models,Alignment (Education),Educational Equity (Finance),Educational Change,Educational Strategies,Program Proposals

This report documents the first-year of implementing Cycle-based Budgeting at Jefferson County Public Schools (Louisville, KY). To address the limitations of incremental budgeting and zero-based budgeting, a Cycle-based Budgeting model was developed and implemented in JCPS. Specifically, each new program needs to submit an on-line budget request to: 1) explain its alignment with the district's strategic plan; 2) specify measurable target outcomes; and 3) proposed a time-line to achieve the target outcomes so that the program can be reviewed for continued funding support. As a result, the district transformed $22.1 million new spending from entitlements into time-bound conditional commitments. Also included in this report are analysis results of how the $22.1 million new spending is allocated in terms of the district's priorities, shares between central office departments and schools, and equity.
A Genre Analysis of ESP Book Reviews and Its Reflections into Genre-Based Instruction
Author: Ulum, Ömer Gökhan
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Graduate Students,Language Teachers,Periodicals,Writing Instruction,Literary Genres,Textbook Evaluation,Grammar,Book Reviews,Computational Linguistics

This study firstly aims at specifying and presenting the frequency of different types of rhetorical moves employed in ESP book reviews, and then highlighting the importance of comprehending genre knowledge of the profession that ELT postgraduate students will set out in future, as this knowledge is essential to their professional career. With this in mind, 12 ESP book reviews (N = 12) from the most appreciated academic journals were randomly selected. The results of the study have indicated that all the analysed ESP book reviews include specific steps from rhetorical moves such as defining the general topic of the book, providing a general view of the organization of the book, providing focused evaluation, finding the book useful, etc., while some group of move steps are not included in some reviews. Besides, lexis, particularly keywords, and grammar structures are seen to be included at different frequencies in the study. ELT instructors may benefit from the findings of this study in their genre-based writing courses. [This paper was published in: &quot;IRCEELT 2016: The 6th International Research Conference on Education, Language and Literature Conference Proceedings&quot; (Tbilisi, Georgia, April 22-23, 2016). p604-616. ISSN 2298-0180.]
Does Artificial Neural Network Support Connectivism&apos;s Assumptions?
Author: AlDahdouh, Alaa A.
Date: 2017-03-00
Type: Journal Articles
Subjects: Learning Theories,Social Networks,Artificial Intelligence,Qualitative Research,Literature Reviews,Constructivism (Learning),Behaviorism,Electronic Learning,Educational Technology,Online Courses,Distance Education,Feedback (Response)

Connectivism was presented as a learning theory for the digital age and connectivists claim that recent developments in Artificial Intelligence (AI) and, more specifically, Artificial Neural Network (ANN) support their assumptions of knowledge connectivity. Yet, very little has been done to investigate this brave allegation. Does the advancement in artificial neural network studies support connectivism's assumptions? And if yes, to what extent? This paper addresses the aforementioned question by tackling the core concepts of ANN and matching them with connectivist's assumptions. The study employed the qualitative content analysis approach where the researcher started with purposely selected and relatively small content samples in connectivism and ANN literature. The results revealed that ANN partially supports connectivism's assumptions but this does not mean that other learning theories such as behaviorism and constructivism are not supported as well. The findings enlighten our understanding of connectivism and where it may be applied.
Identifying and Predicting Distinct Patterns of Implementation in a School-Wide Behavior Support Framework
Author: McIntosh, Kent
Date: 2016-00-00
Type: Reports - Research
Subjects: Positive Behavior Supports,Intervention,Multivariate Analysis,Program Implementation,Fidelity,Predictor Variables,Classification,Instructional Program Divisions,Enrollment,Communities of Practice,School Size,School Districts,Sustainability,Institutional Characteristics,Surveys,Elementary Schools,Middle Schools,High Schools,Regression (Statistics),Statistical Analysis

The purpose of this study was to examine the extent to which distinct patterns of fidelity of implementation emerged for 5,331 schools over a five-year course of implementing school-wide positive behavioral interventions and supports (SWPBIS). We used latent class analysis to classify schools based on their likelihood of implementing SWPBIS with fidelity each year, then assessed school and district predictors of classifications. A four-class solution fit the model well, with two patterns of sustained implementation (Sustainers and Slow Starters) and two patterns of practice abandonment (Late Abandoners and Rapid Abandoners). Significant predictors of group membership included grade levels served, enrollment, proportion of schools implementing SWPBIS in the district (&quot;critical mass&quot;), and size of the implementation cohort (&quot;community of practice&quot;). Elementary schools, larger schools, schools in districts with more schools already implementing SWPBIS, and those starting within a larger initial district cohort were more likely to be in the sustaining classes. Results are discussed in terms of understanding patterns of implementation in schools to enhance sustained implementation of school practices. [This article was published in &quot;Prevention Science,&quot; v17 p992-1001 2016.]
Teacher Leadership: Teacher Self-Assessment Tool
Author: Center on Great Teachers and Leaders at American Institutes for Research
Date: 2017-03-00
Type: Reports - Descriptive
Subjects: Teacher Leadership,Teacher Evaluation,Self Evaluation (Individuals),Measures (Individuals),Knowledge Level,Teacher Competencies,Teaching Skills,Knowledge Base for Teaching,Readiness,Leadership Training

As interest in teacher leadership has grown, many leading organizations have developed tools and guidance to support schools, districts, and teacher leaders themselves. In collaboration and consultation with the Regional Educational Laboratory (REL) Midwest Educator Effectiveness Research Alliance, REL Midwest and the Center on Great Teachers and Leaders developed this tool for teachers to self-assess their knowledge, skills, and competencies to serve in teacher leadership roles. Teachers, working either on their own or with their peers, coaches, or evaluators, can use this tool to assess their level of readiness for being a teacher leader and develop a plan to prepare themselves for leadership.
The Impact of Highly and Minimally Guided Discovery Instruction on Promoting the Learning of Reasoning Strategies for Basic Add-1 and Doubles Combinations
Author: Baroody, Arthur J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Discovery Learning,Logical Thinking,Thinking Skills,Intervention,Instructional Effectiveness,Mathematics Instruction,Pretests Posttests,Kindergarten,Elementary School Students,Grade 1,Grade 2,Statistical Analysis,Retention (Psychology),Transfer of Training,Computer Assisted Instruction,Elementary School Mathematics,Guidance

A 9-month training experiment was conducted to evaluate the efficacy of highly and minimally guided discovery interventions targeting the add-1 rule (the sum of a number and one is the next number on the mental number list) and doubles relations (e.g., an everyday example of the double 5 + 5 is five fingers on the left hand and five fingers on the right hand make 10 fingers in all) and to compare their impact with regular classroom instruction on adding 1 and the doubles. After pretest, 81 kindergarten to second-grade participants were randomly assigned to one of three training conditions: highly guided add-1 training,highly guided doubles training, or minimally guided add-1 and doubles practice. The highly guided add-1 training served as an active control for the highly guided doubles training and vice versa, and the minimally guided practice condition served to control for the impact of extra practice. ANCOVAs using pretest score and age as covariates indicated that both highly guided and minimally guided interventions were successful in promoting retention and transfer for the relatively salient add-1 rule, but only highly guided training produced transfer for the less-salient doubles relations. The findings indicate that the degree of guidance needed to achieve fluency with different addition reasoning strategies varies.
USHE End-of-Year Enrollment Report, 2016
Author: Utah System of Higher Education (USHE)
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Enrollment,Tables (Data),Full Time Equivalency,In State Students,College Students,Community Colleges,State Universities,Out of State Students,Continuing Education,Vocational Education,Undergraduate Study,Graduate Study

This end-of-year enrollment report is divided into three sections. Section A focuses on Utah System of Higher Education (USHE) 2015-16 enrollment. Section B provides statistical tables on USHE 2015-16 FTE enrollment by level of instruction. Finally, Section C provides data on USHE 2015-16 end-of-year FTE enrollment by level of instruction (residents only).
Utah System of Higher Education Data Book, 2014
Author: Utah System of Higher Education (USHE)
Date: 2014-01-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Academic Degrees,Racial Differences,Ethnicity,Minority Group Students,Budgets,Enrollment,Tuition,Fees,Career Education,Technical Education,Paying for College,Expenditure per Student,College Faculty,Gender Differences,Institutional Characteristics,Public Colleges,Private Colleges,Intellectual Disciplines,Associate Degrees,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,Costs,Salaries,Educational Facilities

The USHE Data Book is a compilation of reports on the Utah System of Higher Education and its eight component institutions. Some form of this book has been published each year since the creation of the Utah State Board of Regents and the Utah System of Higher Education in 1969. The book is intended to allow the Governor's Office, Legislators and legislative staff, USHE institutions, and the general public to query particular aspects of the Utah System of Higher Education. Information available in the USHE 2014 Data Book covers twelve different subject areas: (1) Degrees &amp; Awards (Tab B); (2) Enrollments (Tab C); (3) Career and Technical Education (Tab D); (4) Tuition and Fees (Tab E); (5) Paying for College (Tab F); (6) Financial Information (Tab G); (7) Budget History (Tab H); (8) Cost Study (Tab I); (9) Staffing (Tab J); (10) Salary Comparisons (Tab K); (11) Facilities (Tab L); and (12) Comparable institutions (Tab M).
Utah System of Higher Education Data Book, 2015
Author: Utah System of Higher Education (USHE)
Date: 2015-01-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Academic Degrees,Racial Differences,Ethnicity,Minority Group Students,Budgets,Enrollment,Tuition,Fees,Career Education,Technical Education,Paying for College,Expenditure per Student,College Faculty,Gender Differences,Institutional Characteristics,Public Colleges,Private Colleges,Intellectual Disciplines,Associate Degrees,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,Costs,Salaries,Educational Facilities

The USHE Data Book is a compilation of reports on the Utah System of Higher Education and its eight component institutions. Some form of this book has been published each year since the creation of the Utah State Board of Regents and the Utah System of Higher Education in 1969. The book is intended to allow the Governor's Office, Legislators and legislative staff, USHE institutions, and the general public to query particular aspects of the Utah System of Higher Education. Information available in the USHE 2014 Data Book covers twelve different subject areas: (1) Degrees &amp; Awards (Tab B); (2) Enrollments (Tab C); (3) Career and Technical Education (Tab D); (4) Tuition and Fees (Tab E); (5) Paying for College (Tab F); (6) Financial Information (Tab G); (7) Budget History (Tab H); (8) Cost Study (Tab I); (9) Staffing (Tab J); (10) Salary Comparisons (Tab K); (11) Facilities (Tab L); and (12) Comparable institutions (Tab M). [For the 2014 Data Book, see ED577296.]