ethanporcaro/eric-fulltext-meta huggingface dataset:
College and Career Readiness: A Study of the Effects of HB 5 from the 83rd Texas Legislative Session
Author: Porterfield, Russell
Date: 2018-00-00
Type: Journal Articles
Subjects: College Readiness,Career Readiness,State Legislation,Educational Legislation,Educational Policy,High School Students,Student Participation,Advanced Courses,Vocational Education

College and career readiness is important for the future of students (Conley, 2010). Texas leads the nation in the number of public policies aimed at improving college and career readiness, however, not all policies have been effective (Blume &amp; Zumeta, 2013). This quantitative causal-comparative study examines the effect of House Bill (HB) 5 from the 2013 83rd Texas legislative session on college and career readiness. Specifically, 304 Texas high schools' participation rates in advanced courses and Career and Technical Education (CTE) coherent sequences were measured before and after the passage of HB 5 to determine if there was a significant change. While only one of the four analyses resulted in statistically significant findings, in all four cases the average participation rate for both advanced courses and CTE coherent sequences increased.
Preparing School Counselors in Training to Implement English as a Second Language (ESL) Strategies during Classroom Lessons
Author: Johnson, Leonissa
Date: 2019-00-00
Type: Journal Articles
Subjects: School Counselors,English (Second Language),Second Language Learning,English Language Learners,Teaching Methods,Core Curriculum,School Counseling,Masters Programs,Workshops,Counselor Training

School counselors provide academic, social-emotional, and college and career access information to all students via core curriculum classroom lessons. English Learners benefit from differentiated classroom instruction that makes content engaging and accessible. Despite this need for differentiated instruction, few educators have received English as a Second Language (ESL) teaching strategies training. This mixed methods study examined how an ESL teaching strategies workshop influenced the utilization of these approaches by school counselors in training. A triangulation mixed methods design was used to collect complementary data about participant behavior and thinking. Modeling ESL strategies alone did not yield statistically significant differences in the types of strategies implemented by school counselors in training. However, participants did become more aware of the needs of English Learners and actions that could promote classroom engagement. Implications for training, research, and the scholarship of teaching and learning are discussed.
Comparative Analysis of Vocational and Technical Education at the Senior Secondary School Level in Nigeria and Ghana
Author: Ogundele, Ruth Ponle
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Vocational Education,Technical Education,Secondary School Students,Curriculum Implementation,Educational Administration,Educational Finance

Vocational and Technical Education (VTE) plays a vital role in national development, such that many great nations make it an essential part of their policies and invest in its curriculum. Its role in national development warrants the need to conduct studies on it. Thus this study is on comparative analysis of vocational and technical education at the senior secondary school level in Nigeria and Ghana. Integrated research method was employed in the study involving Historical, Scientific and Comparative methods. It was found that the philosophy and objectives of VTE at the senior secondary school level are good in Nigeria and Ghana; implementation of the curriculum content is better in Ghana than in Nigeria; administration and funding of VTE are better in Ghana than in Nigeria. It was concluded that there is need for improvement of VTE more in Nigeria than Ghana and recommendations are made in that regard.
Mixed Methods Research to Improve Course Design for Preservice Teachers
Author: White, Elizabeth S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Education Majors,Curriculum Design,Student Satisfaction,Course Content,Student Attitudes,Assignments,Teaching Methods,Teacher Collaboration,Achievement Gains,Knowledge Level,Course Evaluation,Majors (Students),Experiential Learning,Music Education

The purpose of this mixed methods study was to examine student perceptions of a Child Development in Education course required for education majors. Participants (N = 167) completed pre and posttests assessing course content knowledge and a course satisfaction survey. Five students also participated in semi-structured interviews. Quantitative analyses showed that course satisfaction differed by student major, with music education majors reporting lower satisfaction than elementary and special education majors. Further, while students believed they were more familiar with most course topics over time, their responses to course content questions did not consistently show learning gains. The qualitative analysis identified student perceptions of assignments and teaching strategies, as well as aspects of the course needing improvement. We discuss how we used these findings to better support all students through cross-disciplinary teaching collaborations and course modifications to increase learning gains that are necessary for success in future courses and teacher licensure.
A Review on the Relationship between Critical Thinking Skills and Learning Domains of Turkish Language
Author: Cahit, Epçaçan
Date: 2019-02-10
Type: Journal Articles
Subjects: Turkish,Critical Thinking,Thinking Skills,Language Skills,Foreign Countries,Reading Skills,Listening Skills,Writing Skills,Communication Skills,Speech Skills

Knowledge has been transforming and progressing at an unprecedented pace at the present time. In the face of the incomprehensible transformation and progression of the knowledge, human beings have had to change their vital needs. Education is among these vital needs. In the last century, particularly in the last quarter of the century, the developments in the knowledge and science necessitate the formation of relevant education-instruction programs. In today's world, raising individuals who can keep up with this progress and transformation has become the main responsibility of educational institutions. One of the most important issues that are emphasized in the new curriculums is to raise individuals who perceive knowledge and life from a critical perspective, produce, manage and interpret knowledge. Instead of the understanding that accepts the knowledge as is not or the challenges in the life without questioning, it is aimed to raise individuals who question the knowledge and life through how and why questions, investigate, reason and produce new knowledge. This can be actualized only by raising generations with a critical understanding. Therefore, one of the basic skills that are aimed to be developed through the new curriculums which have been created with a constructive approach is the critical thinking skill. Critical thinking skills play a fundamental role in terms of improving other basic language skills which are targeted to be provided within the Turkish language course curriculum, in addition to the four basic learning domains given as reading, speaking, listening, and writing. The impact of critical learning cannot be rejected in terms of the development of all basic language skills. Individuals with advanced critical reading, critical speaking, critical listening and critical writing skills approach to situations and incidents with a disciplined, systematized and questioning understanding. They also improve other skills like creative thinking, communication, problem-solving, decision making, using information technologies, investigation, and entrepreneurship which are included in the curriculum.
Going to School Doesn&apos;t Qualify: The Uses of Education Experts in Mass Media Reporting through the Lens of the DeVos Hearings
Author: Carr-Chellman, Ali
Date: 2018-00-00
Type: Journal Articles
Subjects: Expertise,Mass Media,Public Officials,Hearings,Content Analysis,News Reporting,Transcripts (Written Records)

This study examines the uses of education experts in mass media broadcast outlets through content analysis to determine the reliance on pundits, political correspondents and educational experts. Utilizing Wimmer &amp; Dominick's content analysis procedure, an examination of reporting related to DeVos' confirmation across media outlets were analyzed and quantified. The study finds a significant lack of reliance on educational experts, teachers, professors, scholars, or others who have spent time studying education. Instead, most of the reporting relied on correspondents, pundits, a few video sources from the hearings, and precious few educational experts. This study explores the few experts that were consulted, what is lost when experts are left out of the equation and the extent to which this tendency is more marked because of the educational context.
Short-Term Study Abroad for Pre-Service Teachers: Personal and Professional Growth in Brighton, England
Author: Mikulec, Erin
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,Preservice Teachers,Preservice Teacher Education,Education Majors,Student Development,Assignments,Learning Activities,Self Esteem,Professional Autonomy,Ambiguity (Context),Interpersonal Competence,Adjustment (to Environment),Educational Benefits

This study examines the personal and professional development of 34 pre-service teachers who participated in a study abroad program for education majors in Brighton, England. The participants completed a variety of assignments and learning activities before, during, and after the program, including 20 hours of observation in area schools. The results indicate that in terms of personal development, the pre-service teachers experienced increased levels of self-confidence, autonomy, tolerance for ambiguity, flexibility and adaptability, and interpersonal skills. Professionally, the participants identified the role of culture in education and pedagogy, described being better equipped to work with diverse learners in the United States, and developed instructional strategies to use in their future classrooms.
College Affordability: A Case Study on Regional Higher Education State Agencies
Author: Oleka, O. J.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Paying for College,Student Financial Aid,State Policy,Educational Policy,Debt (Financial),State Government,State Departments of Education,State Aid,Definitions,Guidelines

This article is an analysis on higher education state agencies in eight states in the Midwest and upper South. Analyzing these state agencies through a qualitative case study design, the purpose of this article is to develop an understanding on how a region might define and measure college affordability. The findings highlight that there is a broad understanding of what it means for a state to offer postsecondary education at an affordable level, but there is no consistent definition or formula in any state individually or within the region collectively. Recommendations going forward include developing comprehensive policies towards college affordability, as well as modifying and implementing in Kentucky policies that have been successful in other states.
Development of Third Graders&apos; Identities as &quot;Persons Who Understand Nature of Science&quot; through a Gravity Unit
Author: Akerson, Valarie L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Grade 3,Science Instruction,Physics,Scientific Concepts,Elementary School Students,Elementary School Science,Scientific Principles,Self Concept,Learner Engagement,Student Attitudes,Childrens Literature,Elementary School Teachers

Nature of science (NOS) is a critical component and should be part of all science lessons. It is critical to begin NOS instruction in the elementary grades, to help young children develop an identity as persons who can conceptualize NOS ideas. The purpose of this study was to explore third grade elementary students' Nature of Science (NOS) identities as a result of participating in a unit on gravity. The research question specifically was &quot;How do third graders' NOS identities change as a result of participating in a unit on gravity?&quot; Explicit reflective NOS instruction was embedded in a unit on gravity. Data included videotapes of the lessons including class discussions prior to and after the lesson, and use of children's literature. Other data included copies of student work and student science notebooks, and their presentations of work. Data were analyzed independently by three researchers for comparison of analysis. NOS identity development was found to be related to ideas that were &quot;connections to real life,&quot; &quot;class discussions of ideas,&quot; and &quot;making connections to other science content.&quot; Students in this class were able to use and apply NOS terms accurately. Results support that elementary students can learn NOS through appropriate instruction.
Strategic Teacher Compensation: The Effects on Teacher Quality
Author: Colson, Tori
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Salaries,Compensation (Remuneration),Teacher Effectiveness,Teacher Persistence,Strategic Planning,Value Added Models,Rural Schools,School Districts

A review of the literature indicates that public school districts, especially those in rural areas, are heavily dependent upon a traditional salary schedule. This may have prevented these districts from leveraging incentives to retain high-performing teachers. This study examines the effects of strategic teacher compensation on teacher quality as determined by the Tennessee Value-Added Assessment System (TVAAS). An independent-sample &quot;t&quot; test was used to evaluate the differences in TVAAS single-year individual teacher index results between teachers who voluntarily elected to participate in the district's new strategic compensation plan as compared to teachers who elected to remain compensated by the traditional salary schedule. The study found statistically significant higher TVAAS single-year individual teacher index results of strategic compensation plan participants as compared to nonparticipants who remained compensated by the traditional salary schedule.
Evaluation of Turkish Teacher Candidates&apos; Perception of Note Taking Concept
Author: Özçakmak, Hüseyin
Date: 2019-02-10
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Notetaking,Turkish,Language Teachers,Gender Differences,Instructional Program Divisions

Note taking is individual's recording of the attraction grabbing, unknown or newly learned knowledge in brief notes so as to remember afterwards. Note taking nowadays is no longer a routine action for students but viewed as a skill. In fact, students do not take note of all the word being taught in classes but record the knowledge in short notes, sometimes even shortening the words in a way understandable to them. The purpose of this study is to determine Turkish Language Teaching Department students' perception of note taking concept. The sample of the research is composed of 163 teacher candidates' of Hatay Mustafa Kemal University in 1st, 2nd, 3rd or 4th grade of Turkish Language Teaching Department from 2017-2018 education year. The method of the research was chosen as descriptive phenomenologic pattern as one of qualitative research patterns. In the research, 301 opinions of 32 themes were gathered related to writing down important information, writing down the knowledge that should not be forgotten, writing down as one can make sense of, writing shortly, writing down so one can review later and writing down the useful parts. As a result of the research it was found that teacher candidates mostly confuse note taking and summarizing concepts, candidates mostly take notes in occasions of seminars, symposiums, and conferences, most themes of the note taking were developed by 1st grade students, most opinions were stated by 3rd grade students, female teacher candidates were more interested and sensitive in note taking compared to male candidates.
Community Partner Voices: Service-Learning Perspectives from Hawai&apos;i
Author: Mironesco, Monique
Date: 2018-00-00
Type: Journal Articles
Subjects: Service Learning,Partnerships in Education,School Community Relationship,Colleges,College Students,Student Participation

This article seeks to fill the gap in the service-learning literature on the impact of service-learning on community partners by examining community partners' views on service-learning and addressing some of the problematic issues they face throughout their interactions with the university. This includes working with the university to ensure a collaborative and mutually beneficial relationship, scheduling of students engaged in service-learning, and institutional capacity for training students in new tasks and skills to benefit the organization and the community it serves.
Evaluation of Turkey&apos;s 2013 Visual Arts (Grades 1-8) Curriculum
Author: Tataroglu, Eylem
Date: 2019-02-10
Type: Journal Articles
Subjects: Foreign Countries,Art Education,Visual Arts,National Curriculum,Elementary School Curriculum,Educational Policy,Curriculum Development,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Art Criticism,Aesthetics,Design,Cultural Background

Turkey's Ministry of National Education aims to identify and develop valuable characteristics to prepare the nation's young for their professional life as adults. The Ministry has been conducting an extensive and comprehensive review of the educational system since the beginning of 2000. Educational system was implemented in time for the 2012/2013 academic year. The purpose of this study is to evaluate the clarity; the developmental, ethical, and intellectual appropriateness of Turkey's 2013 Arts Education policy to improve the Visual Arts curriculum. The evaluation shows that the curriculum contains significant erroneous information, creating misunderstandings regarding explanations of art and design in Visual Arts. The results of this study can be used as a reference for future academic and ministerial research.
Historical Development of Private Secondary School Education in Nigeria: 1859-Present
Author: Abolade, Sunday Babalola
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Educational Development,Private Schools,Secondary Schools,Secondary Education,Educational Quality,Educational Policy

This manuscript examines historical development of private secondary school education in Nigeria (1859-present). In the process, it examines the growth of private secondary school education with reference to quantity of resources since 1859, and then the quality of the education. Historical research method was employed because the study is historical in nature. It was found that private secondary school education in Nigeria was started by the Christian missionaries; the local communities subsequently established private secondary schools too. The government later established public schools. It is concluded that the policy of free secondary education (junior secondary education) by government should be implemented in such a way that would prevent industrial actions by teachers. Moreover, it is recommended that the free education policy should apply not only to junior secondary school education, but also to senior secondary school education.
Dancing with the &quot;Other&quot;: Experiential and Reflective Learning of African Neo-Traditional Dances through Dance Education Study Abroad Programs
Author: Mabingo, Alfdaniels
Date: 2019-01-18
Type: Journal Articles
Subjects: Foreign Countries,Dance Education,Study Abroad,Place Based Education,Student Participation,Foreign Students,Western Civilization,Indigenous Knowledge,World Views,African American Students,Racial Identification,Teacher Student Relationship,Alienation,Team Teaching,Cultural Differences,Educational Environment,Experiential Learning,Transformative Learning,Reflection,African Culture

The increase in internationalization of education has set off a proliferation of educational models. Study abroad has emerged as one of the educational approaches through which universities can support students to internationalize their experiences, hone their skills and knowledge bases, sharpen professional proficiencies, and broaden their cultural perspectives. What meanings do foreign students who participate in study abroad programs in African dances in local African communities construct? This article engages the theory of experiential learning and concept of Orientalism to provide a critical examination of the meanings that the students from the U.S who took part in dance education study abroad to Uganda constructed from participation in neo-traditional dance activities. A hermeneutic phenomenological research paradigm was applied to collect data from six students from the U.S who took part in the Dance Education study abroad program to Uganda. The findings reveal how the study abroad programs enabled the students to negotiate, question, and conceptualize the idea of &quot;study abroad to Uganda&quot; as a &quot;place&quot; of nativism, exoticism, identity variances, and cultural differences. Critical analyses are made on how the students' agency in neotraditional activities cultivated embodied connections to the &quot;other,&quot; allowed for exploration of communalized pedagogies, facilitated holistic learning of dance through music and storytelling, and fostered immersion into &quot;local&quot; artistic and educational realities through collaborative and interactive lesson-planning and coteaching. Issues of how study abroad in dance can aggravate cultural appropriation are also examined. This article offers insights into the intricate trajectories that students take to construct complex meanings through embodied and reflective participation in dance activities in local African communities, which can be beneficial to dance educators, cross-cultural and intercultural learners, and individuals who run cultural exchange programs.
Perceptions of Democracy of Foreign Students Studying at Mustafa Kemal University
Author: Hali, Servet
Date: 2019-02-10
Type: Journal Articles
Subjects: Foreign Countries,Democracy,Foreign Students,Student Attitudes,College Students,Conflict,Age Differences,Gender Differences,Departments

In Turkey, foreign students are studying in most of the universities. On July 15, 2016, these students faced a treacherous coup attempt against democracy and were able to witness the Turkish people's reaction to the coup attempt. The aim of this study is to examine the views of foreign students studying at Mustafa Kemal University on democracy. In the literature, foreign students who studied in Turkey have been searched in terms of many variables, but because foreign students not seen in a study examining the perception of democracy, this research has seen momentous. The sample of the study composed of foreign students studying at Mustafa Kemal University. In this study, qualitative research was applied as a data collection method. The opinions of the students were taken with the interview form and the collected information was evaluated from the educational point of view. In this study, the descriptive survey model, which is one of the general surveying methods, is used. &quot;The Perception of Democracy of Foreign Students&quot; questionnaire was applied to measure the perceptions of democracy of foreign students in the university. By taking into consideration various variables, it is concluded that foreign students are sensitive about democracy and anti-democratic events.