ethanporcaro/eric-fulltext-meta huggingface dataset:
The Principalship: Essential Core Competencies for Instructional Leadership and Its Impact on School Climate
Author: Ross, Dorrell J.
Date: 2016-09-00
Type: Journal Articles
Subjects: Principals,Educational Environment,Teacher Attitudes,Transformational Leadership,Educational Change,Instructional Leadership,Leadership Styles,Leadership Effectiveness,Multiple Regression Analysis,Academic Achievement,Correlation,Educational Legislation,Federal Legislation,Federal Aid,Federal Programs,Secondary School Teachers,Elementary School Teachers,Private Schools,Competence,Diversity (Faculty),Statistical Analysis,Likert Scales

The purpose of this quantitative study was to investigate teachers' perceptions of principals' leadership behaviors influencing the schools' climate according to Green's (2010) ideologies of the 13 core competencies within the four dimensions of principal leadership. Data from the &quot;Leadership Behavior Inventory&quot; (Green, 2014) suggest 314 teachers perceive that 13 core competencies positively influence school climate through effective leadership. Teachers' perceptions of principals exhibiting the 13 core competencies suggested that professionalism ranked as the most prevalent behavior among principals. A multiple regression analysis determined public teachers perceived that diversity, one of the 13 core competencies that involve principals respecting the ideas of others and eliminating biases, had the greatest impact on school climate. An independent sample t-test revealed that 11 of the 13 core competencies were statistically significant among private and public teachers' perceptions, but a Bonferroni adjustment determined that only five core competencies were significant. Further analyses revealed that there was no statistically significant evidence to support teachers' perceptions of school climate differing between private and public schools.
The Opinions of Mothers of Children with Special Needs Regarding Inclusive Education
Author: Ceylan, Remziye
Date: 2016-09-00
Type: Journal Articles
Subjects: Mothers,Disabilities,Parent Attitudes,Inclusion,Elementary School Students,Phenomenology,Content Analysis,Knowledge Level,Foreign Countries,Semi Structured Interviews,Symptoms (Individual Disorders),Qualitative Research

The aim of this study was to investigate the opinions of mothers who had children with special needs attending inclusive elementary schools regarding inclusive practice. With this purpose, 11 mothers with children attending the first, second and third grades of inclusive elementary schools affiliated to the Ministry of National Education in the Edirne province were interviewed. In this phenomenological study, the data collected through interviews was analyzed with content analysis. The results showed that the mothers were not adequately knowledgeable on the subject of inclusion. In the study, most of the mothers said that the similarities between the child with special needs and normally developing children were mostly physical, that the orthopedic impairment group could benefit more from inclusion, that adjustments were made in the child's seating in the educational environment and that during the course of inclusion they required educational support services most of all. In addition, most of the mothers experienced various difficulties in inclusive education concerning lessons, enrolling the child to school and class, and transportation of the child to and from the school.
Influence of Self-Regulated Learning and Parental Education on Post-Secondary Remediation
Author: Orange, Carolyn
Date: 2015-07-00
Type: Journal Articles
Subjects: College Freshmen,Independent Study,Parent Education,Postsecondary Education,Remedial Programs,Remedial Instruction,Longitudinal Studies,Grade Point Average,Standardized Tests,Scores,Multivariate Analysis,Experimental Groups,Control Groups,Probability,Regression (Statistics),Time Management,Study Habits,Hypothesis Testing,Academic Achievement,Prior Learning,High School Students,Quasiexperimental Design,Effect Size

This study examines the relationship between self-regulated learning (SRL), parent education, and the need to enroll in postsecondary remedial education courses, using first year college student data from the National Center for Education Statistics (NCES) Education Longitudinal Study of 2002 (ELS: 2002). This observational study was conducted using 6,149 sample elements for first-year college students, including 2,296 sample elements for students who enrolled in at least one remedial course during their first year in college. Observable covariates for high school grade point average (GPA) and standardized test scores were used in a cluster analysis to assign sample elements to either the treatment or control group. Propensity score matching was used to address selection bias and imbalances in the sample data, with stratification on the estimated propensity scores to create equal-sized strata composed of treatment and control group elements with equivalent pretreatment characteristics. Logistic regression was used to predict the odds that a first-year college student will need to enroll in at least one postsecondary remedial education course, based on observable covariates that represent self-regulatory behaviors, control of personal time, parental education, and demographic factors. After controlling for selection bias, self-regulatory behaviors were found to be highly correlated with enrollment in postsecondary remedial courses. The results indicate that self-regulatory behaviors, such as study habits and proactive control over use of personal time, and parent education are significant mediating factors between high school preparation and the need for postsecondary remediation.
Deep Exploration of the Flipped Classroom before Implementing
Author: Logan, Brenda
Date: 2015-07-00
Type: Journal Articles
Subjects: Blended Learning,Technology Uses in Education,Educational Technology,Teaching Methods,Lecture Method,Video Technology,Homework,Group Activities,Student Participation,Cooperative Learning,Literature Reviews

This paper is a review of the literature that attempts to explain and document the literature on the flipped classroom. It examines 49 studies that explain the flipped approach in the classroom. This paper, particularly, delineates the history, the theory, benefits, criticisms, recommended practices, and what the research on flipping reveals. After reviewing the literature, the author concluded that there is a resurgence in the use of the flipped classroom. This body of information representing the work of teachers, principals, and college professors will serve as a useful source in deciding whether or not to execute the flipped classroom as a viable teaching methodology.
Adolescents' Perception of the Psychological Security of School Environment, Emotional Development and Academic Performance in Secondary Schools in Gombe Metropolis
Author: Musa, Alice K. J.
Date: 2016-09-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Student Attitudes,Adolescent Attitudes,Security (Psychology),School Security,Educational Environment,Emotional Development,Academic Achievement,Geographic Regions,Questionnaires,Attitude Measures,Multiple Regression Analysis,Secondary Schools

The purpose of the study was to determine adolescents' perceptions of the psychological security of their schools environments and their relationship with their emotional development and academic performance in secondary schools in Gombe Metropolis. A sample of 239 (107 males and 133 females) secondary school students selected via stratified random sampling from four public and private secondary schools in Gombe Metropolis participated in the study. A self-develop questionnaire titled &quot;Psychological Perspective of the Security of School Environment, Emotional Development Academic Performance of Adolescents Questionnaire&quot; with a Cronbach Alpha reliability of (0.71) was used for the study. Simple Percentage and Multiple Regression were used to analyse the data. The findings reveal that adolescents perceived the psychological security of secondary schools environments as insecure; there are significant relationships between insecurity of school environment with emotional development and academic performance of adolescents. It is recommended that Government and school proprietors should fence all schools, school administrators should provide adequate security for teachers and students through good leadership and parents should train their children well.
A Program Evaluation of the Language Lab™: Response to Intervention Program for Teaching Grammar, Vocabulary, and Storytelling
Author: Wiechmann, JoAnn
Date: 2014-10-00
Type: Journal Articles
Subjects: Program Evaluation,Language Laboratories,Response to Intervention,Grammar,Vocabulary,Story Telling,Speech Language Pathology,Allied Health Personnel,Elementary Schools,School Districts,Program Effectiveness,Oral Language,Language Skills,Special Education,Language Acquisition,Educational Legislation,Federal Legislation,Disabilities,Equal Education,Speech Therapy,Qualitative Research,Online Surveys,Likert Scales,Pretests Posttests,Intervention

This program evaluation study addressed the struggle of local elementary school speech-language pathologists (SLPs) in a school district to provide evidence-based intervention in language for students below grade level as required by the U.S. Department of Education. Recently, Language Lab™ was published to address the needs of oral language intervention prior to special education testing. The district in this study adopted the program. The purpose of this program evaluation study, based on the American Evaluation Association evaluation standards, was to determine if the Language Lab™ program goals were met in the areas of utility, feasibility, and accuracy. The study was grounded in social learning theory. The research questions explored SLPs' perceptions of the components of the program that were effective in reducing the need for special education evaluation and improving oral language and narrative skills. A sample of 10 SLPs, who implemented Language Lab™ on elementary campuses in the district, responded to an electronic survey. Survey responses for rated items were descriptively reported and open-ended responses were coded based on program goals and analyzed for common themes to answer the research questions. The SLPs reported Language Lab™ as an effective program based on improved student oral language skills and a reduction in referrals for special education evaluation. Because the program goals also met the evaluation standards, recommendations were for Language Lab™'s continued use as a language intervention. Positive social change might occur as SLPs in schools use evidence-based interventions such as Language Lab™ to improve students' learning of oral language skills and decrease unnecessary placements in special education.
Old Skills and New Practices Mean Radical Change for Library Education
Author: Turner, Deborah
Date: 2016-00-00
Type: Journal Articles
Subjects: Library Education,Public Libraries,Library Skills,Educational Change,Urban Areas,Low Income Groups,Participatory Research,Action Research,Information Needs,Needs Assessment,Library Services,Librarians,Semi Structured Interviews,Focus Groups,Access to Information,Oral Language,Information Sources,Preferences

Technological advances and other societal change have resulted in public libraries' increased reliance on online resources when providing access to information. However, a portion of those served by public libraries includes members of urban poor populations who may prefer to interact with information by talking. How can library educators ensure graduates are prepared to serve these populations? Using the participatory action research method this paper reports the Oral Present research project. This project is part of an on-going study conducted to identify how public libraries studied meet the information needs of this constituency. Results reveal how current service practices involve a radical twist on using traditional collection development skills. Discussion includes recommendations to ensure library education curricula can better prepare graduates for applying age-old professional practices in radical new ways.
Flipping the Classroom to Meet the Diverse Learning Needs of Library and Information Studies (LIS) Students
Author: Johnston, Nicole
Date: 2016-00-00
Type: Journal Articles
Subjects: Library Science,Blended Learning,Information Science,Student Needs,Video Technology,Technology Uses in Education,Educational Technology,Homework,Student Centered Learning,Student Attitudes,Program Evaluation,Program Effectiveness,Graduate Students,Interaction,English (Second Language),Foreign Countries

This paper provides an overview of a teaching and learning project that explored the flipped classroom model to determine if it was an effective teaching and learning method to use with library and information studies (LIS) students with diverse learning needs. The project involved developing a range of videos in different styles for students to watch before class. These were used in conjunction with a range of student centred and interactive in class activities. The flipped model was evaluated in order to understand the students learning preferences and to evaluate if the model was effective. Results from these evaluations and student feedback, indicated that the flipped classroom model proved to be an effective way to teach Masters LIS students with diverse learning needs, due to it's interactive and student centred approach. The video style lectures, also suited students who speak English as a second language (ESL), as it enabled them to re-watch the videos and learn at their own pace. Utilizing the flipped classroom model holds advantages for LIS faculty as it allows them to engage students in innovative ways, both inside and outside the classroom, and to employ a range of modern teaching tools and approaches.
Turkish ELT Professionals' Conference Attendance Motives: Why Do They Attend and What Do They Take Back Home?
Author: Büyükyavuz, Oya
Date: 2016-09-00
Type: Journal Articles
Subjects: Foreign Countries,Conferences (Gatherings),College Faculty,Language Teachers,English (Second Language),Teacher Motivation,Questionnaires,Faculty Development,Teacher Attitudes,Statistical Analysis

Around the world many professionals attend conferences. The professionals working in the field of English language teaching (ELT) are not exceptions. Along with two major international conferences organized for ELT professionals, TESOL and IATEFL, there are a great number of other conferences organized by affiliated professional associations in many countries around the world. Given the time and money invested in conferences by attendees and organizers, research into this professional endeavor is almost absent in literature in this field. The present study endeavors to discover the conference attendance motives of Turkish ELT professionals, why they attend, what they are engaged in doing during conferences and what they take back home. The data for the study were collected through a questionnaire designed in four parts. A total of 83 Turkish ELT professionals who attended the 16th International INGED Conference participated in the study. The findings of the study revealed that Turkish ELT professionals attend conferences essentially to obtain new information. However, keynote speakers seem to be another major motive behind their final decision to attend a conference. Although the majority of participants stated that they spend most of their time at sessions the number of sessions that they generally attend was found to be only between 4-6. As for post-conference results, the participants were found to feel more confident, more motivated to attend conferences, and were inclined to integrate the information they obtained into their classroom practices. The study also revealed that the participants have budget-related concerns and this constitutes a major challenge with regard to conference attendance.
The Views of Science Pre-Service Teachers about the Usage of Basic Information Technologies (BIT) in Education and Instruction
Author: Çetin, Oguz
Date: 2016-09-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Information Technology,Technology Uses in Education,Science Education,Science Teachers,Computer Assisted Instruction,Hypermedia,Distance Education,Database Management Systems,Content Analysis,Knowledge Level,Attitude Measures,Evaluation Criteria,Computer Software Evaluation,Interviews,Literature Reviews,Expertise

In this study aiming to present a description based on science pre-service teachers' views related to use of Basic Information Technologies (BIT) in education and training, an interview is carried out with 21 pre-service science teachers who study in different classes in Faculty of Education, Nigde University. For this aim, improved interview form is used with literature review, the experts of researchers and the views of other experts related to the area. The data acquired with interview form including four sub-dimensions in the way &quot;Computer Aided Education (CAE)&quot;, &quot;Hypermedia Use&quot;, &quot;Distance Education (DE)&quot; and &quot;Database Management&quot;, are solved with content analysis method. As a result of research, it is determined that pre-service teachers generally have fund of knowledge also in body of literature in terms of educational and training dimension. The other works performed practically that will present use cases of BIT of pre-service science teachers in the process of education and training in the way to support this work indicating the current situation, are suggested.
Exploring Partnership Functioning within a Community-Based Participatory Intervention to Improve Disaster Resilience
Author: Gagnon, Elizabeth
Date: 2016-00-00
Type: Journal Articles
Subjects: Natural Disasters,Emergency Programs,Community Involvement,Foreign Countries,At Risk Persons,Qualitative Research,Program Effectiveness,Case Studies,Longitudinal Studies,Semi Structured Interviews,Focus Groups,Colleges,School Community Programs,Likert Scales

Disasters happen worldwide, and it is necessary to engage emergency management agencies, health and social services, and community-based organizations in collaborative management activities to enhance community resilience. Community-based participatory research (CBPR) has been widely accepted in public health research as an approach to develop partnerships between academic researchers and community stakeholders and to promote innovative solutions to complex social issues. Little is known, however, about how CBPR partnerships function and contribute to successful outcomes. In this article, the authors present a case study of a CBPR partnership formed with the community of Québec City, Canada, under the Enhancing Resilience and Capacity for Health (EnRiCH) Project, to improve emergency preparedness and adaptive capacity among high-risk populations. This qualitative study presents participants' perspectives on how the partnership functioned and the outcomes of this collaboration. Findings are discussed in relation to contextual and group dynamics, as well as system and capacity outcomes.
Improving Reading Comprehension Skills with Children's Books through Metacognitive Strategy: The Turkish Context
Author: Çer, Erkan
Date: 2016-09-00
Type: Journal Articles
Subjects: Metacognition,Reading Comprehension,Childrens Literature,Secondary Schools,Quasiexperimental Design,Experimental Groups,Control Groups,Program Effectiveness,Pretests Posttests,Teaching Methods,Statistical Analysis,Reading Tests,Foreign Countries

The aim of this study was to explore the effect of metacognitive strategy in improving reading comprehension skills through children's literature of literary quality. A quasi-experimental study was carried out in a private secondary school in a city located Middle Black Sea region of Turkey. Two classes were randomly chosen as the study group, and since the academic achievement scores of the students in these two classes were similar, one class was assigned as the experimental group and the other as the control group. There were 35 students in experimental group whereas while the control group consisted of 30. The results of the study were analyzed using independent t-test samples to determine if there was a significant difference in reading comprehension skills during the pre-test and the post-test between the experimental and the control group. Moreover, One Way ANCOVA analysis was used to determine the effect of metacognitive strategy on improving reading comprehension skills in books of literary quality. According to the results of t-test analysis, there was a significant difference of between the experimental and the control group in reading comprehension skills. As a result of One Way ANCOVA analysis, a significant difference was found between the pre-test and the post-test in the experimental group. Thus, when students used metacognitive strategy in books of literary quality, they obviously advanced in terms of their reading comprehension. This fact suggests that using metacognitive strategy in books of literary quality helped students in the experimental group improve both their reading skills and reading comprehension skills, when compared to the control group, in which an attempt was made to improve reading and comprehension skills in the conventional way.
Online Teaching Best Practices to Better Engage Students with Quantitative Material
Author: Strandberg, Alicia Graziosi
Date: 2014-10-00
Type: Journal Articles
Subjects: Pretests Posttests,Online Courses,Educational Technology,Teaching Methods,Surveys,Learner Engagement,College Students,Interpersonal Relationship,Interaction,Educational Environment,Data Analysis

It is well known engaged students perform better in any course (Nash, 2005, Angelino et. al 2007, Revere and Kovach 2011). However in the online classroom environment engaging students can be a challenge especially with quantitative material. With over 12 combined years of online teaching, the authors have collected useful data that help analyze current courses and discover patterns to enhance future endeavors. This paper establishes a list of best teaching practices specifically related to online teaching in an effort to better engage students and ultimately enhance the online educational experience. The primary focus of this paper looks at courses in which most of the material is quantitative in nature, the tools identified are easily applied across any curriculum. Though some of the tools are self-evident, such as clear and consistent communication, there are others that are less obvious that help to keep a class invigorating and students present.