ethanporcaro/eric-fulltext-meta huggingface dataset:
Discursive De/Humanizing: A Multimodal Critical Discourse Analysis of Television News Representations of Undocumented Youth
Author: López, Ruth M.
Date: 2020-03-23
Type: Journal Articles
Subjects: Television,News Reporting,Undocumented Immigrants,Social Bias,Social Justice,Language Usage,Public Policy,Educational Legislation,Hispanic Americans,Racial Bias,Critical Theory,Race,English,Spanish

This article addresses television news coverage of the Development, Relief, and Education for Alien Minors (DREAM) Act of 2010, which would have created a path to legal residency for thousands of undocumented immigrants in the United States. Considering the role that news media play in socially constructing groups of people, through an analysis of English- and Spanish-language evening television news coverage of the DREAM Act of 2010, the author examined discursive practices used to represent undocumented youth in both dehumanizing and humanizing ways. The author discusses the implications of these types of discourses for education policy understanding by the public and education stakeholders.
The Cicada Announces the Fire of the Brazilian Public School: Analysis of the Era of Privatizing Guidelines
Author: de Paula, Alisson Slider do Nascimento
Date: 2020-03-16
Type: Journal Articles
Subjects: Foreign Countries,Privatization,Educational Change,Public Education,Guidelines,Business Schools,Civil Rights,Educational Policy,Policy Analysis,Public Schools,Global Approach,Neoliberalism,Educational History,Educational Finance,Educational Legislation,High Schools

This text seeks to analyze the privatization guidelines both globally and at the local level and their deployment in public basic education in Brazil. For that, a bibliographic and documentary study was used, using only public domain. It is possible to diagnose the double movement of endo and exoprivatization carried out in the educational panorama of Brazil, especially through the insertion of large business groups, as well as the reforms undertaken to put into operation the privatization agenda of public basic education. It is observed that the insertion of the private sector into the spaces of human formation reverberate metamorphoses, including that of the social function of the school institution, since it incorporates a link with the business and financial logic and, consequently, will facilitate a loss of the public sense of education as a social right.
Is School out for the Summer? The Impact of Year-Round Pell Grants on Academic and Employment Outcomes of Community College Students
Author: Liu, Vivian Yuen Ting
Date: 2020-00-00
Type: Journal Articles
Subjects: Summer Programs,Grants,Summer Schools,Federal Aid,Student Financial Aid,Two Year College Students,Community Colleges,College Credits,Credentials,Educational Certificates,Associate Degrees,College Transfer Students,Wages,Low Income Students,Student Characteristics,Student Loan Programs,Graduation Rate

Despite having been the largest source of financial aid to low-income college students in the United States, the traditional Pell Grant had one major limitation: If students enrolled in two semesters full-time, they would not have had any tuition support for the summer term of the same academic year. The year-round Pell (YRP) was implemented in the academic years 2009-10 and 2010-11 to provide a second Pell Grant to students who enrolled in more than twenty-four credits prior to the third semester and in at least six credits during the summer term. Using a state administrative dataset from a community college system, this paper uses a difference-in-differences approach to examine the credit, credential completion, and labor market outcomes resulting from the YRP. The study finds that for each $1,000 of additional YRP grant funding, summer enrollment increases by 28 percentage points, diploma completion rates increase by 1.6 percentage points, and third-year earnings from college entry increase by $200. For YRP-eligible students who started in a short-term program, the gains are a 2 percentage point higher certificate attainment rate, 3.6 percentage point increase in associate degree completion, and no effect on four-year transfer rates.
Supply Side Fantasies and Precarious Part-Time Academic Labor
Author: Jacoby, Daniel F.
Date: 2020-03-30
Type: Journal Articles
Subjects: Part Time Faculty,Higher Education,Teacher Supply and Demand,Employment Practices,School Policy,Unions,Geographic Regions,Proximity

Reliance upon part-time instructors within U. S. post-secondary institutions has received a great deal of attention, particularly as the percentage of such faculty has become the largest single category of faculty in academia. Understanding how part-time markets operate may allow better policy. Most current studies on the subject examine national markets, and emphasize demand factors motivating expansion of the part-time workforce. Although the subject of supply was once critical to discussions it has received less attention of late in part due to a faulty understanding of how part-time markets operate. Cross sectional regression analysis is performed to explore potential correlations between the number of graduating masters and doctoral students and reliance upon part-time faculty at neighboring institutions of higher education. Where previous researchers have found that institutions in more urbanized settings exhibit greater reliance upon part-time faculty, this analysis indicates that local availability of recently minted masters and PhD degrees within commuting distances of the hiring institution more closely fits staffing data. Policy actors may be able to use these results to better coordinate regional or local demand to supply, which has implications for unions and other policy actors attempting to limit reliance upon part-time faculty.
Comparing Physics Textbooks in Terms of Assessment and Evaluation Tools
Author: Takaoglu, Zeynep Baskan
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Science,Science Education,Physics,Textbook Evaluation,Textbook Content,Motion,Science Tests,Units of Study,Alternative Assessment

Assessment and evaluation instruments provide teachers the opportunity of shaping education in the beginning, contributing to education during the process and evaluating education at the end of the process. Textbooks, on the other hand, are resources that present the aforementioned contributions to teachers at first hand. Thus, the study aims to compare the distribution of assessment and evaluation instruments in the physics textbooks being used in the academic year of 2011-2012 and 2016-2017 according to units, settlement within units and types of assessment instruments that are used. For that purpose, 9, 10, 11 and 12th grade textbooks being used in physics lessons in the academic year of 2011-2012 and 2016-2017 were examined via document analysis method. As a result of the study, it was determined that the highest number of assessment instruments in physics textbooks from two different years was encountered in the unit of force and motion. The reason for this unit having higher number of questions could be associated with higher number of mathematical operations in the unit intended for allowing students to overcome their mathematical deficiencies by practicing such questions. It was observed that the number of questions was increased especially in the books being used in the academic year of 2016-2017 and alternative assessment instruments were fewer than traditional assessment instruments. Traditional assessment instruments are still used very frequently in the textbooks, which proves the effect of traditional approaches in assessment and evaluation. Another reason for this condition is that a result oriented evaluation is used in the university entrance exam. In the light of these results, it is suggested to make the university exam student-centered rather than making an arrangement in textbooks.
Charter Schools: A U.S. Case Study and Implications for Brazil
Author: Louzano, Paula
Date: 2020-03-16
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Charter Schools,School Choice,Equal Education,Educational Vouchers,Educational Policy,Early Childhood Education,Educational Finance,After School Programs,Faculty Development,Accountability

This article analyzes the case of school choice in the United States and its implications for the Brazilian context. This discussion is important to Brazil, given the fact that key actors are starting to advocate in favor of introducing charter schools and vouchers in the country. Evidence from countries that introduced this model can help shed some light on this debate. In this article, we will analyze the overall performance of school choice in the United States, especially charter schools, focusing on its implications on educational equity. The Brazilian educational system is highly unequal. Thus, if charter schools are not helping to enhance the overall quality and equity in the United States, it may not be a policy to be pursued in Brazil. In this scenario, focusing on the idea that school choice is the answer may divert the attention from systemic policies that can contribute to improve education such as high-quality early childhood education, increased education funding, after-school programs, and teacher professional development.
Do Charter Schools Receive Their Fair Share of Funding? School Finance Equity for Charter and Traditional Public Schools
Author: Knight, David S.
Date: 2020-03-30
Type: Journal Articles
Subjects: Charter Schools,Educational Policy,Educational Finance,Educational Equity (Finance),Public Schools,State Policy,Resource Allocation,Models,Elementary Secondary Education,Educational Change

U.S. charter schools are publicly funded through state school finance formulas that often mirror the traditional public school finance systems. While charter school advocates and critics disagree over whether charters receive an equitable share of funding, few discussions are based on rigorous analyses of funding and expenditures. Most prior analyses, especially those presented in policy briefs or white papers, examine average funding differences without exploring underlying cost factors between the two sectors. Our purpose is to demonstrate how careful analysis of charter school funding with appropriate methodological approaches can shed light on disagreements about charter school finance policy. Using detailed school finance data from Texas as a case study, we find that after accounting for differences in accounting structures and cost factors, charter schools receive significantly more state and local funding compared to traditional public schools with similar structural characteristics and student demographics. However, many small charter schools are actually underfunded relative to their traditional public school counterparts. Policy simulations demonstrate that on average, each student who transfers to a charter school increases the cost to the state by $1,500. We discuss the implications of these findings for both school finance policy in Texas and nationally.
High-Stakes Assessment in Elementary Education Teacher Preparation: Educators&apos; Perceptions and Actions Resulting in Curriculum Change
Author: Tanguay, Carla Lynn
Date: 2020-04-06
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Educational Change,Preservice Teachers,Performance Based Assessment,High Stakes Tests,Teaching Methods,Teacher Educators,Preservice Teacher Education,Teacher Certification,Educational Policy,Teacher Effectiveness,Curriculum Development

Policy makers have begun requiring teacher performance assessments, such as edTPA®, with established validity and reliability in teacher education for certification, program approval, and/or accreditation (Darling-Hammond &amp; Hyler, 2013). Proponents of edTPA argue that the measure is an authentic yet standardized way to assess candidate readiness for teaching and may be beneficial for program renewal and professionalization of the teaching force (Darling-Hammond, 2010; Wei &amp; Pecheone, 2010). Others recognize unintended consequences of a single, standardized assessment which may narrow the curriculum (Kornfeld, Grady, Marker, &amp; Ruddell, 2007); create tensions for teacher candidates who are learning and developing; (Meuwissen &amp; Choppin, 2015); and overlook program values important for preparing candidates to teach in a global society (Sato, 2014). This case study uncovers teacher educators' perceptions of edTPA and their subsequent actions in response to a state mandate resulting in educative strategies to support their candidates, curriculum change, and lessons learned.
Teacher Accountability, Datafication and Evaluation: A Case for Reimagining Schooling
Author: Holloway, Jessica
Date: 2020-04-13
Type: Journal Articles
Subjects: Teacher Evaluation,Accountability,Elementary Secondary Education,Educational Legislation,Federal Legislation,Role of Education,Educational Change,Standards,Data

The purpose of this commentary is to push the boundaries (real and perceived) of how we think about teacher accountability, education and the purpose of schooling in contemporary times. It takes as a starting point a view that recent changes to the Every Student Succeeds Act does little to shift the underpinning logics of high-stakes teacher accountability that ultimately threaten the stability and adaptability of public schools. Building from this presumption, it explores more universal features of contemporary schooling practices (e.g., standardization, datafication and evaluation) that undermine teacher expertise, autonomy and professional discretion. The purpose is to provide a new lens for thinking about the role of education and to radically disrupt the 'norms' we have come to accept as necessary features of modern schooling. Ultimately, it serves as a thought experiment to provide some space for imagining new possibilities and thinking &quot;outside of&quot; the traditional accountability &quot;box.&quot;
Development of Pamukkale Piano Learning Style Scale
Author: Demirtas, Serkan
Date: 2018-00-00
Type: Journal Articles
Subjects: Music Education,Musical Instruments,Teaching Methods,Test Construction,Preservice Teachers,Music Teachers,Test Validity,Test Reliability,Cognitive Style,Foreign Countries

In musical instrument training, piano has been taught as a compulsory instrument in all departments of Music Education. It is thought that as a major instrument, piano plays a crucial role in music education. Without question, it is highly vital to raise individuals' awareness of learning styles towards learning piano in effort to practice piano courses more efficiently and effectively. In this respect, the present study is of utmost importance as it will be a pioneer study and make a great deal of contributions to the relevant field. The current study was designed to develop a valid and reliable scale. The population of the study consisted of 170 music teacher candidates majoring in Music Education, including those who already took piano lessons. Although the study successfully accessed to the whole sample, only 133 scales were included to the research, due to inaccurate or incomplete data in subjects' responses. To test the construct validity of the scale, explanatory factor analysis (EFA) and confirmatory factor analysis (CFA) were used. The original scale consists of four subdimensions, namely, independent, analytical, dependent and affective learning styles.
Excavating Theory in Teacher Evaluation: Evaluation Frameworks as Wengerian Boundary Objects
Author: King, Kelley M.
Date: 2020-04-13
Type: Journal Articles
Subjects: Teacher Evaluation,Educational Policy,Teacher Effectiveness,Communities of Practice

The purpose of this paper is to begin to excavate the unstated theoretical underpinnings of teacher evaluation systems as they exist in policy and practice and to explicitly consider how these evaluation systems might intersect theoretically with social learning theory. Research suggests that organizational leaders believe growth-based evaluation practices have yet-untapped potential to support teacher learning within teacher communities. However, models of teacher evaluation, as defined in federal and state policy and developed and implemented in practice, rarely make explicit the theoretical and conceptual frameworks upon which they are based. Further, evaluation models do not explicitly intersect with the conceptual frameworks for such learning, e.g., communities of practice (CoPs) and social learning theory. Rather, the role of teacher evaluation in social learning within and across educational organizations remains under-theorized. We argue for research examining potential connections in theory and practice between two existing conceptual frameworks: 1) social learning theory and 2) teacher evaluation systems (understood as policy, models, and practices).
Evaluating the Comparability of PPT and CBT by Implementing the Compulsory Islamic Culture Course Test in Jordan University
Author: Alakyleh, Abdelnaser Sanad
Date: 2018-00-00
Type: Journal Articles
Subjects: Test Format,Paper (Material),Computer Assisted Testing,Foreign Countries,College Students,Scores,Islamic Culture,Required Courses,Gender Differences,Preferences,Computer Attitudes,Performance Factors

Study aims to determine whether the university students' scores in the compulsory Islamic culture course test on a selected sample differ across the paper-and pencil test (PPT) &amp; computer-based test (CBT) versions, and to reveal the relationship between gender and the student's level of performance in the test. Therefore, the study evaluated the comparability of two versions of a compulsory Islamic culture course test (PPTs) and (CBTs). The importance of conducting the study in Jordan stems from the fact that public and private universities have begun to move away from the traditional patterns of tests such (PPTs) and went towards (CBTs). In addition to detecting which model gives the best in the output and has the characteristics of the psychometric test, furthermore, indicates whether there were any differences between males and females, the study sample consisted of 120 individuals, 67 females and 53 males from scientific, health and humanities colleges. The results showed that there was no significant difference between the two versions provided to students CBT and PPT with 0.36 moderate correlation indicators in the pre-CBT test, no significant differences between the males and females in the CBT test results. Therefore, on the basis of the results of the present study, the CBT test is an option and a preferred alternative for regular students of the bachelor's level at the University of Jordan.
How Middle School Special and General Educators Make Sense of and Respond to Changes in Teacher Evaluation Policy
Author: Braun, Alisha M. B.
Date: 2020-04-13
Type: Journal Articles
Subjects: Middle School Teachers,Regular and Special Education Relationship,Special Education Teachers,Teacher Evaluation,Teacher Attitudes,Teacher Role,Teacher Effectiveness,Educational Change,Accountability,Classroom Observation Techniques,Academic Achievement,Value Added Models,Experienced Teachers,State Policy,Rural Schools,Feedback (Response),Federal Legislation,Educational Legislation,Students with Disabilities

In this multiple case study, we apply sense-making theory to examine and compare how middle school special and general educators perceive and respond to teacher evaluation reform, including formal classroom observations, informal walk-throughs, and student growth measures. Our findings reveal that special educators experience conflict between the policy's main elements and their understandings of how to effectively teach students with disabilities. Furthermore, special and general educators held contrasting beliefs regarding the appropriateness of evaluation. Our findings illustrate the importance of acknowledging differences in special and general educators' roles and responsibilities and encourage policymakers to reconsider uniform teacher evaluation policies.
Examining the 4th Grade Students&apos; Ability to Say &quot;No&quot; in the Framework of Life Studies Curriculum with Many-Facet Rasch Model
Author: Yilmaz, Ferat
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 4,Student Attitudes,Social Studies,Assertiveness,Substance Abuse,Sexual Abuse,Time Management,Moral Issues,Computer Mediated Communication,Self Management

This study aims to reveal whether or not the ability to say &quot;no&quot;, which is tried to be taught to students in the 2005 life studies curriculum, has been gained by children with regards to various situations. The survey model was utilized in the study. The study was conducted with 4th grade students who took the class of life studies in primary school 1st, 2nd and 3rd grades and therefore are expected to have gained the ability to say &quot;no&quot;. In order to collect data, The Ability to Say &quot;No&quot;-Specific Cases Inventory (NSCI) developed by the researchers was employed. In order to be able to evaluate the responses given to the cases in the NSCI, the &quot;NSCI Rubric&quot; was developed. The data obtained from NSCI were analyzed according to the many-facet Rasch analysis using the FACETS packet program. The findings suggest that students may be able to demonstrate the basic ability to say &quot;no&quot; expected of them in response to specific cases; however they will not focus too much on the behavior of making an explanation about the reason why they have said &quot;no&quot;, or, on performing alternative behaviors after saying &quot;no&quot;.
Entangled Educator Evaluation Apparatuses: Contextual Influences on New Policies
Author: Malloy, Jake
Date: 2020-04-13
Type: Journal Articles
Subjects: Teacher Evaluation,Public School Teachers,Change,Evaluation Methods,Social Theories,State Programs

Drawing on an actor-network articulation of evaluation theory, this article examines the Wisconsin Department of Public Instruction's transition from a punitive teacher evaluation model to a promising new development and support model, which focuses on teacher growth and environmental adjustments. Supported by dozens of interviews and observations of teachers, school and district administrators, support staff, and regional and state education organization employees, the article explains how material, discursive, and affective entanglements within and outside the evaluation apparatus constrained the realization of the new growth model of teacher evaluation. Actor-network evaluation provides a new articulation of evaluation contextualization that provides insight into why some promising changes may run out of steam.
Using Global Observation Protocols to Inform Research on Teaching Effectiveness and School Improvement: Strengths and Emerging Limitations
Author: Kelly, Sean
Date: 2020-04-13
Type: Journal Articles
Subjects: Teacher Effectiveness,Educational Improvement,Lesson Observation Criteria,Teacher Evaluation,Evaluation Problems

An essential feature of many modern teacher observation protocols is their &quot;global&quot; approach to measuring instruction. Global protocols provide a summary evaluation of multiple domains of instruction from observers' overall review of classroom processes. Although these protocols have demonstrated strengths, including their comprehensiveness and advanced state of development, in this analysis we argue that global protocols also have inherent limitations affecting both research use and applied school improvement efforts. Analyzing the Measures of Effective Teaching study data, we interrogate a set of five potential limitations of global protocols. We conclude by discussing fine-grained measures of instruction, including tools that rely on automated methods of observation, as an alternative with the potential to overcome many of the fundamental limitations of global protocols.