ethanporcaro/eric-fulltext-meta huggingface dataset:
Gender Effect on Classroom Management Skills and Competencies of Teachers: A Meta-Analysis Study
Author: Erden, Ali
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Classroom Techniques,Gender Differences,Teacher Competencies,College Faculty,Effect Size,Geographic Regions,Intellectual Disciplines,Researchers

This study aims at determining the effect sizes of perceptions and opinions of teachers regarding classroom management skills and competencies according to their gender. 19 journal articles out of 28 journal articles specializing on teachers' classroom management skills and competencies in Turkey downloaded from the national thesis archives of Higher Education Institution appropriate to inclusion criteria are included in the study. Also, moderators which could not be included to the assessment of primary researches as publication type, publication year, region where study conducted, educational level, school type, scale type, branches of the teachers and gender of the researcher moderators were analyzed as variables. As a result, according to fixed effects model (d=0,149) and random effects model (d=0,133) in favor of female teachers, effect size was statistically significant. Moderator analysis revealed that publication type (p=0,001), type of scale (either ready or improved) (p=0,049) and validity and reliability studies (p=0,008) were found as moderators. Furthermore, effect sizes of researches showed that gender awareness included a continuing tendency over the years. Moderator analysis showed that school type (p=0,054), educational level (p=0,477), region where research was conducted (p=0,075), teachers' branches (p=0,257) and gender of the researchers were not considered as moderators. As a result, it is recommended not to use gender as an important independent variable in studies in relation to teachers' perceptions and opinions on classroom management skills and competencies.
Problems Faced by Teachers of Gifted/Talented Students
Author: Cengel, Metin
Date: 2018-00-00
Type: Reports - Research
Subjects: Academically Gifted,Talent Identification,Teacher Role,Special Education,Student Needs,Teacher Attitudes,Student Characteristics,Barriers,Teacher Competencies,Inservice Teacher Education,Faculty Development,Foreign Countries

The purpose of this research is to identify the problems faced by teachers with gifted/talented children. The study was conducted in 2017-2018 academic year and includes the teachers of the children whose children are gifted/intelligent. In addition to the demographic information of the teachers in the study, the perspective of the society as a teacher with a talented/intelligent student, where the teachers helped the children to learn what they should do as a teacher with a gifted/talented student who had problems with themselves or other members of the family, It has been tried not to be determined through open-ended questions, whether there is a private center or institution that is continuing outside the Art Center, whether the students have received relevant guidance support, and what kind of support they need. The data were evaluated by the content analysis technique of the qualitative data analysis method. Nvino 10 program was used for qualitative data analysis. As a result of the research, the problems experienced by the teachers of the gifted/talented students were determined and suggested solutions. They also tried to get an idea of what the problems would be in their research. [This paper was published in the INTE-ITICAM-IDEC 2018 Paris, France proceedings, Volume 2, p400-406.]
In the Determination of Self-Efficacy Situations of Information Technology Teachers&apos; Coding for Middle School Students, Robotic Coding and 3 Dimensional Design Examples of Sakarya Province
Author: Cengel, Metin
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Information Technology,Coding,Robotics,Computer Science Education,Foreign Countries,Self Efficacy,Middle School Students,Middle School Teachers,Computer Software,Educational Attainment,Teacher Education,Training,Teacher Characteristics,Teaching Methods

Increasing the quality and effectiveness of education and training, contributing to the social, political and economic structure of the countries is something that educators and educational policy makers are always working on. Increasing the quality of education and training nowadays can be achieved with the development of 21st century skills in the students, the integration of education with technology. The role of technological developments, which provide many conveniences for our everyday life, in education environments is getting more and more effective. In computer training, the use of coding and robotics is becoming a prevailing practice. Coding and robotics based informatics education; has the potential to unravel and shape the real world and to reveal the skills of creating innovative ideas and products through the application of the knowledge they learn to real life problems. The aim of this study is to reveal the opinions of Informatics teachers about the coding and robotics based IT teaching practices. The survey model was used and the study group consisted of 120 information technology teachers working in secondary schools in Sakarya province. These teachers were asked questions about quantitative research on whether they had received any training in robotic applications and coding in their previous lives and whether they would contribute to themselves and their students. The results were interpreted by quantitative evaluation tools.As a result of the research; most of our teachers found these applications helpful. This shows that if teachers receive training on these subjects, their application potential will be high. [This paper was published in the INTE-ITICAM-IDEC 2018, Paris, France proceedings. Volume 1, p875-883.]
Post-Secondary Outcomes of Newark High School Graduates (2011-2016): College Enrollment, Persistence, &amp; Completion
Author: Backstrand, Jeffrey R.
Date: 2018-00-00
Type: Reports - Research
Subjects: Postsecondary Education,Outcomes of Education,High School Graduates,Enrollment,Academic Persistence,Longitudinal Studies,High School Students,Graduation Rate,Time to Degree,Educational Attainment,Public Schools,Vocational High Schools,Parochial Schools,Magnet Schools,College Bound Students,Two Year Colleges,Colleges

This report is a longitudinal study of the college-going patterns of almost 13,500 Newark high school students from the district, charter, vocational technical, and parochial sectors. It includes students who graduated high school between 2011 and 2016 from the Newark Public Schools (NPS) -- both comprehensive and magnet, Essex County Vocational Technical Schools (ECVTS), KIPP New Jersey, and St. Benedict's Preparatory School (SBP). Taken together, these schools and districts represent about 85 percent of Newark high school students during this period. Building on a 2014 analysis of post-secondary outcomes for 2004-2011 NPS graduates, this report describes the college enrollment, persistence, and completion patterns of Newark high school graduates from multiple sectors. Current findings will aid Newark in identifying areas of improvement, strength, and success in the city's post-secondary pipeline. By gaining a better understanding of post-secondary outcomes -- including the gaps along the path to college enrollment, persistence, and completion -- Newark's students, parents, teachers, counselors, principals, community members, policy makers, and businesses can collectively evaluate the current systems and policies to better improve college outcomes for Newark's students moving forward. [This report is a joint project of the Newark City of Learning Collaborative and the School of Public Affairs and Administration, Rutgers University-Newark.]
Exploring Primary School Students&apos; Perceptions of English through Their Drawings
Author: Yaman, Ismail
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Student Attitudes,Freehand Drawing,Second Language Learning,English (Second Language),Grade 2,Grade 3,Grade 4,Language Proficiency,Language Attitudes

English holds a lingua franca status all around the world today and foreign language education in most countries is primarily based on English. As a result of this high popularity of English language, primary school students now take English course as of Grade 2 in state schools in Turkey. Furthermore, private schools mostly offer English course as of Grade 1 or even kindergarten. This recent policy of low-age exposure to English has its roots in the 'critical age' principle. This qualitative study aims to explore the perceptions of primary school students ranging from Grade 2 to Grade 4 as to English through students-generated drawings. 268 students from three different primary schools (state) in Samsun, Turkey participated in the study and were asked to simply draw about English. Drawings here constitute the major data collection tool for the study and are intended to uncover the feelings or opinions of this low-age group of students about English. The collected drawings were handled through content analysis; and then the gathered data were coded and categorized as different images for the notion 'English'. Objects, interaction, English class, English course book, English teacher, etc. are among the most frequently depicted images. The qualitative findings of this study may be quite important considering the need to see the reflections of the recently-offered early English courses on young English language learners.
Issue Brief: Credit Recovery
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2018-03-00
Type: Tests/Questionnaires
Subjects: Required Courses,Repetition,At Risk Students,High School Students,Graduates,Dropout Prevention,Institutional Characteristics,Graduation Rate,Academic Failure,School Size,Poverty,Attendance Patterns,Behavior Problems,Discipline Problems,Online Courses,Blended Learning,Reentry Students,Geographic Location,Teacher Characteristics,Teacher Student Ratio,School Schedules

In 2015-16, the high school graduation rate reached a record high of 84 percent (U.S. Department of Education 2017). Despite the gains, over half a million students still drop out of high school each year (U.S. Department of Education 2015a). High schools have adopted various strategies designed to keep students who are at risk of not graduating in school and on track for earning the credits required to graduate. &quot;At-risk&quot; students are defined as those failing to achieve basic proficiency in key subjects or exhibiting behaviors that can lead to failure and/or dropping out of school. Dropout prevention strategies are diverse; they vary in type of program, services used, frequency, intensity, and duration of contact with target students. The U.S. Department of Education (Department) sponsored the National Survey on High School Strategies Designed to Help At-Risk Students Graduate (HSS), which aimed to provide descriptive information on the prevalence and characteristics of dropout prevention strategies for at-risk students. The survey collected data in the 2014-15 school year from a nationally representative sample of 2,142 public high schools and focused on 13 specific high school improvement strategies identified by a panel of external experts and senior Department officials. All findings are based on self-reported data from school principals. This brief on credit recovery is the thirteenth in a series of briefs being released with key findings about these high school improvement strategies.
Issue Brief: Academic Support Classes
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2018-03-00
Type: Reports - Research
Subjects: High School Graduates,Graduation Rate,Dropouts,At Risk Students,Dropout Prevention,Public Schools,Educational Improvement,Academic Support Services,Institutional Characteristics,Student Participation,Poverty,English Language Learners,Low Achievement,Discipline Problems,Behavior Problems,Reentry Students,School Size,Geographic Location,Blended Learning,Class Size

In 2015-16, the high school graduation rate reached a record high of 84 percent (U.S. Department of Education 2017). Despite the gains, over half a million students still drop out of high school each year (U.S. Department of Education 2015). High schools have adopted various strategies designed to keep students who are at risk of not graduating in school and on track for earning the credits required to graduate. &quot;At-risk&quot; students are defined as those failing to achieve basic proficiency in key subjects or exhibiting behaviors that can lead to failure and/or dropping out of school. Dropout prevention strategies are diverse; they vary in type of program, services offered, frequency, intensity, and duration of contact with target students. The U.S. Department of Education (Department) sponsored the National Survey on High School Strategies Designed to Help At-Risk Students Graduate (HSS), which aimed to provide descriptive information on the prevalence and characteristics of dropout prevention strategies for at-risk students. The survey collected data in the 2014-15 school year from a nationally representative sample of 2,142 public high schools and focused on 13 specific high school improvement strategies identified by a panel of external experts and senior Department officials. All findings are based on self-reported data from school principals. This brief on academic support classes is the twelfth in a series of briefs with key findings about these high school improvement strategies.
Using Educational Technology - 21st Century Supports for English Learners. Educator Toolkit
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2018-10-00
Type: Guides - Classroom - Teacher
Subjects: English Language Learners,Elementary Secondary Education,Public Schools,Educational Technology,Technology Uses in Education,Teaching Methods,Language Proficiency,Faculty Development,Student Characteristics,Student Needs,Experiential Learning

U.S. Department of Education data show that English learners in grades K-12 in U.S. public schools in the 2015-16 school year numbered over five million students-- about 10 percent of all enrolled students--and that roughly three-fourths of public school districts included students who are English learners. Many teachers, including those in small and rural districts, have one or more English learners in their classrooms--or soon will--and these teachers often use technology when instructing their English learners. This toolkit is for all educators--including teachers and administrators--who want to use technology to help their English learners gain proficiency in English and meet academic goals. In choosing to use technology, educators should recognize the supports offered and the constraints of any technology in the context of their own students and their needs. The toolkit offers five guiding principles for educators to apply in exploring new ways of working with and supporting their English learners through technology, starting with recognizing their students' unique needs and thinking through to the best technologies to help meet those needs: (1) understand what educational technology offers for instructing English learners; (2) discover the types of educational technology available; (3) maximize the supports that educational technology offers English learners; (4) seek out hands-on, instruction-focused professional development; and (5) learn more about English learners and educational technology.
Rethinking Higher Education
Author: Department of Education (ED), Office of the Secretary
Date: 2018-12-00
Type: Reports - Descriptive
Subjects: Higher Education,Institutional Evaluation,Partnerships in Education,Entrepreneurship,Educational Innovation,Costs,Educational Change,Educational History,Educational Philosophy,Public Officials,Student Centered Learning,Access to Education,Educational Attainment,College Graduates,Education Work Relationship,Educational Policy,Job Skills,Institutional Mission,Stakeholders,Accreditation (Institutions)

American postsecondary education has immeasurably expanded economic opportunity, improved our quality of life, fostered advances in art and culture, and driven scientific and technological innovation. It is rightly the envy of the world. American colleges and universities have also served a noteworthy public good by preparing our nation's leaders and cultivating thoughtful, productive citizens capable of informed debate, respectful disagreement, and community engagement. This admirable legacy, however, is under threat due to growing concerns about ever-rising costs and growing differences regarding the purpose of postsecondary education. In addition, the growing lack of philosophical diversity on campus--a concern for many parents, students, and members of the higher education community--has only inflamed these tensions. Secretary DeVos seeks the partnership of institutions, innovators, entrepreneurs, educators, and students to create and advance long-lasting, student-centered reforms that empower students, empower institutions, and empower innovators.
Rethinking Higher Education: Accreditation Reform
Author: Department of Education (ED), Office of the Secretary
Date: 2018-12-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Change,Accreditation (Institutions),Standards,Educational Quality,Educational Legislation,Federal Legislation,College Attendance,Peer Evaluation,Evaluators,Institutional Evaluation,Federal Government,Efficiency,Cost Effectiveness,Evaluation Criteria,Institutional Mission,Institutional Autonomy

The Higher Education Act of 1965 makes clear that, although the U.S. Department of Education (Department) has an important role to play in ensuring that all academically-ready students have the opportunity to attend the colleges of their choice, Congress has prohibited the Department from intervening in the curricular decisions of an institution and attempting to exert control over its faculty, administration, and academic programs. Instead, Congress has assigned the role of overseeing the quality and academic sufficiency of instructional programs to accrediting agencies (accreditors). Accreditors are independent, membership-based organizations that rely on peer review to ensure that member institutions meet certain standards for academic quality and rigor. Over time states and the Department have shifted a number of their responsibilities to accreditors, which has forced accreditors to devote significant resources and attention to oversight of issues outside of their core mission and expertise. Simply put, accreditors are now expected, without Federal funding, to act as agents of the Federal government on a growing list of oversight responsibilities. An examination of the Department's accreditation regulations and processes has begun to determine which are critical to assessing the quality of an institution and its programs and to protecting student and taxpayer investments. This process is ongoing, and the Department is eager to further inform and refine their recommendations through input from key stakeholders and members of the public. The goal is to question why we recognize accreditors the way we do, why they evaluate institutions the way they do, and what alternatives might generate better results and create new efficiencies or cost savings.
2018 Performance Measures for Student Success
Author: North Carolina Community College System
Date: 2018-07-11
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Two Year College Students,Accountability,Performance,Basic Skills,Success,College English,College Mathematics,College Freshmen,College Curriculum,Certification,College Transfer Students,Racial Differences,Ethnicity,Age Differences,Gender Differences,Adult Students

The Performance Measures for Student Success Report is the North Carolina Community College System's major accountability document. This annual performance report is based on data compiled during the previous year and serves to inform colleges and the public on the performance of their 58 community colleges. In 1993, the State Board of Community Colleges began monitoring performance data on specific measures to ensure public accountability for programs and services. In 1998, the General Assembly directed the State Board to review past performance measures and define standards to ensure programs and services offered by community colleges in North Carolina were of sufficient quality. In 2010, a Performance Measures Committee was established to develop new performance-based student success measures to go into effect in 2013. During the development of these measures, it was determined that it was important to establish a three-year review process to ensure the measures and methods for evaluating colleges were current and remained focused on improving student success. To facilitate the first three-year review of the measures, the Performance Measures Adjustment Committee was appointed to review the current set of measures and recommend deletions, revisions, and additions. This included individuals representing college leadership and research. The Committee formally presented the following seven measures to the State Board in March 2015: (1) Basic Skills Student Progress; (2) Student Success Rate in College-Level English Courses; (3) Student Success Rate in College-Level Math Courses; (4) First Year Progression; (5) Curriculum Student Completion; (6) Licensure and Certification Passing Rate; and (7) College Transfer Performance. These measures were approved by the State Board and adopted by the General Assembly in 2016 through Section 10.1 of S.L.2016-94.
Guidelines for Serving Students with Specific Learning Disabilities in Educational Settings
Author: North Dakota Department of Public Instruction
Date: 2018-01-00
Type: Tests/Questionnaires
Subjects: Learning Disabilities,Student Needs,Individualized Education Programs,Inclusion,Program Implementation,Response to Intervention,Evaluation Methods,Culture Fair Tests,Culturally Relevant Education,Teamwork,Evidence Based Practice,Educational Resources,Comorbidity,Disabilities,Educational Legislation,Federal Legislation,Equal Education,Planning,Parent Participation,Student Placement,Teaching Methods,At Risk Students,Limited English Speaking

The purposes of &quot;Guidelines for Serving Students with Specific Learning Disabilities in Educational Settings&quot; are to: (1) Update previous guidance on serving students with specific learning disabilities (SLD); (2) Provide guidance on the implementation with fidelity of the Response to Intervention (RTI) models as well as the discrepancy models as local options for the identification of students with SLD; (3) Promote consistency in evaluation procedures across the State that are culturally sensitive, non-biased, and yield results that assist with determining eligibility, and support the development of effective educational programming for students with SLD; (4) Provide guidance to teams on the development of the Individualized Education Plan (IEP) that addresses all student needs identified through the evaluation process through services and supports in the Least Restrictive Environment (LRE); (5) Provide resources for school-based practitioners on evidence-based practices and strategies to improve academic and behavioral outcomes for students with SLD; and (6) Identify state and national resources for educators in support of school-based programming as well as family and community supports that will contribute to improved outcomes for students with SLD. These guidelines reference the Individuals with Disabilities Education Improvement Act (IDEA) of 2006 and promote consistency in identification and individualization of programming for students with SLD. These guidelines also serve as a tool to assist those who educate students ages 3-21 with identified SLD in educational settings.