ethanporcaro/eric-fulltext-meta huggingface dataset:
Challenges of &quot;School&apos;s Out, but Class&apos;s On&quot; to School Education: Practical Exploration of Chinese Schools during the COVID-19 Pandemic
Author: Cheng, Xiaoqiao
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Disease Control,Crisis Management,Online Courses,Elementary Schools,Middle Schools,Technology Uses in Education,Access to Education,Barriers,Teaching Methods,Cognitive Style,Educational Resources,School Administration,Access to Information,Technical Support,Faculty Development,Progress Monitoring,Family School Relationship,Child Health,COVID-19,Pandemics,School Closing

&quot;School's Out, But Class's On&quot;, i.e. &quot;suspending classes without stopping learning&quot;, specifically refers to China's education and teaching activities during the postponement period during the COVID-19 pandemic prevention and control period. This was an emergency measure to prevent and control the pandemic in the field of education in China, and it was also a continuation of school education in this special period. During the pandemic period, how school education should operate has become a topic of social concern. I herein discuss the origin and connotation of the concept of &quot;School's Out, But Class's On&quot;, analyze the challenges of &quot;School's Out, But Class's On&quot; to school education, and then put forward measures for schools to respond to &quot;School's Out, But Class's On&quot; and explain the practical significance of &quot;School's Out, But Class's On&quot; for school education.
What Role Should Teachers Play in Online Teaching during the COVID-19 Pandemic? Evidence from China
Author: Yao, Jijun
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Role,Computer Assisted Instruction,Online Courses,Teaching Models,Video Technology,Computer Software,Teaching Methods,Middle School Teachers,Teacher Student Relationship,Computer Mediated Communication,Feedback (Response),COVID-19,Pandemics,Synchronous Communication,Asynchronous Communication,Academic Achievement

After the outbreak of the COVID-19 pandemic, China implemented the largest online education practice in human history. In the process, different teaching models coexist. Through a quasi-natural experiment, a total of 1,024 samples from Guiyang No.8 Middle School and another comparable school with the same conditions and students were enrolled for analysis, we discussed the impact of two online teaching methods, recorded video versus live broadcasting, on student performance, and the role teachers should play in online teaching. The study found that, compared with the self-study-based recorded video teaching, live broadcasting teaching with more teacher-student interaction is a more conducive to improving students' academic performance. In the process of online teaching, teachers should not only assume the role of transmitting knowledge, but also play the role of &quot;leader&quot; and &quot;accompanier&quot; through effective guidance and communication.
Pre-Service Teachers&apos; Views Regarding the Effect of Learning Scientists&apos; Biographies on Students&apos; Motivation
Author: Yildiz, Ali
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Scientists,Biographies,Learning Motivation,Science Interests,Learner Engagement

The purpose of the study is to explore the third year elementary education students' views about the effect of learning-knowing the biographies of scientists on students' studying at every level from primary school to university in terms of thinking, questioning, inquiry skills as well as studying, learning and achievement. The study is a descriptive study. Of 81 third year students studying in elementary education program, 29 male and 52 female students participated in the study. The data of the study were obtained via an interview form consisting of four open-ended questions developed by the researcher taking expert opinion. Moreover, semi-structured interviews were carried out with six undergraduate students chosen randomly among the students who volunteered and had free time to participate in the study. It was revealed that the percentages of the participants who stated that learning the biographies of scientists interest me, I dreamed of being a scientist, and the biographies of scientists will lead the elementary, secondary, and high school students to think, to do research, to study, and to learn more were 87.6%, 39.5% and 95.0%, respectively. Moreover, it can be stated that regarding the question &quot;Does reading-learning the biographies of scientists motivate undergraduate students to think, to do research, to study, to learn, and to achieve more?&quot;, 85.2% of the participants said &quot;yes&quot;, it does-it can&quot;. Considering that using the biographies of scientists for acquiring and implementing the scientific process skills and actualizing values education at national or universal levels will be effective and efficient, it is suggested that the biographies of scientists should be used frequently.
The Global Crisis Brought about by SARS-CoV-2 and Its Impacts on Education: An Overview of the Portuguese Panorama
Author: Sá, Maria José
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Crisis Management,Government (Administrative Body),Electronic Learning,Barriers,Distance Education,COVID-19,Pandemics,School Closing

The emergence of COVID-19 caused by the SARS-CoV-2 virus at the end of 2019 changed the face of the world. Deep consequences are being felt across the whole world at all levels. This opinion piece aims to provide a picture of the Portuguese educational scenario, specifically the impact of COVID-19 in education and government measures to mitigate it, the hindrances and the challenges ahead.
Elementary Education Students&apos; Understanding Levels of One Dimensional Motion and Instructors&apos; Predictions Related to Their Responses
Author: Yildiz, Ali
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary Education,Undergraduate Students,Scientific Concepts,Physics,Preservice Teachers,Concept Formation,Computation,Motion,Knowledge Level,Problem Solving

The purpose of the study is to investigate the elementary education undergraduate students' understanding levels of one dimensional motion which they take in the compulsory general physics course in the second year, third term and instructors' predictions about the students' responses. The study is a descriptive study. The data of the study were collected via an interview form consisting of three multiple choice questions and one open ended question developed by the researcher considering the expert opinions. Seven students were chosen randomly from the population relying on volunteers and having spare time and semi-structured interviews were carried out with these students individually. In addition, just after the questions were asked to the students, face-to-face interviews were carried out with five experienced faculty members teaching general/basic physics courses in the same faculty. It was revealed that among the elementary education students 30.7% of students perceived that average speed and average velocity were different quantities, 33.3% of students calculated correctly the value of the velocity of the car starting from rest and speeding up at a constant acceleration on a straight line considering the distance travelled, and 29.3% of them calculated correctly the negative acceleration (or deceleration) of a moving car which slows down at a constant acceleration on a straight line and 10.7% of the students calculated correctly the similar distance travelled by another car moving with a constant acceleration while coming to a rest when it caught up the car moving with a constant speed on a straight line in the same direction. It was revealed that among the participants, the rate of the students who answered the questions correctly were at low levels which required to be examined, thought, discussed, and considered. The percentages of the instructors' predictions about the responses of elementary education undergraduate students whom they teach linear motion in general physics course reveal that they usually do not adequately know their students' understanding levels of linear motion and their problems about the subject.
Guiding Teaching Strategies with the Education Platform during the COVID-19 Epidemic: Taking Guiyang No. 1 Middle School Teaching Practice as an Example
Author: Zhao, Nan
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle Schools,Electronic Learning,Educational Technology,Educational Practices,Foreign Countries,Educational Resources,Teaching Models,Family School Relationship,Management Systems,Homework,COVID-19,Pandemics,School Closing

During the COVID-19 epidemic, how to use online education platforms to teach and ensure the effectiveness of home study for students is a topic of concern for many high schools. During the epidemic, Guiyang No.1 Middle School used the information management platform, based on the actual situation of the school, combined multiple resources, and rationally used the online education platform to guide and teach, which effectively guaranteed the implementation of &quot;School's Out, But Class's On&quot; i.e. suspending classes without stopping learning. Based on the practical exploration of Guiyang No.1 Middle School, we explored the strategies of using educational platforms to guide teaching during the epidemic.
Strategies for Regional Mental Health Education under the Influence of the COVID-19 Epidemic: A Case Study of Nanjing, China
Author: Lin, Jing
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mental Health,Health Education,Mental Health Programs,Children,Psychological Services,Volunteers,Community Information Services,Guides,Computer Assisted Instruction,Online Courses,Course Content,Social Media,Crisis Management,Elementary School Students,Middle School Students,COVID-19,Pandemics

The outbreak of COVID-19 pneumonia severely affected the psychological health of children and produced negative effects on it. How to help children overcome the negative psychological impact caused by the epidemic is a common concern. During the epidemic, the administrative department of education in Nanjing, China actively carried out psychological health education and assistance for students. I outline the measures for developing mental health and psychological assistance in Nanjing, China.
Teacher Appraisal and Development System End of Year Report, 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-06-08
Type: Reports - Research
Subjects: School Districts,Teacher Effectiveness,Teacher Evaluation,Elementary Secondary Education,Elementary School Teachers,Middle School Teachers,High School Teachers,Instructional Effectiveness,Summative Evaluation,Student Evaluation,Measures (Individuals),Computer Software,Expectation,Employer Attitudes,Teacher Shortage,Accountability,Value Added Models,Program Implementation

The Houston Independent School District (HISD) launched the Effective Teachers Initiative in 2010 in order to provide every student in HISD excellent instruction. As part of this initiative, HISD implemented the Teacher Appraisal and Development System (TADS) in 2011-2012 school year to provide teachers, principals, and district officials the information they need to improve instructional practice, to inform staffing decisions, and to ensure every student receives effective teaching. This report documents teacher appraisal outcomes from 2013-2014 with historical data from the program's inception since 2011-2012. Teacher appraisal outcomes are summarized by each appraisal rating: instructional practice, professional expectations, and student performance. Finally, each appraisal rating is then examined according to select teacher and campus level variables, including school academic level, accountability ratings, and teacher characteristics.
Toward Integrative Reading Science: The Direct and Indirect Effects Model of Reading
Author: Kim, Young-Suk Grace
Date: 2020-00-00
Type: Reports - Research
Subjects: Models,Reading Comprehension,Word Recognition,Listening Comprehension,Reading Fluency,Knowledge Level,Emotional Response,Cognitive Processes,Vocabulary,Grammar,Phonology,Morphology (Languages),Orthographic Symbols,Short Term Memory,Attention Control,Reading Skills,Grade 1,Foreign Countries,Korean,Inferences,Perspective Taking

The authors propose an integrative theoretical model of reading called the direct and indirect effects model of reading (DIER) that builds on and extends several prominent theoretical models of reading. According to DIER, the following skills and knowledge are involved in reading comprehension: word reading, listening comprehension, text reading fluency, background knowledge (content knowledge and discourse knowledge), reading affect or socioemotions, higher order cognitions and regulation (e.g., inference, perspective taking, reasoning, and comprehension monitoring), vocabulary, grammatical (morphosyntactic and syntactic) knowledge, phonology, morphology, orthography, and domain-general cognitions (e.g., working memory and attentional control). Importantly, DIER also describes the nature of structural relations--component skills are hypothesized to have (a) hierarchical relations; (b) dynamic (or differential) relations as a function of text, activity (including assessment), and development; and (c) interactive relations. The authors then examined the hierarchical relations hypothesis by comparing a flat or direct relations model with hierarchical relations (or direct and indirect effects) models. Structural equation model results from 201 Korean-speaking first graders supported the hierarchical relations hypothesis and revealed multichanneled direct and indirect effects of component skills. These results are discussed in light of DIER, including instructional and assessment implications for reading development and reading difficulties. [This is the online version of an article published in &quot;Journal of Learning Disabilities.&quot;]
Teacher Appraisal and Development System End of Year Report, 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-07-19
Type: Reports - Research
Subjects: School Districts,Teacher Effectiveness,Teacher Evaluation,Elementary Secondary Education,Elementary School Teachers,Middle School Teachers,High School Teachers,Instructional Effectiveness,Summative Evaluation,Student Evaluation,Measures (Individuals),Computer Software,Expectation,Employer Attitudes,Teacher Shortage,Accountability,Value Added Models,Teacher Characteristics

The Houston Independent School District (HISD) launched the Effective Teachers Initiative (ETI) in 2010 with the goal of increasing teacher effectiveness to improve student achievement. As part of this initiative, HISD implemented the Teacher Appraisal and Development System (TADS) in the 2011-2012 school year to provide teachers, principals, and district officials the information they need to improve teacher performance in the classroom and, thereby, increase student outcomes. This report documents teacher appraisal outcomes from the 2015-2016 school year and includes historical data since 2011-2012. Teacher appraisal outcomes are presented by summative ratings across multiple years, and by campus level variables and teacher characteristics. Teacher appraisal outcomes are then described by each TADS component -- Instructional Practice (IP), Professional Expectations (PE), and Student Performance (SP). Finally, this report examines the impact of Student Performance on summative ratings.
Teacher Appraisal and Development System: End of Year Report, 2016-2017. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2018-07-30
Type: Reports - Research
Subjects: School Districts,Teacher Effectiveness,Teacher Evaluation,Elementary Secondary Education,Elementary School Teachers,Middle School Teachers,High School Teachers,Instructional Effectiveness,Summative Evaluation,Student Evaluation,Measures (Individuals),Computer Software,Expectation,Employer Attitudes,Teacher Shortage,Accountability,Value Added Models,Teacher Characteristics,Incentives

Houston Independent School District (HISD) strives to provide an equitable education to all of its students. In an effort to uphold the district's mission, the Teacher Appraisal and Development System (TADS) was designed with the goal of promoting effective teaching by providing systematic, rigorous feedback on teachers' effectiveness in the classroom. Through the use of comprehensive rubrics and student growth measures, TADS is intended to give teachers and school leaders the information they need to improve teacher performance in the classroom, supporting efforts to ensure that every student in the district receives the opportunity to learn from an effective teacher. The purpose of this report is to provide aggregate data of teachers' appraisals through TADS in 2016-2017. This report describes the distribution of teachers' summative ratings and the performance area appraisal components, Instructional Practice (IP), Professional Expectations (PE), and for some teachers at Teacher Incentive Fund Cycle 4 (TIF4) grant-funded campuses, Student Performance (SP). Data is disaggregated by teacher-level and campus-level characteristics in an effort to examine how these ratings were distributed throughout the district.
Teacher Appraisal and Development System: End of Year Report, 2017-2018. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2019-04-24
Type: Reports - Research
Subjects: School Districts,Teacher Effectiveness,Teacher Evaluation,Elementary Secondary Education,Elementary School Teachers,Middle School Teachers,High School Teachers,Instructional Effectiveness,Summative Evaluation,Measures (Individuals),Computer Software,Expectation,Employer Attitudes,Teacher Shortage,Accountability,Value Added Models,Student Evaluation

Houston Independent School District (HISD) strives to provide an equitable education to all its students. To uphold the district's mission, the Teacher Appraisal and Development System (TADS) was designed with the goal of promoting effective teaching by providing systematic, rigorous feedback on teacher effectiveness in the classroom. Through the use of comprehensive rubrics and student growth measures, the TADS is intended to give teachers and school leaders the information they need to improve teacher performance in the classroom, supporting efforts to ensure that every student in the district receives the opportunity to learn from an effective teacher. The purpose of this report is to provide aggregate data of the TADS in 2017-2018. The criteria used for the instructional practice (IP) and professional expectations (PR) components have remained the same since the inception of the TADS in the 2011-2012 school year. Student performance (SP) was added for the 2012-2013 school year, was waived for most teachers for the 2016-2017 school year, and was waived for all teachers in 2017-2018. As such, the SP component is not described in this report. Instead, the focus is on the distribution of summative ratings and the instructional practice and professional expectations components of the TADS. Data are disaggregated by teacher-level and campus-level characteristics to examine how teachers with these ratings were distributed throughout the district.
Specifying the Importance of Thought for Education Considering a Saying
Author: Yildiz, Ali
Date: 2018-00-00
Type: Journal Articles
Subjects: Compliance (Psychology),Social Behavior,Cognitive Processes,Inquiry,Language Patterns,Educational Objectives

Considering the saying &quot;Obey and find rest and ease&quot;, the purpose of the study is to determine the importance and need of thinking for education. This study is a document analysis. Of all the students studying in different educational institutions like pre-school, elementary school, secondary school, and high school, scientists, researchers-academicians, great artists, and philosophers will be trained and thus they must not hear the saying &quot;Obey and find rest and ease&quot;. Because this saying adopts and promotes a sort of understanding which does not support thinking-inquiry or is even opposed to this kind of understanding, it is blatantly obvious that it will sabotage or prevent the purpose and the learning outcomes of basic/compulsory education. It is important for rulers to realize that it will not be possible to create a society which gives importance to freedom of belief and thought, has environmental awareness, depends on democracy, is sensitive and dynamic with the individuals who live according to the understanding of &quot;Obey and find rest and ease&quot;. The citizen having the understanding of &quot;Obey and find rest and ease&quot; may look like somebody who is not a trouble-maker, is easy going and obedient and good. However, that citizen is always a burden difficult to carry for his country. Anybody or any institutions do not derive any benefits from an individual who does not think of finding solutions to his troubles-problems. Based on some studies, it might be deduced that teachers should include activities and implementations which will make students think-question, use their intelligence-skill, and develop them in their lessons and in addition, teachers should adequately use the teaching methods and techniques which support their activities and implementations included in their lesson.
Letter as a Writing to Learn Activity and the Addressee
Author: Yildiz, Ali
Date: 2012-12-30
Type: Journal Articles
Subjects: Letters (Correspondence),Writing (Composition),Learning Activities,Physics,Age Differences,Foreign Countries,Presidents,Audience Awareness,Fathers,Sons

The main purpose of this research was to study how the instructiveness of the letter, one of the writing to learn activities; changes according to the person to whom it is written (the addressee). The document analysis method was used in this qualitative study. Since documents are very important information sources used effectively in qualitative studies, their authenticity is important. The book named &quot;Letters from Father Inönü to Erdal Inönü&quot; published by Bilgi Publishing in 1988 and prepared for printing by Sevgi Özel with the permission of the Inönü Foundation and the letters published under the title &quot;The letters of Erdal Inönü to his father&quot; by Can Dündar in his column in the Milliyet on 17, June, 2007 were analysed using the qualitative analysis method. It was analysed in the study that how the instructiveness of the letters (1947-1951) whose content was only related to physics and written from father to son and from son to father changed according to the addressee. The documents analysed in this study provide the first three stages of document analysis, which has five stages namely; access to the documents, control of their authenticity, understanding the documents, analysis of the data and the use of the data. The findings of the research support the views of the students, who stated that they had written more clearly to students who were younger than they were or studying in the subclasses than they had written to their teachers in the studies conducted previously.