ethanporcaro/eric-fulltext-meta huggingface dataset:
School Happiness: A Grounded Theory
Author: Sezer, Senol
Date: 2020-03-00
Type: Journal Articles
Subjects: Teacher Attitudes,Administrator Attitudes,Parent Attitudes,Student Attitudes,Psychological Patterns,Educational Environment,Equipment,Interpersonal Communication,Cooperation,Educational Policy,Recreational Activities,Interpersonal Relationship,Learning Activities,Elementary Secondary Education,Teacher Qualifications,Student Characteristics

In this study, it was aimed to develop a school happiness theory based on the opinions of the teachers, school administrators, parents, and students. This study was designed in a qualitative grounded theory model. The study groups were 18 teachers, 14 school administrators, 13 parents, and 20 students. Snowball sampling method was used to determine the study groups. Twelve main qualifications were identified related to the school happiness. These main qualifications were physical equipment, school environment, learning environment, communication and collaboration, education policy, social activities, school management, teacher qualifications, school distinct, student centeredness, learning activities, and student qualifications. The results indicated that the priority level of the main qualifications varies from one participant group to another. The teachers give priority school environment, school management, and physical equipment. On the other hand school administrators give more priority to the school environment, physical equipment, and education policy for school happiness. The parents give more priority to the physical equipment, school environment, cooperation and communication for school happiness. In addition, the students give more priority to the learning environment, school environment, and physical equipment. According to these results, it can be suggested that school society should be in cooperation and communication for effective school environment, physical equipment should be coordinated for talent education, learning environment should be organized considering multi-faceted development of the students to increase school happiness.
An Analysis for the Qualitative Improvement of Education and Learning Based on the Way of Learner Errors in Descriptive Questions
Author: Tsubaki, Michiko
Date: 2020-00-00
Type: Journal Articles
Subjects: Probability,Statistics,Comprehension,Learning Strategies,Error Patterns,College Students,Scores,Test Items,Self Efficacy,Self Management,Study Habits,Time Management,Value Judgment,Instructional Materials,Problem Solving

This study proposes and examines an analytical method with the aim of improving the quality of education and learning by situating the answers to full descriptive questions in probability and statistics to make variables of learners' comprehension of learned content as answer characteristics, based on actual student mistakes. First, we proposed and examined a method for extracting answer characteristics from the answers to the questions in probability and statistics as variables. Second, we proposed a method for obtaining answer characteristics to accurately describe learners' comprehension of each problem and indicate learning and educational policies for learners to improve learning by using regression trees. In addition, the relationship between learners' general ability and answer characteristics was visualized in an item characteristic chart to indicate the general comprehension of the learners. Further, the relationship between learners' learning strategy and answer characteristics was structuralized using Bayesian network models, and effective learning strategies for both learners as a whole and individual learners were extracted and evaluated towards the qualitative improvement of their comprehension using probabilistic reasoning. Our findings showed that the effectiveness of a learning strategy varies with each concept treated in a given problem; with the degree of basical or applied answer characteristics, indicating that the required learning strategy varies according to a given learner's stage of learning. Moreover, the improvement of hours studying dispersion for both mid-term and final examinations was revealed as effective for a wide range of subjects.
The Effect of Prediction, Observation, Explanation Supported Project-Based Environmental Education on the Levels of Attitude and Behavior toward the Environment
Author: Çalis, Duygu
Date: 2020-03-00
Type: Journal Articles
Subjects: Environmental Education,Active Learning,Student Projects,Prediction,Observation,Middle School Students,Grade 8,Student Attitudes,Attitude Change,Attitude Measures,Experimental Groups,Control Groups,Teaching Methods,Instructional Effectiveness,Foreign Countries

This study aims to determine the effect of prediction, observation, explanation supported project based environmental education (POESPBEE) on the attitudes and behaviors levels of eighth grade students compared to teacher-centered environmental education. The study used a quasi-experimental research design including pre-test, post-test and control group. The application step of the study was carried out by the researchers in a ten-week period in 2018-2019 academic year. The study group included 62 students, 34 of whom were in the experimental group and 28 of whom were in the control group. The experimental group was applied the POESPBEE and the control group was applied teacher-centered environmental education. Attitude Scale toward Environment and Behavior Scale toward Environment were administrated as pre-test, post-test and follow-up test to evaluate the attitude and behavior levels of the students in the experimental and control groups toward the environment. Data were analyzed using the Independent Samples t-test and Repeated Measures ANOVA. The study found that the POESPBEE provided a significant development on students' attitude and behavior; however, teacher-centered environmental education could not provide a significant development on the students. Based on this result, it can be claimed that the methods like the POESPBEE, which can change individuals' attitudes and behaviors toward the environment in positive way, should be used in environmental education.
Science Methods Course Influence on Pedagogical Orientations of Pre-Service Science Teachers
Author: Sahingoz, Selcuk
Date: 2020-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Teaching Methods,Instructional Effectiveness,Preferences,Elementary School Teachers,Middle School Teachers,Science Instruction,Active Learning,Inquiry,Student Development,Pedagogical Content Knowledge,Public Colleges,Direct Instruction,Discovery Learning,Teacher Guidance

The main purpose of the study is to gain insight on to what extent taking a science methods course correlated with the science teaching pedagogical preferences of pre-service science teachers. The study recruited twenty K-8 teacher education students enrolled in lower division science courses at a large American public university, some of whom had completed a science methods course and some not. A sequential exploratory mixed-methods design involving both quantitative and qualitative parts was used. The quantitative data were collected using the POSTT assessment instrument to identify pedagogical orientations profiles of the participants. A subset of students was subsequently interviewed so that they could explain their responses to the POSTT items. The data points out that many participants whether they had taken a methods course or note tended toward an inquiry science teaching orientation. When participants chose similar instructional preferences, however, their reasons often varied. The data indicated that students having taken a methods course think more broadly about factors that should influence choices of instructional practice (e.g., grade level, prior knowledge, interest areas). The findings suggest that a science methods course can have a positive influence on pre-service teachers with respect to the development of an inquiry science teaching orientation. The POSTT items have potential use within science methods courses for the formative assessment of pre-service teachers' orientations toward science instruction.
The Role of Moral Attitude, Goal Commitment, and Cheating Tendency in Academic Achievement
Author: Senel, Ender
Date: 2020-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Ethics,Goal Orientation,Cheating,Academic Achievement,Self Efficacy,Grade Point Average,Predictor Variables

This study aims to examine the effects of cheating tendency, academic goal commitment, and moral attitude toward cheating on academic achievements of teacher candidates. 486 teacher candidates were recruited. The moral attitude toward cheating was measured with the Moral Attitude subscale of the Scale for Attitude Towards Cheating. The cheating tendency was measured with the Cheating subscale of the Academic Dishonesty Scale. The academic goal commitment was measured with the KUT scale. Academic achievement was measured with the GPA. The data were analyzed with the independent t-test, Pearson Correlation test, and path analysis. While moral attitude positively and directly affected academic goal commitment, it negatively and directly influenced cheating tendency negatively. Academic goal commitment predicted cheating tendency negatively and GPA positively. The cheating tendency had a negative impact on GPA. Academic goal commitment positively affected GPA via cheating tendency; however, the direct effect of academic goal commitment on GPA was higher than the indirect effect. Moral attitude negatively predicted cheating tendency via academic goal commitment while it affected GPA positively. Moral attitude positively predicted GPA via cheating tendency. Consequently, cheating tendency affected academic achievement negatively. Moral attitude toward cheating and the high level of academic goal commitment reduced cheating tendency and increased academic achievement. [This study was presented at the International Turkish World Congress on Education and Social Sciences held between 7-8 December 2018.]
Streamlining the Placement of Spanish Heritage Language Learners
Author: MacGregor-Mendoza, Patricia
Date: 2020-00-00
Type: Journal Articles
Subjects: Spanish Speaking,Native Language,Native Speakers,Student Placement,Student Diversity,Test Construction,Test Items,Accuracy,Hispanic American Students,Language Tests,College Students,Second Language Instruction,Second Language Learning

The rise in Spanish heritage language and Spanish native speaker (SHL/SNS) learners in language programs traditionally designed for second language (L2) learners has prompted an interest in the development of a more inclusive placement exam for diverse learners. Some practitioners opt for an instrument that compiles a comprehensive profile of the learner's ability. Taking the perspective of the natural acquisition of SHL/SNS of select linguistic areas as well as background information on the learners' exposure to Spanish, we developed a simplified placement exam that efficiently identifies learners of different backgrounds and abilities. A one-way ANOVA demonstrates that the small number of items developed in the test effectively index different levels of ability. Additional informal analyses indicate that once the parameters for course recommendations are applied, levels of ability can still be observed after the SHL/SNS and L2 learners are separated. The present article outlines the approach and outcomes of the placement test to illustrate how an in-house instrument can be designed to meet the needs of an institution's programs and diverse learners.
Language, Culture, and Spanish Heritage Language Learners: Reframing Old Paradigms
Author: MacGregor-Mendoza, Patricia
Date: 2020-00-00
Type: Journal Articles
Subjects: Spanish,Native Language,Spanish Speaking,Second Language Programs,Culturally Relevant Education,Misconceptions,Language Attitudes

Traditionally, the curriculum guiding many language programs has centered on the teaching of a &quot;foreign&quot; language to an audience of primarily second language learners (e.g. del Valle, 2014). Such a philosophy has relied on the belief in the existence of a single linguistic standard and an idealized community of native speakers from other countries. The increasing enrollment of Spanish Heritage Language (SHL) learners requires educators to reconsider the efficacy of such an approach in order to better address the needs of today's student populations. A shift in classroom practices, however, requires a critical evaluation of the ideas that underpin the system of beliefs on which a traditional curriculum was built. Only after such an assessment can educators begin to acknowledge, value, and embrace the legitimacy of the diverse U.S. Spanish-speaking population and work to bridge the knowledge of classroom to that of the communities in which SHL learners live. The present article criticizes some of the firmly held opinions that sustain outdated perspectives and impede a reorientation of a traditional Spanish language curriculum. In doing so, the article offers a path to reorienting a program of study around the perspectives and needs of Spanish Heritage Language learners.
Writing Strategies to Develop Literacy Skills for Advanced Spanish Heritage Language Learners
Author: Burgo, Clara
Date: 2020-00-00
Type: Journal Articles
Subjects: Heritage Education,Literary Genres,Learning Experience,Communicative Competence (Languages),Writing Evaluation,Scoring Rubrics,Academic Language,Teaching Methods,Native Language Instruction,Spanish,Transfer of Training,Literacy,English (Second Language),Second Language Learning,Writing Instruction,Advanced Students,Second Language Instruction

Heritage language learners (HLLs) need to be exposed to different genres of academic texts (Chevalier, 2004; Correa, 2016) and instructors need to find resources to maximize HLLs' learning experiences. There are multiple gains in improving HLLs' writing to create an awareness of the power of the HL through the use of authentic resources with a meaningful goal. Since HLLs should be able to distinguish between registers and genres (Chevalier, 2004), writing chronicles is an effective way to master their communicative competence (Fuentes, 2018). Finally, HLLs' writing is assessed holistically through rubrics moving from a focus on content to language.
If You Learn A, Will You Be Better Able to Learn B? Understanding Transfer of Learning
Author: De Bruyckere, Pedro
Date: 2020-00-00
Type: Journal Articles
Subjects: Transfer of Training,Personality Traits,Skill Development,Problem Solving,Games,Programming,Thinking Skills,Music,Latin,Second Language Learning,Academic Achievement,Creative Thinking,Success

This article is excerpted from &quot;More Urban Myths about Learning and Education: Challenging Eduquacks, Extraordinary Claims, and Alternative Facts.&quot; The authors discuss some of the most often asked questions related to one basic principle in particular: &quot;transfer of learning.&quot; Transfer of learning is seen as the use of knowledge, skills, and/or attitudes that one has learned in one situation in a different situation. This new situation can be either a similar situation (near transfer) or a dissimilar situation (far transfer). In this article, the authors investigate four popular examples of claims for far transfer, but in each case the results are disappointing. This is not to say that there is no evidence whatsoever for far transfer, but it is very clear that the level of reliable evidence decreases in relation to the quality of the research: the better the research, the scanter the evidence.
Positive Youth Development through Hip-Hop Music Production
Author: Van Steenis, Erica
Date: 2020-00-00
Type: Journal Articles
Subjects: Youth Programs,Music,Popular Culture,Teaching Methods,Social Justice,Community Programs,Adolescents,Young Adults,Minority Groups,Creativity,Political Issues,Culturally Relevant Education,Interpersonal Relationship

This paper draws on positive youth development theory to highlight the significance of Horizon Youth Service (HYS) participants' hip-hop music production, focusing on three HYS organizational features that supported participants' growth. The author's findings lead to recommendations for out-of-school time (OST) programs that combine creativity with development of life skills.
Trends in Creative Youth Development Programs
Author: Montgomery, Denise
Date: 2020-00-00
Type: Journal Articles
Subjects: Youth Programs,Creative Development,Creative Activities,Educational Trends,Holistic Approach,Career Development,Educational Innovation

Throughout the U.S., thousands of creativity-based out-of-school time (OST) programs combine principles of positive youth development with immersion in the creative process. Many of these programs refer to their work as creative youth development or CYD. Programs include a constellation of creative disciplines and genres, including film making, sound engineering, styles of dance from step to modern to ballet &quot;folklórico,&quot; an array of two- and three-dimensional visual arts from comic book design to photography to sculpture, graphic design, game design, play wrighting, theatrical production, music performance and composition, journalism, and creative writing. CYD programs share characteristics common among programs that embrace positive youth development, including setting high expectations, encouraging positive risk taking, embracing youth leadership, and engaging young people in contributions to their communities and work for social justice. In the course of a career working with CYD programs, interviewing program staff, administrators, participants and funders, the author has observed five key trends in the way the field is evolving to help programs meet their goals. She shares those trends and says that they suggest ways the field can support and accelerate innovation. The article closes with the author's recommendations for the fields of OST and CYD.
The Views of Instructors on Teaching Speaking Skills to the Syrian Students Learning Turkish as a Foreign Language
Author: Gun, Mesut
Date: 2020-03-00
Type: Journal Articles
Subjects: Teacher Attitudes,Turkish,Second Language Learning,Second Language Instruction,Speech Skills,Foreign Countries,Language Teachers,Refugees,Communicative Competence (Languages),Pronunciation,Anxiety,Error Patterns,Teaching Methods,Student Attitudes,Difficulty Level

Having a significant role in communication, speaking skill is an inborn and improvable ability. Since their existence, human beings have consistently improved this ability in order to communicate with others. Besides, one of the most fundamental keystones of making a healthy contact and living in harmony with different societies are no doubt being a proficient speaker of this language. Therefore, the need of speaking Turkish for Syrian refugees forced them to migrate to Turkey, because some political reasons come out and Turkish instruction become vital. Evaluating the speaking skills of Syrian students learning Turkish as a foreign language, through the views of Turkish instructors, is aimed in the present study. The research data were obtained through semi-structured interview questions directed to 11 Turkish language instructors in Adana Turkish Language Education Centres. The gathered data were analysed by content analysis method. The findings of the study suggest that instructors have such difficulties in improving the speaking skill of Syrian students learning Turkish as a foreign language as having pronunciation problems during speaking activities and anxiety while speaking Turkish. Thus, instructors fail to asses Turkish speaking skill despite carrying out various speaking activities to overcome these problems.
Classroom Teachers in the Community Schools Movement: A Social Justice Perspective
Author: Quartz, Karen Hunter
Date: 2020-00-00
Type: Journal Articles
Subjects: Community Schools,Social Justice,Educational Change,Integrated Services,Teaching Methods,Student Centered Learning,Secondary School Teachers,Active Learning,Student Projects,Partnerships in Education,Teacher Student Relationship

This article shares the experience of three teachers, who teach and learn at thriving community schools in San Francisco, New York, and Los Angeles. Their experiences challenge traditional ideas about what it means to learn and be a teacher. In their schools, teaching is a community effort where all the adults--teachers, social workers, parents, afterschool coordinators, mentors, and others--in students' lives contribute to their learning and development. As teachers they embrace their role as one of many--united in disrupting long-standing educational inequalities. Sharing their experience helps the authors answer three questions facing the growing community schools movement: (1) What does it mean to be a community school teacher?; (2) How do teachers in community schools promote deeper learning for students?; and (3) How does collaborative leadership create sustainable and humane community school workplaces? The purpose of this article is to elevate the often overlooked role of classroom teachers in the community schools movement.
ELLs on the Cusp: Should We Reclassify?
Author: Johnson, Angela
Date: 2020-00-00
Type: Journal Articles
Subjects: English Language Learners,Classification,Secondary School Students,Decision Making,Scores,Language Proficiency,Student Placement,Evaluation Criteria

At the end of every school year, particularly as students move on to middle or high school, educators throughout the nation face the same question: To reclassify or not to reclassify English Language Learners (ELLs)? The reclassification decision is tricky because it sometimes feels as if there is an inevitable tradeoff between specialized support, on the one hand, and full academic access on the other. This article explores the complexities in the reclassification decision. It specifically focuses on important recent research findings to help guide the decision-making process for ELLs whose English language proficiency (ELP) scores are right on the cusp between qualifying and not qualifying for reclassification. Students on the cusp could possibly be reclassified and placed in mainstream classes with mainstream students, but they might have some needs that would interfere with their ability to succeed in mainstream classrooms.
More than a Warm Welcome: Supporting Immigrant Students in Dearborn, Michigan
Author: Breiseth, Lydia
Date: 2020-00-00
Type: Journal Articles
Subjects: Immigrants,Urban Areas,English Language Learners,Public Schools,School Districts,Films,Documentaries,Social Support Groups,Student Needs,Partnerships in Education

With a long history of being a haven for immigrants, Dearborn, Michigan, welcomes it latest newcomers with overwhelming support. The success of this effort comes in part from a strong labor-management collaboration between Dearborn Public Schools, and the local union, the Dearborn Federation of Teachers (DFT), which has enabled educators to meet students' needs so that they can feel safe enough to learn. Last year, the team at ColorinColorado.org, the nation's leading website for educators and families of English language learners (ELLs), explored this collaboration in Dearborn. Through a partnership with the American Federation of Teachers and the DFT, the team produced &quot;You Are Welcome Here,&quot; a 20-minute film about the Dearborn Public Schools' comprehensive efforts on behalf of this resilient student population. Throughout the course of the school visits, numerous interviews, and two intensive days of filming, the team began to develop a deeper understanding of what's working in Dearborn and what other school districts can learn from its example.