ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of CW-FIT on Teachers&apos; Ratings of Elementary School Students at Risk for Emotional and Behavioral Disorders
Author: Caldarella, Paul
Date: 2017-00-00
Type: Reports - Research
Subjects: At Risk Students,Behavior Disorders,Emotional Disturbances,Interpersonal Competence,Conflict,Intervention,Holistic Approach,Classroom Techniques,Time on Task,Behavior Modification,Academic Achievement,Randomized Controlled Trials,Elementary School Teachers,Elementary School Students,Rating Scales,Comparative Analysis,Program Effectiveness,Positive Behavior Supports,Screening Tests,Observation,Surveys

Students with deficits in social skills have been found to experience both short- and long-term problems, including interpersonal conflicts and academic difficulties. These problems are compounded for students with emotional and behavioral disorders (EBD). Class-wide function-related intervention teams (CW-FIT), a multi-tiered classroom management program, has been shown to be effective in increasing on-task behavior and decreasing disruptive behavior of students at risk for EBD. The present study examined the effects of CW-FIT on teachers' ratings of students' social skills, problem behaviors, and academic competence. A randomized control trial was completed with 160 elementary school teachers located in 19 schools across three states. Teachers completed rating scales on 350 students identified as at risk for EBD, for whom consent had been obtained. After being randomly assigned to treatment or control conditions, CW-FIT was implemented for approximately four months in treatment classrooms, after which teachers completed post-test ratings on all students. CW-FIT implementation was associated with significantly improved teacher ratings of social skills and academic competence for students at risk for EBD, but no significant changes in teacher ratings of student problem behaviors were found. Higher fidelity of CW-FIT implementation was associated with improved outcomes. Implications, limitations, and areas for future research are addressed. [This paper was published in &quot;Journal of Positive Behavior Interventions.&quot;]
Big Five Personality Traits as the Predictor of Teachers&apos; Organizational Psychological Capital
Author: Bozgeyikli, Hasan
Date: 2017-00-00
Type: Journal Articles
Subjects: Personality Traits,Teacher Characteristics,Predictor Variables,Human Capital,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Personality Measures,Correlation,Multiple Regression Analysis,Extraversion Introversion,Resilience (Psychology),Self Efficacy,Neurosis

The method of the research was defined as the descriptive survey model since it was aimed to test whether the personality traits of teachers are a significant predictor of their psychological capital levels in this study. 416 teachers (60.3% female, 39.7% male) who were teaching in the schools of Ministry of National Education in Istanbul and were selected by simple random element sampling method constituted the study group of the research. While 37.3% of teachers who participated in the research were working in primary schools, 39.2% of them were working in secondary schools and 23.6% of them were working in high schools. In the research, the personality traits of the teachers were measured by &quot;adjective based personality test&quot;, and their psychological capital levels were measured by &quot;organizational psychological capital&quot; scale. Pearson correlation technique and multiple linear regression analysis were used to analyze the collected data. Research results showed that there was a positively significant relationship between extraversion, agreeableness, conscientiousness and openness, which are big five personality traits of teachers, and optimism, hope, resilience and self-efficacy, which are the sub-dimensions of the psychological capital scale, and that there was a negatively significant relationship with neuroticism personality trait. According to the findings obtained as a result of prediction analyses, personality traits were found to be significant predictors of optimism, resilience, hope, and self-efficacy, which are the sub-dimensions of the psychological capital scale. The results obtained from the research were discussed within the frame of the relevant literature and suggestions were offered for future researches.
Influence of a Game-Based Application on Secondary School Students&apos; Safe Internet Use
Author: Durak, Gürhan
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Games,Secondary School Students,Foreign Countries,Questionnaires,Safety,Student Attitudes,Internet,Vignettes,Qualitative Research,Instructional Innovation,Mixed Methods Research,Structured Interviews

The purpose of this study was to investigate the influence of a game called Wild Web Woods (WWW) designed by the European Council for safe Internet use on secondary school students' safe Internet use. In line with this purpose, for the purpose of determining the students' awareness of safe Internet use, a total of 504 students from different regions in Turkey were reached. In the study, a 25-item questionnaire developed by the researchers was applied to the students. The results of the data analysis revealed that the students generally had sufficient levels of awareness of safe Internet use. In the study, 28 5th and 6th grade students attending a secondary school in the city of Balikesir took part in the application phase of the WWW game. These students were introduced to the WWW game and asked to play the game. Following this, scenario-based application questions prepared by the researchers were directed to the students. In order to provide data triangulation and to determine the students' views about this new application, open-ended questions were directed to the students. The results demonstrated that the students' awareness of safe Internet use generally increased. Almost all the students taking education on safe Internet with the help of the WWW game gave correct answers to the scenario-based application questions. The qualitative data were interpreted within the scope of &quot;Diffusion of Innovations Theory,&quot; and the related themes were obtained. The students regarded this game as an innovation, entertained while playing the game and stated that they wanted to use it in future. This situation can be explained as diffusion of the related innovation.
Examining Pre-Service Mathematics Teachers&apos; Conceptual Structures about &quot;Geometry&quot;
Author: Erdogan, Ahmet
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Mathematics Teachers,Knowledge Level,Geometry,Qualitative Research,Cognitive Structures,Associative Learning,Content Analysis,Word Frequency,Stimuli,Association Measures

The aim of this study is to examine pre-service mathematics teachers' conceptual structures about &quot;geometry&quot;. Qualitative research methodology has been adopted in the study. The data of the study is obtained from mathematics teacher candidates who have been students at the faculties of education of an Anatolian university in the academic year of 2015-2016. The free word association test was used to collect the data. The &quot;geometry&quot; stimulus word is presented to participants by the word association test. A total of 65 response words obtained from the test have been arranged in frequency tables. The answer words were divided into 13 categories with the help of content analysis. Considering the frequencies and categories of answer words, a network of concepts has been developed that outlines the conceptual structures of pre-service mathematics teacher about &quot;geometry&quot;. At the end of the research, the answer words with the highest frequency of the mathematics teacher candidates related to the &quot;geometry&quot; stimulus word are triangle, angle, area, polygon, etc. and the categories of answer words are triangle, quadrilateral/polygon, basic concepts of geometry, measurement, etc.
The Determinants of Academic Performance of under Graduate Students: In the Case of Arba Minch University Chamo Campus
Author: Yigermal, Moges Endalamaw
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Achievement,Undergraduate Students,Foreign Countries,Correlation,Statistical Analysis,Least Squares Statistics,Gender Differences,College Entrance Examinations,Scores,Study,Grade Point Average,Drinking,Drug Use,Regression (Statistics),Family Characteristics,Family Influence

The main objective of the paper is to investigate the determinant factors affecting the academic performance of regular undergraduate students of Arba Minch university (AMU) chamo campus students. To meet the objective, the Pearson product moment correlation statistical tool and econometrics data analysis (OLS regression) method were used with the aim of establishing the relationship between factors related to student's background and family background on academic performance of regular undergraduate students at Arba Minch university chamo campus students. The findings proved the existence of significant relationship between gender difference, university entrance exam, studying hours and academic performance (CGPA). The findings also revealed that there was a significant relationship between students former academic back ground,studying hours, and student's behavior on taking of alcoholic drug and chat on academic performance of students. On the basis of the findings, the researcher recommended that emphasis should be taken to improve the academic performance of female students, working at the ground with high school students earlier before they joined in to university and Providing Psychotherapy and supporting alcoholic drug and khat taker students to end the use such drug and Khat will bring more fruit to improve students' academic performance.
New Evidence on Self-Affirmation Effects and Theorized Sources of Heterogeneity from Large-Scale Replications
Author: Hanselman, Paul
Date: 2017-04-00
Type: Reports - Research
Subjects: Writing Exercises,Achievement Gap,Replication (Evaluation),Middle School Students,Self Control,Intervention,Racial Differences,Program Effectiveness,Comparative Analysis,Individual Differences,Student Experience,Academic Achievement,Social Environment,Values,Stereotypes,Grade 7,Randomized Controlled Trials,Minority Group Students,Ethnicity,Grade Point Average,Grade 8,Achievement Tests

Brief, targeted self-affirmation writing exercises have recently been offered as a way to reduce racial achievement gaps, but evidence about their effects in educational settings is mixed, leaving ambiguity about the likely benefits of these strategies if implemented broadly. A key limitation in interpreting these mixed results is that they come from studies conducted by different research teams with different procedures in different settings; it is therefore impossible to isolate whether different effects are the result of theorized heterogeneity, unidentified moderators, or idiosyncratic features of the different studies. We addressed this limitation by conducting a well-powered replication of self-affirmation in a setting where a previous large-scale field experiment demonstrated significant positive impacts, using the same procedures. We found no evidence of effects in this replication study and estimates were precise enough to reject benefits larger than an effect size of 0.10. These null effects were significantly different from persistent benefits in the prior study in the same setting, and extensive testing revealed that currently theorized moderators of self-affirmation effects could not explain the difference. These results highlight the potential fragility of self-affirmation in educational settings when implemented widely and the need for new theory, measures, and evidence about the necessary conditions for self-affirmation success. [This report was published in &quot;Journal of Educational Psychology,&quot; (EJ1136567).]
An Investigation of Metaphors Used by Primary School Teachers to Describe Supervisors
Author: Cerit, Yusuf
Date: 2016-12-00
Type: Journal Articles
Subjects: Figurative Language,Elementary School Teachers,Teacher Attitudes,Interviews,Foreign Countries,Coding,Supervisors,Negative Attitudes,Teacher Administrator Relationship,Qualitative Research

This study is a qualitative exploration of the perceptions of primary school teachers of their supervisors using metaphors. Data in this study was obtained from interviews with 106 classroom teachers who had been supervised at least once. They worked at schools in Istanbul during the 2015-2016 academic year in the following districts: Esenler, Küçükçekmece, Basaksehir, Kartal, and Bagcilar. Interviews were coded and analyzed using the content analysis technique. The metaphors teachers used to describe supervisors could be grouped into the following categories: profession, sports, family, fear, food, animals, guidance, and objects. Results show that primary school teachers have mostly negative perceptions of supervisors, which agrees with other studies. To address this, we recommend improving communication between teachers and supervisors.
An Investigation into the Discipline Approaches of School Administrators
Author: Kadioglu, Serkan
Date: 2016-00-00
Type: Journal Articles
Subjects: Discipline,School Administration,Administrators,Semi Structured Interviews,Qualitative Research,Secondary Schools,Foreign Countries,Administrator Attitudes,Phenomenology

The aim of this study is to investigate the discipline approaches of school managers. The study employed qualitative research methods and techniques. The sample of the study consists of the school managers employed in the secondary schools in the district of Basaksehir, Istanbul, in the 2014-2015 educational year. The study unveiled the opinions of 56 school managers on the definition and aims of the concept of discipline, and, at the same time, revealed their discipline approaches that they have adopted. Data were collected from school managers through a semi-structured interview. Interviews were videotaped. The study took approximately two months. According to the findings, school managers defined discipline as a way of yielding desired behaviors, of complying with rules and regulations, rewarding and motivating the employees, and maintaining order in the institution. However, it was also found that some school managers defined discipline as a punishment for undesired behaviors. It was found that school managers think that discipline aims to secure productive functioning of the institutions, to get things done neatly, to help the personnel to be successful, to prevent all possible problems, to make the personnel abide by the rules and regulations and to organize the things to be done. The study also found that among the attitudes that the school managers take on when they implement discipline are encouragement and rewarding instead of prohibition, and identifying the reasons for, and preventing, indiscipline. Based on these findings, it was concluded that the majority of school administrators have preventive approaches towards indiscipline. Some school managers have such attitudes as forcing the employees to act properly, developing an attitude towards the undisciplined personnel, and threatening which shows that they have corrective approach towards indiscipline. School managers that punish the undisciplined personnel in line with the requirements of laws and regulations by giving justifications have the punitive-prohibitive discipline approach which is based on punishment and prohibitions. A small amount of school managers that participated in the study was found to have a revenge-based discipline approach towards the undisciplined employees. It was concluded that managers in this group develop such approaches as waiting for the undisciplined behaviors that require heavy punishment; not helping the personnel in their difficult times, and depriving them of their rights. Based on the findings, it can be said that school managers are knowledgeable with the definition and aims of discipline; that they usually have the preventive approaches towards indiscipline; and that there are very few school managers that have revenge-based approaches towards indiscipline.
Can Tracking Raise the Test Scores of High-Ability Minority Students?
Author: Card, David
Date: 2016-00-00
Type: Reports - Research
Subjects: Track System (Education),High Achievement,Minority Group Students,Urban Schools,Academically Gifted,Program Effectiveness,Racial Differences,Ethnicity,Reading Achievement,Mathematics Achievement,Achievement Tests,Scores,African American Students,Hispanic American Students,White Students,Academic Ability,Regression (Statistics),Elementary School Students,Student Characteristics,Grades (Scholastic),Grade 3,Grade 5,Grade 4,Grade 2,Gender Differences,Student Records,Nonverbal Ability,Grade 6

We evaluate a tracking program in a large urban district where schools with at least one gifted fourth grader create a separate &quot;gifted/high achiever&quot; classroom. Most seats are filled by non-gifted high achievers, ranked by previous-year test scores. We study the program's effects on the high achievers using (1) a rank-based regression discontinuity design, and (2) a between-school/cohort analysis. We find significant effects that are concentrated among black and Hispanic participants. Minorities gain 0.5 standard deviation units in fourth-grade reading and math scores, with persistent gains through sixth grade. We find no evidence of negative or positive spillovers on non-participants. Appendices are included. [This paper was published in &quot;American Economic Review&quot; v106 n10 p2783-2816 2016.]
Teaching Academic Vocabulary to Adolescents with Learning Disabilities
Author: Beach, Kristen D.
Date: 2015-00-00
Type: Reports - Research
Subjects: History Instruction,Vocabulary Development,Adolescents,Learning Disabilities,Reading Difficulties,Teaching Methods,Reading Instruction,Semantics,Word Lists,Definitions,Word Recognition,Sentences,Writing Instruction,Direct Instruction

Knowing the meaning of academic vocabulary words helps adolescents understand content-area text and improves their academic achievement. To demonstrate deep understanding of words, students reading below grade level and students with learning disabilities must be explicitly taught word meanings, encounter target words in illustrative contexts, and interact with target words in speaking and writing. In this article, we describe procedures for identifying, selecting, and teaching academic vocabulary to adolescents in a way that is engaging and effective. We also identify and describe instructional supports designed to bolster the achievement of diverse students, including struggling readers and students with learning disabilities. [This article was published in &quot;TEACHING Exceptional Children,&quot; (EJ1072469).]
Access to a Responsiveness to Intervention Model: Does Beginning Intervention in Kindergarten Matter?
Author: O'Connor, Rollanda E.
Date: 2014-00-00
Type: Reports - Research
Subjects: Response to Intervention,Kindergarten,Young Children,Models,Reading Achievement,Special Education,Comparative Analysis,Elementary School Students,English Language Learners,Student Placement,Longitudinal Studies,Demography,Measures (Individuals),Alphabets,Risk,Fidelity,Pretests Posttests,Statistical Analysis,Program Effectiveness,Statistical Distributions,Disability Identification,Grade 1,Grade 2,Intelligence Tests,Verbal Ability,Vocabulary,Emergent Literacy,Reading Fluency,Reading Tests

In this study, we tested the outcomes of access to a Response to Intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were compared in Grades 1 and 2 with 208 cohort peers who were average readers, and 102 historical control condition second grade poor readers who did not receive Tier 2 intervention. Results found significant effects on reading achievement for access to RtI in kindergarten at the end of first grade (effects averaged 0.48), but not in second grade, except for students who were English Language Learners (ELL), who showed an advantage through the end of second grade. Students with access to RtI overall had significantly higher outcomes at the end of Grade 2 than students in the historical control, with no differences due to ELL status. No significant difference in the proportion of students placed in special education was noted; however, a greater proportion of the students found eligible as LD had poor reading scores if they were placed after participating in RtI. [This paper was published in &quot;Journal of Learning Disabilities&quot; v47 n4 p307-328 Jul-Aug 2014 (EJ1042218).]
Building BRIDGES: A Design Experiment to Improve Reading and United States History Knowledge of Poor Readers in 8th Grade
Author: O'Connor, Rollanda E.
Date: 2015-07-00
Type: Reports - Research
Subjects: Achievement Tests,Grade 8,Middle School Students,Reading Difficulties,Reading Improvement,United States History,Knowledge Level,Reading Instruction,Reading Skills,Special Education,English Language Learners,Difficulty Level,Comparative Analysis,Intervention,Reading Comprehension,Vocabulary Skills,State Standards,Academic Standards,Research Methodology,Instructional Design,Reading Research,Reading Teachers,Demography,Measures (Individuals),Cognitive Ability,Intelligence Tests,Progress Monitoring,Reading Fluency,Observation,Fidelity,Interrater Reliability,Statistical Analysis,Pretests Posttests,Common Core State Standards,Grade 7

We tested the effects of teaching reading skills through U.S. History content for 38 eighth-grade poor readers whose reading ability ranged from 2nd to 4th grade levels. Half of the students received special education services and half of the students were English Language Learners. Students were taught to decode multisyllabic words, learn meanings of academic words, and identify cause and effect relationships. They used easy levels of history text, and then bridged into more difficult text accounts of the same events. Results showed gains in performance across each cycle in each reading component. Comparisons between students in the intervention and their typically developing peers showed stronger gains for intervention students in vocabulary and comprehension strategies. Students with disabilities who received instruction in causes and effects of historical events scored similarly to typical readers in their general education history classes. [This article was published in &quot;Exceptional Children,&quot; (EJ1065067).]