ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhanced Teacher Training Program
Author: Buckskin, Joanne
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,Preservice Teacher Education,Preservice Teachers,Cultural Awareness,Indigenous Populations,Intercultural Communication,Cross Cultural Training,Experiential Learning,Educational Policy

In order to develop Teacher quality The NSW Department of Education and Training and the New South Wales Aboriginal Education Consultative Group developed the Enhanced Teacher Training Program (ETTP) the purpose of the ETTP was to enhance selected non-Aboriginal teachers knowledge and understanding of Aboriginal history and cultures, and to develop their cross-cultural communication skills. With more informed cross cultural understandings it was expected that the participants would develop appropriate classroom management and pedagogical strategies for working in schools with high Aboriginal student populations. The aim of this study was to investigate the experiences of the seven non-Aboriginal preservice teachers undertaking the year-long program. A qualitative research methodology was applied to this study to investigate the prospective teachers' cross cultural experiences, the methods utilised to gather the data included focus groups, participatory observation, semi-structured interviews, email communication and document analysis. The findings revealed that research, theory and practice are inextricably intertwined and non-Aboriginal teachers' cross-cultural learning was enriched through experiential learning opportunities throughout diverse setting within the Illawarra Aboriginal community. Furthermore partnerships between universities, the NSW DET and highly-committed individuals were critical to ensuring Aboriginal Education policy translates effectively into practice.
Ethnic and Religious Inclusion in Teaching Materials in Tertiary Education: A Case Study in Indonesian University Setting
Author: Warouw, Maya
Date: 2013-00-00
Type: Reports - Research
Subjects: Inclusion,Instructional Materials,Foreign Countries,Ethnic Groups,Muslims,Religious Factors,Christianity,English (Second Language),Language Teachers,Curriculum Development,Teacher Student Relationship,College Students,Culturally Relevant Education,Student Diversity,Diversity (Faculty),Cultural Background

Inclusion in the Indonesian context means the participation of minority ethnic and religious groups within the dominant Javanese and Muslim society. The issues of ethnic and religious inclusion are discussed in a case study: teaching materials in tertiary education context. This case study looks into how Minahasan ethnic group and Christian affiliated English lecturers in Manado adapt the content of ELT materials in relation to their multiethnic students with different religious backgrounds. Their awareness of the importance of teaching materials adaptation and better interaction between lecturers and students enhance better understanding of what should be done regarding their students' ethnic and religious backgrounds. In relation to the issues of inclusion explained above, this case study explores how within the dominant Javanese and Muslim society of Indonesia, a region where Minahasan and Christian majority still prevails. This study shows how local Minahasan and Christian ELT teachers perceive the appropriate and relevant cultural values contained in teaching materials and implement the materials adaptation for their multiethnic students in university context.
Estimating Student Achievement at the Topic Level in TIMSS Using IRT-Based Domain Scoring. Methodological Report. NCES 2020-038
Author: Provasnik, Stephen
Date: 2020-02-00
Type: Reports - Research
Subjects: Student Evaluation,Evaluation Methods,Academic Achievement,Item Response Theory,Scoring,Mathematics Achievement,Achievement Tests,Science Achievement,Science Tests,Foreign Countries,Elementary Secondary Education,Mathematics Tests,International Assessment,Data Analysis

Large-scale assessment programs, such as the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS), employ item response theory (IRT) and marginal estimation methods to estimate student proficiency in specific subjects such as mathematics, science, or reading. Each of these subjects is defined by a framework that specifies the subject's content areas and, within each content area, the topics that are covered. The purpose of this report is to introduce a method for analyzing student achievement at the topic level using data from TIMSS assessments. Reporting topic-level scores in large-scale assessments, such as TIMSS, would be tremendously valuable from both a policy and pedagogical perspective. Topic-level scores could allow one to pinpoint areas in which students are excelling or struggling more specifically than is possible when one looks at just content area scores. Analysis of topic-level scores could reveal the strengths and weaknesses of students in relation to the intended and actualized curricula. TIMSS collects and reports contextual information about both the intended curriculum at the topic level and which topics teachers report that students have been taught. Trends in topic-level scores across years and between countries could also help more fully realize the promise of monitoring system-level performance in an &quot;actionable&quot; way.
Behavioral Measures of Listening Effort in School-Age Children: Examining the Effects of Signal-to-Noise Ratio, Hearing Loss, and Amplification
Author: McGarrigle, Ronan
Date: 2019-00-00
Type: Journal Articles
Subjects: Acoustics,Hearing Impairments,Assistive Technology,Listening Skills,Measurement Techniques,Children,Early Adolescents,Observation,Auditory Stimuli,Verbal Communication,Word Recognition,Reaction Time

Objectives: Increased listening effort in school-age children with hearing loss (CHL) could compromise learning and academic achievement. Identifying a sensitive behavioral measure of listening effort for this group could have both clinical and research value. This study examined the effects of signal-to-noise ratio (SNR), hearing loss, and personal amplification on 2 commonly used behavioral measures of listening effort: dual-task visual response times (visual RTs) and verbal response times (verbal RTs). Design: A total of 82 children (aged 6-13 years) took part in this study; 37 children with normal hearing (CNH) and 45 CHL. All children performed a dual-task paradigm from which both measures of listening effort (dual-task visual RT and verbal RT) were derived. The primary task was word recognition in multi-talker babble in three individually selected SNR conditions: Easy, Moderate, and Hard. The secondary task was a visual monitoring task. Listening effort during the dual-task was quantified as the change in secondary task RT from baseline (single-task visual RT) to the dual-task condition. Listening effort based on verbal RT was quantified as the time elapsed from the onset of the auditory stimulus to the onset of the verbal response when performing the primary (word recognition) task in isolation. CHL completed the task aided and/or unaided to examine the effect of amplification on listening effort. Results: Verbal RTs were generally slower in the more challenging SNR conditions. However, there was no effect of SNR on dual-task visual RT. Overall, verbal RTs were significantly slower in CHL versus CNH. No group difference in dual-task visual RTs was found between CNH and CHL. No effect of amplification was found on either dual-task visual RTs or verbal RTs. Conclusions: This study compared dual-task visual RT and verbal RT measures of listening effort in the child population. Overall, verbal RTs appear more sensitive than dual-task visual RTs to the negative effects of SNR and hearing loss. The current findings extend the literature on listening effort in the pediatric population by demonstrating that, even for speech that is accurately recognized, school-age CHL show a greater processing speed decrement than their normal-hearing counterparts, a decrement that could have a negative impact on learning and academic achievement in the classroom.
Why Systems Thinking Is Important for the Education Sector
Author: Ndaruhutse, Susy
Date: 2019-00-00
Type: Information Analyses
Subjects: Systems Approach,Educational Change,Policy Formation,Educational Improvement,Leadership,Objectives,Goal Orientation,School Role,Accountability,Leadership Effectiveness,Teacher Leadership,Educational Administration,Educational Policy,Evidence Based Practice,Computers,Engineering,Urban Planning,Strategic Planning,Health,Institutional Cooperation,Teacher Effectiveness,Administrator Effectiveness,Foreign Countries

This report focuses on systems thinking and its place in education transformation. It reflects on key published literature and on specific outputs from the Education Development Trust's own programme of research. The report offers an overview of the evolution of systems thinking and the relevance for policymakers and practitioners as they tackle the 'learning crisis'. Drawing on the evidence obtained from published literature and on specific outputs from the Education Development Trust's own programme of research, the report identifies and details six important accelerators that are seem as core capabilities for policymakers to develop for rapid school improvement at scale, and which address common binding constraints in education systems. They are: (1) Vision and leadership; (2) Coalitions for change; (3) Delivery architecture including school collaboration; (4) Data for collective accountability and improvement; (5) Teacher and school leadership effectiveness; and (6) Evidence-informed policy and learning. Some reforms are comprehensive and may use all six accelerators; others may be more focused and only use one or two. A framework is offered to support systems thinking for education reform at scale. For policymakers and practitioners, the challenge with any framework is its implementation and the wider set of tensions that a framework alone cannot fully address. Outlined here are five of those tensions: (1) The need to fix the learning crisis while not forgetting about those who are not able to access education; (2) Looking at education as a system while at the same time recognising that education is part of a bigger system with interdependencies; (3) The desire to be evidence-informed yet the reality of operating in a political, economic, social and cultural context that at times has conflicting priorities; (4) The theory of education system reform versus the reality of the capacity of the system to implement that reform; and (5) The need to balance the focus on the system with a wider understanding of personal agency and community responsibility for education. The main advantage of systems thinking is that it expands the ranges of choices available for solving problems by broadening thinking and helping the articulation of problems in new and creative ways.
Hard Truths: Why Only Race-Conscious Policies Can Fix Racism in Higher Education. Executive Summary
Author: Jones, Tiffany
Date: 2020-01-00
Type: Reports - Evaluative
Subjects: Racial Bias,Educational Policy,Higher Education,Equal Education,Racial Differences,Achievement Gap,Affirmative Action,College Admission,Admission Criteria,Government Role,Federal Government,State Government,Black Colleges,Tribally Controlled Education,Student Loan Programs,College Environment

In the context of a long history of racial exclusion, policies designed to address racial inequalities continue to face strong opposition. This is especially true in the higher education sector, where there is strong resistance to efforts specifically designed to rectify racial discrimination (e.g., race-based affirmative action). This report maintains that only race-conscious policies can achieve racial equity in higher education. These are the policies that explicitly address race in their design and provide higher education access, opportunity, or support to students of color and the colleges and universities serving them. Data on Black students make a strong case for why policies that try to mask race by focusing on other factors, such as income, are not sufficient to close gaps for students of color. Black and White students, even with the same income, have vastly different experiences and circumstances that affect access to higher education and outcomes. Black students, compared with White students from the same socioeconomic backgrounds, enroll at less selective colleges, earn bachelor's degrees at lower rates, and default on loans much more frequently. This summary presents three arguments that explain why race-conscious policies in higher education are necessary. It concludes with a list of 10 strategies to help leaders and policymakers utilize, design and implement race-conscious policies in higher education. [For the main report, see ED603265.]
Hard Truths: Why Only Race-Conscious Policies Can Fix Racism in Higher Education
Author: Jones, Tiffany
Date: 2020-01-00
Type: Reports - Evaluative
Subjects: Racial Bias,Educational Policy,Higher Education,Equal Education,Racial Differences,Achievement Gap,Affirmative Action,Low Income Groups,Policy Formation,College Admission,Admission Criteria,Government Role,Federal Government,State Government,Black Colleges,Tribally Controlled Education,Student Loan Programs,College Environment,Educational Opportunities,Minority Group Students,Educational Strategies,Social Mobility,Program Effectiveness

Despite the popular belief that affirmative action gives Black and Latino students an unfair advantage, these students are still underrepresented at the nation's selective colleges and at two- and four-year public colleges and universities in the vast majority of states. The truth is, it isn't enough to just believe that racial inequality is a problem; it is what policymakers, advocates, and citizens do about it that matters most. The Education Trust in its work, reveals the racial disparities that exist in higher education and promotes policy solutions that address racial inequality specifically and explicitly. The Trust works closely with advocates who are fighting to end racism in higher education. These advocates often ask three questions: (1) How can they respond to opponents who prefer not to focus on race? (2) Why can't policy makers just focus on income (or socioeconomic status) since people of color are more likely to be low income? and (3) How can they advance race-conscious policies in their institutions and their states? This report answers those questions and provides arguments for why race-conscious policies that are designed to eliminate racism are necessary. Data that explains why a focus on income alone may not close gaps in opportunity and outcomes for students of color, particularly Black students and families are shared. Strategies are offered to assist leaders and policymakers in design and implementation of race-conscious policies in higher education. The report also discusses the unique role the U.S. higher education system can play in eliminating racial inequality and injustice within and beyond education. [For the executive summary, see ED603264.]
A Comparison of the Effects Balance Training and Technological Games on Balance in Hearing-Impaired Individuals
Author: Kaya, Mustafa
Date: 2019-03-00
Type: Reports - Research
Subjects: Psychomotor Skills,Hearing Impairments,Athletes,Males,Adults,Video Games,Experimental Groups,Control Groups,Physical Activities

It is aimed to compare the effects of the two different methods as balance training and wii fit balance games based on game technology on the balance functions of hearing-impaired individuals. 36 male born deaf individuals between the ages of 18-22 and playing sports actively have participated in the study. The first group consisted of the ones having balance training, the second group consisted of those playing technological games, and the third group (control group) consisted of individuals having no balance training. The first group was given balance training 3 days a week for 8 weeks. The second group was made to play 30-minute wii fit three days a week for 8 weeks. Statistical difference was between the group playing technological games and control group, and between the group having balance training and control group (p&lt;0.01). A statistical difference was found in dynamic balance values after the study. In the after values, a statistical difference occurred between the control group and the group having balance training and the group playing technological games (p&lt;0.05). In dynamic balance values, a statistical difference occurred in before and after values of the group having balance training and the group playing technological games (p&lt;0.01). As a result of the study comparing the effects of the balance training and game technology based wii fit methods on hearing impaired individuals, it is considered that both practices will be efficient for hearing impaired individuals to improve movements and balance values and to increase daily life activities.
The Effect of Fun Tennis Training on Some Motoric Features and Tennis Skill in 8-10 Year Old Children
Author: Gül, Mine
Date: 2020-00-00
Type: Journal Articles
Subjects: Racquet Sports,Psychomotor Skills,Children,Females,Clubs,Athletes,Training,Recreational Activities,Program Effectiveness,Skill Development,Foreign Countries,Psychological Patterns,Student Motivation

Aim: The aim of this study is to examine the effects of fun tennis training on some motoric features and tennis skills of 8-10 age group girls who have just started tennis. Method: 16 club athletes and 8 students' volunteers, consisting of female athletes from Izmit Tennis Club, participated in the study. Motoric test measurements were taken from all athletes before the first measurements. Then, by random method club athletes experiment1 (E1), experiment2 (E2) and control (C) group, 24 athletes in total participated in the research. The training sessions were applied 3 days a week and 60 minutes a day for 8 weeks. Entertaining tennis training for E1 group, traditional club technical training program for E2 group and mini tennis training within the scope of sportive activities for Izmit Youth Services and Sports District Directorate were given to C group. Measurement data Parametric tests were accepted in SPSS 22.0 program and ANOVA analyzes and Pared Sample T Test results were taken to evaluations. Findings: Significant differences were found (p &lt; 0.05) in results of E1 group 30s Push-up (p = 0.02), 30s Sit-up (p = 0.03), Ball Throwing (p = 0.001), Standing Long Jump (p = 0.004), Vertical Jump (p = 0.006) and T Test (p = 0.015) results at the end of the trainings. There was a significant difference in Dyer Board (p = 0.017), Dewitt Dugan (p = 0.011) and Wall Catch coordination tests (p = 0.021) in tennis skill tests (p &lt; 0.05). While there was no significant difference in E2 and C groups in motor feature tests (p&gt; 0.05), there was a significant difference in tennis skill tests in E2 group as a result of T test (p = 0.001) (p &lt; 0.05). As a result of the intergroup analysis, there was a development in favor of the E1 group in terms of mean differences, but no significant difference was found (p&gt; 0.05). As a result of the T test in tennis skill tests, the E1 group improved compared to the C group (p = 0.037). Result: It has been determined that fun tennis exercises applied to 8-10 age group girls have an impact on selected motor skills like push-up, sit-up, ball throwing, standing long jump and vertical jump skills and tennis skills. In order to provide infrastructure development for athletes, it can be said that performance improvements can be achieved by practicing coordinated skills together with tennis skills in training programs.
Listening-Related Fatigue in Children with Unilateral Hearing Loss
Author: Bess, Fred H.
Date: 2020-01-00
Type: Journal Articles
Subjects: Hearing Impairments,Fatigue (Biology),Listening,Elementary School Students,Measures (Individuals),Parent Attitudes,Teacher Attitudes,Student Attitudes,Validity,Comparative Analysis,Risk

Purpose: Listening-related fatigue is an understudied construct that may contribute to the auditory, educational, and psychosocial problems experienced by children with unilateral hearing loss (UHL). Herein, we present an overview of listening-related fatigue in school-age children with hearing loss (CHL), with a focus on children with UHL. Method: Following a review of research examining listenin-grelated fatigue in adults and CHL, we present preliminary findings exploring the effects of unilateral and bilateral hearing loss on listening-related fatigue in children. For these exploratory analyses, we used data collected from our ongoing work developing and validating a tool, the Vanderbilt Fatigue Scale, for measuring listening-related fatigue in children. Presently, we are assessing 3 versions of the fatigue scale--child self-report, parent proxy, and teacher proxy. Using these scales, data have been collected from more than 900 participants. Data from children with unilateral and bilateral hearing loss and for children with no hearing loss are compared with adult Vanderbilt Fatigue Scale data. Results: Results of our literature review and exploratory analyses suggest that adults and CHL are at increased risk for listening-related fatigue. Importantly, this increased risk was similar in magnitude regardless of whether the loss was unilateral or bilateral. Subjective ratings, based on child self-report and parent proxy report, were consistent, suggesting that children with unilateral and bilateral hearing loss experienced greater listening-related fatigue than children with no hearing loss. In contrast, results based on teacher proxy report were not sensitive to the effects of hearing loss. Conclusions: Children with UHL are at increased risk for listening-related fatigue, and the magnitude of fatigue is similar to that experienced by children with bilateral hearing loss. Problems of listening-related fatigue in school-age CHL may be better identified by CHL themselves and their parents than by teachers and specialists working with the children. [This article was published in &quot;Language, Speech, and Hearing Services in Schools&quot; (EJ1240101).]
The Complexities of Fatigue in Children with Hearing Loss
Author: Bess, Fred H.
Date: 2014-09-00
Type: Journal Articles
Subjects: Fatigue (Biology),Children,Hearing Impairments,Definitions,Incidence,Academic Achievement,Stress Variables,Listening,Measures (Individuals),Scores,Assistive Technology,Identification

Fatigue is a common phenomenon in our society, and it can have a major impact on an individual's performance and wellbeing. Parents and teachers have long believed that children with hearing loss (CHL) are at increased risk for fatigue. One could easily speculate that toward the end of a school day, CHL may be &quot;physically and mentally spent&quot; as a result of focusing so intently on a teacher's speech, as well as conversations with other students. Moreover, the increased listening effort, stress, and subsequent fatigue experienced by CHL could jeopardize the ability to learn in a noisy classroom environment, thus increasing the risk for problems in school. Only recently, however, have we begun to see empirical studies supporting the notion that CHL experience more fatigue than children with normal hearing (CNH). This review was developed to enhance the awareness of fatigue among those audiologists interested in serving CHL. To this end, we have presented an overview on fatigue in CHL, including its importance, definitions, prevalence, consequences, and recent developments. The complexity and multifaceted nature of fatigue has been highlighted and the need for additional research on fatigue in CHL is emphasized.