ethanporcaro/eric-fulltext-meta huggingface dataset:
The Curious Role of Teachers in College Guidance: Are Teachers Institutional Agents of College Access?
Author: Kolluri, Suneal
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Role,Teacher Guidance,College Bound Students,Teacher Student Relationship,School Counselors,Low Income Students,Teacher Characteristics,Teacher Responsibility,Social Capital,Student Empowerment,Academic Aspiration,Expertise,Access to Education,College Applicants,Time Management,Critical Theory,School Culture,Technological Literacy,Internet

A teacher's primary responsibility is the academic skill development of students. However, as detailed in this study, high school students report that they are more likely to reach out to teachers for college guidance than any other adults. Thus, teachers are uniquely positioned as &quot;institutional agents&quot; for students interested in college (Stanton-Salazar, 1997, 2011), but they often lack the training and time to confidently provide college guidance. This mixed-methods study analyzed survey data from students and teachers and interviews with administrators and college counselors to investigate factors that increase the likelihood that teachers support students in navigating college-going processes.
An Organizational Analysis of Foreign National Prisoners&apos; Participation Possibilities in Flanders (Belgium)
Author: Brosens, Dorien
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Access to Education,Institutionalized Persons,Correctional Institutions,Correctional Education,Foreign Nationals,Participation,Recreational Activities,Athletics,Health Promotion,Vocational Education,Language Usage,Place of Residence,Indo European Languages,Second Languages

This mixed-method study first provides insight into the Belgian prison population -- particularly foreign national prisoners -- based on an analysis of the penal database SIDIS Suite (N = 10,356). Second, qualitative telephone interviews have been conducted with the activity coordinators of all Flemish and Brussels prisons (N = 17) to investigate which prison activities (e.g., cultural, educational, and health-related activities, sports, vocational training, and forensic welfare services) are available to, and accessible by, foreign national prisoners. This article demonstrates several initiatives that have been taken to enhance foreign nationals' participation in prison activities and highlights the struggles that activity coordinators face in offering activities that are suitable for this population.
A Case Study of the Development of an eCoach
Author: Weiss, Margaret P.
Date: 2020-01-00
Type: Journal Articles
Subjects: Teacher Interns,Preservice Teacher Education,Coaching (Performance),Feedback (Response),Technology Uses in Education,Student Teacher Supervisors,Teacher Supervision

Internship is a critical feature of teacher preparation programs and can be one of the most influential experiences for teacher candidates. New technologies, such as eCoaching, demonstrate promising results in providing richer experiences to teacher candidates during internship. eCoaching allows university supervisors to provide real-time feedback on instruction and has proven effective at improving teacher change. However, eCoaching is different from traditional university supervision. In this case study, we describe the evolution of a traditional university supervisor using eCoaching for the first time and the support she needs to be effective. Implications are discussed.
Parent Knowledge of the Definition of FAPE in Light of the Endrew vs. Douglas County School Board Decision
Author: Fisher, Karin M.
Date: 2020-01-00
Type: Journal Articles
Subjects: Court Litigation,Parents,Students with Disabilities,Individualized Education Programs,Knowledge Level,Equal Education

In 2017, the Supreme Court of the United States redefined Free and Appropriate Public Education (FAPE) for students with disabilities (SWD) in &quot;Endrew F. v. Douglas County School District.&quot; The Court's new standard for FAPE was more demanding than previous rulings. Parents of SWD are expected to participate in the special education program process and a more robust Individualized Education Program (IEP) should be implemented to ensure sufficient student progress. However, it is unknown how much parents know about the &quot;Endrew F.&quot; Case and what, if any, impact the case had on IEP meetings since the ruling. To determine knowledge and impact of the case, a national survey was distributed through social media and listservs to parents of SWD. Over 100 participants from across the United States (U.S.) responded to the anonymous survey. Demographic data analysis indicated most participants were highly educated, wealthy, white women. Using an exploratory mixed methods approach, the results of the research suggested most parents, specifically upper-class women, have little knowledge about &quot;Endrew F.,&quot; and have not seen changes in their child's IEP. Respondents indicated a desire for more information about &quot;Endrew F.,&quot; FAPE, and negotiating for their child. Implications for parents of SWD, advocacy organizations, and schools are discussed along with implications of the unique demographics of the participants.
Service Learning Programs with Juvenile Offenders
Author: Dickerson, Mark
Date: 2020-00-00
Type: Journal Articles
Subjects: Service Learning,Delinquency,Criminals,Nontraditional Education,Career Readiness,At Risk Students,High School Students,Outcomes of Education,Juvenile Justice

While prior research on service-learning has established the benefits for participating college and university students, more recent research has attempted to explore the value of service-learning projects for the recipients of the service-learning projects, typically public-school students. This study endeavors to extend this research to a special subset of this population by examining the outcome of a 6-week service-learning project in an alternative educational setting for juvenile offenders. This service-learning project involved teams of four to five university business school students presenting a life skills curriculum to two classrooms of students who have been adjudicated through the juvenile courts. We administered an optional questionnaire to all participating students as a pretest and posttest, asking about their knowledge and skills in career readiness. We found statistically significant increases in ratings from pretest to posttest. Analyzed individually, all 28 items showed statistically significant improvements from pretest to posttest. Scales created from the items were also statistically significant, with the greatest change in items measuring Goals. We interpret these findings as an indication that adjudicated youth have a substantial need and interest in career information and training.
Competency Needs of Business Educators in Osun State Secondary Schools, Nigeria
Author: Oyerinde, Oluseyi David
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Business Education,Secondary School Teachers,Teacher Competencies,Educational Needs,Teaching Skills,Instructional Development,Technological Literacy

Competency is one of the essential elements in teaching. It also determines the effectiveness of teachers during the teaching and learning process and performance of students. The study therefore investigated the competency needs of business educators in Osun State with a view to know those competencies that are needed but not possessed. Descriptive research design of survey type was adopted for the study. The population was 613 business educators out of which 300 was sampled using simple and stratified random sampling techniques. A self-design 20-item questionnaire titled &quot;Teachers' Competency Assessment Questionnaire (TCAQ)&quot; was used to collect data for the study. The instrument was constructed on 4-point scale. The instrument was validated by two experts. The reliability of the instrument was established using Cronbach alpha and this yielded reliability co-efficient of 0.78. The research questions raised were answered using the means scores. Any item with a mean score greater than or equal to 2.50 suggests moderate possession, item with mean score ranging from 1.50 to 2.49 suggests fairly possession while item with mean score of 1.49 or below suggests not possession. Findings of the study revealed that out four competencies assessed, two were moderately possessed (planning of instruction and classroom instruction skills) one was fairly possessed (practical demonstration skills) while the remaining one was not possessed (ICT skills). It was recommended among others that government and relevant agencies need to organize series of training for business educators to acquire the needed skills.
Social Anxiety in Relation to Self-Esteem among University Students in Jordan
Author: Murad, Odeh Suleiman
Date: 2020-00-00
Type: Journal Articles
Subjects: Anxiety,Interpersonal Competence,College Students,Foreign Countries,Self Esteem,Correlation,Withdrawal (Psychology),Stress Management

People with social anxiety demonstrate different behavioral aspects such as nervousness, apprehension, fear, and concern that negatively affect their personal traits and self-esteem. The current study is designed to identify the relationship between social anxiety and self-esteem among university students. To achieve this purpose, the descriptive correlation approach was utilized. Social anxiety and self-esteem scales were applied to a sample of 334 university students in Jordan. The study results revealed a low level of social anxiety and a high level of self-esteem among participants. In addition, there was a statistically significant negative correlation between the level of social anxiety and self-esteem among participants. The study recommended holding workshops and seminars for fresh students at the beginning of each academic year, to alleviate their feeling of stress and social anxiety and to raise the level of their self-esteem.
Factors Affecting Instructional Leadership in Secondary Schools to Meet Vietnam&apos;s General Education Innovation
Author: Huong, Vu Thi Mai
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Leadership,General Education,Educational Innovation,Foreign Countries,Leadership Effectiveness,Principals,Public Schools,Teacher Administrator Relationship,Participative Decision Making,Institutional Autonomy,School Culture,Secondary Schools

Currently, there is a huge demand for secondary school education worldwide especially in the developing countries such as Vietnam. School leadership is occupying a central position in educational reform. In order to meet this for the secondary school education, the Vietnamese government tries to develop effective school leadership in its education policy agenda. The aim of this study is to investigate the influence of factors on instructional leadership of principals in lower secondary education. The study was completed with 97 secondary public schools teachers and principals in the North of Vietnam. A quantitative research design was used to conduct this study. The data was analyzed through factors such as internal and external from the role of principal in instructional leadership. Research findings underline that instructional leadership is had directly by external such as &quot;The degree of autonomy of the school for instructional activities&quot;, &quot;Awareness of the managers and teachers about leading teaching activities&quot; and &quot;education innovation&quot; more internal such as &quot;System of guiding documents of management levels on teaching activities&quot;; &quot;Conditions of facilities and finance for school teaching activities&quot; and &quot;Principal's training level&quot; Principals should recognize the change of the context and enhance the improvement of teachers' shared responsibility and partnership in school decision making. Therefore, the Vietnamese government should make sure to have many positive issues that may have effective instructional leadership capacity in order to improve the culture of teaching and learning in Vietnames secondary schools.
Error Analysis: Approaches to Written Texts of Turks Living in the Sydney
Author: Yilmaz, H. Merve Altiparmak
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adults,Youth,Writing Skills,Turkish,Native Language Instruction,Bilingualism,Foreign Nationals,Written Language,Cognitive Processes,Communicative Competence (Languages),Spelling,Punctuation,Morphology (Languages),Error Patterns

The purpose of this study is to describe the errors made by Turks living in Sydney, Australia in Turkish written texts. The mistakes identified in the texts were handled with the error analysis approach and evaluated according to their linguistic, cognitive processing, communicative, spelling and punctuation characteristics. Content analysis technique, one of the qualitative research methods, was used in the research. The study group consisted of forty-one people, aged between 10-25 years, living in Sydney, Australia in 2017. Participants were asked to create a text of at least 250 words by selecting any of the seven elective subjects in the written expression form. The texts were then examined one by one and the errors were analyzed under four headings: linguistic, cognitive processing, communicative, spelling and punctuation. As a result of the analyzed data in written expression texts, 951 linguistic and cognitive processing, 343 communicative, 230 spelling and 178 punctuation errors were detected. By analyzing the written texts under these headings, it is thought that the mistakes will be identified more easily and be beneficial for the language teaching process and everyone involved in this process, that the mistakes can be avoided more easily by focusing on more efficient and goal-oriented works and that they will save time.
Factors Contributing Ecological Footprint Awareness of Turkish Pre-Service Teachers
Author: Bayraktar, Sule
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Knowledge Level,Ecology,Conservation (Environment),Gender Differences,Parent Background,Educational Attainment,Student Characteristics,Majors (Students),Place of Residence,Food,Water,Rural Urban Differences,Energy Conservation,Transportation

The purpose of this research is to determine ecological footprint awareness level of pre-service teachers who are majoring in three different programs of Teacher Education Department. The study also investigated whether there is a difference in ecological footprint awareness level based on gender, parents' education, program of study, and longest lived place of residence. &quot;Ecological Footprint Awareness Scale&quot; which was developed by Coskun &amp; Sarikaya (2014) was used as a data collection tool. The scale is a 5 point Likert type instrument which is composed of five dimensions related to food, shelter and mobility, water consumption, energy consumption, and waste management. One hundred and seventy pre-service teachers who are pursuing their third year in a College of Education of a medium size University located at northeast part of Turkey participated in the study. T-test and one-way analysis of variance (ANOVA) was used to analyze the data by utilizing SPSS statistical package. Results of the study revealed that the pre-service teachers' awareness on ecological footprint is at a medium level; highest levels of awareness found in energy (X=4.15) and water consumption(X=3.83) dimensions. Least level of awareness detected in food dimension (X=3.04). Results of the study showed that pre-service teachers' awareness level differed based on gender in food dimension of the scale (t=2.116, p&lt;0.05) in favor of females. The results also showed that ecological awareness level of the pre-service teachers changed based on parents' education in water consumption and energy dimensions of the scale. Furthermore differences detected based on place of residence in favor of rural residents in energy and waste dimensions of the ecological footprint awareness. However, no significant difference was found based on the programs of pre-service teachers.
Experience Changes Perceptions: Arabic-Speaking Students&apos; Perceptions Regarding the PDS Model and Teacher Training
Author: Levental, Orr
Date: 2020-00-00
Type: Journal Articles
Subjects: Semitic Languages,Professional Development Schools,College School Cooperation,Social Influences,Cultural Influences,Program Effectiveness,Preservice Teacher Education,Teacher Role,Experiential Learning,Student Attitudes,Preservice Teachers,Foreign Countries,Cultural Pluralism,Student Diversity

During their studies, education students are required to engage practice-based experience in a collaborative model: Professional Development School (PDS), where there are many options for building professional and personal development processes. Through this experience, students formulate professional identity and perceptions about teaching. This study sought to examine the impact of this experience model on Arabic-speaking education students attending a Hebrew speaking college. The effect of the practice-based experience was examined on both the concept of teaching as a profession, the process of teaching instruction and social and cultural aspects. The findings of the study showed that PDS practice-based experience directly and indirectly contributes to the way students perceive teaching, the role of the teacher, the education system, as well as the importance of the practical experience in the teaching training process. However, there was no significant contribution of PDS practice-based experience to students' perceptions of multicultural aspects of campus life.
The Impact of Integrating Flipped Learning and Information and Communication Technology on the Secondary School Students&apos; Academic Achievement and Their Attitudes towards It
Author: Seitan, Wael I.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Integration,Information Technology,Blended Learning,Academic Achievement,Student Attitudes,International Schools,Computer Science Education,High School Students,Outcomes of Education

The purpose of the study was to investigate the impact of integrating flipped learning and information and communication technology on secondary school students' academic achievement and attitudes. The study was based on a quasi-experimental approach where the sample of the study consisted of 40 students from Mashrek International School in Amman, Jordan, who were randomly assigned into either an experimental group (20 students) or control group (20 students). An academic achievement test was used with both groups as a pre-test and post-test, and an attitude scale was implemented only on the experimental group. The validity and reliability of the study were ensured. The findings revealed the effectiveness of the flipped learning approach, statically significant differences were found between the experimental and control group in terms of the students' academic achievement. As for the experimental group the students' attitudes towards peers, teacher, environment and learning process were positive.
An Alternative Approach in Constructivist Mentoring for Textual Analysis in Turkish Courses
Author: Ünveren, Dilek
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Native Language Instruction,Turkish,Mentors,Constructivism (Learning),Piagetian Theory,Cognitive Development,Learning Processes,Critical Thinking,Content Analysis

This article grounds on Jean Piaget's cognitive development theory, particularly aiming to provide a leading approach in Turkish language classes by focusing on children's learning process. In Turkey, Piaget's theory is applied in Turkish language curricula since 2005. Language classes play a fundamental role in improving cognitive skills positively, affecting the overall success of students in cognitive ability evaluation tests. This article is based upon Piaget's cognitive development theory being an effective learning system for improving critical thinking and personal development skills. It proposes a realist approach to systemize textual analysis in language classes in order to increase academic success, as well as leaving space for individuality and creativity for learners by enhancing the power of analytical thinking and using interdisciplinary links to enhance knowledge. In light of this aim, the article analyses four rudiment text pillars -- 'time, plot, setting, and character' to provide a systematic representation for the connection and interaction between these pillars in order to build an alternative constructivist method for language classes.
Comparative Study of English Learning Beliefs between Chinese and Korean College Students in Minority Region
Author: Yan, Haiying Yan
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Attitudes,College Students,Foreign Countries,Asians,Self Efficacy,Citizenship,Minority Group Students,Beliefs,Learning Motivation,Academic Achievement,Geographic Regions,Universities,Institutional Characteristics,Teacher Role

Beliefs are a central construct in every discipline. Meanwhile, students' beliefs about language learning play an important role in their language motivation, attitude and achievement. This study intends to explore the current situation of the English learning beliefs of College students in Minority Regions in China and then attempts to find out the similarities and differences in English learning beliefs between Chinese and Korean students. The results show that self-efficacy is the most important factor affecting non-English major sophomores of minority regions. And there are clear differences exist between two sub-scales of English learning beliefs.
South Texas Urban Administrator Perceptions of Best Practices for ELL Literacy
Author: Garcia-Borrego, Rosalina
Date: 2020-01-00
Type: Journal Articles
Subjects: Administrator Attitudes,Principals,Urban Schools,Elementary Schools,Best Practices,English Language Learners,Achievement Gap,Academic Achievement,Literacy Education

The purpose of this qualitative, multi-case study was to explore the perceptions of administrators in an urban border district in deep South Texas. This study gleaned the perceptions of administrators with regard to best practices in early literacy success in underrepresented groups of students, namely English Language Learners (ELLs), in an urban border district in a deep South Texas. The researcher, as the human instrument, focused on a variety of data collection sources from administrators' responses to questions, field notes, audiotaped interview sessions, and observation notes. Four key themes emerged from the data contextualized in an overwhelming sense of urgency on the part of the administrators. The findings from this study have the potential of leveraging educational decisions for educators, policymakers, and practitioners who may be concerned about improving the literacy achievement gap for ELLs by the end of 3rd grade.