ethanporcaro/eric-fulltext-meta huggingface dataset:
Interpersonal Communication Skills of the Leaders of Inspection Groups in Turkey
Author: Sabanci, Ali
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interpersonal Communication,Communication Skills,Leadership Qualities,Inspection,Educational Administration,Questionnaires,Likert Scales,Statistical Analysis,Empathy,Listening Skills,Feedback (Response),Trust (Psychology)

The purpose of this study was to explore interpersonal communication skills of inspection group leaders in Turkey. This research was conducted as a survey using a descriptive method in order to ascertain the interpersonal communication skills of the leaders of inspection groups in Turkey. The population of the study consisted of 2493 inspectors working in 81 provinces geographically divided in seven regions. &quot;Interpersonal Communication Skills Questionnaire&quot; with 33 items was used to collect the data. In order to determine the views of the group leaders and inspectors, means, frequencies and standard deviations and parametric tests were calculated using SPSS package statistical program. Consequently, both inspectors and their group leaders think that group leaders perform high level in interpersonal communication skills. Further analysis showed that inspectors and group leaders' views show significant difference in empathic listening, effectiveness, feedback and trusting dimensions. Group leaders reported that they performed better in empathic listening, effectiveness, feedback and trusting dimensions compared to the views of inspectors.
Preschool Development Grants: Making a Difference for New Jersey&apos;s Young Learners. Executive Summary
Author: Advocates for Children of New Jersey
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: Preschool Education,Grants,Educational Development,State Programs,Federal Aid,Educational Quality,Access to Education,Program Effectiveness,Low Income Students,Preschool Children

In 2014, New Jersey was one of the 18 states awarded a federal grant aimed to enhance state preschool programs, improve quality and serve more eligible children in high-quality settings. This &quot;Preschool Development Grant&quot; (PDG) promised to provide the state with $17.5 million per year for four years, beginning on January 1, 2015 through December 31, 2018. Children from low-income families in 16 identified communities were eligible and would have access to the same high-quality preschool that children attending the state-funded preschools in other New Jersey communities were experiencing. This executive summary briefly highlights the impact of the program as described more thoroughly in the policy brief, &quot;Preschool Development Grants: Making a Difference for New Jersey's Young Learners&quot; (ED582217).
Preschool Development Grants: Making a Difference for New Jersey&apos;s Young Learners
Author: Rice, Cynthia
Date: 2017-07-00
Type: Reports - Research
Subjects: Preschool Education,Grants,Educational Development,State Programs,Federal Aid,Educational Quality,Access to Education,Program Effectiveness,Low Income Students,Preschool Children

In 2014, New Jersey was one of 18 states awarded a federal grant aimed to enhance state preschool programs, improve quality and serve more eligible children in high-quality settings. This &quot;Preschool Development Grant&quot; (PDG) promised to provide the state with $17.5 million per year for four years, beginning on January 1, 2015 through December 31, 2018. Children from low-income families in 16 identified communities were eligible and would have access to the same high-quality standards as existing districts with state-funded universal preschool. This policy brief describes the findings and outcomes of implementing the Preschool Development Grant, the benefits this funding provides in helping at-risk children enter kindergarten better prepared and the possible consequences when the federal funding ends. The report includes data from the New Jersey Department of Education, survey responses from all 16 participating districts as well as individual and group interviews with key district staff members collected between March and May 2017. [For the executive summary, see ED582214.]
Predictive Validity of a Critical Thinking Assessment for Post-College Outcomes
Author: Zahner, Doris
Date: 2015-09-00
Type: Reports - Research
Subjects: Predictive Validity,Test Validity,College Seniors,College Graduates,Graduate Surveys,Communication Skills,Writing Skills,Thinking Skills,Critical Thinking,Outcomes of Education,Education Work Relationship,College Outcomes Assessment

Do &quot;generic&quot; skills such as critical thinking and written communication matter in the workplace? A recent study indicates that, in addition to a student's major in college and the selectivity of an institution, better performance on an assessment of critical-thinking and written-communication skills is associated with higher rates of employment (Arum &amp; Roksa, 2014). The data used in this study come from college seniors who took Collegiate Learning Assessment (CLA+) in spring 2014. These students were surveyed three times, at three, six, and 12 months, respectively, after college graduation. Of the approximately 13,000 students who took CLA+ in spring 2014, 1,585 agreed to participate in the survey, and 993 persisted through all three phases. CLA+ is predictive of multiple positive post-college outcomes. However, CLA+ alone does not explain graduates' post-college outcomes. Findings from this study offer support for the conclusion that critical-thinking and written-communication skills are important in predicting career placement and workplace success (Arum &amp; Roksa, 2014). Additionally, CLA+ can serve as both an effective instrument for identifying high-achieving students from less- and non-competitive institutions and for making their skills more visible to perspective employees. The high-performing students who attend less- and non-competitive institutions (Hoxby &amp; Avery, 2012) do in fact have the same critical-thinking skills that can potentially lead to positive post-college outcomes as their peers at competitive institutions. CLA+ Career Connect (CAE, 2015) is a cutting-edge service that matches high-performing students with potential employers. CLA+ Career Connect levels the playing field between the high-ability students who are overlooked due to factors, such as the competiveness of an institution, and students who are being judged solely on the name of the institution they attended.
The Effectiveness of Using Content and Language Integrated Learning (CLIL) Approach to Enhance EFL Student Teachers&apos; Cultural Awareness
Author: Diab, Abeer Ali Mahmoud
Date: 2018-04-00
Type: Reports - Research
Subjects: Instructional Effectiveness,Student Teachers,Cultural Awareness,Language Teachers,English (Second Language),Second Language Instruction,Test Construction,Check Lists,Pretests Posttests,Program Effectiveness,Knowledge Level,Training,Teacher Education Programs,Foreign Countries,Interdisciplinary Approach,Statistical Analysis,Hypothesis Testing

This study aimed at investigating the effectiveness of using the CLIL approach to enhance EFL student teachers' cultural awareness. The study followed the experimental one-group design. The participants were 38 third year students enrolled in English Language section, Faculty of Education, Benha University. To identify the most important and required EFL cultural awareness dimensions for the participants, a checklist of EFL cultural awareness was developed and validated by a number of EFL jury members. A pre-post EFL cultural awareness test was developed. Students were pre-tested, to determine their entry level of EFL cultural awareness. Then, they were trained through the suggested CLIL-based program on how to develop their cultural awareness dimensions (knowledge and situations) and trained adequately through its main four phases: processing the text, identification and organization of knowledge, language identification and tasks for students). The test was re-administered on the participants to assess the progress in their level of performance in EFL cultural awareness. Findings of the study revealed that there was a statistically significant difference at 0.01 in the pre-post assessment of EFL cultural awareness in favour of the post-assessment.
The Classroom as Contact Zone: Translanguaging and Critical Literacy Development in a Beginning ESOL Class for Adults
Author: DeMott-Quigley, Megan
Date: 2018-05-01
Type: Reports - Research
Subjects: Adult Literacy,Adult Education,English (Second Language),Language Teachers,Observation,Reflection,Research,Literacy Education,Journal Writing,Code Switching (Language),Bilingualism,Monolingualism,Action Research,Inquiry,Interaction,Teacher Researchers,Personal Narratives,Second Language Learning,Classroom Environment,Critical Literacy,Scaffolding (Teaching Technique)

This paper documents a year in the life of an ESOL adult literacy teacher. It is a work of narrative inquiry, an examination of reflective teaching in action. As such, it includes commentary on the cycle of observation, reflection, research, and action. In particular, this narrative examines the relationship between literacy practice and transcultural communication in the classroom. The teacher-researcher analyzes classroom observations, student work, lesson materials, and her teacher journal. She shares her experiences with Community Language Learning, critical and basic literacy instruction, and translanguaging. Her work illustrates the ways in which the classroom is a meeting place--a contact zone between and among teacher and students and their understandings of the world in which they are living and learning together.
Showing Up Matters: The State of Chronic Absenteeism in New Jersey, 2nd Annual Report
Author: Chen, Peter
Date: 2016-09-00
Type: Reports - Research
Subjects: Attendance,Elementary Secondary Education,Reading Achievement,Mathematics Achievement,Elementary School Students,High School Students,Race,Socioeconomic Status,Primary Education,Grade 4,National Competency Tests

Being &quot;chronically absent&quot; means missing 10 percent or more of total enrolled school days, including suspensions and both excused and unexcused absences. In the 2014-15 school year, 136,000, or 10 percent of K-12 students in New Jersey, were &quot;chronically absent.&quot; This second Advocates for Children of New Jersey (ACNJ) statewide report provides a snapshot of chronic absenteeism at the state, district, grade, and demographic level. It also explains policy changes and shares lessons learned based on last year's report. This report highlights school districts and individual schools that have prioritized reducing absenteeism and are getting great results. Their stories are shared throughout the report. [For the first edition, see ED582323.]
Talent Management in Educational Organizations: A Scale Development Study
Author: Tabancali, Erkan
Date: 2017-00-00
Type: Journal Articles
Subjects: Talent Development,Likert Scales,Construct Validity,Test Reliability,Foreign Countries,Factor Analysis,Factor Structure,Discriminant Analysis,Principals,Assistant Principals,Teachers,Correlation,Pilot Projects,Statistical Analysis

In this study researchers aim to develop a valid and reliable talent management scale for educational organizations. For this aim the sample of the study involves 784 principals, vice principals and teachers who work in different schools and provinces in Istanbul in 2014-2015 academic year. Data was analyzed in eight steps by using quantitative methods; a) explanatory factor analysis for unidimensionality of each of the factors; b) exploratory factor analysis for providing two dimensional factor structures; c) exploratory factor analysis for all factors to provide six dimensional factor structure; d) confirmatory factor analysis for each single factor; e) confirmatory factor analysis for six dimensional model; f) evaluating discriminant validity of the scale; g) assessing Cronbach alpha and Omega coefficients for the reliability; h) and providing measurement invariance into subsamples. All of these stages' results showed that this talent management scale for educational organization is valid and reliable.
The Teacher as Silenced Superhero
Author: Wiebe, Sean
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Teacher Role,Social Status,Art,Social Attitudes,Ideology,Teaching Methods,Aesthetics,Self Concept

In this essay I argue that social ideals create an imaginary that inspires self-discipline in beliefs, thinking, and practices in order to achieve social-utopian hopes that the world will improve in particular ways. As such, social ideals limit human agency in general, and, for teachers in particular, there is limited terrain in which they have the right to speak. As a substitute for their right to speak, I argue, teachers are given the token social status of superhero, a fantasy consistent with neoliberal styles of thought. Following Pinar's notion of art-as-event, I propose that deep engagement in the arts might be a means of restoring agency and voice to teachers; I argue that art troubles the strong socialization motif in education and creates intellectual room for the development of genuinely educational moments in schooling.
Re-Imagining Education Policy and Practice in the Digital Era
Author: Altass, Patricia
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Personnel Management,Automation,Fundamental Concepts,Educational Policy,Educational Practices,Career Readiness,Knowledge Economy,English Instruction,Language Arts,Interdisciplinary Approach,Heuristics,Productivity,Computer Uses in Education,Educational Planning,Computation,Technological Advancement,Employment Patterns,Outsourcing,Middle Class,Employees,Influence of Technology

New digital technologies are changing the nature and contexts of work in Canada. It is essential that education policy and practice acknowledge and respond to these changes. The impacts and implications of new and emerging technologies for work can be summarized within two paradigms: technology is replacing work through automation and digital Taylorism; and technology is changing communication, collaboration and knowledge creation. Derived from a SSHRC Knowledge Synthesis report, this article explores how nurturing uniquely human abilities by employing a threshold concept approach will help create education policy and practice that can better prepare students for the realities of the evolving knowledge-based creative economy. Highlighting the complexity and transdisciplinary nature of knowledge, &quot;The New Literacies Threshold Concepts&quot; in English Language Arts are presented as a curriculum heuristic that is well-suited to developing uniquely human abilities.
New Jersey Kids Count 2017: A Statewide Profile of Child Well-Being
Author: Advocates for Children of New Jersey
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Well Being,Children,Socioeconomic Status,Family Characteristics,Child Health,Early Childhood Education,Child Care,Child Welfare,Adolescents,Young Adults,Immigrants,Age Differences,Racial Differences,Ethnic Groups,Birth,Grandparents,One Parent Family,Family Structure,Poverty,Family Income,Educational Attainment,Employment Level,Housing,Welfare Services,Food,Nutrition,Tax Credits,Enrollment,Attendance,Homeless People,Standardized Tests,Scores,Academic Achievement,Health Insurance,Access to Health Care,Diseases,Mental Health,Juvenile Justice,Substance Abuse,Delinquency

For more than 25 years, Advocates for Children of New Jersey (ACNJ) has produced the New Jersey KIDS COUNT Data Book, an annual statewide profile of child well-being. With KIDS COUNT represented in each state and several U.S. territories, ACNJ is part of a comprehensive effort to not only track how well kids are faring across New Jersey, but also on a national level. Funded by the Annie E. Casey Foundation, KIDS COUNT informs policymakers and the public of the progress made and work needed to ensure the health, welfare and safety of all children. This year's data book features a new layout with explanations of specific indicators, as well as updates on how certain information is collected and measured. Each year ACNJ tries to incorporate new indicators of child well-being based on suggestions from its network or new data sources that become available. ACNJ obtains data primarily from state departments and agencies, but much of the demographic information is obtained through the U.S. Census, American Community Survey (ACS). While the census counts basic information every ten years, the ACS provides a richer data set every year which includes age, disability status, housing condition, ancestry, education level, race/ethnicity and marital and family status.
Showing up Matters: A Look at Absenteeism inside Newark&apos;s High Schools
Author: Chen, Peter
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: High School Students,Attendance Patterns,Public Schools,At Risk Students,Grade 9,Grade 10,Grade 11,Grade 12,Data Analysis,Student Records,Interviews,Focus Groups,Secondary School Teachers,Parents,Administrators,Barriers,Academic Persistence,Graduation Rate,Learner Engagement,School Policy,Child Health,Proximity,Safety,Parent Participation,Student Responsibility,Educational Environment,School Personnel,Attitudes,Intervention,Leadership Responsibility,Interpersonal Relationship,Professional Development,Student Needs

Newark's high schools play an essential role in building the next generation of young minds for college and career readiness. Yet, high achievement may be unattainable if students miss too much school. Reasons for student absence vary. In Newark Public Schools, 48 percent of high school students were &quot;chronically absent&quot; in the 2015-16 school year. &quot;Chronic absenteeism&quot; is generally defined as missing 10 percent or more of enrolled days for any reason. Research has shown that when students miss that much school, they have lower odds of moving on to the next grade and a reduced chance of graduating on time. Chronic absenteeism rates for Newark's 9th-12th graders have remained essentially unchanged since data became available in 2010, despite multiple districtwide efforts to improve attendance. This report aims to identify the reasons why almost half of Newark high school students are chronically absent and to highlight steps educators, community members and city officials can take to help improve student attendance. In that effort, Advocates for Children of New Jersey (ACNJ) reviewed high school chronic absenteeism data from the 2015-16 school year and conducted interviews and focus groups with students, teachers, parents and administrators at high schools throughout Newark, in May and June 2017. From these conversations, ACNJ heard first-hand about the barriers causing high schoolers to miss school, as well as the factors keeping them attending regularly. ACNJ found that while the reasons for absences varied, there were common issues identified throughout the city that played a role in the high absentee rate. Moreover, consistent and persistent implementation of pro-attendance policies, the sharing of a common language and staff buy-in can be critical in making sure that more students come to school every day. These eye-opening conversations revealed the wide gulf between the schools' and district's stated policies and plans and the day-to-day reality of teachers, students and families. [For the executive summary to this report, &quot;Showing up Matters: A Look at Absenteeism inside Newark's High Schools. Executive Summary,&quot; see ED582318.]
Showing up Matters: A Look at Absenteeism inside Newark&apos;s High Schools. Executive Summary
Author: Advocates for Children of New Jersey
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: High School Students,Attendance Patterns,Public Schools,At Risk Students,Grade 9,Grade 10,Grade 11,Grade 12,Data Analysis,Student Records,Interviews,Focus Groups,Secondary School Teachers,Parents,Administrators,Barriers,Academic Persistence,Graduation Rate,Learner Engagement,School Policy,Child Health,Proximity,Safety,Parent Participation,Student Responsibility,Educational Environment,School Personnel,Attitudes,Intervention,Leadership Responsibility,Interpersonal Relationship,Professional Development,Student Needs

Newark's high schools play an essential role in building the next generation of young minds for college and career readiness. Yet, high achievement may be unattainable if students miss too much school. &quot;Chronic absenteeism&quot; is generally defined as missing 10 percent or more of enrolled days for any reason. Research has shown that when students miss that much school, they have lower odds of moving on to the next grade and a reduced chance of graduating on time. This report aims to identify the reasons why almost half of Newark high school students are chronically absent and to highlight steps educators, community members and city officials can take to help improve student attendance. [For the full report, &quot;Showing up Matters: A Look at Absenteeism inside Newark's High Schools,&quot; see ED582317.]
&quot;America after 3PM&quot; Special Report: Afterschool in Communities of Concentrated Poverty
Author: Afterschool Alliance
Date: 2016-08-00
Type: Reports - Evaluative
Subjects: After School Programs,Equal Education,Poverty,Participation,Learning Activities,Attitude Measures,Family Needs,Barriers,Experience,Summer Programs,Access to Education,Racial Differences,Ethnicity,Place of Residence,Educational Opportunities,Parent Attitudes,Educational Needs,Costs,Supply and Demand,Program Effectiveness,African Americans,Hispanic Americans,Federal Legislation,Educational Legislation

Given the promising role afterschool programs can play in addressing the inequities faced by families living in communities of concentrated poverty, and with the rise in the number of people living in communities of concentrated poverty, this special &quot;America After 3PM&quot; report examines the afterschool program experience of children and families living in communities of concentrated poverty in regard to participation, access, activities, and satisfaction. Findings from &quot;America After 3PM&quot; document the role that afterschool programs play in supporting families living in high-poverty areas by answering questions about what afterschool program participation looks like, what the demand for afterschool programs is, what is preventing parents from taking advantage of and children from participating in afterschool programs, and what the afterschool program experience is like for families in communities of concentrated poverty. Taken collectively, the findings help to establish the unmistakable value of afterschool programs as one strategy to address the inequalities prevalent in communities of concentrated poverty. At the same time, these findings underscore the number of children living in communities of concentrated poverty who are missing out on taking part in an afterschool program and the number of benefits and supports being missed by children who are unable to take part in an afterschool program. The report includes recommendations to bring more quality afterschool programs to children and families living in communities of concentrated poverty and to help bring opportunity back into balance in these high-poverty areas. [For the executive summary to this report, &quot;'America after 3PM' Special Report: Afterschool in Communities of Concentrated Poverty. Executive Summary,&quot; see ED582320.]