ethanporcaro/eric-fulltext-meta huggingface dataset:
School Autonomy in Action: A Case Study of Two Massachusetts Innovation Schools
Author: Rennie Center for Education Research and Policy
Date: 2018-05-00
Type: Reports - Research
Subjects: Educational Innovation,Social Development,Emotional Development,Wellness,Student Diversity,Teacher Collaboration,Community Involvement,Student Centered Learning,Holistic Approach,Elementary Education,Middle Schools,Cooperative Planning,Instructional Leadership,Participative Decision Making,Student Needs,Family Needs,Individualized Instruction

The Winter Hill Community Innovation School in Somerville, Massachusetts and the Paul Revere Innovation School in Revere, Massachusetts, winners of the 2017 Pozen Prize for Innovative Schools--excel in attending to the social, emotional, and intellectual needs of all students in the diverse communities they serve. Leveraging autonomy to strengthen teacher collaboration and community engagement, these two Massachusetts innovation schools created child-centered learning environments. With staff united by a relentless focus on supporting the whole child, the Winter Hill and the Paul Revere underwent rapid school improvement by supporting students' social, emotional, and intellectual needs. This case study describes the key practices the Winter Hill and Paul Revere schools used to meet student learning needs and the influence school-based decision-making can have on accelerating school improvement.
Patching the Leaky Pipeline: Recruiting and Retaining Teachers of Color in Pennsylvania. A PACER Policy Brief
Author: Stohr, Alison
Date: 2018-04-00
Type: Reports - Research-practitioner Partnerships
Subjects: Minority Group Teachers,Teacher Recruitment,Minority Group Students,Teacher Persistence,Faculty Mobility,College Attendance,Males,Social Justice,Program Design,Alternative Teacher Certification,Teacher Certification,High School Graduates,Graduation Rate,State Government,State Boards of Education,Teacher Education Programs,School Districts,Elementary Secondary Education,Program Descriptions,Enrollment,Data Collection,Educational Strategies,Diversity (Faculty)

Research shows that exposure to teachers of color has a positive impact on students of all races, and particularly on students of color. Despite these positive effects, only 4% of Pennsylvania's teachers are people of color. This percentage is not only one of the lowest in the nation, but it is also starkly disparate from Pennsylvania's own student population, where 29% of students are people of color. This brief examines the leaks in Pennsylvania's teacher pipeline that may be contributing to this lack of diversity. It also highlights promising practices found across the country that could increase the number of teachers of color in Pennsylvania schools.
Predicting Growth Rate of Students&apos; Achievement in Mathematics Using Mathematical Growth Model
Author: Obasi, Chinedu
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Predictor Variables,Academic Achievement,Mathematics Instruction,Mathematics Achievement,Growth Models,Secondary School Students,Secondary School Mathematics,Mathematical Models,Teaching Methods

Students' mathematics achievements in secondary school have an influential effect on their performance in university and their future careers. There are numerous innovative teaching strategies which are promising and have shown to improve students' achievement in mathematics; one will wonder if there will be corresponding achievement growth in mathematics. Therefore, this paper predicts growth rate of students' achievement in mathematics using mathematical growth model. A developmental survey design was employed where students' WAEC mathematics achievement results from 1991-2016 were collected from the Development Division, West African Examination Council (WAEC) Lagos, Nigeria. The Logistic growth mathematical model was used to compute predicted achievement growth rate. The Statistical Package for Social Sciences (SPSS) was also used to plot the graph of the achievement data from 1991 to 2016. The result indicates that the predicted growth rate of students' achievement in mathematics is approximately increased by 25.3% per year. This shows a weak upward trend in predicted rate of achievement at credit level and consequently indicates unsteady sustainability in mathematics achievement as well as economic growth. It is recommended among others that there should be investigation into factors responsible for the weak and unsteady achievement growth in WAEC general mathematics in Nigeria. Also, effective teaching and learning of mathematics at all levels of schooling should be ensured by all concerned in other to sustain the achievement growth in the subject.
Supervisors&apos; Opinions on the Changing Regulations and Their Attitudes towards Change
Author: Özdem, Güven
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Supervision,Supervisors,Administrator Attitudes,Opinions,Educational Change,Change Strategies,Department Heads,Program Implementation,School Administration,Educational Planning

The job of an effective school supervisor has multiple faces. They are supposed to be mentors, strategists and managers as well as the representatives of the up-to-date regulations. Top-down changes or mandated changes originate at government or bureaucratic level. Bottom-up changes are the ones initiated by opponents of an organization. It is known that bottom-up changes take more time than top-down changes. When it comes to educational systems, it will not be wrong to say that most changes are still mandated or top-down way. This research aims to find out the supervisors' reactions towards change and see whether the heads of the department apply the procedure of change management. Qualitative data collection techniques were used to implement this study. Semi-structured interview form was used to collect data, and seven questions were posed to 9/11 participants. Obtained responses were analysed via descriptive analysis methods. Findings show that Lewin's (1947) change model theory is disregarded among MoNE authorities.
An Investigation into the Measurement Invariance of PISA 2012 Mathematical Literacy Test
Author: Ayvalli, Merve
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Tests,Error of Measurement,Gender Differences,Geographic Regions,Printed Materials,Correlation,Cross Cultural Studies,Factor Analysis,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Numeracy,Mathematics Achievement

The aim of this study is to investigate the measurement invariance of PISA 2012 mathematical literacy among the OECD member countries, and gender and region groups in Turkey. Among cognitive test booklets implemented in PISA 2012, booklet 8 which was used commonly by all countries was selected for this correlational survey study. The study was conducted using the dataset belonging to 23.311 students that took booklet 8 in the OECD member countries and 377 students that took this booklet in Turkey. Initially, measurement models were verified for all groups by performing a confirmatory factor analysis separately for OECD member countries, gender and region groups. The research then proceeded with the phase of testing the measurement invariance by testing the equivalence of covariance matrices for all groups. The measurement invariance was tested by means of a multi-group confirmatory factor analysis. The results revealed that the measurement invariance held true for the gender and region groups in Turkey, but not for the OECD member countries, and that the strong factorial invariance model was the one that worked most successfully among the models of measurement invariance.
Relationship between Organizational Commitment, Job Satisfaction, Emotional Regulation and Mediating Effect of Political Perceptions: An Application in the Education Sector
Author: Emhan, Abdurrahim
Date: 2018-10-00
Type: Journal Articles
Subjects: Teacher Motivation,Job Satisfaction,Emotional Response,Self Control,Political Attitudes,Private Schools,Public School Teachers,Foreign Countries

The aim of this study is to investigate the relationship between organizational commitment, job satisfaction, emotion regulation and political perception. This study sought to investigate specifically, whether there is a mediating role of political perceptions between the variables. In the analysis of the data, AMOS 18.0 software was used by utilizing structural equation modeling (SEM) technique. In the study, five propositions were postulated. In the context of the study, the introduced model was tested by a questionnaire instrument with 24 items, excluding the demographic variables. Copies of the questionnaire were distributed to public and private school teachers. A total of 308 completed copies of questionnaires were evaluated for analysis. The findings of the study indicated a positive correlation between the variables with high factor loadings. The results of this study also revealed that, political perception mediated the relationship between organizational commitment and job satisfaction. Also, private school teachers indicated higher satisfaction and commitment scores than the public-school teachers.
New Data on Teacher Diversity in Pennsylvania. A PACER Policy Brief
Author: Fontana, Jason
Date: 2018-09-00
Type: Reports - Research-practitioner Partnerships
Subjects: Public School Teachers,Teacher Characteristics,Demography,Racial Composition,Disproportionate Representation,Student Diversity,Racial Differences,Minority Group Teachers,Minority Group Students,County School Districts,Whites,African American Teachers,Charter Schools,Elementary Secondary Education,Women Faculty,Gender Differences

Recently, the Pennsylvania Department of Education provided new data for 2016-17 that include the race and gender of the 155,854 teachers in Pennsylvania's public schools. Research for Action (RFA) compiled and cleaned the raw data and is providing, for the first time, a public dataset with the race and gender demographics of each public school, district, and county, as well as for the entire state of Pennsylvania. Findings include: (1) Only 5.6% of Pennsylvania's teachers are persons of color; (2) Pennsylvania's gap between students of color (33.1%) and TOCs remains among the most disparate in the country; (3) Fifty-five percent of Pennsylvania's public schools and 38% of all school districts employed only white teachers in 2016-17; (4) Elementary schools employed black teachers at higher rates than secondary schools; (5) Philadelphia and Allegheny counties employed 63% of all the state's teachers of color; (6) Teacher/student race disparities in the Philadelphia and Allegheny county charter school sectors are similar to those of their closest school districts, with some notable exceptions; and (7) Women comprised 73% of all teachers. This gap is consistent across all racial groups. Men of color comprised only slightly more than 1% of teachers in the state. An analysis of this information is presented in this report. [For a related report, &quot;Patching the Leaky Pipeline: Recruiting and Retaining Teachers of Color in Pennsylvania. A PACER Policy Brief,&quot; see ED589381.]
Community Schools Progress Report Toolkit: Indicators of Engagement, Planning and Early Success
Author: Research for Action
Date: 2017-12-00
Type: Reports - Research-practitioner Partnerships
Subjects: Community Schools,Educational Development,Progress Monitoring,Educational Indicators,Benchmarking,Educational Improvement,Educational Planning,Success

There are more than three dozen systemic community schools initiatives currently underway nationwide, with even more communities considering the reform. Yet few tools exist to help school districts, government agencies, and communities at large track their progress. To address this gap, Research for Action (RFA), with generous funding from the Ford Foundation and in partnership with the Philadelphia Mayor's Office of Education, has developed a Community Schools Progress Report Toolkit. This toolkit provides a resource to track the indicators that research suggests can provide a strong foundation and successful launch of a community schools initiative. The toolkit can be customized to the unique elements of a wide array of community schools efforts.
Trainee Psychological Counselors&apos; Understanding of Ethics
Author: EbruIkiz, F.
Date: 2017-02-00
Type: Journal Articles
Subjects: Values,Ethics,Counselors,Counselor Training,Undergraduate Students,Confidentiality,Intimacy,Counselor Client Relationship,Accountability,Foreign Countries,Counselor Role

The personal values and professional ethical codes are primary resources for practicing psychological counselors. Ethical dilemmas occur when personal values and professional ethical rules are incompatible. We examined the trainee counselors' understanding of professional ethics. This qualitative study used vignette analysis with 68 undergraduate Turkish students. Using vignettes, the trainees indicated their approaches towards confidentiality, romantic relationships with former clients, curiosity, relationship boundaries, information sharing, self-disclosure, respect for privacy, and reports to third parties. Results revealed the need for ethics education and showed that many trainees would have difficulty with regard to identifying ethical dilemmas.
8th Year Secondary School Pupils&apos; Perceptions Democratic Values: A Phenomenological Analysis
Author: Üztemur, Servet
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Grade 8,Student Attitudes,Democratic Values,Social Justice,Freedom,Civil Rights,Law Enforcement,Sex Fairness

This study aims to be an in-depth investigation, from an interpretative perspective, of eighth-year secondary school pupils' perceptions of equality, justice, and freedom--values that are considered fundamental to all democratic values. The study is designed according to the phenomenology model as a qualitative research method, and the participants were 10 pupils (six male and four female), selected by convenience sampling from a public secondary school in the town of Yunusemre, Manisa, in the 2014-2015 school year. A phenomenological analysis was applied to the data obtained from semi-structured interviews. The study findings suggest that the pupils grasped the difference between justice and equality by explaining the value of equality from social, educational, political, and legal standpoints. They stressed the importance of justice for social life, and said that they made an effort to be fair in their daily lives. They explained the value of freedom in the categories of the liberty to do anything, the possession of basic human rights, and the lifting of personal restrictions. The study concludes that the pupils' perceptions of the values of equality, justice, and freedom vary according to the place, situation, and personal context.
Competition with Grandma and the Saints
Author: Aicinena, Steven
Date: 2018-11-05
Type: Reports - Descriptive
Subjects: Competition,Athletes,Athletics,Values,Skill Development,Teacher Role,Sportsmanship,Behavior,Team Sports

Competition often reveals the ugly side of being human. Many athletes seek glory through competition and their competitive behaviors often reflect prideful and dishonorable intentions. Educators should view sport as a context in which valuable lessons for life may be taught. The truly satisfying athletic experience is not achieved through victory alone. It is achieved when individuals skillfully compete while exhibiting humility and honor. It is the responsibility of educators to actively teach more than skills and strategy in sport. They must convey to their charges that competing with honor and humility provides satisfaction in all of life's competitions.
Analysis of Professional Maturity Levels of Canditates Who Take Special Skill Talent Exam
Author: Kaynak, Kerimhan
Date: 2017-10-00
Type: Journal Articles
Subjects: Foreign Countries,Maturity (Individuals),Aptitude Tests,College Students,Physical Education,Gender Differences,Age Differences,Athletics,Team Sports,Geographic Regions,Place of Residence,Demography

The purpose of this research is to analyse Professional maturity levels of candidates who take special talent tests at Erciyes University The School of Physical Education and Sports by some variables. 705 of 1395 candidates, who have taken special talent tests at Erciyes University The School of Physical Education and Sports, have been chosen randomly and attended voluntarily to the research. Professional maturity scale and personal information form prepared by the researcher are used as data collection tools in the research. Acquired data is analysed statistically using SPSS 20.0 packaged software. Personal information and total inventory points and factor points are given by identifying frequency (f) and percentage (%) values. In order to present the relation between points acquired from scales Mann-Whitney U test statistic is used in comparisons by gender and branches while Kruskal Wallis test statistic is used in comparisons by age, field, points of transition to higher education examination and place they live. In conclusion; professional maturity levels of the candidates who take special talent tests are analysed, there is no statistical difference by gender and age while statistically significant differences are identified by field, points of transition to higher education examination, branch and place they live.
Investigation of Relationship between Factors Hindering the Participation of University Students in Recreational Activities and Their Leisure Motivations Levels
Author: Uzun, Fatih
Date: 2017-11-00
Type: Journal Articles
Subjects: Correlation,College Students,Leisure Time,Barriers,Student Motivation,Recreational Activities,Student Attitudes,Scores,Measures (Individuals),Foreign Countries,Physical Education,Medical Education,Art Education,Science Education,Law Students

The aim of this study is to examine the association between factors hindering the participation of university students in recreational activities and their leisure motivations. The students (800) of the Erciyes University in 2014-2015 academic year became involved voluntarily in the research. The volunteers participating in the research filled the socio-demographic information form including their personal information; then, &quot;Leisure Barriers Scale&quot; and &quot;Leisure Motivation Scale&quot; were applied to them. The package statistics program of IBM SPSS (Statistical Package for the Social Sciences) 20 was employed in analyzing the data. The arithmetic mean and standard deviation of scores the university students got from the scales of Leisure Barriers and Leisure Motivation were presented as X±SS. In order to disclose the relationship between the data obtained from two scales, Pearson Product-Moment Correlation Analysis was applied. The significance level was accepted as p&lt;0.05. In conclusion, it was found that the leisure motivations and the participation in recreational activities of students are at middle level. It was detected that there is a positive significant correlation among the subdimensions of leisure motivations and barriers. University students should benefit from recreational activities during the time left from their studies and from the time spent for vital needs, in order to solve material and moral problems, socialize, enhance and share cultural and knowledge accumulation, and be healthy physically, spiritually, and mentally. Thereby, students would achieve success more easily in socio-cultural and professional life. For this reason, universities should arrange the recreational areas such as cultural, artistic, sportive ones, and multiply the recreational activities in line with students' needs.
Bay State Reading Institute: A Case Study of Teacher Culture Change
Author: Fried, Simone
Date: 2018-01-00
Type: Reports - Evaluative
Subjects: Reading Programs,Public Schools,Student Diversity,Student Needs,Program Effectiveness,Teacher Attitudes,Administrator Attitudes,School Culture,Educational Practices,Small Group Instruction,Student Evaluation,Elementary School Students,Individualized Instruction,Teacher Collaboration,Teacher Expectations of Students,Reading Achievement,English Language Learners,Faculty Development,Teaching Conditions,Elementary Schools

Between 1990 and 2010, the demographics of Everett, Massachusetts underwent significant change. Families that were new to the community, and new to the United States, arrived to the predominantly white working-class community, bringing ethnic and linguistic diversity. Everett Public Schools faced a challenge in accommodating a more diverse student body at the same time that academic performance was plateauing. District leaders felt like they had too many initiatives that did not support a coherent vision for the district, and they knew they were not serving all students well. Keverian School Principal John Obremski saw promise in the Bay State Reading Institute (BSRI), a small-group instructional model using literacy as an entry point to changing teacher practice and culture. After visiting a BSRI school in Revere, Massachusetts, and examining performance data for other BSRI schools, he decided to pilot BSRI in the hopes that it would jump-start performance. In this study, the Rennie Center for Education Research &amp; Policy sought to uncover a model of the early stages of BSRI implementation, including necessary conditions and supports as well as shared challenges. This study examines the following research questions: (1) What does the first year of an initiative designed to impact educator culture look like?; (2) How has BSRI impacted educator culture in Everett elementary schools?; and (3) What promising practices about school change and improvement can be learned from Everett? To address these research questions, the Rennie Center team collected data at Keverian, Lafayette, and Parlin, the three schools implementing BSRI. At each school, researchers observed classrooms and teacher team meetings during BSRI implementation. The study team also conducted two rounds of interviews with groups of teachers, administrators, and the instructional leadership team at each school, as well as one round of interviews each with district leaders and BSRI staff members. Many of the teachers and administrators in this study feel that adopting BSRI has been beneficial. From initial implementation through the first year, Parlin and Lafayette teacher perspectives on the model became increasingly more positive. At the same time, interviews with staff at all three schools offer insight into the challenges inherent in BSRI implementation. [Support for this project was provided by the Bay State Reading Institute.]
Their Stories, Our Stories and My Story: A Portfolio for Teaching Reading and Writing of Personal Narrative
Author: Hadi, Marham Jupri
Date: 2018-11-00
Type: Speeches/Meeting Papers
Subjects: Reading Instruction,Writing Instruction,Personal Narratives,Second Language Instruction,Second Language Learning,English (Second Language),Teaching Methods,Instructional Design,Process Approach (Writing),Writing Evaluation,Feedback (Response),Narration,Foreign Countries

The vast majority of EFL learners found reading and writing quite challenging learning activities to engage in. This has also been the case in our EFL class. As a result, many of them feel discouraged to read and to write. These barriers also led to poor achievement in these language skills. To deal with such an issue, EFL teachers need to design an enjoyable and meaningful reading and writing activities in their class. This article presents some ideas of how EFL teachers could integrate reading and writing activities regarding personal narrative