ethanporcaro/eric-fulltext-meta huggingface dataset:
The Educational Benefits of Attending Higher Performing Schools: Evidence from Chicago High Schools
Author: Allensworth, Elaine M.
Date: 2017-06-00
Type: Journal Articles
Subjects: Educational Benefits,Academic Achievement,High Achievement,High Schools,Public Schools,Attendance,Longitudinal Studies,Admission Criteria,Scores,Grades (Scholastic),Educational Environment,Outcomes of Education,High School Students,School Choice,Student Surveys,Educational Quality,Probability,Regression (Statistics)

Policymakers are implementing reforms with the assumption that students do better when attending high-achieving schools. In this article, we use longitudinal data from Chicago Public Schools to test that assumption. We find that the effects of attending a higher performing school depend on the school's performance level. At elite public schools with admission criteria, there are no academic benefits--test scores are not better, grades are lower-but students report better environments. In contrast, forgoing a very low-performing school for a nonselective school with high test scores and graduation rates improves a range of academic and nonacademic outcomes.
Assessment beyond IQ
Author: Omichinski, Donna Riccio
Date: 2008-00-00
Type: Journal Articles
Subjects: Intelligence Quotient,Intelligence Tests,Psychological Testing,Educational Testing,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Individualized Education Programs,Parents,Test Reliability,Test Validity,Accessibility (for Disabled)

A component of a school assessment plan includes traditional IQ testing, often referred to as psychological or psycho-educational testing. Psycho-educational testing can yield information about how a student compares to others in her grade or age group, individual strengths and needs, and recommendations to improve instruction. The intended purpose of intelligence testing is to measure a person's cognitive abilities. However, current testing practices rely a great deal on a child's ability to perform the tests physically by pointing to, writing, or speaking a response to the test question. Using this kind of testing to estimate the cognitive abilities of a child with severe physical and speech impairments is like measuring the cognitive abilities of a visually impaired person by their ability to visually read a test question, or using an English language test to measure the IQ of someone who does not speak English. Parents should question whether or not the assessments will meet the three primary standards of reliability, validity and accessibility. Parents' advocacy efforts will be most effective if they are informed, assertive, cooperative, and specifically emphasize the need for accessible testing procedures.
Steps for Special Education Teachers to Take to Appropriately Service Students Who Practice Islam
Author: Lucas, Matthew D.
Date: 2008-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Islam,Student Needs,Culturally Relevant Education,Religious Factors,Teacher Responsibility,Coeducation,Attendance

As the number of students practicing Islam increases it is ever-more important for all educators including special education teachers to understand a variety of specific Islam-related factors for the purpose of improving the education of these students. Therefore, the purpose of this paper is to present some of the common religious practices found in Islam and the common practices related to serving students in the special education setting that could possibly conflict with these religious practices. Also, the paper presents possible solutions to these dilemmas.
Procedures for Developing Evidence-Informed Performance Checklists for Improving Early Childhood Intervention Practices
Author: Dunst, Carl J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Intervention,Check Lists,Evidence Based Practice,Performance,Educational Practices

A conceptualization-operationalization-measurement framework is described for developing evidence-informed early childhood intervention performance checklists. Performance checklists include lists of practice indicators where the indicators, taken together, operationally define particular types of intervention practices that, when used as intended, can be expected to have desired outcomes and benefits. The use of the framework for operationalizing recommended practices is described to illustrate its applicability for developing tools for improving early childhood intervention.
The Contribution of Learning Outcomes for Listening to Creative Thinking Skills
Author: Aldig, Ebru
Date: 2017-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Listening Skills,Creative Thinking,Thinking Skills,Foreign Countries,Teacher Attitudes,Grade 6,Grade 7,Grade 8,Mixed Methods Research,Secondary School Teachers,Secondary School Students,Questionnaires,Focus Groups,Semi Structured Interviews

This study aims to examine teacher's opinions on the contribution of learning outcomes for listening defined in the Ministry of National Education's Turkish course curriculum for the 6th, 7th and 8th grades to the development of creative thinking skills. Mixed methods research design was adopted in the study. As the quantitative part of the study, a questionnaire titled &quot;Assessment of learning outcomes for listening&quot; was prepared by the researcher and administered to 150 Turkish teachers working at 35 different schools. Interviews were held with 13 teachers about the contribution of learning outcomes for listening to the development of creative thinking skills. The quantitative data obtained from the interviews were analyzed using the content analysis method. The analysis was conducted using frequencies, arithmetic means and the Chi-Square test. The findings of the study revealed that the learning outcomes for listening defined in the secondary Turkish course curriculum contributed to the development of creative thinking skills of students. The gender, seniority, alma mater and educational background of the teachers did not change the results. As a result of the interviews, four categories were identified: &quot;listening outcomes and creativity&quot;, &quot;creative thinking&quot;, &quot;readiness level of students&quot; and &quot;development of thinking skills&quot;.
Principles of Curriculum Design and Construction Based on the Concepts of Educational Neuroscience
Author: Watagodakumbura, Chandana
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Design,Curriculum Development,Neurosciences,Individual Development,Educational Practices,Cognitive Processes,Brain Hemisphere Functions,Memory,Psychomotor Skills,Transfer of Training,Taxonomy,Abstract Reasoning,Convergent Thinking,Creative Thinking,Constructivism (Learning),Difficulty Level,Problem Solving,Decision Making,Theory Practice Relationship

With the emergence of a wealth of research-based information in the field of educational neuroscience, educators are now able to make more evidence-based decisions in the important area of curriculum design and construction. By viewing from the perspective of educational neuroscience, we can give a more meaningful and lasting purpose of leading to human development with enhanced consciousness or wisdom as the goal of a curriculum. We can better decide on the essential contents of a curriculum that is carried out within a limited time, using the emerging and validating information. Knowledge of educational neuroscience can also be used effectively for instructional design or conveying important messages to learners in the learning support material provided. Further, educators can be better directed in forming appropriate assessment so that learners are prepared for active and deep engagements in the teaching-learning process developing the skills of independence and discovery learning. Educational practitioners, as well as policy-makers, can also promote inclusive practices by directing, designing and constructing a curriculum appropriately especially taking into consideration the characteristics of right cerebral hemispheric oriented visual-spatial or gifted learners. Overall, education professionals can be benefited immensely to take more informed decisions in the process of curriculum design and construction by embracing emerging educational neuroscience principles.
The Effect of Peer Instruction Method on Pre-Service Teachers' Conceptual Comprehension of Methodology Course
Author: Al-Hebaishi, Safaa Mohammad
Date: 2017-00-00
Type: Journal Articles
Subjects: Peer Teaching,Preservice Teachers,Instructional Effectiveness,Methods Courses,Comprehension,Concept Formation,Graduate Students,Academic Achievement,Learner Engagement,Quasiexperimental Design,Foreign Countries,Pretests Posttests,Questionnaires,Likert Scales

Peer teaching has become a productive learning strategy at all education levels. Peer Instruction Method is carried out in a range of forms and contexts like co-tutoring, reciprocal tutoring and discussion groups without teachers. To examine the effectiveness of using the peer instruction method to enhance the conceptual comprehension of pre-service teachers' attending a methodology course. The participants included 78 female post-graduate English teachers, who were seeking to obtain their teaching qualifications and were enrolled in a teaching methodology course during the first semester of the 2015 academic year. Statistically significant differences were observed while examining peer instruction method and students' achievements (t = 0.181; sig = 0.857). Higher score ranging from 4.5500 and 3.4000 was observed among students in regards of peer instruction method. It has been examined that lecture enjoyability is increased from peer instruction method. Students are more perceived towards making apparent viewpoints concerning course concepts. Peer instruction method positively influence on attitudes of treatment group to understand essential course concepts. Peer instruction method was effective in enhancing conceptual comprehension and that the participants harboured positive attitudes towards it.
On the Use of Literary Texts in the Daf Lesson with the Example of Heinrich Boell's Short Story &quot;Die Blasse Anna&quot; with a Focus on Writing on a B2 Level
Author: Ghorabi, Yassamin Ostad A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Teaching Methods,Literature,Reading Material Selection,Authors,German,Foreign Countries,Student Attitudes,Student Surveys,Skill Development,Reader Text Relationship,Cultural Awareness

For the promotion and optimization of teaching foreign languages, new methods and strategies are always considered that include literary texts. The aim of the present paper is to provide arguments for the use of literature in the classroom. Learning target areas and selection criteria for the use of literary texts in the classroom are presented. A short story by German author Heinrich Boell named &quot;Die blasse Anna&quot; will be taken as an example to demonstrate the usability of literary texts in language learning.
Views of Teachers Working in South-East Anatolia Region Regarding Current Problems in Education
Author: Bagceci, Birsen
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Work Environment,Teaching Conditions,Barriers,Statistical Analysis,Regional Characteristics,Teacher Education,Teacher Employment,Teacher Rights,Social Status

The purpose of this study is to identify the current problems of the teachers working in the provinces of Southeastern Anatolia in Turkey and to list these problems according to their importance. Screening model is used in the study. One open-ended question was asked (identify seven problems related to the education system and order them according to their importance) to 270 teachers working in Gaziantep, Sanliurfa, Diyarbakir, Kahramanmaras, Mardin, Sirnak and Adiyaman (Southeastern provinces of Turkey). The collected data were analyzed using quantitative research method. Descriptive and chi-square analysis was conducted to create categories and to determine whether there is a significant difference between the gender, seniority and class-branch. Education problems were classified into six categories: Problems related with 1) School's physical conditions; 2) Teachers; 3) Education system; 4) Educational management, inspection, planning and economy; 5) Education Programs and training; 6) Students-parents. There is no significant difference between these categories expressed by the teachers. There is also no significant difference among the first seven most expressed problems according to gender, class-branch, and teachers' seniority.
Teacher's Digital Skills in Relation to Their Age, Gender, Time of Usage and Training with a Tablet
Author: Cantú-Ballesteros, Lorenia
Date: 2017-05-00
Type: Journal Articles
Subjects: Age Differences,Gender Differences,Handheld Devices,Critical Thinking,Technological Literacy,Statistical Analysis,Elementary School Teachers,Case Studies,Grade 5,Grade 6,Teacher Surveys,Teacher Attitudes,Teacher Characteristics,Scores,Mexicans,Foreign Countries

The present studies objective was to determine the digital level capabilities of primary school teachers and their relation with certain sociodemographic factors. The focus was quantitative and a cross-sectional survey design for two or more groups was used. The sample was non-probabilistic and included 88 fifth and sixth grade teachers from 32 schools from Cd. Obregón and Navojoa, Sonora. The results showed that 65.9% of the teachers, were perceived at a intermediate level of their digital skills. That in the Operation and Concepts of ICT, the set of teachers was placed at an expert level with an average of 4.33 (0.64). While in the Communication and Collaboration, they were perceived at the level without the use of the ICT, an average of 1.78 (0.59). On their part, the test t of Student revealed significant differences between the digital skill variable and its factors: Operation and Concept of the ICT, Communication and Collaboration, and Critical Thinking and Information Management, with the contrasting variables: daily hours that the teacher destines to the use of the computer/tablet to support their subjects, weekly hours that the teacher destines to the use of the computer/tablet in the classroom to support their subjects and related training with the use of the ICT. Finally, the results are discussed as well as their possible implications.
Examination of Strategies Fine Arts High School Students Use during the Practice and Learning of Instrumental Music
Author: Uygun, Mehtap Aydiner
Date: 2017-04-00
Type: Journal Articles
Subjects: High School Students,Music Education,Musical Instruments,Learning Strategies,Drills (Practice),Foreign Countries,Academic Achievement,Student Motivation,Questionnaires,Surveys,Attention,Comprehension,Multivariate Analysis

Like every field of learning, it is important to use various strategies in instrumental music to learn it easily and permanently and to attain the skills to learn independently. This requires determining the strategies used by students studying instrument education. The purpose of this study was to examine the strategies fine arts high school students use during the practice and learning of instrumental music. These strategies are the attention, rehearsal, elaboration, articulation-organization and comprehension monitoring strategies. Students' levels of using practice and learning strategies were examined according to seven variables. The study group consisted of 139 students who were studying at Aksaray, Kayseri, Mersin and Nigde Fine Arts High Schools during the 2015-2016 academic year. The study data was collected using Personal Information Form and Scale for Strategies Used during the Practice and Learning of Instrumental Music. The results showed that students' levels of elaboration strategies were higher than their levels of articulation-organization strategies. It was also determined that students' levels of rehearsal and comprehension monitoring strategies were significantly higher than their levels of other strategies. Furthermore, it was found that students' levels of using practice and learning strategies showed significant differences according to students' experience, instrument practice duration, how they plan their instrument practice duration, from where they learned the strategy, their academic achievement level on the instrument and the factor motivating them to play instrument variables.
Raising Historical Consciousness in the Novel &quot;The Giver&quot;, a Dystopic Work According to Social Studies Teacher Candidates
Author: Yildirim, Sefa
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,History Instruction,Teaching Methods,Novels,Fiction,Literary Genres,Authoritarianism,Preservice Teachers,Student Teacher Attitudes,Social Studies,Consciousness Raising,Student Surveys,Qualitative Research,Content Analysis,Case Studies,Coding

It is known that in many of the developed countries of the world, especially the U.S.A, educators benefit from dystopic works in education and training of the topics such as historical consciousness, metaphors, numbers, color perception and development of language. From this point forth, it can be suggested that dystopic works, as long as they are presented by expert trainers through correct methods and techniques, can provide great benefits for historical consciousness, cognitive, social and cultural development, and especially democratic awareness. The main purpose of this study is to draw attention on the significant contributions that dystopic works can make on historical consciousness and education. The survey is conducted within 2014-2015 academic year in Agri Ibrahim Cecen University Faculty of Education Department of Social Sciences Teaching (4th grade) and views of these participants on acquisition of historical consciousness through the novel &quot;The Giver&quot; are examined through qualitative research method. During the survey, while determining the students' views, indications concerning the cover and content of the book, as well as the fiction, characterization and narration are obtained and exposed to content analysis. As a result of the survey, it is observed that dystopic works, especially &quot;The Giver&quot; can offer significant benefits for the acquisition of historical consciousness.
Relationship between Organizational Justice Perceptions and Organizational Commitment Levels of School of Physical Education and Sports Academicians
Author: Ari, Abdil
Date: 2017-04-00
Type: Journal Articles
Subjects: Social Justice,Physical Education,Athletics,Teacher Attitudes,College Faculty,Foreign Countries,Questionnaires,Teacher Surveys,Statistical Analysis,Educational Environment

This study was conducted to determine organizational justice perceptions and organizational commitment levels of the school of physical education and sports academicians and to establish whether there is a relation between their organizational justice perceptions and organizational commitment levels or not. In the study, a method for the descriptive survey and relational survey aiming at the revelation of the current state was used. The sample group of the study was constituted by aggregately 524 academicians [Professors[subscript (n = 5)], Associate Professors[subscript (n = 62)], Assistant Associate Professors[subscript(n = 172)], Lecturers[subscript(n = 104)], Instructors[subscript(n = 82)], Research Assistants[subscript(n = 99)]]. As a data collection tool, the &quot;Organizational Justice Scale&quot; developed by Niehoff and Moorman (1993) and adapted in Turkish by Yildirim (2002), the &quot;Organizational Commitment Scale&quot; developed by Meyer et al (1993), and &quot;Personal Information Form&quot; developed by the researcher were utilized in the study. In the analysis of the data, Spearman Brown Rank Correlation (r) coefficient technique was used to reveal the difference between the organizational justice perceptions and the organizational commitment levels of the academicians. In the study, a = 0.05 was chosen as a level of significance. In consequence of the study, the highest perceptions of the school of physical education and sports academicians regarding justice was determined to be in the allocative justice dimension, which was followed by the interactional justice and transactional justice dimensions, and that the allocative, interactional, and transactional justice perceptions of the academicians regarding their institutions was at &quot;moderate&quot; levels in general, that is to say, they were not content with the decisions taken at the latter justice dimensions. It was determined that the highest perception of the school of physical education and sports academicians regarding commitment were in the emotional commitment dimension, that it was followed by the attendance commitment and normative commitment dimensions, and that, in general, the emotional commitments of the academicians regarding their institutions was high and their attendance and normative commitments were at &quot;moderate&quot; level. It was determined that moderate and low level positive relationships between the organizational justice dimensions and organizational commitment dimensions of the school of physical education and sports academicians are present.
Relationships between the Physical Education Course Sportsmanship Behaviors with Tendency to Violence and Empathetic Ability
Author: Koc, Yakup
Date: 2017-00-00
Type: Journal Articles
Subjects: Sportsmanship,Physical Education,Violence,Empathy,Elementary School Students,Surveys,Statistical Analysis,Correlation,Foreign Countries,Individual Characteristics

The aim of this study is to examine relationship between the physical education course sportsmanship behaviors, tendency to violence, and empathetic ability for elementary school students. The sample of study consists of randomly selected 919 elementary school students attending state schools in the province of Erzincan in 2013-2014 academic year. &quot;Physical Education Course Sportspersonship Behavior Scale&quot; (PECSBS), &quot;Scale of tendency to violence&quot; and &quot;the scale of Empathetic ability for children&quot; were used in the study. Reliability and validity tests of the scales were done. The scores the students obtained in the scales were reexamined in accordance with independent variables such as their grade level, gender and the type of sports they are interested in most. And relationship between the values of scales was tested. For the assessment of the data, SPSS 15 and LISREL 8.7 programs were employed. In conclusion, physical education course sportsmanship behaviors display a significantly negative relation with tendency to violence and a significantly positive relation with empathetic ability for elementary school students. It is concluded that these relations should be paid attention, measures should be taken and programs should be in place to reduce the tendency to violence and grow empathetic ability in physical education course programs. [NOTE: This study was presented at the INTE 2015, International Conference on New Horizons in Education (Barcelona, Spain, Jun 10-12 2015).]