ethanporcaro/eric-fulltext-meta huggingface dataset:
Computer Applications with the Related Facts in Multi-Grade: Teachers Opinions
Author: Öztürk, Mesut
Date: 2015-06-00
Type: Journal Articles
Subjects: Computer Uses in Education,Educational Technology,Mathematics Instruction,Case Studies,Qualitative Research,Interviews,Teacher Attitudes,Observation,Content Analysis,Technology Integration,Intention,Computer Literacy,Foreign Countries,Elementary School Teachers,Barriers

The study was conducted to examine the views on the use of computers in mathematics courses teachers in multi grade schools. The case study method of qualitative research design was used in this study. 10 teachers in the Bayburt in Turkey participated in the study. Conducted interviews with teachers participating in the study and the observations were made. The collected data were analyzed with descriptive analysis and content analysis. Multi grade result of the study is not sufficient in terms of technological equipment of schools; it was found that the teachers do not use computers in mathematics classes enough. Teachers use the computer as a result of the need, usually when considering contributing to individual training; intended use of the computer as it is thought to embody the concept of visualization and more. Teachers use technology as the reasons for the technological infrastructure and computer failure, the incompatibility of multi grade environment and teachers have to see the low computer literacy. Furthermore, teachers of subjects that are difficult to provide ease of expression of the biggest advantages of using computers contemplated; computer software used in mathematics education stated that the only share to Office software.
Sociodemographic Variables in Relation to Social Appearance Anxiety in Adolescents
Author: Sahin, Ertugrul
Date: 2013-09-00
Type: Journal Articles
Subjects: Gender Differences,Age Differences,Educational Attainment,Mothers,Fathers,Parent Background,Anxiety,Adolescents,Foreign Countries,Grade 6,Grade 7,Grade 8,Secondary School Students,Hypothesis Testing,Scores,Cultural Influences,Rating Scales,Statistical Analysis,Aesthetics,Social Influences

This study examined the effects of gender, age, grade level, and the educational level of the mother and father on social appearance anxiety in Turkish adolescents. This was a cross-sectional study in which a simple random sampling method was used. Participants were 2,219 adolescents (1089 boys, 1130 girls) with a mean age of 12.76 years old (SD = 0.96) from the 6th, 7th, and 8th grades and recruited from twenty-one state secondary schools and one private secondary school in Amasya. The Social Appearance Anxiety Scale (Hart et al., 2008) and Sociodemographic Information Form were used as data collection instruments. Five hypotheses were tested in this study. Results showed that gender and age did not produce any significant differences in social appearance anxiety scores. There were, however, significant differences in social appearance anxiety scores in relation to the grade level of the adolescents and the educational level of their parents. Some surprising results are contrary to those reported in Western adolescents which means that culture may play an important role in the development of social appearance anxiety in adolescents. (Includes 1 Table.)
Self-Esteem and Social Appearance Anxiety: An Investigation of Secondary School Students
Author: Sahin, Ertugrul
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Esteem,Anxiety,Secondary School Students,Adolescents,Statistical Distributions,Self Concept Measures,Correlation,Gender Differences,Physical Characteristics,Measures (Individuals),Likert Scales,Statistical Analysis

In a previous study published in &quot;Elementary Education Online&quot;, Dogan (2011) examined the psychometric properties of the social appearance anxiety scale in an adolescent sample after his first adaptation study on undergraduate students in Turkey (Dogan, 2010). He recommended that researchers do further research to investigate the relationships between social appearance anxiety, communication skills, depression, anxiety, and self-esteem, but researchers generally disregarded his advice. Following Dogan's (2011) recommendation, this study reports on the association between self-esteem and social appearance anxiety in secondary school students. A total of 2222 (1133 female and 1089 male) adolescents aged 11-15 years were selected from Merzifon City, in the central Black Sea region of Turkey. Participants' mean age was 12.76, with a standard deviation of 0.96. Self-reporting measures consisting of a Personnel Information Form, the Rosenberg Self-Esteem Scale, and the Social Appearance Anxiety Scale were administered to students under the supervision of teachers. Data were analyzed using Pearson Correlation Analyses. Results indicated that there was a significant negative relationship between self-esteem and social appearance anxiety for each gender. These findings suggest that adolescents with low-self-esteem may exhibit higher levels of social appearance anxiety or vice versa. The implications of these findings, especially for guidance and counseling services in Turkey, and potential applications for guidance counselors and researchers are also discussed.
Preparing Teachers for Technology Integration: Programs, Competencies, and Factors from the Literature
Author: Oliver, Kevin
Date: 2013-00-00
Type: Information Analyses
Subjects: Technology Integration,Teacher Education,Faculty Development,Preservice Teacher Education,Workshops,Mentors,Coaching (Performance),Communities of Practice,Literature Reviews,Knowledge Level,Models

This article presents a review of recent literature about preparing teachers for technology integration. The review found six types of training programs are commonly implemented: pre-service training, long-term courses, short-term workshops and institutes, coaching/mentoring, learning communities, and product/assessment approaches. The review summarizes competencies or knowledge gaps that are typically addressed in integration training along with models used to guide teacher understanding. Finally, the review outlines factors found to impact on integration practice, including technology leadership, external/contextual factors, and internal/personal factors. The article concludes with a description of one promising technology integration training program that takes a comprehensive approach to teacher preparation and confronts factors known to impact on integration practice.
Sociodemographic Differences in Empathic Tendency: A Sample of Religious High School Students
Author: Sahin, Ertugrul
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Empathy,High School Students,Religious Education,Gender Differences,Age Differences,Psychological Patterns,Geographic Location,Surveys,Statistical Analysis,Rural Urban Differences,Instructional Program Divisions

Previous empathy studies in Turkey mostly focused on specific samples, such as preschool, secondary school students, or medical staff, but less is known about religious high school students. The aim of this cross-sectional study was to examine the empathic tendency levels of Imam and Preacher Training High School students with respect to gender, grade level, perceived happiness, and most lived place. A convenience sample of 268 randomly selected religious high school students took part in the study. Study participants consisted of 156 (58.2%) males and 112 (41.8%) females. The data were collected through the KA-SI empathic tendency scale adolescent form and the Personal Information Form. Four way between subjects analysis of variance (ANOVA) was used for data analysis. Consistent with previous research, the results suggest that the empathic tendency levels of girls were significantly higher than those of boys, and no significant difference was found between grade level, perceived happiness, and most lived place. Researchers considering developing empathy intervention programs for Imam and Preacher Training High School students should focus on male students as a potential risk group.
Twenty Years of Basic Vocational Education Provision in Spain: Changes and Trends
Author: Marhuenda-Fluixa, Fernando
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Educational History,Delivery Systems,Political Influences,Mixed Methods Research,Competency Based Education,Educational Change,Educational Legislation,Supply and Demand,Employment Level,Unemployment,Outcomes of Education,Dropouts,Educational Attainment,Enrollment Trends,Geographic Location,Gender Differences

Our contribution attempts to review basic vocational education programmes in Spain over the past 25 years. We intend to compare the evolution of these programmes in terms of conception and conditions of delivery in order to find out how different they are as skill-formation and remedial systems, as well as analysing how different political views have an impact upon such provision. We will focus on the current programmes in two regions in Spain where tourism is the main economic strength and source of employment. The authors have been working on several research projects investigating these issues since the late 1990s and we are currently working on two of them. [Part of this paper is based on work developed under two projects: LLP Leonardo da Vinci Projekt LLP-LDV-TOI-2013-LT-0125 &quot;Application of apprenticeship in the vocational integration of socially disadvantaged youth&quot; (APPRENTSOD). And &quot;Success and dropout pathways in vocational training/education in Spain&quot; (Project Reference: EDU2013-42854-R), funded by the Spanish Ministry of Economy and Competitiveness within the national Programme of Research, Development and Innovation.]
Focusing on Teacher-Student Interactions Eliminates the Negative Impact of Students' Disruptive Behavior on Teacher Perceptions
Author: Hafen, Christopher A.
Date: 2015-09-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Student Relationship,Teacher Attitudes,Educational Attainment,Student Behavior,Behavior Problems,Intervention,Correlation,Control Groups,Experimental Groups,Adolescent Development,Secondary School Students,Educational Environment,Secondary School Teachers,Demography,Student Characteristics,Teacher Characteristics,Measures (Individuals)

This study tests the impact of a randomly assigned professional development coaching intervention (MyTeachingPartner-Secondary; MTP-S) on teacher projections of their students' educational attainment. Results indicate that students who report more behavior problems in the Fall of the academic year are projected by teachers to have lower future educational attainment in the Spring of the academic year. However, analyses further indicate that participation in the MTP-S intervention moderates the association between Fall student behavior problems and teachers' Spring projections for student attainment, such that this link is not significant for students in classrooms where the teacher is participating in MTP-S. In fact, results indicate that teachers who participate in the intervention project better educational attainment for their students than teachers who are in a business-as-usual control condition, regardless of their students' behavior. Findings are discussed in terms of the role that interventions targeting classroom interactions may play in altering teachers' internal view of students, thus ultimately promoting adolescent development. [This paper was published in &quot;International Journal of Behavioral Development&quot; (EJ1072051).]
Career Academies. What Works Clearinghouse Intervention Report. Updated September 2015
Author: What Works Clearinghouse (ED)
Date: 2015-09-00
Type: Reports - Evaluative
Subjects: Career Academies,Dropout Prevention,At Risk Students,High School Students,Career Development,Work Experience,School Community Programs,Academic Education,Program Effectiveness,Academic Persistence,Grade 9,Grade 10,Comparative Analysis,Experimental Groups,Control Groups,Graduation Rate,High School Equivalency Programs,Dropout Rate

&quot;Career Academies&quot; is a dropout prevention strategy for youth considered most at risk of dropping out of high school. Students in the program take both career-related and academic courses and acquire work experience through partnerships with local employers. &quot;Career Academies&quot; integrate rigorous academic curricula with career themes, including health care, finance, technology, communications, and public service. The What Works Clearinghouse (WWC) reviewed the research on &quot;Career Academies&quot; and its impacts on the educational outcomes of youth at risk of dropping out. Based on the research, &quot;Career Academies&quot; was found to have potentially positive effects on completing school and no discernible effects on staying in school or progressing in school for high-school aged youth. The following are appended: (1) Research details for Kemple &amp; Snipes, 2000 (see ED441075); (2) Outcome measures for each domain; and (3) Supplemental tables. A glossary of terms is also included. [For the 2006 edition of this report, see ED493661.]
Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance after Two Years. NCEE 2015-4020
Author: Chiang, Hanley
Date: 2015-09-00
Type: Reports - Research
Subjects: Merit Pay,Incentives,Grants,Teacher Salaries,Principals,Salaries,Program Implementation,Teacher Attitudes,Teacher Behavior,Administrator Attitudes,Administrator Behavior,Teacher Effectiveness,Administrator Effectiveness,Academic Achievement,Elementary Schools,Middle Schools

The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to fully implement their performance-based compensation system. The control schools were to implement the same performance-based compensation system with one exception--the pay-for-performance bonus component was replaced with a one percent bonus paid to all educators regardless of performance. This second report provides implementation and impact information. Ninety percent of all TIF districts in 2012-2013 reported implementing at least 3 of the 4 required components for teachers, and only about one-half (52 percent) reported implementing all four. This was a slight improvement from the first year of implementation. In a subset of 10 districts participating in the random assignment study, educators' understanding of key program components improved during the second year, but many teachers still did not understand that they were eligible for a bonus. The pay-for-performance bonus policy had small, positive impacts on students' reading achievement; impacts on students' math achievement were not statistically significant but similar in magnitude. Appended are: (1) Supplemental Information on Study Sample Design, Data, and Methods for Chapter II; (2) Supplemental Information on Analytic Methods for Chapter II; (3) Supplemental Findings on Programs and Experiences of All TIF Districts For Chapter III; (4) Supplemental Findings of TIF Implementation in Evaluation Districts for Chapter IV; (5) Supplemental Findings on Impacts Of Pay-For-Performance on Educators' Attitudes and Behaviors For Chapter V; (6) Supplemental Findings in Impacts of Pay-For-Performance on Educator Effectiveness and Student Achievement for Chapter VI; and (7) Supplemental Findings on Relationships between TIF Program Characteristics and the impacts of Pay-For Performance for Chapter VI.
What Further Research Is Needed on Restorative Justice in Schools?
Author: Hurley, Nancy
Date: 2015-06-00
Type: Reports - Research
Subjects: Research Needs,Evaluation Needs,Functional Behavioral Assessment,Interviews,Focus Groups,Program Implementation,Readiness,Models,Program Effectiveness,Minority Group Students,Outcomes of Treatment,Leadership Training,Data,Measurement,Evidence,Justice,Needs Assessment,Sustainability,Cognitive Restructuring,School Counseling

Restorative justice is a non-punitive approach to resolving conflict that focuses on restoring relationships. This report summarizes recommendations about future research and evaluation needs that would advance the understanding of restorative justice in K-12 schools in the United States. The recommendations were generated from interviews with over 40 nationally recognized leaders in restorative justice, supplemented by a large focus group discussion, and cover: (1) Implementation readiness; (2) Whole-school versus stand-alone models; (3) Implementation and effectiveness; (4) Impacts on racial and ethnic minorities and students with disabilities; (5) Leadership/training; and (6) Data and measurement. Also included in the report is a starter set of research questions that can be considered by foundations, the federal government, and the research community to begin building a strong body of empirical evidence about restorative justice in schools. An appendix contains the names of the individuals who were interviewed for this report.
Evaluation Brief: Implementation and Outcomes of Kansas Multi-Tier System of Supports: 2011-2014
Author: Reedy, Kristen
Date: 2015-03-00
Type: Reports - Research
Subjects: Program Effectiveness,Program Evaluation,Program Implementation,Educational Change,Change Strategies,Systems Approach,Progress Monitoring,Academic Achievement,Educational Improvement,Improvement Programs,Educational Practices,Classification,School Support,Sustainability,Elementary Secondary Education,Student Needs,Management Information Systems,Best Practices,Intervention,Fidelity,Faculty Development,Transformational Leadership,Instructional Improvement,Student Evaluation,Interviews,Surveys,Case Studies,Mixed Methods Research

States, school districts, and schools across the country are increasingly implementing multi-tier systems of support (MTSS) to improve outcomes for all students. Kansas is no exception. The Kansas MTSS is designed to improve outcomes for all students by instituting system-level change across the classroom, school, district, and state. Such systemic change is accomplished through development of a coherent continuum of evidence-based, system-wide practices to support a rapid response to each student's academic and behavioral needs. It also features frequent data-based monitoring for instructional decision making. Kansas MTSS comprises evidence-based curricula, high-quality instruction, a comprehensive assessment system, data-based decision making, effective intervention, fidelity of implementation, ongoing professional development, and leadership within an empowering school and district culture. This evaluation brief, written by WestEd's Kristin Reedy and Natalie Lacireno-Paquet, summarizes WestEd's completed evaluation of Kansas MTSS. The evaluation found that Kansas MTSS is substantially contributing to improved student outcomes at the local level, as well as benefitting teachers, improving instruction, and supporting better school functioning. [For the Final Evaluation Report, see ED559729.]
Implementation and Outcomes of Kansas Multi-Tier System of Supports: Final Evaluation Report-2014
Author: Reedy, Kristen
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Educational Change,School Turnaround,Program Implementation,Fidelity,Program Effectiveness,Sustainability,Academic Achievement,Student Behavior,Outcomes of Education,Public Schools,Mixed Methods Research,School Surveys,Interviews,Focus Groups,Elementary Secondary Education

Implementation of multi-tier system of supports (MTSS) has grown rapidly in Kansas and is a key strategy for turning around low-performing schools in the state. MTSS is designed to improve outcomes for all students by instituting system-level change across the classroom, school, district, and state. Such systemic change is accomplished by developing a coherent continuum of evidence-based, systemwide practices to support a rapid response to each student's academic and behavioral needs. MTSS features frequent data-based monitoring for instructional decision making. MTSS core components include evidence-based curricula, high-quality instruction, a comprehensive assessment system, data-based decision making, effective intervention, fidelity of implementation, ongoing professional development, and leadership within an empowering school and district culture. This final summative evaluation report: (1) Describes the current status of MTSS implementation in Kansas; (2) Provides insights as to what it takes to implement MTSS with fidelity Offers recommendations for next steps; and (3) Offers recommendations for next steps. The evaluation team, led by WestEd's Kristin Reedy and Natalie Lacireno-Paquet, found that Kansas MTSS is substantially contributing to improved student outcomes at the local level, as well as benefitting teachers, improving instruction, and supporting better school functioning. Appended are: (1) Evaluation Methods; (2) Kansas MTSS School Survey of Effective Instructional Practices Summary, 2014; (3) Analysis of Kansas MTSS School Survey of Effective Instructional Practices, by Stages of Implementation; and (4) Infographic: MTSS Implementation: What does it take? [For the evaluation brief of this report see ED559728.]
Reforming Developmental Education to Better Support Students' Postsecondary Success in the Common Core Era. Core to College Evaluation. Policy Brief
Author: Bracco, Kathy Reeves
Date: 2015-06-00
Type: Reports - Evaluative
Subjects: Developmental Studies Programs,Remedial Programs,College Readiness,Student Placement,State Standards,Academic Standards,Educational Change,Community Colleges,Curriculum Development,Two Year College Students

When students first enroll in college, they are required to demonstrate readiness for college-level work. Course placement depends on standardized assessments, and students who do not attain a satisfactory score are typically assigned to developmental (e.g. remedial) education courses. The theory behind this approach has been that remedial education will help these students succeed in credit-bearing courses at a later date. However, these courses may not always be effective in helping students achieve success. For example, college completion rates are particularly low among students who are required to take developmental coursework. Accordingly, policymakers and practitioners have begun questioning the effectiveness of current developmental education systems, the process for assessing students and placing them in developmental courses based on the assessments, and the design and makeup of the courses themselves. This brief, written by Kathy Reeves Bracco and WestEd's Kim Austin, Daniel Bugler, and Neal Finkelstein, examines two states' recent efforts to redesign their developmental education programs to support student success. A bibliography is provided. [Core to College: Preparing Students for College Readiness and Success is a three-year initiative funded by the Lumina Foundation, the William and Flora Hewlett Foundation, the Bill &amp; Melinda Gates Foundation, and the Carnegie Corporation of New York.]