ethanporcaro/eric-fulltext-meta huggingface dataset:
Pragmatic Analysis of Written Directives in English Examinations
Author: Delute, Regina Chriscel S.
Date: 2019-05-31
Type: Journal Articles
Subjects: Pragmatics,English (Second Language),Second Language Learning,Second Language Instruction,Speech Acts,Language Tests,Majors (Students),Universities,Classification,Power Structure,Written Language,Undergraduate Students,Foreign Countries,Teacher Education Programs,Performance Based Assessment,Guidelines,Test Construction

The study analyzed the directives in the English major examinations collated from Batangas State University. It covered the instructors extent of use of examination types. At the end of the study, a set of guidelines in the construction of directions was proposed. The descriptive method of research was utilized with the questionnaire as the main data gathering instrument. To get the pragmatic implications, the qualitative method was employed in analyzing the forms of directives under the lenses of Searle's Speech Acts, Hyland's Classification of Directives, indices of power, and directness. The results revealed that there were 97 forms of directives embedded in the tests with &quot;write,&quot; &quot;read,&quot; and &quot;identify&quot; as the top three most frequently used. In terms of power and directness, most directives were deemed firm and moderately direct. Using Hyland's classification, the majority of the directives fell under cognitive acts, followed by the physical acts.
The Private School Teacher Skills Gap: What K-12 Private School Educators Know and What They Need to Know
Author: McShane, Michael Q.
Date: 2019-02-00
Type: Reports - Research
Subjects: Private Schools,Elementary Secondary Education,Elementary School Teachers,Secondary School Teachers,Teaching Skills,Teacher Effectiveness,Teacher Attitudes,Preservice Teacher Education,On the Job Training,Faculty Development,Public Schools,Inservice Teacher Education,Beginning Teachers,Beginning Principals

Leaders in the business community often talk about the &quot;skills gap,&quot; the gap between the skills needed for good jobs in the economy and the skills that prospective employees possess. Though there is debate as to whether or not such a gap actually exists, the idea of the &quot;skills gap&quot; can be a helpful way to frame instances where recent graduates realize that their preparation might not have been as complete as they would have liked. A &quot;skills gap&quot; appears to exist in private schooling in America. Based on a survey of private school teachers and leaders in three states, a large number identified important skills that they had to learn on the job. As it turns out, there is significant overlap between the skills necessary to be successful teaching and leading in private schools and in public schools--the sector toward which most teacher and leader preparation programs gear their training--but still there are unique skills that private school teachers and leaders need that they are not receiving in their training. This paper set out to understand the needs of private school teachers and leaders by surveying them. In total, 447 private school employees (281 teachers and 166 administrators) from three states responded to a detailed survey asking them specific questions about the skills and dispositions needed to be successful in a private school and whether they felt adequately prepared in them. Interestingly, 230 of those teachers and leaders had also taught in or led a traditional public school, which allowed for comparison between the two environments.
Are Choice Schools Safe Schools? A Cross-Sector Analysis of K-12 Safety Policies and School Climates in Indiana. Working Paper 2019-2
Author: DeAngelis, Corey A.
Date: 2019-04-03
Type: Reports - Research
Subjects: Private Schools,School Safety,School Choice,Charter Schools,School Security,Suspension,Expulsion,Dress Codes,School Policy,Public Schools,Bullying,Student Behavior,Behavior Problems,Teacher Student Relationship,Juvenile Gangs,Racial Relations,Elementary Secondary Education,Crime,Vandalism,Drinking,Drug Use,Weapons,Institutional Characteristics

Are private schools safer than public schools? Do they use the same security procedures? Do they suspend or expel students at a higher rate? Do private schools that participate in school choice programs report the same safety issues as private schools that do not participate in school choice programs? How does charter school safety compare to traditional public school safety? This report seeks to rigorously address these questions--and more--by collecting data from 618 school leaders across Indiana. We used their responses to empirically examine the relationship between private schooling and the presence of safety-related practices such as building access, security cameras, wearing of badges or picture IDs and more.
The 123s of School Choice: What the Research Says about Private School Choice Programs in America. 2019 Edition
Author: EdChoice
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: School Choice,Private Schools,School Effectiveness,Educational Benefits,Scores,Parent Attitudes,Satisfaction,Educational Attainment,Academic Achievement,Educational Vouchers,Scholarships,Outcomes of Education,Public Schools,Civics,Values,Racial Integration,School Desegregation,Educational Finance,Retrenchment

Researchers from across the country have published more than 140 empirical studies on the effectiveness of private school choice programs. This report is the first edition of &quot;The 123s of School Choice,&quot; an in-depth review of available research on private school choice programs in America. The first set of outcomes reviewed--private school choice program participant test scores, program participant attainment, and parent satisfaction--are studies of the personal benefits that families can gain from participating in private school choice programs. The second set of outcomes reviewed--public school students' test scores, civic values and practices, racial/ethnic integration, and fiscal effects--are studies of the benefits that communities and society can gain from these programs. [The following people contributed to this report: Andrew D. Catt, Paul DiPerna, Martin F. Lueken, Michael Q. McShane, and Michael Shaw.]
Proceedings of the 2018 Annual Meeting of the Canadian Mathematics Education Study Group = Actes de la Rencontre Annuelle 2018 du Groupe Canadien d&apos;Étude en Didactique des Mathématiques (42nd, Squamish, British Columbia, Canada, June 1-5, 2018)
Author: Holm, Jennifer, Ed.
Date: 2019-05-00
Type: Collected Works - Proceedings
Subjects: Mathematics Education,Mathematics Teachers,Teaching Methods,Interdisciplinary Approach,Preservice Teacher Education,Secondary School Mathematics,Foreign Policy,Play,Robotics,Student Interests,Grandparents,Numbers,Educational Environment,Educational Technology,Theories,Educational Research,College Mathematics,Foreign Countries,Knowledge Level,Educational Objectives,High School Students,Comprehension,Mathematical Concepts,Mathematical Models,Writing Across the Curriculum,Equations (Mathematics),Equal Education,Teacher Education,Technology Uses in Education,Geometry,Communities of Practice,Beginning Teachers,Mathematical Logic,Autism,Pervasive Developmental Disorders,Adults,Validity,Performance Based Assessment,Coding,Elementary Secondary Education,Relevance (Education),Figurative Language,Creativity,Mathematics Achievement,Indigenous Knowledge,Culturally Relevant Education,Professional Development,Graduate Students,College Faculty,Undergraduate Students,Student Empowerment,Programming,Professional Personnel,Elementary School Mathematics,Networks,Statistics,Concept Formation

In June 2018 the Canadian Mathematics Education Study Group/Groupe Canadien d'étude en didactique des mathématiques (CMESG/GCEDM) held its 42nd meeting in the idyllic setting of Squamish, British Columbia. This meeting marked the first time CMESG/GCEDM had been in British Columbia since 2010 and the first time it had been held at Quest University. Among the more than 150 attendees were 35 teachers, 17 of whom had been funded by the British Columbia Association of Mathematics Teachers (BCAMT) and the Pacific Institute for Mathematical Sciences (PIMS) to attend the meeting. The meeting featured a scientific program organized into five working groups, six topic sessions, eight new PhD presentations, 16 gallery walk presentations, and six Ad Hoc sessions. Thirty-four papers are included in these proceedings--two are written in French, four are provided in both French and English, and the remainder are written in English. [For the 2017 proceedings, see ED589990.]
2018 West Virginia Early &amp; Elementary Learning Spotlight
Author: West Virginia Department of Education
Date: 2018-12-00
Type: Reports - Descriptive
Subjects: Emergent Literacy,Achievement Gap,Reading Programs,State Policy,Statewide Planning,Summative Evaluation,Reading Achievement,Young Children,Elementary School Students,Childrens Literature,Books,Extended School Year,Summer Programs,School Readiness,Preschool Children,Educational Quality,Benchmarking

Based on current research and preliminary results provided by the National Institute for Early Education Research (NIEER) regarding the West Virginia Early Learning Longitudinal Study, the West Virginia Department of Education (WVDE) Office of Early &amp; Elementary has reviewed the NIEER and other forms of data to make a concerted action plan. This brief document presents WVDE's 2018-19 action plan response detailing six recommendations. Additionally, statistics are highlighted relating to closing the third grade literacy achievement gap in West Virginia, extended-year learning, Dolly Parton's Imagination Library, and school readiness. [For &quot;2017 West Virginia Early Learning Spotlight,&quot; see ED591553.]
NMC Technology Outlook: Cooperative Extension 2016-2021. A Horizon Project Sector Report
Author: Freeman, A.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Technology Uses in Education,Technological Advancement,Extension Education,Educational Innovation,Educational Trends,Barriers,Shared Resources and Services,Electronic Learning,Handheld Devices,Social Media,Computer Peripherals,Printed Materials,Data Collection,Aviation Technology,Geographic Information Systems,Internet,Robotics,Photography,Computer Simulation,Assistive Technology

The &quot;NMC Technology Outlook for Cooperative Extension 2016-2021: A Horizon Project Sector Report&quot; reflects a collaborative research effort between the New Media Consortium (NMC), the eXtension Foundation, and the Innovation Task Force of the Extension Committee on Organization and Policy (ECOP), the representative governing body of Cooperative Extension nationwide, to inform Cooperative Extension leaders and decision-makers about significant developments in technologies supporting innovation and learning across the field. The three key sections of this report constitute a reference and straightforward technology planning guide for Cooperative Extension directors and administrators, educators, agents, faculty, staff, campus leaders, policymakers, and technologists. It is our hope that this research will help to inform the choices that institutions are making about technology to improve, support, or extend teaching, learning, and creative inquiry in Cooperative Extension programs. To view the work and expert panel that produced the report, visit the project wiki. [This report is a collaboration between the New Media Consortium, eXtension Foundation, and ECOP Innovation Task Force.]
New Rules: Policies to Strengthen and Scale the Game Changers
Author: Complete College America
Date: 2016-11-00
Type: Guides - Non-Classroom
Subjects: Higher Education,Educational Change,Graduation,College Credits,Time to Degree,Remedial Instruction,Academic Support Services,College Mathematics,Block Scheduling,Nontraditional Students,College Students,Course Selection (Students),Academic Advising,Outcomes of Education,Educational Finance,Data Use,Community Colleges,Educational Policy

Higher education often operates under old rules -- rules that continue despite an increasingly diverse student population and improved understanding of human behavior and choice. Under these old rules, fewer than half of students graduate on time, if at all, and troubling equity gaps exist based on income, race, and ethnicity. It is time for new rules -- rules designed for big change, not marginal improvement. This resource will help policymakers: (1) Set the conditions for change using money and metrics to improve college outcomes; and (2) Scale and strengthen the Game Changer strategies with tools designed to help policymakers: Listen -- Understand the context, know the key facts, and ask the right questions; and Lead -- Enact model policies using the detailed policy language, talking points, expected questions, and other advice Complete College America (CCA) provides. Sections include: (1) Policy and Pitfalls; (2) Money and Metrics; (3) 15 to Finish; (4) Corequisite Remediation; (5) Math Pathways; (6) Structured Schedules; and (7) Guided Pathways to Success.
Nature Relatedness of Pre-Service Teachers
Author: Karakaya, Ferhat
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Gender Differences,Elementary School Teachers,Foreign Countries,Educational Background,Science Teachers,Group Membership,Student Attitudes,Environmental Education,Environment,Correlation,Teacher Education Programs

In this research, it was aimed to determine the nature relatedness of pre-service primary school and science teachers regarding various variables. &quot;Nature Relatedness Scale (NRS)&quot;, developed by Nisbet, Zelenski and Murphy (2009) and adapted to Turkish and analyzed, terms of validity by Çakir, Kararslan , Sahin and Ertenpinar (2015), was used as data collection instrument. The research was carried out with 363 pre-service teachers in Kahramanmaras Sütçü Imam University in the academic year of 2015-2016. The relational screening model was used in the research, in which and, statistical significance of the obtained data was determined through independent t test, one-way variance analysis Kruskal-Wallis analysis and Tukey meaningfulness tests. Research findings have indicated a; difference among the participants' nature relatedness in relation to gender, education, and grade level. However, no significant was difference found between having taken the environment lesson, membership to natural organizations, participation in natural activities nature relatedness of pre-service teachers.
Teacher-Student Relationships: The Impact on High School Students
Author: Agyekum, Shadrack
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,High School Students,Academic Achievement,Student Behavior,Student Attitudes,Negative Attitudes,Positive Attitudes,Discipline,Classroom Techniques,Self Efficacy,Teacher Effectiveness

Teacher-student relationship is one of the factors that promotes students learning. Positive interaction creates peaceful environment, but negative interaction leads to instability. Teacher's positive relationship helps to promote student's academic growth. Teachers who emphasize positive aspect of students rather than negative aspect helps the students to be more forthcoming with positive behavior. An overemphasized negative students' attitude rather than praise leads to bad relation between instructors and students.
Pre-Service Science Teachers&apos; Perceptions of Self-Regulated Learning in Physics
Author: Cebesoy, Umran Betul
Date: 2013-01-00
Type: Journal Articles
Subjects: Physics,Science Teachers,Science Instruction,Preservice Teachers,Student Attitudes,Science Achievement,Case Studies,Metacognition,Foreign Countries,Learning Strategies,Questionnaires,Correlation,Self Efficacy,Gender Differences,Teacher Education Programs

The purpose of this study was to examine the effects of gender and academic achievement scores on pre-service science teachers' self-reported use of motivational strategies and learning strategies. The present study also investigated the relationship between motivational strategies and learning strategies. Data were collected by using Turkish version of Motivated Strategies for Learning Questionnaire (MSLQ) and personal information sheet during 2010-2011 spring semester. MSLQ which was originally developed as a self-report questionnaire, comprised of two main dimensions as motivation and learning strategies including 81 items with a 7 point-Likert scale format. The present study was designed as cross-sectional. A total 104 pre-service science teachers voluntarily participated in the study. Results revealed that pre-service science teachers who had higher academic achievement scores in physics, also had higher self-efficacy for learning beliefs. It was also found that there were no statistically significant mean differences among motivational beliefs, self-regulated learning variables with respect to gender. Lastly, the subdimensions in the motivational and learning strategies sections were found to be positively correlated as specified by the theory.
Seventh Grade Students&apos; Mathematical Difficulties in Force and Motion Unit
Author: Cebesoy, Umran Betul
Date: 2016-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Mathematics Instruction,Scientific Concepts,Difficulty Level,Error Patterns,Motion,Units of Study,Middle School Students,Student Attitudes,Teaching Methods,Foreign Countries,Science Tests,Scores,Grade 7

Integration of science and mathematics as well as with other disciplines is overarching goal of science education. In spite of its importance, teachers have concerns about mathematical difficulties that their students encounter during their teaching. One of the most common subjects that students have mathematical difficulties was reported as physics. With this regard, the present study is aimed to investigate seventh grade students' mathematical errors in a physics related subject, specifically force and motion unit. We collected data from 129 seventh grade middle school students which were chosen conveniently throughout an open-ended questionnaire. The findings revealed that the students encountered difficulties in ratio and proportion and conversion of units, topics as well as ordering numbers while answering the questions in this unit. Implication for science courses was discussed.
Executive Order to Protect Free Speech on Campus Recognizes Ongoing Challenge. Issue Brief No. 4942
Author: Butcher, Jonathan
Date: 2019-03-27
Type: Reports - Descriptive
Subjects: Freedom of Speech,College Students,College Environment,Higher Education,Government Role,Federal Government,School Policy

The White House released an executive order to protect free speech on college campuses, appropriately highlighting the issue of ongoing threats to expression in the ivory tower. The President and his Administration exercised restraint with this order by directing federal agencies to stay within the bounds of existing law as the agencies implement the directive. Such restraint is welcome because new federal regulations run the risk of interfering with individual rights and making Washington a larger presence in Americans' everyday lives. Now the task remains for state lawmakers to use state proposals to protect free expression in public university systems. Policymakers in Arizona, North Carolina, Georgia, and Wisconsin have already adopted proposals that other states should follow. Key takeaways: (1) President Trump's executive order on campus free speech raises the profile of a critical issue; (2) The order directs agencies to stay within the bounds of existing law while protecting free expression; and (3) Policymakers in Arizona, North Carolina, Georgia, and Wisconsin have adopted proposals to protect speech that other state lawmakers should follow.
Latinos in Higher Education: Compilation of Fast Facts
Author: Excelencia in Education
Date: 2019-04-00
Type: Reports - Research
Subjects: Hispanic American Students,Higher Education,College Students,Paying for College,Institutional Characteristics,Academic Persistence,School Holding Power,College Transfer Students,Job Skills,Career Readiness,Labor Force Development,Student Characteristics,Males,Adult Students,Student Loan Programs,Grants,Federal Aid,Capacity Building,Graduation,Enrollment,Certification,Academic Degrees,Success

&quot;Excelencia&quot; in Education accelerates Latino student success in higher education to address the U.S. economy's need for a highly educated workforce for civic leadership. Policy must keep up with our country's changing demographics to serve students. This compilation includes fact sheets covering Excelencia's four policy priorities: affordability, institutional capacity, retention and transfer, and workforce preparation. In addition, the compilation covers the following topics: adult learners, enrollment and completion of Latinos in Puerto Rico, Hispanic-Serving Institutions (HSIs), and the top 25 institutions awarding degrees to Latinos at every degree level. [Compiled by Deborah A. Santiago, Julie Laurel, Janette Martinez, Claudia Bonilla, and Emily Labandera.]
Returning to the Intent of Government School Meals: Helping Students in Need. Backgrounder. No. 3399
Author: Butcher, Jonathan
Date: 2019-03-22
Type: Reports - Evaluative
Subjects: Lunch Programs,Student Needs,Low Income Students,Educational Policy,Eligibility,Federal Programs,Enrollment,Educational Legislation,Federal Legislation,Children,School Districts,Welfare Services,Advantaged,National Surveys,Public Agencies,Grants,Debt (Financial),Food,Poverty,Nutrition,Hunger,Identification,Taxes,Family Programs,Elementary School Students,Secondary School Students,Public Schools,Private Schools

The National School Lunch Program's (NSLP) original goal was to help students in need, but policy changes in the past decade have made students from middle-income and upper-income families eligible for federally funded school meals. The Community Eligibility Provision (CEP), an expansion of the NSLP enacted in 2010, effectively created a federal entitlement to school meals for all children, regardless of income, in certain areas. With more and more students eligible for and participating in the NSLP, more and more resources meant for students in need will be lost. If Washington wants to help students from low-income families, federal officials should repeal the CEP, and continue to use student-enrollment mechanisms, such as direct certification, to reduce errors in one of the nation's most error-prone federal systems.
Why a Federal Tax-Credit Scholarship Program Will Not Advance School Choice in America. Backgrounder. No. 3395
Author: Burke, Lindsey M.
Date: 2019-03-13
Type: Reports - Descriptive
Subjects: Tax Credits,Scholarships,School Choice,Elementary Secondary Education,Postsecondary Education,Federal Government,Educational Policy,Federal Aid,Private Schools,Federal Regulation,Barriers,State Government,Government Role

In March 2019, Senator Ted Cruz (R-TX) introduced a proposal to establish a new, nationwide federal tax-credit scholarship program. Representative Bradley Byrne (R-AL) introduced a companion proposal in the House. Although Congress' support of school choice is praiseworthy, a federal tax-credit scholarship program poses a threat to education choice in the states, and undermines the goal of a streamlined federal tax code. The federal government does not have the constitutional authority to create such a program, which would establish massive new federal spending and would likely subject private schools to future regulations from an Administration and Congress less friendly to education choice. State governments do have the constitutional authority to enact school choice policies, and have been the catalyst for the impressive growth in school choice over the past two decades in the United States.