ethanporcaro/eric-fulltext-meta huggingface dataset:
The Incompetence of School Leaders in the U.S. Special Education
Author: Bozkus, Kivanc
Date: 2013-04-00
Type: Journal Articles
Subjects: Instructional Leadership,Disabilities,Special Education,Governance,Educational Quality,Leadership Role,Inclusion,General Education,Laws,Leadership Training,Compliance (Legal),Educational Legislation,Equal Education,Federal Legislation

School leaders in the U.S. have difficulties providing students with disabilities with a quality education that complies with the needs of the children. Leaders' knowledge about including students with disabilities into general education settings consists of nothing but the legal requirements of the process. Leadership preparation programs' main concern is keeping leaders away from legal sanctions of incompliance with laws that govern special education. The aim of the study is to understand the reasons of this situation which often results in various problems and to propose recommendations to leaders in overcoming their incompetency. Through a literature review, problems are scrutinized, and the roles that leaders should embrace are defined.
The Level of Burnout Experienced by Teachers
Author: Bozkus, Kivanc
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Burnout,Foreign Countries,Teacher Attitudes,Gender Differences,Public School Teachers,Elementary School Teachers,Secondary School Teachers,Technical Education

In this research, which was conducted to determine burnout experienced by teachers working at public schools in Kütahya, Turkey data collected from 386 teachers were analyzed. Results indicate that almost half of teachers experience burnout. Great number of teachers feel tired at least occasionally. Female teachers feel tired more than their male counterparts. Male teachers feel trapped, worthless and unsuccessful more than their female colleagues. Teachers working at technical high schools experience burnout more than other teachers. Reduction of teacher workload, exploration of why teachers experience burnout and generating preventive measures from research findings were suggested.
Parallel Paths: Inclusive Special Education and Racial Desegregation
Author: Bozkus, Kivanc
Date: 2014-00-00
Type: Journal Articles
Subjects: Inclusion,Special Education,School Desegregation,Racial Integration,Disabilities,Mainstreaming,Educational Policy,Court Litigation,Desegregation Litigation,Educational Legislation,Elementary Secondary Education,Federal Legislation

The purpose of this study is to research the evolution of policy of integrating children with disabilities into the general education settings in the U.S., keystone events that shaped the fates of disabled children and outcomes of policy decisions. According to the direction that these purposes provide, this paper tries to answer these questions: (1) Is integration process of children with disabilities parallel to the racial integration? (2) Is the process perceived as separate from or similar to the racial desegregation by public and legislation? I first discuss vital policy decisions and court actions that pave the way for inclusive special education and racial desegregation. I then draw inferences from them to claim that the two paths, inclusive education and racial desegregation, have actually been parallel.
Relationship between Operational SAT® Essay Scores and College Performance: An Early Look at the Validity Evidence for the SAT Essay
Author: Marini, Jessica P.
Date: 2018-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Essay Tests,Scores,Academic Achievement,Test Validity,Evidence,College Freshmen,Grades (Scholastic),Grade Point Average,English Instruction,Writing (Composition)

College professors, administrators, admission officers, and other higher education leaders expect students to arrive at college ready and able to write, as it is among the most critical skills for college success. Knowing when writing is a weakness for a student and when additional instruction or support is needed is essential for advancing students on the path to success in college. Research has also shown that the amount of writing a student does for a course is linked to a student's level of engagement with that course and has a positive impact on measures of critical thinking. This paper presents the results of a small-scale validity study examining relationships between new Scholastic Assessment Test (SAT) Essay scores and first-semester grades in English and writing courses, as well as first-year grade point average (FYGPA) in college. The sample includes more than 4,500 first-year students across 10 four-year institutions. Results show that there is a positive relationship between the three SAT Essay score dimensions and both first-semester English and writing course grades and FYGPA. These findings provide support for institutions using or considering the use of SAT Essay scores for admission, placement, or advising.
Scientific Production in Children&apos;s Literature through the Web of Science
Author: Haba-Osca, Julia
Date: 2018-00-00
Type: Journal Articles
Subjects: Childrens Literature,Journal Articles,Scientific Research,Teaching Methods,Educational Research,Periodicals,Second Languages

Children's literature has raised the interest of different disciplines and has strongly emerged not only in society but also in school and university curricula. This paper aims to analyse production in children's literature and determine the discipline's scientific activity published in international scientific journals indexed in the Web of Science. A total of 1,558 papers published in 474 journals were retrieved. The results show an increase in the number of papers on children's literature over time. Document typology was highly diverse, scientific articles and book reviews accounting for more than 85% of the total production. &quot;Lion and the Unicorn,&quot; &quot;Children's Literature in Education,&quot; and &quot;International Research in Children's Literature&quot; were the journals with the highest production. The journals analysed were classified under 96 different subject categories, &quot;Literature and Educational research&quot; being the areas with the largest number of publications.
Mandarin Speakers&apos; Perception of Accented L2-English: The Effects of Accent, Linguistic Experience, and L2 Proficiency
Author: Li, Ying
Date: 2018-00-00
Type: Journal Articles
Subjects: Childrens Literature,Second Language Learning,Second Language Instruction,Pronunciation,Phonology,Language Variation,Mandarin Chinese,Native Speakers,English (Second Language),Language Proficiency,Sentence Structure,Familiarity,Sino Tibetan Languages,Thai,English,Auditory Stimuli,Auditory Perception,College Students,Foreign Countries

In much previous research, language listeners were found to perform differently when listening to a second language (L2) spoken in foreign/native accents. Influential factors have not been ascertained. This study aimed to gain new insights into this issue. 82 Mandarin speakers of different L2 (English) proficiency and different degrees of familiarity with Cantonese, Thai, and Yorkshire accent participated in the study. The stimuli were 40 English sentences with a noun as the last word (stimulus word). The stimulus words were gated with gate 0 revealing no phonological information, gate 1 displaying the first 40 &quot;ms&quot; of it, gate 2 having an additional 40 &quot;ms,&quot; etc., accumulating until the end of the word was revealed. The sentences were spoken in the accent of Mandarin, Yorkshire, Cantonese, and Thai. The participants were asked to write down the stimulus words each time after they heard a gated sentence. The results indicated that the participants required significantly less phonological information to correctly recognize the stimuli spoken in their own and Yorkshire accent than in Thai and Cantonese accent. Moreover, the participants' degree of familiarity with the accents and their L2-English proficiency both had a significant effect on their perceptual performance.
Turkish Pre-Service EFL Teachers&apos; Views on Integrating Various Literary Genres in Teaching English
Author: Zeybek, Gülin
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Literary Genres,Second Language Instruction,English (Second Language),Reflective Teaching,Educational Benefits,Barriers,Psychological Patterns,Reading Material Selection

The aim of this qualitative study was to have a deeper understanding of Turkish pre-service EFL teachers' views on integrating short stories, poems, plays and novels in English language teaching. In this light, the researcher tried to find answers to the research question through students' reflections written after their practice teaching presentations in one of their 3rd year courses. The results were analyzed through content analysis and emerging codes were categorized under themes and sub-themes. This coding process was done by two experienced researchers in the field of English Language Teaching in order to enhance the credibility and trustworthiness of the results. The findings revealed four main categories: teacher feelings, problems in using literature, advantages of using literature and suggestions for using literature in ELT. Among all four genres, the pre-service teachers stated more negative feelings, problems and suggestions, and fewer advantages for using novel in teaching English. Furthermore, students in all genre groups indicated they enjoyed using literary texts in their presentations, and suggested choosing appropriate texts for language learners, giving background information about those texts and combining teaching language structures with literature in classroom activities.
The Relationship between EFL Instructors&apos; Emotional Intelligence and Learners&apos; Academic Achievement
Author: Pourbahram, Roghayeh
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),English Teachers,Emotional Intelligence,Academic Achievement,Teacher Burnout,Teacher Motivation

With the growing interest in studying people's emotional information to guide thinking and behavior, the present study aimed at examining the emotional intelligence of EFL instructors and to find possible relations of instructors' emotional intelligence and their corresponding students' academic achievement. To this end, 20 EFL instructors were randomly selected from an Iranian language center (Academic Center for Education, Culture, and Research) and were asked to fill in the Bar-On EQ questionnaire, to be able to measure their emotional intelligence. In addition, 515 EFL students also participated in the study and their final exam score was used as an indication of their achievement level. SPSS (Statistical Package for Social sciences, version 21) was utilized to analyze the data and Pearson Correlation Coefficient was used to determine if a relationship could be proven between the two variables. Conclusions and pedagogical implications are discussed at the end.
Impact of Internet Supported Dental Education: Initial Outcomes in a Study Sample
Author: Sarsar, Firat
Date: 2016-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Internet,Online Courses,Dentistry,Medical Students,Medical Education,Dental Schools,Problem Based Learning,Electronic Learning,Student Attitudes,Course Evaluation,Student Satisfaction,Student Evaluation of Teacher Performance,Educational Environment,Instructional Materials,Academic Achievement

The aim of this preliminary mixed method study was to understand dental students' thoughts on internet supported learning environment (ISLE) and to investigate its' impact on their academic success. The research was designed to enroll the students from the 7th semester of School of Dentistry. The lecturer taught dental students for four hours (within four weeks) on the topics of &quot;anamnesis, extraoral and intraoral examination.&quot; Voluntary twenty-four students participated actively to the ISLE. During the evaluation phase, data were collected by using open-ended questionnaire, instructor's observation, students' evaluation forms and exam results. According to the Open-ended questionnaire, 90% of the participating students mentioned e-learning experience positively affected their success; 55% of the students stated that dental courses can be taught online. According to students' evaluation form, the highest mean score was granted to the instructor of the course (4.6/5), followed by the learning environment (4.1/5) and the materials (3.7/5). There was a significant difference between the grades granted to the instructor and materials; students thought the instructor was more important than the teaching materials (p&lt;0.05). It was concluded that ISLE supported by PBL increased the students' satisfaction, positive learning environment and academic success.
Cultural Adjustment Experiences Saudi Women International Graduate Students Studying First Time in a Mixed-Gender Environment at a United States University
Author: Young, Barbara
Date: 2017-06-00
Type: Journal Articles
Subjects: Student Adjustment,Arabs,Females,Graduate Students,Coeducation,Student Attitudes,Cultural Differences,Muslims,Foreign Students,Acculturation,Stress Variables,English (Second Language),Language Proficiency,Self Concept,Educational Experience,Foreign Countries

The qualitative study investigated the cultural adjustment experiences of Saudi Women International Graduate Students studying for the first time in a mixed-gender environment in the United States. Questions for the study invited the Saudi women to share prior expectations about coming to study in the United States compared to the reality of their experiences as international students. They discussed what they most and least enjoyed about studying and living in the US cultural differences, acculturative stress, and cultural adjustment at different time periods, English proficiency, social support, and communication/relationships with Americans. Themes emerged from the qualitative data analysis coding process that indicated their acculturation process within the psychosocial and academic contexts was most impacted by the significant influence that the female student's cultural identity had on the experience of being in a non-segregated, mixed-gender social and academic environment for the first time.
Unpacking Instructional Alignment: The Influence of Teachers&apos; Use of Assessment Data on Instruction
Author: Abrams, Lisa
Date: 2016-00-00
Type: Journal Articles
Subjects: Alignment (Education),Elementary School Teachers,Evaluation Methods,Evaluation Utilization,Evidence Based Practice,Focus Groups,Influences,Information Sources,Instructional Effectiveness,Instructional Improvement,Interviews,Middle School Teachers,Qualitative Research,School Culture,Teacher Surveys,Use Studies

The use of assessment data to inform instruction is an important component of a comprehensive standards-based assessment programme. Examining teachers' data use for instruction can reveal the extent to which instruction is aligned with established content standards and assessment. This paper describes results of a qualitative study of teachers' data use in a mid-Atlantic metropolitan area in the United States. Focus group interviews with 60 upper elementary and middle school teachers from 45 schools were conducted. Findings indicate teachers aligned instruction and assessments with the state curriculum with the goal of improving student performance. While teachers found day-to-day informal assessments essential to shaping instruction, periodic formal assessments helped them monitor student progress and remediation efforts. Teachers described challenges associated with the misalignment of periodic assessments with instructional content, the breadth of content and higher cognitive demand expected in the newer state curriculum and the lack of infrastructure to support data use. [This article was published in &quot;Perspectives in Education&quot; (EJ1130896).]
Why Do Students Get Good Grades, or Bad Ones? The Influence of The Teacher, Class, School, and Student. Working Paper
Author: Allensworth, Elaine M.
Date: 2018-04-00
Type: Reports - Research
Subjects: High School Students,Academic Achievement,Grades (Scholastic),Grade Point Average,Teacher Influence,Secondary School Teachers,Racial Differences,Gender Differences,Individual Differences,Attendance Patterns,Scores,Institutional Characteristics,Classroom Environment,Socioeconomic Status,Student Characteristics,Courses

High school course grades are a primary source of information about students' academic readiness, yet they are often viewed as inconsistent measures of student achievement-- influenced by idiosyncratic practices across schools and teachers, systematic differences in course content and structure, compositional effects of peers, and student demographics. Prior research has not quantified the extent of this variation relative to the influence of students' academic skills and effort, or examined multiple sources of influence simultaneously. This study employed cross-classified random-effects models with a dataset of 2.1 million grade records from 125,223 students and 11,000 teachers at 118 schools to identify sources of variation in students' grades. Grades varied based on which teacher students had for a given class and the conditions of the class (course subject, classroom peer achievement, time of day, class size and term). There were systematic differences in course grades by race and gender, even among students taking the same classes under the same conditions with the same test scores and attendance in the course. However, students' effort and skills, measured through attendance and test scores, dwarfed other sources of variation. Within- and between-student variation in attendance across classes also explained a substantial portion of variation by teacher, school and course conditions. Rather than finding large unexplained differences in grades based on which school a student attended, or which teacher they had, we found observable factors systematically explained differences in the grades that students received, particularly in students' aggregate grade point averages.
Study of Enhanced College Advising in Upward Bound: Impacts on Steps toward College. NCEE 2019-4002
Author: Martinez, Alina
Date: 2018-10-00
Type: Reports - Research
Subjects: Low Income Students,First Generation College Students,College Choice,Academic Persistence,Academic Advising,Program Effectiveness,Selective Admission,Student Characteristics,Institutional Characteristics,Socioeconomic Status,College Applicants,Student Attitudes,Educational Quality,Student Financial Aid,Disadvantaged Youth,College Bound Students,College Readiness,High School Seniors,College Entrance Examinations,Federal Programs,Student Personnel Services,Academic Support Services,Two Year Colleges,Racial Differences,Ethnicity,Family Characteristics,Gender Differences,Grade Point Average

The U.S. Department of Education tested a set of promising, low-cost advising strategies, called &quot;Find the Fit,&quot; designed to help low-income and &quot;first generation&quot; students enrolled in the Department's Upward Bound program choose more selective colleges and stay in until they complete a degree. About 200 Upward Bound projects with 4,500 seniors agreed to participate. The projects were randomly assigned to receive &quot;Find the Fit&quot; to supplement their regular college advising (treatment group) or to offer their regular advising (control group). This first of three reports looks at &quot;Find the Fit's&quot; effects on students' steps toward enrolling in a more selective college. The study found that the enhanced advising increased the number and selectivity of colleges to which students applied. [For the study snapshot, &quot;Study of Enhanced College Advising in Upward Bound: Impacts on Steps toward College. Study Snapshot. NCEE 2019-4002,&quot; see ED588785. For the study highlights, &quot;Study of Enhanced College Advising in Upward Bound: Impacts on Steps toward College. Study Highlights. NCEE 2019-4002,&quot; see ED588786.]
Preparedness of Interns for Hospital Practice before and after an Orientation Programme
Author: Zayapragassarazan, Z.
Date: 2017-00-00
Type: Journal Articles
Subjects: Hospitals,Graduate Medical Education,Program Design,Medical Students,Comparative Analysis,Program Descriptions,Program Effectiveness,Orientation,Foreign Countries

Appropriately designed educational programmes would help medical students gain confidence and mitigate fears of internship. The aim of this pilot study is to compare the preparedness of interns for hospital practice before and after attending a two-day &quot;Interns Orientation Programme.&quot; A small batch of interns in a tertiary care teaching hospital were administered with &quot;Interns Preparedness for Hospital Practice&quot; questionnaire before and after a two-day orientation programme and the results were compared. The difference in the mean scores of the preparedness for hospital practice in the chosen areas of orientation programme among all the interns were found to be higher and hence the overall preparedness of the interns after the orientation programme was found to be higher which was statistically significant (P&lt;0.001). Assessing the preparedness of interns will help the medical schools to develop necessary training strategies to prepare the interns mentally and professionally ready for hospital practice during their internship. Appropriate selection of content areas for preparing the interns and mode of training them is also essential before they take up their internship.
Michigan Achieves: Becoming a Top Ten Education State. State of Michigan Education Report, 2015
Author: Lenhoff, Sarah W.
Date: 2015-05-19
Type: Reports - Evaluative
Subjects: Educational Improvement,Teaching Methods,Educational Equity (Finance),School District Wealth,Poverty,Teacher Salaries,Disadvantaged Schools,Strategic Planning,Reading Achievement,Administrator Attitudes,Statewide Planning,Achievement Gap,National Competency Tests,Grade 4,Elementary School Students,Educational Change,Comparative Analysis

This report takes a closer look at not just student learning, but also the quality of school conditions that support that learning. There, too, Michigan has troubling weak spots. The state currently ranks 42nd of 47 for funding equity, meaning Michigan has some of the biggest gaps in resources between high-poverty and low-poverty school districts. Similar gaps are seen in how well teachers in Michigan, who have some of the most important jobs in America, are paid in high-poverty schools. This report also launches a new initiative -- Michigan Achieves -- to make Michigan a top ten education state. It lays out an ambitious vision and roadmap for making Michigan a top ten education state by 2030, starting with what is essential for success in life and school: making sure all Michigan children read well by third grade. This work is based on three years of study of leading states' efforts to improve their teaching and learning levels, including extensive analysis of national data; interviews with leaders who have been key to those states' success; and The Education Trust's 25 years of experience working in dozens of states. [For &quot;Stalled to Soaring: Michigan's Path to Educational Recovery. State of Michigan Education Report, 2014,&quot; see ED588792.]