ethanporcaro/eric-fulltext-meta huggingface dataset:
An Examination of the Effects of Children&apos;s Gender and Behavioral Problems on the Quality of Teacher-Children Relationships
Author: Koca, Fatih
Date: 2016-00-00
Type: Journal Articles
Subjects: Gender Differences,Behavior Problems,Teacher Student Relationship,Socialization,Child Behavior,Grade 1,Behavior Rating Scales,Interpersonal Relationship,Interpersonal Competence,Social Cognition,Student Adjustment,Likert Scales

The goal of the study was to examine and provide exploratory findings regarding the effects of child gender, gender socialization perspective, and child behavioral problems (i.e., internalizing and externalizing) on the quality of teacher-child relationship. Gender socialization perspective posits that girls tend to be more develop relationships characterized by emotional and physical closeness, whereas boys tend to be more focused on establishing conflictual or aggressive and have more extensive, activity-based relationships with other boys. The study was conducted using data from one first grade classroom teacher and fifteen first grade students in Edgelea Elementary School in Lafayette School District. The teacher was asked to complete the Student-Teacher Relationship Scale and the Social Skills Rating System-Behavioral Problems subscale. The study has revealed that girls had a closer and less conflictual relationship with their teacher as compared to boys and there was a strong negative correlation between the quality of teacher-child interaction and child's behavioral problems. Furthermore, the results of this study have partially supported the gender-socialization perspective.
Examination of the Skill Areas of Gifted Children Using WISC-R Intelligence Scale Scores
Author: Bildiren, Ahmet
Date: 2017-00-00
Type: Journal Articles
Subjects: Gifted,Scores,Elementary Secondary Education,Statistical Significance,Academic Ability,Intelligence Tests,Observation,Talent,Predictor Variables,Cohort Analysis,Intellectual Disciplines,Skill Analysis,Foreign Countries,Children

In this study, it was examined whether the WISC-R test scores of gifted children differ according to their area of special ability or not. The sample group of the study was selected from 5 different cities and was comprised of a total of 237 gifted children with 48,9% girls (n = 116) and 51,1% boys (n = 121). The class level of the children varies between 4th and 11th grades. One-way analysis of variance (ANOVA) was used to analyze whether there are statistically significant differences between the ability areas of gifted children or not according to their WISC-R intelligence scale scores. In case of a difference, post-hoc tests were carried out for determining the groups with the difference. The accepted level of significance was 0,05. Study results put forth that the intelligence scores of gifted children varied according to their individual ability areas of performance.
Understanding the Role of &quot;SES,&quot; Ethnicity, and Discipline Infractions in Students&apos; Standardized Test Scores
Author: Koca, Fatih
Date: 2017-00-00
Type: Journal Articles
Subjects: Standardized Tests,Ethnicity,Discipline,Socioeconomic Status,School Statistics,Correlation,Criterion Referenced Tests,Achievement Gap,Academic Standards,Racial Differences,Elementary Secondary Education,Scores,Performance Factors,Predictor Variables,Statistical Analysis

The goal of the current study is to examine the impact of students' social economic status, ethnicity, and discipline infractions on their standardized test scores in Indiana, the USA. Data from this study extracted from Indiana Department of Education. ISTEP is a criterion-referenced standardized test. It consists of items that assess a student's performance with respect to particular criteria that was established by the Indiana State Board of Education. Criterion-referenced test scores help us to understand where a student stands in relation to the cut scores based Indiana Academic Standards in English/Language Arts and Mathematics. In fact, the application of ISTEP might be helpful for schools to identify their students' strengths and weaknesses in these content areas. By doing so, they take necessary steps to plan appropriate instruction for students' academic development. However, the Indiana Department of Education's statistical data show that there was a statistically significant achievement gap between students. Accordingly, the current study findings point out that the effects of SES and Race varied among groups. Specifically, African-American students with low SES status had lower scores on ISTEP than their white peers did. In addition, a chi-square analysis showed that disproportionality among African American students appeared to be striking. Findings and educational implications are discussed.
Views of the Social Teacher Candidates about Light Pollution
Author: Polat, Suat
Date: 2017-00-00
Type: Journal Articles
Subjects: Light,Lighting,Pollution,Social Studies,Qualitative Research,Case Studies,Semi Structured Interviews,Environmental Influences,Environmental Education,Etiology,Prevention,Change Strategies,Preservice Teacher Education,Heat,Foreign Countries,Teacher Attitudes,Preservice Teachers

The purpose of this study is to determine the views of social studies of teacher candidates about light pollution. This research is designed by using qualitative research method. In the research, case studies--that is one of the qualitative research methods--is used. Case study is a kind of research that offers a rich perspective on analyzing the learning and management implications of what educators and students have gained through experiences they have gained. Maximum diversity sampling--one of the purposive sampling methods--was used. A total of 40 students from 1st, 2nd, 3rd, and 4th grades were included in the Social Studies Teaching Department of Agri Ibrahim Çeçen University Faculty of Education. A semi-structured interview form consisting of 6 open-ended questions developed by researchers was used to collect the data. After the questions that take place in the interview form were prepared, expert opinion was consulted. After the expert opinion was received, the questions were revised and piloted on 20 teacher candidates. Pilot application form was prepared and presented again to expert opinion. After receiving the feedback from the experts, the final form was given to the interview form and applied in the spring semester of 2016-2017 academic year. In the analysis of the data, a descriptive analysis method was used. As a result of the study, it was determined that social science teacher candidates generally have information about light pollution but having this information is not enough for some of them. Social Studies Teacher candidates have shown that pollution damages living and non-living assets in general and that light pollution is among pollution types. Excessive use of light among the causes of light pollution, lights overflowing from houses and buildings, and prospective teachers showing the absence of correct light use, have indicated that light pollution causes significant negative effects on both humans and the living and nonliving environment. Teacher candidates have expressed the opinion that people need to be conscious in order to reduce the effects of light pollution. It is remarkable that some teacher candidates should not have knowledge in this regard.
The Relationship between Component Skills and Writing Quality and Production across Developmental Levels: A Meta-Analysis of the Last 25 Years
Author: Kent, Shawn
Date: 2016-00-00
Type: Information Analyses
Subjects: Meta Analysis,Correlation,Writing Processes,Cognitive Processes,Writing Instruction,Writing (Composition),Handwriting,Spelling,Reading,Phonological Awareness,Decoding (Reading),Comprehension,Oral Language,Statistical Analysis,Writing Skills,Reading Writing Relationship,Elementary School Students,Student Writing Models

Theories of writing development posit several component skills as necessary to the writing process. This meta-analysis synthesizes the literature on the correlation between these proposed component skills and writing outcomes. Specifically, this study examines the bivariate relationship of handwriting fluency, spelling, reading, and oral language with students' quality of writing and writing production. Additionally, the extent to which such relationships are moderated by student grade level and type of learner is also investigated. The findings document that each of the component skills demonstrates a weak to moderate positive relationship to outcomes assessing writing quality (rs = 0.33-0.49) and the amount students write (rs = 0.20-0.48). Moderator analyses were generally not significant with the exception that the relationship between reading and writing production was significantly higher for students in the primary grades. The implications of these findings to current theories and future research are discussed. [This paper was published in &quot;Review of Educational Research&quot; v86 p570-601 2016 (EJ1100191).]
Writing Disposition of Student Convict and Prisoners Attending Distant Education Secondary Education School
Author: Altunkaya, Hatice
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Correctional Education,Institutionalized Persons,Correctional Institutions,Writing Skills,Distance Education,Writing Tests,Likert Scales,Student Characteristics,Criminals,Crime,Marital Status,Institutional Characteristics,Correlation,Statistical Analysis,Self Esteem,Academic Persistence,Age Differences,Secondary Education,Adult Students

The aim of the present study is to examine the writing disposition of convicts and prisoners in Silivri Penal Institution Compound who study at Open Education Secondary School based on various variables. In the present study, &quot;Writing Disposition Scale&quot; that includes 21 5-point Likert type items, developed by Piazza and Siebert (2008) and adapted to Turkish by Iseri and Ünal (2010), was used as the data collection tool. To conduct the study in survey model, approval of the Ministry of Justice General Directorate of Penal Institutions and Detention Houses Office of Adult Education was obtained and the scale was applied to a total of 350 students who were inmates at Silivri Penal Institutions nos. 1, 2, 3, 4, 5, 6, 7, 8, and Silivri Open Penal Institution. The data collected in the study, namely the writing dispositions of convicts and prisoners who attend Distant Education Secondary School, were analyzed with SPSS 22 software based on the variables of the type of offense, marital status, age, and the penal institution of the prisoner. Based on the findings of the present study, it was determined that there was no significant correlation between the students' writing disposition and marital status based on passion and continuity dimensions, and that the level of confidence of single individuals was higher than married individuals based on the dimension of confidence. There was no significant correlation between the writing disposition of the students and their age, penitentiary institution, and type of offense.
Building English Vocabulary through Roots, Prefixes and Suffixes
Author: Yurtbasi, Metin
Date: 2015-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Teaching Methods,Morphemes,Linguistic Borrowing,Semantics,Constructivism (Learning),Taxonomy,Definitions,Etymology,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Latin,Greek

Semantics, the study of the meaning of words, is the sum of the basic elements of four skills, namely, reading, writing, speaking and listening effectively. The knowledge of vocabulary words in lexico-semantics, on the other hand, is essential in every grade level, subject area and assessment for every student. In order to improve students' efficiency in the realm of learning and utilizing them in appropriate instances, we must give them means to decode unfamiliar words through such elements called &quot;affixes&quot; and &quot;roots&quot;. Based on theories of Constructivism and Bloom's Taxonomy, and in the context of teaching all components of a language and arts curriculum, teaching such common roots and affixes is an effective strategy that would secure them a rich vocabulary. This presentation will call attention to an alternative dimension to traditional vocabulary teaching based on giving definitions of words or eliciting or deducing meaning from context. According to this methodology, first an awareness is given to students that the English words are essentially borrowings from other languages mostly with Latin or Greek origins (roots) formed by additions to them by parts (affixes) attached to their front and end. So by guessing the meaning of unknown words by such elements, learners are assumed to grasp the idea of the whole word. This presentation will serve as an introduction to the issue of the nature and functions of word etymology with semantics and lexico-semantics in learning English vocabulary items both for learners and teachers alike. Keywords: semantics, lexico-semantics, affix, prefix, suffix, root.
Using English and French Proverbs as Comparative Pairs to Teach the Terminal Junctures
Author: Yurtbasi, Metin
Date: 2013-00-00
Type: Journal Articles
Subjects: French,Suprasegmentals,Second Language Learning,Second Language Instruction,Proverbs,Instructional Innovation,Teaching Methods,Native Language,Phonemes,Intonation,English (Second Language),Metalinguistics,Foreign Countries,Contrastive Linguistics

Junctures are pauses used in speech separating thought-groups from one another in order to give the listener time to digest the utterance to signal the end. Where junctures are present, hearers find it easier to understand what is said as they are able to discern the individual words between such verbal breaks. Junctures being universal suprasegmental features in all languages, learners of foreign languages should also be made aware of their existence and importance while trying to capture the skill of conveying their oral messages intelligibly. In an innovative approach to teach the three forms of junctures, namely, the sustained junctures (short or long pauses in sentences), the falling junctures (pauses after statements) and the rising junctures (pauses after questions) could be demonstrated in a &quot;comparative pairs technique&quot;. This technique may involve the matching of some famous proverbs common in both languages (the source and the target languages, i.e. L1 vs. L2) to prove the universality of such suprasegmental elements. For instance, &quot;the sustained juncture&quot; could be taught using such a match as &quot;Friends--may meet--but mountains--never greet--&quot; vs. &quot;Il n'y a que les montagnes--qui ne se rencontrent jamais--&quot; As an example of a &quot;falling juncture&quot;, another identical proverb-pair such as: &quot;Rome wasn't built--in a day/&quot;vs. &quot;Paris ne s'est pas fait en un jour /&quot; could be given. And finally for &quot;the rising juncture&quot; yet another pair in the question form this time could be used: &quot;Which--came first--the chicken--or the egg--/Qui est venu en premier--la poule--ou l'oeuf/&quot; Thus, in this presentation, the functions of the terminal junctures will be shown both through English and French proverb examples as suprasegmental phonemes in the intonation of English. We often encounter the challenge of teaching suprasegmentals to foreign language students in Turkey as a serious problem. So comparing identical proverbs while teaching students junctures could increase their awareness of such a feature of oral communication and thus allow them express themselves more clearly and understandably. Keywords: Juncture, Sustained juncture, Falling juncture, Rising juncture, Suprasegmental, Pauses.
The Development of the Written Expression Skills of a First Grade Student at Home, School and University Program: A Case Study
Author: Tavsanli, Omer Faruk
Date: 2017-04-00
Type: Journal Articles
Subjects: Writing Skills,Grade 1,Emergent Literacy,Family Programs,Process Approach (Writing),Qualitative Research,Case Studies,Interviews,Observation,Teaching Methods,Parent Attitudes,Teacher Attitudes,Student Attitudes,Student Writing Models,Educational Environment,Foreign Countries,Statistical Analysis

The purpose of this study is to examine the effect of a first grade student's writing at home, school, and university program on her written expression skills. In the research, all the student's writing was on subjects that she was interested in or ones she chose to write about from her lived experiences or familiar events. A case study method was used to analyze the pictures and literacy experiences. The study showed that the student's literacy skills had developed at an advanced level. Besides the process-based teaching program used at the school, the parents' habit of reading books to the student and encouraging her to make pictures of interesting events experienced during the preschool period also contributed to development of the written expression skills at an advanced level. The results of the research pointed out that literacy education should be perceived as a whole and that children should experience activities that support the development of literacy from early childhood.
Idaho&apos;s Educator Landscape: How Is the State&apos;s Teacher Workforce Responding to Its Students&apos; Needs?
Author: Hanson, Havala
Date: 2018-01-00
Type: Reports - Research
Subjects: School Districts,Teacher Shortage,Teacher Qualifications,Teacher Persistence,Faculty Mobility,Teaching Experience,Teacher Recruitment,Teacher Salaries,Career Development,Enrollment Trends,Trend Analysis,Student Needs,English Language Learners,Teacher Education Programs,Disadvantaged Schools,Elementary School Students,Secondary School Students,Elementary School Teachers,Secondary School Teachers,Economically Disadvantaged,Beginning Teachers,Institutional Characteristics,Alternative Teacher Certification,Educational Policy,Language Arts,Mathematics Achievement,Teaching Conditions,Statistical Data,Special Education,Data Analysis,Teacher Certification,State Boards of Education,Educational Trends

Many school districts in the United States are facing severe teacher shortages (Bordonaro, 2017; Palmer, 2017; Seattle Pacific University, 2017; Whaley, 2017). In several states--including Idaho--the difficulty of hiring qualified candidates has expanded beyond historical high-need content areas such as special education and mathematics to include English language arts and elementary education (Cross, 2017). Several factors are contributing to these shortages, including an aging workforce, decreased enrollment in teacher preparation programs, and persistently high attrition from the profession (Goldring, Taie, &amp; Riddles, 2014). In Idaho, schools struggling to fill vacancies increasingly hire less experienced and unlicensed teachers (Wootton, 2017). Meanwhile, local and state education agencies are exploring policies to support teacher recruitment and retention, such as a four-day school week or more robust salaries and a well-defined career ladder. Understanding how and where Idaho's teacher workforce has changed relative to the size and characteristics of its student population can inform state and local efforts to support teacher recruitment, development, and retention. To that end, this report describes statewide data from the 2011/12 through 2016/17 school years on changes in student enrollment and demographics, teacher preparation, the composition of the teacher workforce, and teacher turnover.
Linking vs. Juncturing Makes All the Difference in Conveying and Understanding the Meaning of an Utterance
Author: Yurtbasi, Metin
Date: 2016-10-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Oral Language,Suprasegmentals,Speech Communication,Language Rhythm,Phonology,Communication (Thought Transfer),Connected Discourse,Native Speakers,Comprehension,Intervals,Phonemes,Vowels,Intonation

An ability for a speaker to unite (link) words or to separate (break, juncture) them with a pause in his utterance gives him a special advantage to convey his intended meaning to his audience. If he knows where to unite his words and where to pause between them in speech he is better able to communicate with his listeners, and his words are carried through more clearly, accurately and intelligibility. As part of the study of speech melody (suprasegmental phonology) such elements as &quot;linkers&quot; and &quot;junctures&quot; function both as uniting and separating words in sentences in expressing the intended meaning within controlled-thought groups and understanding the messages of others. &quot;Linking&quot; is a process of connected speech to join words to each other. When words are connected to one another they are so united that they no longer sound the same as they are said individually. Then they have they their own unique, distinct characteristic meanings which they are recognizable as such by the native users of that language. When two related words are linked to one another naturally, two things occur: first the listener understands the speaker more easily, secondly, the speaker makes himself better understood by the listener. There are basically three types of linking occurring in oral communication: consonant-to-vowel or vowel-to-consonant combinations and consonant-to-consonant, also called assimilation. Juncturing, on the other hand has the opposite function of linking. It is the pausing for a while between words in which the listener is allowed to digest meanwhile the meaning of one he has heard. Junctures which occur between the two consecutive words or meaning groups affect the listener's ability to identify shades of nuances in the message uttered. Thus an ability to distinguish the difference between linking and juncturing enables a speaker to convey the intended meaning to the audience more clearly, accurately and intelligibility; and an awareness of such a distinction, on the part of the listener, is a great asset to be able to conceive the given message more accurately. Key words: linking, juncturing, utterance, pause, break
Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3
Author: Wanzek, Jeanne
Date: 2016-00-00
Type: Reports - Research
Subjects: At Risk Students,Early Childhood Education,Elementary School Students,Group Structure,Instructional Program Divisions,Language Acquisition,Measures (Individuals),Meta Analysis,Outcomes of Education,Reading Comprehension,Reading Difficulties,Reading Improvement,Reading Instruction,Reading Skills,Response to Intervention,Scores

This meta-analysis extends previous work on extensive Tier 3 type reading interventions (Wanzek &amp; Vaughn, 2007; Wanzek et al., 2013) to Tier 2 type interventions by examining a non-overlapping set of studies addressing the effects of less extensive reading interventions for students with or at risk for reading difficulties in Grades K-3. We examined the overall effects of these interventions on students' foundational skills, language, and comprehension as well as the intervention features that may be associated with improved outcomes. We conducted four meta-analyses on 72 studies to examine effects on (1) standardized foundational skill measures (mean ES = 0.54), (2) not-standardized foundational skill measures (mean ES = 0.62), (3) standardized language/comprehension measures (mean ES = 0.36), and (4) not-standardized language/comprehension measures (mean ES = 1.02). There were no differences in effects related to intervention type, instructional group size, grade level, intervention implementer, or the number of intervention hours. [This paper was published in &quot;Educational Psychology Review&quot; v28 p551-576 2016 (EJ1110194).]