ethanporcaro/eric-fulltext-meta huggingface dataset:
Music Assessment Techniques for Evaluating the Students&apos; Musical Learning and Performance in the Philippine K-12 Basic Education Curriculum
Author: Tabuena, Almighty Cortezo
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Student Evaluation,Teacher Attitudes,Student Attitudes,Evaluation Methods,Concept Formation,Knowledge Level,Skill Development,Elementary Secondary Education

The primary objective of this study is to review and characterize research-based music assessments that might be used to guide and assist teachers and students in transforming their attitudes and perceptions, ability to express their ideas and concepts during the assessment process openly. This study employed descriptive and autoethnographic methods to elicit information about current conditions and practices through the library approach and literature review. The identified music assessment techniques were used to determine how well students comprehend important points in a session. It includes the Music Concept Memory Exercise and Instrumental and Vocal Schematic Processing for music lesson instructions and the Five-Letter Name Pitch Memory Test and Three-Chord Familiarization Assessment for basic instrumental music instructions. They are used as a core component deliberately designed to expose classroom teachers and prospective teachers to the essentials for effective instructional practices. Effective evaluation ensures that learners' knowledge, understanding, and skills are transferred effectively in future contexts.
Educational Practices and Challenges of Students with Hearing Impairment in Arba Minch College of Teachers Education, South Ethiopia
Author: Basha, Tesfaye
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Students with Disabilities,Hearing Impairments,Educational Practices,Barriers,College Students,Preservice Teachers,Teacher Education Programs,Teacher Student Relationship,Interpersonal Communication,Achievement Gap,Student Financial Aid,Student Needs,Sign Language,Assistive Technology,Deafness,Accessibility (for Disabled),Inclusion

This study was aimed at assessing educational practices and challenges of students with hearing impairments in Arba Minch College of Teachers' Education in SNNPR, Ethiopia. In order to obtain a comprehensive understanding academic practices and challenges and ways of improving that impede students with hearing impairments in integration setting. Qualitative research approach of case study design was used to analyze the data. Purposive sampling was employed to select a total of 28 participants; 6 students with hearing impairments, 4 hearing peers, 12 instructors, 4 department heads and 2 college deans. The qualitative data were obtained via interviews, focus group discussion and observation. The finding revealed that there is high communication barrier between teachers and students with hearing impairments. This communication barrier contributed for poor academic performances. The findings of the study revealed that, there is academic achievement gap between students with hearing impairments and hearing students. In addition, limitations of sign language skills, lack of planned financial fund and material support, absence of sign language interpretation, lack of hearing aids were the identified practice and challenges of students with hearing impairments. The study suggested that college administration and teachers can play a critical role in enabling students with hearing impairments to become meaningful participants in education system and society.
The Effects of Service Quality on English Majors&apos; Satisfaction: A Chinese Empirical Study
Author: Scott, Timothy
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Attitudes,Student Satisfaction,Second Language Learning,English (Second Language),Majors (Students),Educational Quality,College Administration,College Environment,College Instruction,Teacher Student Relationship,Curriculum Design

Previous research examining student satisfaction in China has been broad in its demographic profile while utilizing instruments that have questionable reliability. This study has incorporated a newly validated model to assess student satisfaction, specifically Chinese students majoring in English at a domestic Chinese university, an underrepresented element in current research. The purpose of this study was to examine the influence that the administration, campus environment, and course delivery have on Chinese students' satisfaction in studying English in a Chinese higher education institution. The study used a quantitative research design consisting of 615 first to fourth-year English majors currently enrolled in a Chinese university. Participants' responses were examined through factor, correlational, and regression analysis. The examination of these dimensions' influences on student satisfaction indicated correlations ranging from r = 0.441 to 0.603. Administration influenced satisfaction significantly with [beta] = 0.443, while campus environment and course design had [beta] = 0.111 and 0.383, respectively. Each dimension's statistical significance supported the study's hypotheses, but findings indicate that the campus environment had a negligible effect with f = 0.01. The practical implication of this study offers a validated model for examining student satisfaction. The questionnaire's size allows for easy deployment and examination, focusing on three critical dimensions against student satisfaction.
Whole Child Task Force Report: Pursuant to PA 101-0654
Author: Illinois State Board of Education
Date: 2022-03-15
Type: Reports - Descriptive
Subjects: Equal Education,Inclusion,Safety,School Districts,COVID-19,Pandemics,State Legislation,Educational Legislation,Trauma,Mental Health,Access to Health Care,School Health Services,Mental Health Programs,Teacher Education,Resilience (Psychology),Training,Justice,Intervention

The Whole-Child Task Force was created by Public Act 101-0654. The Whole Child Task Force Report provides recommendations in establishing an equitable, inclusive, safe, and supportive environment in all schools for every student in Illinois pursuant to PA 101-0654. This report includes: (1) Summary of task force; (2) Background information; (3) Summary of subcommittee work; (4) Recommendations; and (5) An appendix with a list of resources.
Attitude towards Inclusive Education (IE) among Prospective Teachers: Is There Gender Polarization?
Author: Lao, Kent Adnil C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Inclusion,Gender Differences,Teacher Attitudes,Elementary Secondary Education,Students with Disabilities,Regular and Special Education Relationship,Mainstreaming,Student Rights,Student Needs,Developing Nations

It could be said that gender is an ever-present variable when investigations of attitude towards Inclusive Education are accounted for. It could be deduced that the investigation of attitude and gender remains a relevant research activity, especially that the teacher course and the teaching career are dominated by one gender group. Thus, utilizing a reliable research tool ([alpha] = 0.90), this current empirical, cross-sectional study embarked on measuring the attitude towards IE of pre-service teachers, and determined whether gender polarization with respect to attitude exists. The study revealed intriguing results. Moreover, it was noted that if teachers would take an indifferent attitude towards IE, mainstreaming would not become as successful as it should be, and that the concept 'Education for All' shall remain elusive , and nothing but a mere dream resting in the minds of those who should do better.
Learners&apos; Perceptions and Academic Achievement Using Thinking Maps in Learning Chemistry at Ninth Grade
Author: Wangda, Karma
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Chemistry,Secondary School Science,Grade 9,Cognitive Mapping,Foreign Countries,Visual Aids,Science Achievement,Student Attitudes,Teaching Methods

Teaching Science innovatively has become a key motivation in educational parlance to uplift the academic achievement of the learners. There are numerous teaching strategies and skills developed by educationists, researchers and teachers to teach the subject creatively in the classroom. Thinking Maps is one such teaching strategy that enables the learner to make their thought processes visible during the learning processes. Although there are several studies indicating the positive impacts of using Thinking Maps as a teaching-learning strategy, there is no established study conducted in the Bhutanese context to investigate its effectiveness. The study on learners' perception and academic achievement on the use of Thinking Maps as a learning strategy in class nine chemistry was aimed to investigate the effectiveness of using Thinking Maps as a teaching strategy in Damphu Middle Secondary School (DMSS). The pre-test and post-test were administered for both control and experimental groups to examine the performance level in chemistry before and after the intervention. Similarly, five-pointed Likert-type item survey questionnaires were administered for the experimental group to examine the influence of learners' perceptions. In addition, anecdotal records were maintained throughout the treatment for qualitative information. Results were analysed using descriptive and inferential statistics. Document analysis was done for the anecdotal records. While pre-test and post-test showed a change in mean test scores, rating scores from survey questionnaires indicated a positive impression towards Thinking Maps as a learning strategy. The overall findings indicated that the use of Thinking Maps as a teaching-learning strategy improves learners' achievement scores. It is recommended that teachers incorporate Thinking Maps as an alternative strategy into their lesson delivery.
From Birth to School: Early Childhood Initiatives and Third-Grade Outcomes in North Carolina. Working Paper 134
Author: Ladd, Helen F.
Date: 2015-08-00
Type: Reports - Research
Subjects: Program Effectiveness,Preschool Education,At Risk Students,Disadvantaged Youth,Grade 3,Reading Achievement,Mathematics Achievement,State Policy,Educational Policy,Child Care,Preschool Children,Infants,Toddlers,Child Development,School Readiness,Financial Support

This study examines the community-wide effects of two statewide early childhood policy initiatives in North Carolina. One initiative provides funding to improve the quality of child care services at the county level for all children between the ages of 0 to 5, and the other provides funding for preschool slots for disadvantaged four-year-olds. Differences across counties in the timing of the rollout and in the magnitude of the state financial investments per child provide the variation in programs needed to estimate their effects on schooling outcomes in third grade. We find robust positive effects of each program on third-grade test scores in both reading and math. These effects can best be explained by a combination of direct benefits for participants and spillover benefits for others. Our preferred models suggest that the combined average effects on test scores of investments in both programs at 2009 funding levels are equivalent to two to four months of instruction in grade 3.
Identifying Promising Clinical Placements Using Administrative Data: Preliminary Results from ISTI Placement Initiative Pilot. Working Paper 189
Author: Ronfeldt, Matthew
Date: 2018-04-00
Type: Reports - Research
Subjects: Teacher Education Programs,Teaching Skills,Skill Development,Student Placement,Student Teachers,Student Teaching,Internship Programs,Predictor Variables,Student Attitudes,Educational Quality,Cooperating Teachers,Coaching (Performance),Program Effectiveness

Improving the skill set of new teachers is a potentially important policy lever to increase student achievement. There are, however, doubts about the extent to which teacher education programs contribute to the development of teachers' skills. In this paper, we describe findings from an experiment designed to test whether one aspect of teacher education -- the assignment of teacher candidates to student teaching internships -- has a causal impact on the type of coaching they receive and their feelings of preparedness to teach. Specifically, we use administrative data on potential student teaching placements to predict those placements more likely to be promising, and then we randomly assign teacher candidates from one large program from Tennessee into either more promising (high index) or less promising (low index) internships. Based on data from a post-student teaching survey, we find consistently strong evidence of large effects of being assigned to high versus low index placements, particularly in terms of teacher candidates' perceptions of the quality of instruction of their cooperating teachers and the quantity and quality of the coaching that they received. And while not as large or consistently significant, we also found that teacher candidates in high versus low placements are more likely to report better working conditions in their placement schools, higher quality collaboration among teachers, more opportunities to learn to teach, and feeling better prepared to teach. Our findings provide evidence that teacher education can have a causal effect on the development of teacher candidates and it offers practical implications for programs and districts about how to use administrative data to inform internship placement decisions.
Performance Screens for School Improvement: The Case of Teacher Tenure Reform in New York City. Working Paper 115
Author: Loeb, Susanna
Date: 2014-06-00
Type: Reports - Research
Subjects: Teacher Evaluation,Screening Tests,Educational Improvement,Tenure,Educational Change,Educational Policy,Faculty Mobility,Teacher Effectiveness,Urban Schools,Public School Teachers,Public Schools

This paper describes teacher tenure reforms first enacted by the New York City Department of Education (NYCDOE) during the 2009-10 academic year (AY) and the changes in the district's teacher workforce following the reforms. We show that the reforms dramatically changed the proportion of eligible teachers receiving tenure, as well as the career paths of early career teachers, more generally.
Illinois Career and Technical Education. 2021 Report
Author: Illinois State Board of Education
Date: 2022-01-14
Type: Reports - Descriptive
Subjects: Vocational Education,Educational Finance,Financial Support,Futures (of Society),Educational Trends,Educational Legislation,Elementary Secondary Education,Federal Legislation,Equal Education,State Programs,Federal Aid,State Aid,Career Pathways,High Schools,Vocational Training Centers,High School Students,Graduation Rate,Student Characteristics,Occupational Clusters,Educational Quality,Educational Opportunities

This report describes the establishment and delivery of Illinois career and technical education (CTE), the existing condition of Illinois CTE based on fiscal year 2021 data, and the future developments and recommendations for CTE in the state as required by Illinois School Code 105 ILCS 435/2e. Illinois CTE focuses on providing equitable educational opportunities to prepare students for high-skill, high-wage, and in-demand occupations. The work of the Gender Equity Advisory Committee and other ISBE initiatives are referenced within the report.
English-Arabic and Arabic-English Interpreting Competence of Undergraduate Student-Interpreters: A Comparative Study of Directionality
Author: Al-Jarf, Reima
Date: 2022-01-00
Type: Journal Articles
Subjects: Semitic Languages,English (Second Language),Second Language Learning,Second Language Instruction,Translation,Scores,Native Language,Comparative Analysis,Correlation,Undergraduate Students,Foreign Countries,Language Processing,Advanced Students,Competence,Language Tests

This study investigates interpreting directionality and interpreting competence of undergraduate interpreting students. It tried to answer the following questions: (i) Is there a significant difference between the beginners and advanced students' skills in Liaison interpreting from English to Arabic and Arabic to English, with Arabic as their L1 and English as their L2, i.e., which direction is easier? (ii) Is there a correlation between English-Arabic and Arabic-English interpreting competence of beginners and advanced students? Results showed a correlation between students' ability in English-Arabic and Arabic-English interpreting for both groups. The interpreting test median and mean scores of advanced students show that they are more competent in English-Arabic than Arabic-English interpreting. This means that Arabic-English interpreting is more difficult for advanced students whereas beginners have comparable abilities in both directions. On the contrary beginners have comparable ability in both directions. Comparisons of beginners and advanced students using ANOVA showed no significant differences between both groups in their interpreting competence, i.e., both groups have comparable interpreting competence although the advanced group took more interpreting and translation courses. The factors that affect Arabic-English and English-Arabic interpreting competence and recommendations for developing student interpreting competence in both directions are given.
Competency-Based Learning. Teaching Gases
Author: Obaya-Valdivia, Adolfo Eduardo
Date: 2022-00-00
Type: Journal Articles
Subjects: Competency Based Education,Chemistry,Physics,Science Instruction,Problem Solving,College Students,Thermodynamics,College Science,Instructional Effectiveness,Foreign Countries

This paper seeks to evaluate learning based on the competency approach, taking a didactic experience to evaluate a possible improvement in the ability to solve problems and for autonomous learning in general. For the didactic development, the theme &quot;gases&quot; was taken, which is generally enunciated: Corpuscular kinetic theory of matter; State variables of a gas: P, V, T; Absolute temperature; General and State Equation of Ideal Gases Dalton's Law or Law of Partial Pressures; Ideal Gases and Real Gases; Van der Waals equation. For this purpose, the AIRBAG systems, and the determination of the normal molar volume of a gas are taken as the object of study.
The Experiences of Ph.D. Drop-Outs in Geography
Author: Emmioglu Sarikaya, Esma
Date: 2021-09-00
Type: Journal Articles
Subjects: Dropouts,Doctoral Students,Doctoral Programs,Student Experience,Foreign Countries,Dropout Characteristics,Geography

This study examines the experiences of four Ph.D. drop-out students in Geography programs in Turkey. Phone interviews were used to collect data. Narrative inquiry was used as a research design. Snowball sampling was used to reach the participants of the study. The study participants were two men and two women who started their Ph.D. programs in different universities in Turkey. The main reason that the participants had started their Ph.D. degrees was for getting academic jobs. The participants reported that they had positive experiences such as learning new skills and expanding knowledge but also negative experiences during their Ph.D. programs. All participants dropped out of their Ph.D. programs while they were writing their dissertations. Participants reported several personal (e.g., lack of skills) and circumstantial (e.g., social responsibilities, commuting) factors as reasons for quitting their Ph.D. programs. For educators, administrators, and policymakers, we recommended that setting higher criteria for Ph.D. students should be considered to attract and accept the best candidates for doctoral programs. During the doctorate, students should be able to select their supervisors or change their supervisors. In addition, doctoral students should be offered opportunities to socialize, share information, and learn from each other and should be encouraged to cooperate.
Writing Motivation: A Validation Study of Self-Judgment and Performance
Author: Ling, Guangming
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Attitudes,Student Motivation,Writing Evaluation,Student Surveys,Writing Tests,Undergraduate Students,Factor Structure,Factor Analysis,Writing Achievement,Writing (Composition),Self Efficacy

This study reports on validation of a writing motivation survey and its relationship with a variety of indicators of academic performance of 566 undergraduate students drawn from six US postsecondary institutions. A writing motivation survey was used to capture students' writing goals, confidence, beliefs, and affect. Two research questions are addressed in the study: 1) What is the internal factor structure of the writing motivation survey completed by a broad range of college students? (2) Using this factor structure, how are the subconstructs of writing motivation associated with the outcomes variables of student performance and features of student writing? Our results confirmed a unidimensional structure for confidence and affect, a 3-factor structure for goals, and a 2-factor structure for beliefs. Low level but significant correlations were also identified between motivation and outcome performance measures, as well as between motivation and features of student writing. The study findings yield insights about the relationship between students' writing motivation, college success indicators, and writing domain knowledge. These findings suggest directions for pedagogical interventions targeting both motivation and writing feature use.
Using Edmodo in Language Learning: A Review of Research
Author: Aydin, Selami
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Second Language Learning,English (Second Language),Second Language Instruction,Technology Uses in Education,Language Skills,Language Proficiency,Communication Skills,Educational Benefits,Barriers,Grammar,Vocabulary Development,Blended Learning,Self Evaluation (Individuals),Critical Thinking,Creativity,Independent Study,Learner Engagement,Foreign Countries

Edmodo has a significant role and place in the language teaching and learning contexts. However, there is no conclusive evidence on how Edmodo affects the language learning process. This study aims to present a review of the studies to make recommendations for teachers and researchers for further research. The study concludes that learners and teachers mainly have positive perceptions of and attitudes towards the use of Edmodo in the language learning process. It is also concluded that the use of Edmodo is efficient for fostering basic language skills, overall language proficiency, and communication skills. On the other hand, there are several drawbacks encountered during the utilization of Edmodo in language classes.