ethanporcaro/eric-fulltext-meta huggingface dataset:
Motivational Strategies in Language Learning: Student-Teachers&apos; Perceptions and Views
Author: Yesilçinar, Sabahattin
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Teacher Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Language Teachers,State Universities,Teacher Education Programs,Foreign Countries,Learning Motivation,Motivation Techniques

In English as a Foreign Language (EFL) context, students' perceptions of teaching strategies affect their motivation towards their language learning. These perceptions are influenced by the context in which they learn. The study is a modified replication of Cheng and Dörnyei (2007) to which it added interview as an extra data collection tool. This paper aims to investigate student teachers' perceptions and views of motivational strategies in the Turkish educational context. To determine their perspectives, a questionnaire was administered to 103 student teachers studying at the department of English language teaching of a state university. Thirteen volunteers were interviewed to identify their views on motivational strategies. The results indicated that EFL student teachers in Turkey were aware of the importance of motivational strategies. Furthermore, unique to this study, all the examined strategies were highest-ranked relative to their perceived importance, indicating that Turkish student teachers attached high importance to all strategies.
The Advantages and Disadvantages of Corpus Linguistics and Conversation Analysis in Second Language Studies
Author: Atar, Cihat
Date: 2019-11-00
Type: Reports - Evaluative
Subjects: Discourse Analysis,Contrastive Linguistics,Applied Linguistics,Language Research,Comparative Analysis,Second Language Learning,Second Language Instruction

In this study, Corpus Linguistics (CL) and Conversation Analysis (CA) is discussed as methods of data analysis. Both CL as a quantitative tool and CA as a qualitative tool have their own strengths and weaknesses for applied linguistics studies. So, the tenets of each view are evaluated and the similarities and differences between them are discussed. As for the design of this paper, firstly CL and CA are introduced, and their advantages and disadvantages are mentioned. Then a study which is discussed in the Discussion part is introduced. In the discussion section initially, the similarities and differences between CL and CA are discussed.
Student and Guidance Counselor Feedback on the College Navigator Website
Author: MacAllum, Keith
Date: 2012-05-00
Type: Reports - Research
Subjects: College Students,Student Attitudes,School Counseling,School Counselors,Counselor Attitudes,Feedback (Response),Web Sites,Information Sources,Postsecondary Education,Institutional Characteristics,Search Engines,College Admission,Tuition,Fees,Student Financial Aid,Grants,Scholarships,Academic Degrees,Student Certification

College Navigator was developed by NCES and released in September 2007 as the U.S. Department of Education's primary source for comparing postsecondary institutions that participate in federal student financial aid programs. The site is designed to help students, parents, and high school guidance counselors search for and compare information on different postsecondary institutions as one of the first steps in the college search process. In 2008, the Higher Education Opportunity Act detailed several new data requirements to be included on College Navigator. Given the large amount of information now available on the site, NPEC is interested is providing suggestions and feedback to NCES on how it might improve the presentation of the data on the website to enhance its usability. This paper summarizes feedback received from students and high school guidance counselors through focus groups.
Sketching a New Conservative Education Agenda
Author: Hess, Frederick M., Ed.
Date: 2021-04-00
Type: Collected Works - General
Subjects: Networks,Educational Change,Political Attitudes,Educational Policy,Policy Formation,Agenda Setting,Teaching Methods,National Curriculum,Citizenship Education,Kindergarten,Elementary Secondary Education,Educational Innovation,Educational Philosophy,Corporations,Philanthropic Foundations,Government Role,School Schedules,Home Schooling,Charter Schools,Distance Education,Blended Learning,Higher Education,Social Mobility,Career Development,Social Capital,Freedom of Speech,School Community Relationship,Grants,School Choice,Public Education,Federal Aid,Federal Legislation,COVID-19,Pandemics,Literacy Education,School Safety,Early Childhood Education,Student Financial Aid,Technical Education,High School Graduates,Educational Quality

The newly created Conservative Education Reform Network (CERN) at the American Enterprise Institute (AEI) invited a group of conservative education thinkers to sketch policy proposals that they would like to see in a new education agenda. The only requirement was that they offer suggestions that would complement the traditional conservative litany. The proposals that came in span an array of topics, from a national citizenship curriculum to an appraisal market for K-12 education to the replacement of the student loan system with an income share agreement program. The first of these categories is &quot;Educational Innovations,&quot; which encompasses ideas that challenge the status quo and offer alternatives to the current state of classroom, school, and district affairs. The second is &quot;Civic and Philanthropic Leadership,&quot; which includes proposals that can best be driven forward by private citizens, corporations, or philanthropic institutions. The third and final category is &quot;Policy Proposals,&quot; which includes proposals that rely on government action, be it federal, state, or local. This collection of essays is not intended as a comprehensive package or even a list of prescriptions. Indeed, some of the proposals are in tension with one another. Rather, in the spirit of AEI's fierce commitment to the competition of ideas, the hope is that this thinking will deepen the sense of what is possible when it comes to reforming American education. [This report was produced by the Conservative Education Reform Network (CERN) at the American Enterprise Institute (AEI).]
Essential Questions &amp; Data Sources for Continuous Improvement of Undergraduate STEM Teaching and Learning
Author: Association of American Universities
Date: 2017-06-01
Type: Guides - General
Subjects: Undergraduate Study,STEM Education,College Instruction,College Faculty,Program Implementation,Program Evaluation,Educational Assessment,Educational Improvement,Stakeholders,Teacher Effectiveness,Equal Education,Inclusion,Instructional Design,Evidence Based Practice,Student Centered Learning

&quot;Essential Questions &amp; Data Sources for Continuous Improvement of Undergraduate STEM Teaching and Learning&quot; is intended to be a useful resource for the individuals and institutions who work together to help foster continuous improvement of undergraduate STEM education. Informed by the broad literature on post-secondary STEM education, this resource draws primarily from the Association of American Universities' experience in implementing the AAU Undergraduate STEM Education Initiative with our member campuses. It provides a set of questions that can be used at multiple levels within the university to assess progress along the set of key institutional elements identified in AAU's &quot;Framework for Systemic Change in Undergraduate STEM Teaching and Learning&quot; (ED613653). Questions are presented to examine the pedagogical, scaffolding, and cultural elements of the framework at each organizational level in the institution. Data sources and analytical tools available to answer these questions are profiled in a subsequent section. A final section provides guidance to address cross-cutting challenges to assessing improvement of undergraduate STEM teaching and learning.
State Policies Impacting CTE: 2020 Year in Review
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: State Policy,Vocational Education,COVID-19,Pandemics,Educational Policy,Educational Finance,Educational Legislation,Federal Legislation,Education Work Relationship,Experiential Learning,Access to Education,Equal Education,Dual Enrollment,Accountability

The year 2020 saw significant state legislative actions, executive orders, and budget provisions that had a profound impact on funding related to Career and Technical Education (CTE) and career readiness. This report from the Association for Career and Technical Education (ACTE) and Advance CTE is the eighth annual review of CTE and career readiness policies across the United States. It represents the most comprehensive national snapshot of state activity related to CTE and career readiness, and provides a critical opportunity for state and national leaders to reflect on national trends and consider future directions. In 2020, 31 states enacted or passed 67 policy actions related to CTE and career readiness. The most frequently addressed topics were: (1) Funding; (2) Industry Partnerships and Work-based Learning; (3) Access and Equity; (4) Dual/Concurrent Enrollment, Articulation, and Early College; and (5) Data, Reporting, and/or Accountability. [For &quot;State Policies Impacting CTE: 2019 Year in Review, see ED606191.]
The Appalachian Region: A Data Overview from the 2015-2019 American Community Survey. Chartbook
Author: Pollard, Kevin
Date: 2021-06-00
Type: Reports - Research
Subjects: Rural Areas,Urban Areas,Geographic Regions,Regional Characteristics,Population Trends,Population Distribution,Age Differences,Racial Differences,Ethnicity,Employment Patterns,Unemployment,Income,Transportation,Internet,Poverty,Health Insurance,Disabilities,Migration Patterns,Veterans,Educational Attainment,Housing,Labor Force,Family Structure,Access to Computers

This report presents state- and county-level data for the Appalachian Region. The 12 chapters focus on: (1) Population Basics; (2) Age; (3) Race and Hispanic Origin; (4) Housing Occupancy, Tenure, and Type; (5) Education, Device Ownership, and Internet Access; (6) Labor Force, Employment, and Unemployment; (7) Transportation and Commuting Patterns; (8) Income and Poverty (9) Health and Insurance Coverage; (10) Disability Status; (11) Migration; and (12) Veteran Status. Most of the data come from the 2015-2019 American Community Survey. This year's Chartbook includes two appendices. Appendix A uses selected demographic and socioeconomic measures to provide an overview comparing rural Appalachia (defined here as nonmetropolitan counties not adjacent to any metropolitan area) to rural areas outside the Appalachian Region. (It also includes a map showing the location of these rural counties.) Appendix B contains two reference maps--one of the five Appalachian subregions, and one of the five rural-urban county types. Both the subregions and county types are referenced throughout the report. [For the 2014-2018 Chartbook, see ED606327.]
Public and Private School Segregation in New York City
Author: Di Carlo, Matthew
Date: 2021-04-00
Type: Reports - Research
Subjects: Public Schools,Private Schools,Urban Schools,School Segregation,Religion,White Students,Minority Group Students,Elementary Secondary Education

Although school segregation in New York City (NYC) has received a great deal of attention for several decades, the vast majority of contemporary analyses, in the city and elsewhere, exclude private school students. This is mostly due to the fact that formal desegregation efforts have focused on public schools. Yet NYC's enormous private school sector--were it a school district, it would be among the 20 largest in the nation--differs substantially from the city's public sector in terms of the racial and ethnic composition of its students. This report presents findings from a descriptive analysis of segregation by race and ethnicity in all NYC schools in the 2017-18 school year, with a particular focus on comparing the public and private sectors. A summary of the findings is as follows: (1) Racial and ethnic segregation is generally high in both sectors, but it is consistently higher in the private sector; (2) The potential for total citywide integration is constrained by the separation of students between sectors; (3) Schools' religious affiliations play a role in segregation within the private school sector; and (4) Finally, the separation of minority groups &quot;from each other&quot; is an important contributor to school segregation in NYC.
Life as an Autism Sibling: A Guide for Teens
Author: Organization for Autism Research
Date: 2014-00-00
Type: Guides - Non-Classroom
Subjects: Autism,Pervasive Developmental Disorders,Siblings,Coping,Family Environment,Adolescents,Preadolescents,Emotional Response,Peer Relationship,Family Relationship,Symptoms (Individual Disorders),Sibling Relationship,Parent Child Relationship

Siblings of children with autism are in a unique position. They face challenges (similar to those that parents encounter), but at a time before they've developed appropriate coping strategies. As a result, they need support to ensure that they're informed, feel respected, and know how to be compassionate advocates for their brothers and sisters on the spectrum. The guide is a handbook for teenage (and even pre-teen) siblings that offers guidance on how to productively address feelings and challenges that may arise as an autism sibling. The resource covers a variety of topics; from explaining autism to friends and peers, to coping with a family dynamic that's different from what friends may experience. Two young adult siblings created this resource after connecting with dozens of teens about the ups and downs of growing up with a brother or sister with autism. The advice provided in this guide is based on their questions, concerns, and insight. The tips and stories featured are written by teens who share their experiences. [This resource is the product of hard work and creativity put in by Lauren Laverick-Brown and Jessie Stanek, OAR Interns.]
Initial Development of a National Survey on Remote Learning in Early Childhood during COVID-19: Establishing Content Validity and Reporting Successes and Barriers
Author: McKenna, Meaghan
Date: 2021-06-01
Type: Reports - Research
Subjects: Test Construction,Testing,Surveys,Early Childhood Teachers,Barriers,Online Courses,Educational Technology,Distance Education,Technology Uses in Education,COVID-19,Pandemics,Preschool Education,Preschool Children,Test Validity,Test Reliability,Content Validity,Group Instruction,Teacher Characteristics,Teacher Competencies,Parent Teacher Cooperation,Self Efficacy,Access to Education,Conventional Instruction,Adjustment (to Environment),Access to Computers,Evaluation Methods,Student Evaluation,Teaching Methods,Guidelines,Student Characteristics,Preschool Teachers

This article describes the development and administration of a survey to identify early childhood educators' successes and barriers when delivering remote instruction (e.g., online whole or small group instruction) during the COVID-19 pandemic to children 2-5 years old. The survey was developed using procedures outlined by the commonly accepted stages of an instrument development process. Content validity was established using four approaches: (a) identification of the purpose of the survey, (b) creation of a blueprint of items, (c) cognitive interviews, and (d) expert panel review. A total of 1,053 early childhood educators began the survey, with 808 (77%) of the responses included because educators met the inclusion criteria of working in the United States and responding to at least one question related to remote instruction. The survey contained 37 closed-ended and six open-ended items covering eight domains: (a) demographic information; (b) preparation, guidelines, and materials for remote learning; (c) caregiver communication and engagement; (d) assessment; (e) instruction;(f) educators' levels of confidence before and after remote learning; (g) access to services (i.e., wraparound and/or special education); and (h) planning for the return to face-to-face instruction. Both quantitative (descriptive, t-test, regression, ANOVA, and Chi-square tests) and consensual qualitative research analyses were applied to summarize the survey results. Findings from this survey indicated that even with limited or no guidance from administrators, educators successfully adapted to remote instruction and their levels of confidence increased over time. Ongoing improvements need to be made to sustain regular communication with all families, to offer access to technology (i.e., devices and internet), to administer assessments or universal screeners, and to provide cohesive guidelines and expectations. Results from this study begin to shed light on early childhood educators' adaptation to remote instruction as a result of COVID-19. [This is the online version of an article published in &quot;Early Childhood Education Journal.&quot;]
If Integration Is the Keystone of Comprehension: Inferencing Is the Key
Author: McNamara, Danielle S.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Inferences,Language Processing,Reading Comprehension,Reading Research,Individual Differences,Comparative Analysis,Teaching Methods,Reading Instruction,Memory

This article provides a commentary within the special issue, Integration: The Keystone of Comprehension. According to most contemporary frameworks, a driving force in comprehension is the reader's ability to generate the links among the words and sentences (ideas) in the texts and between the ideas in the text and what the readers already know. As such, the key to successful comprehension is generating inferences: inferences about what a word means, inferences to integrate ideas within the sentences, and inferences to integrate ideas within and outside the text. Accordingly, inferences provide the glue to hold it all together. While there is general agreement in this regard, the factors reported to be key to comprehension also depend on the focus of the research. Some studies focus on surface level and relatively brief measures of reading comprehension. These studies might conclude that comparable measures are the key to comprehension. Other studies use inference-level questions with a focus on comprehension and learning in the context of informational text, even multiple documents. These studies point toward the crucial importance of inference generation. The four articles in this special issue each tackle the question of how readers comprehend text from different angles, using different types of dependent measures, and with foci on different individual differences. Each of these studies provides a glimpse into different experimental paradigms used to investigate comprehension processes as well differing questions that are currently faced by discourse processes researchers. [This is the online version of an article published in &quot;Discourse Processes.&quot; For the final published version of this article, see?EJ1286275.]
Black Youth in Foster Care and the School-Prison Nexus. Feature: The Community College Context. Volume 6, No. 3
Author: Johnson, Royel
Date: 2021-04-00
Type: Reports - Evaluative
Subjects: African American Students,Foster Care,Racial Bias,Youth,Minority Group Students,Institutionalized Persons,Correctional Institutions,Disproportionate Representation,Student Behavior,Discipline,Research Needs,African Americans,Minority Groups,Power Structure

The foster care system is not absolved from its role and complicity in the expansion of the shadow carceral state in the U.S. Educational researchers and social scientists alike concerned with the academic, social, and life outcomes and experiences of Black youth in foster care and other racially/ethnically minoritized groups must broaden the aperture in their work to account for the ways which carceral logics permeate the multiple marginalizing structures and systems in which they are positioned.
The Adequacy and Fairness of State School Finance Systems: Key Findings from the School Finance Indicators Database, School Year 2017-18. Third Edition
Author: Baker, Bruce D.
Date: 2021-01-00
Type: Reports - Evaluative
Subjects: Educational Equity (Finance),State Aid,Financial Support,Educational Finance,Elementary Secondary Education,COVID-19,Pandemics,School Districts,School District Wealth,Resource Allocation,Poverty,Wages,School District Size,Population Distribution

The State Indicators Database (SID), which is the School Finance Indicators Database's (SFID) primary product, includes approximately 125 variables, but this report focuses on three key school finance measures: fiscal effort, adequacy, and progressivity. This report discusses how states' systems tend to mediate the impact of economic downturns and offers general guidance as to what we can expect as the impact of the current crisis continues to unfold over the next few years. This report includes recommendations as to how policymakers, journalists, parents, and the public can use this data and results to summarize and assess the performance of state school finance systems. [For the second edition, see ED606197.]
Choosing a College STEM Major: The Roles of Motivation, High School STEM Coursetaking, NAEP Mathematics Achievement, and Social Networks. AIR-NAEP Working Paper 2021-02
Author: Zhang, Jizhi
Date: 2021-06-00
Type: Reports - Research
Subjects: College Students,Majors (Students),Course Selection (Students),STEM Education,Decision Making,Student Motivation,Prior Learning,Secondary School Mathematics,Mathematics Achievement,Social Networks,National Competency Tests,Grade Point Average,Self Concept,Self Efficacy,Scores

Filling the STEM pipeline from secondary schools to postsecondary institutions is essential for the nations' competitiveness in the 21st century. It is therefore crucial to motivate more high school students to consider entering one of the STEM fields and to prepare themselves by taking advanced coursework in STEM that will prime them for choosing a STEM major in college, and eventually, a STEM career. High school students' pathway to a college STEM major can be seen as related to a series of academic choices (e.g., middle school STEM related activities, high school STEM coursetaking, and outside of school activities) and achievements that begin in early schooling years and continue to develop in secondary school (Eccles, 1994; Wang, 2013; Wang &amp; Degol, 2013). This current study develops a comprehensive conceptual framework to describe how high school STEM coursetaking, STEM GPA, and motivational beliefs on science and mathematics are related to students' decisions about whether to choose a STEM major at 4-year college after taking into consideration student, family, and school background factors. The conceptual framework focuses on the direct relationships between five factors and choosing a STEM major in college: mathematics motivation, science motivation, high school STEM coursetaking, STEM achievement, and social networks. The results of simple comparisons of mathematics and science motivation between students in STEM- and non-STEM majors indicated that STEM-major students have a higher level of mathematics and science motivation in all four measured constructs (mathematics identity, mathematics self-efficacy, science identity, and science self-efficacy) compared to non-STEM major students. The structural equation model (SEM) results, which take into consideration of factors for other high school experiences, further identified the significant relationships between STEM motivation and having a STEM major in college. The findings suggest that science identity had the strongest association with students' choice of a STEM major among all other motivation variables, STEM coursetaking, and achievement variables.