ethanporcaro/eric-fulltext-meta huggingface dataset:
Demographic Variables and Instructional Effectiveness in Senior Secondary Schools in Cross River State
Author: Otu, Bernard Diwa
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Teachers,Teacher Characteristics,Teacher Qualifications,Teaching Experience,Teacher Effectiveness,Faculty Development,Secondary School Teachers,Mathematics Instruction

The main purpose of this study was to investigate on how Mathematics teachers' demographic variables could influence their instructional effectiveness in Senior secondary schools in Cross River State, Nigeria. To achieve the purpose of this study, two research hypotheses were generated to direct the study. Literature review was done according to the variables and hypotheses for the study to facilitate the discussion of findings. Ex-post facto research design was adopted for the study. Purposive sampling technique was used by the researcher, were all the members in the population were selected. The questionnaire was the main instrument used for data collection. The data were collected personally by the researcher and the assistants. To test the hypotheses formulated to direct the study, the independent and dependent variables were identified. Independent t-test and One-Way Analysis of Variance (ANOVA) were considered most appropriate to test the hypotheses for the study. The 0.05 level of significance was used for the statistical testing of each of the hypothesis for the study. The result of the analysis indicated that educational qualification and teaching experience significantly influence instructional effectiveness of Mathematics teachers. Based on the conclusion of the study it was recommended that Government should organize regular seminars and workshops for all the Mathematics teachers in secondary schools, irrespective of their qualification towards effective utilization of instructional materials and methods of teaching.
Mathematics and Science Teachers&apos; Conception and Reflection on Computer Programming with Scratch: Technological and Pedagogical Standpoint
Author: Iyamuremye, Aloys
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Science Teachers,Teacher Attitudes,Achievement Tests,Mathematics Instruction,Science Instruction,Learning Processes,Pretests Posttests,Programming Languages,Instructional Effectiveness,Computer Assisted Instruction,Positive Attitudes,Student Motivation,Critical Thinking,Problem Solving,Evaluation Methods,Pedagogical Content Knowledge,Science Achievement,Mathematics Achievement,Foreign Countries

The current study investigates teachers' conception and reflection of computer programming from scratch in terms of technological and pedagogical standpoint. Mixed research approaches typically achievement tests and interviews were used to collect quantitative and qualitative data respectively. A total of twenty-one Mathematics and Science teachers were randomly selected to participate in the study. A paired t-test was used to analyze quantitative data from pre and post-test, while descriptive and interpretive analyses were used to analyze qualitative data from the interview. The results of the study showed that Mathematic and Sciences teachers have a great conception of scratch programming after attending scratch programming. There was a significant difference in mean between pre and post-test (p ? 0.05). It was also found that scratch is an effective pedagogical tool for teaching and learning Mathematics and Sciences. In addition, teachers expressed positive views of using scratch in teaching and learning Mathematics and Sciences as it helps them to visualize abstract content, motivate students, increase students' interest, critical thinking, and problem-solving skills, act as an assessment tool and increase students' academic performance.
Validity and Reliability of the Turkish-Adapted School Participant Empowerment Scale (SPES) for Teachers with the PLS-SEM Approach
Author: Polat, Murat
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,Test Construction,Turkish,Teacher Empowerment,Foreign Countries,Structural Equation Models,Public School Teachers,Factor Analysis,Decision Making,Faculty Development,Self Efficacy,Professional Autonomy

The importance of empowering school participants is increasing day by day. A school with empowered teachers can take more confident steps towards future education. Thus, it is important to determine the empowerment level of teachers as an important stakeholder of the school. The main purpose of this research is to adopt a measurement tool developed to determine the level of empowerment of school participants to Turkish school culture. For this, the School Participants Empowerment Scale (SPES) was used. The original scale has six factors (decision making, professional development, status, self-efficacy, autonomy, impact) and 38 items. There are n=108 teachers working in different types of public schools (preschool, primary school, secondary school, and high school) in the sample group of the research. Partial Least Square Structural Equation Modeling (PLS-SEM) approach was adopted in the adaptation process of the scale. Smart PLS 3.2.8 program was used in the analysis of the research data. For validity and reliability on the data, 2nd level Confirmatory Factor Analysis (CFA) was performed by means of the Partial Least Square (PLS) method. At the end of the research; It was understood that the Turkish version of the scale generally preserved the original six-factor scale structure. But, it was determined that 9 items that could not fit the structural model should be removed from the Turkish version. The Turkish version of the scale adapted for teachers can be used in the context of Turkey as a six-factor and 29-item scale. Findings show that the scale exhibits good fit characteristics of the PLS-SEM approach. [This paper was presented as an online presentation at the Gazi University International Congress of Turkish World Educational Sciences, Nov. 24-26, 2021, Ankara, Turkey.]
Performance Evaluation of Skills Acquisition for Self-Reliance among Graduates of Technical Colleges in Cross River State, Nigeria
Author: Oyama, Alfred Denis
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Skill Development,Vocational Schools,Job Skills,Program Effectiveness,Program Evaluation,Science Education,Outcomes of Education,Technical Education,Labor Force

This study sought to evaluate skills acquisition for self-reliance among graduates of technical colleges in Cross River State, Nigeria. Relevant literatures to the variable of the study was critically examined. Descriptive research design was adopted for this study. A sample of 241 graduates was used for the study. The sampling technique adopted for study was accidental and snowball sampling technique. The main instrument used for the collection of data was the questionnaire with reliability coefficient ranging from 0.84, 0.63 and 63 and data raised were analyzed using the simple percentage analysis. The results obtained showed a significant positive influence of skills acquisition for self-reliance among graduates of technical colleges in Cross River State, Nigeria. Based on the findings of the study, it was recommended that government should reposition all the technical colleges in Cross River State, Nigeria and Products of technical colleges should be regularly evaluated to provide immediate feedback and spot areas that will require modification in order to continue to sustain and promote the programme. Finally, the study suggested that a replication of this study should be carried out again on the variables that were not previously investigated.
Lessons Learned from the Great Recession: Layoffs and the RIF-Induced Teacher Shuffle. Working Paper 129
Author: Goldhaber, Dan
Date: 2015-07-00
Type: Reports - Research
Subjects: Job Layoff,Faculty Mobility,Economic Climate,Retrenchment,Educational Policy,Budgets,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,School Districts

One consequence of the Great Recession is that teacher layoffs occurred at a scale previously unseen. In this paper we assess the effects of receiving a layoff notice on teacher mobility using data from Los Angeles and Washington State. We find strong evidence that the receipt of a layoff notice increases the likelihood that teachers leave their schools, even in the absence of actually losing their position due to a layoff. Placebo tests suggest that it is the layoff process that induces &quot;structural churn&quot; rather than differential mobility of the teachers who are targeted by this process.
Crossing the Border? Exploring the Cross-State Mobility of the Teacher Workforce. Working Paper 143
Author: Goldhaber, Dan
Date: 2015-09-00
Type: Reports - Research
Subjects: Faculty Mobility,Labor Market,State Surveys,Teacher Characteristics,Comparative Analysis,Statistical Data,Statistical Analysis,Longitudinal Studies,Geographic Distribution,Proximity,Teacher Persistence,Teaching Experience

Due to data limitations, very little is known about patterns of teacher cross-state mobility. The issue is important because barriers to cross-state mobility create labor market frictions that could lead both current and prospective teachers to opt out of the teaching profession. For this paper, we match state-level administrative data sets from Oregon and Washington and present evidence on patterns of in-service teacher mobility between these two states. We find levels of cross-state mobility that are drastically lower than levels of within-state mobility, even when accounting for proximity to the border. These findings are consistent with the hypothesis that there are significant penalties to cross-state mobility that may be attributable to state-specific licensure regulations, seniority rules and pension structures.
Role of Instructor Qualifications, Assessment and Pedagogical Practices in EFL Students&apos; Grammar and Writing Proficiency
Author: Al-Jarf, Reima
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Qualifications,Second Language Learning,Second Language Instruction,English (Second Language),Grammar,Language Teachers,Writing Skills,Writing Tests,Language Tests,Scores,Writing Instruction,Comparative Analysis,Textbooks,Teaching Methods,Evaluation Methods,Knowledge Level,Pretests Posttests,Correlation,Language Proficiency,Feedback (Response),Online Courses,Error Correction,Undergraduate Students,Majors (Students),Translation,Foreign Countries,Student Attitudes,College Faculty

Three groups of EFL freshman students were concurrently enrolled in a grammar and a writing course. One group was taught the grammar and writing courses by the same instructor; the other two groups were taught grammar and writing by two different instructors using the same textbook but different instructional and assessment techniques. The study aims to find out which group made higher gains in grammatical knowledge and writing skill development. It also aimed to find out the effects of instructor qualifications, assessment, and pedagogical variables on students' grammatical competence and writing skill development. Comparisons of the grammar and writing post-tests showed significant differences between the three groups in the writing and grammar post-test mean scores. There were strong correlations between the grammar and writing post-test scores. Performance of the Group that received a combination of writing and grammar instruction by the same instructor (Instructor A) was the highest. The relationship between grammar and writing instruction seems to be reciprocal: writing instruction affects grammatical competence and grammatical knowledge affects writing skill development. Better achievements were made when both courses were taught by the same instructor as she can make the right connections between what is taught in both courses, which specific structures and skills should be emphasized. The instructors' qualifications, pedagogical system, educational and professional experience, the integration of online instruction, the type of error correction and instant feedback given to the students and the formative assessment technique used were significantly more effective than writing/grammar instruction that depended on the textbook alone. These variables proved to be important for enhancing the grammatical knowledge and writing quality of unskilled, low ability EFL students and resulted in a significant improvement in their grammar and writing post-test scores.
Screen Twice, Cut Once: Assessing the Predictive Validity of Applicant Selection Tools
Author: Goldhaber, Dan
Date: 2017-04-01
Type: Reports - Research
Subjects: Predictive Validity,Admission (School),Public Schools,Selection Tools,Teacher Selection,Competitive Selection,Screening Tests,Value Added Models,Faculty Mobility,Mathematics Achievement,Teacher Attendance

Despite their widespread use, there is little academic evidence on whether applicant selection instruments can improve teacher hiring. We examine the relationship between two screening instruments used by Spokane Public Schools to select classroom teachers, and three teacher outcomes: value added, absences, and attrition. We observe all applicants to the district (not only those who are hired), allowing us to estimate sample selection corrected models using random tally errors and variation in the level of competition across job postings as instruments. Ratings on the screening instruments significantly predict value added in math and teacher attrition, but not absences--an increase of one standard deviation in screening scores is associated with an increase of about 0.06 standard deviations of student math achievement, and a decrease in teacher attrition of 3 percentage points. The use of selection instruments may represent an efficient means of improving the quality of the teacher workforce. [This paper was published in &quot;Education Finance and Policy&quot; v12 n2 p197-223 2017 (EJ1137959).]
Demographic Subgroup Trends among Adolescents in the Use of Various Licit and Illicit Drugs, 1975-2021. Monitoring the Future Occasional Paper Series. Paper 97
Author: Johnston, Lloyd D.
Date: 2022-00-00
Type: Reports - Research
Subjects: Adolescents,Drug Use,Alcohol Abuse,Smoking,Secondary School Students,Grade 8,Grade 10,Grade 12,Geographic Regions,Educational Attainment,Parent Background,Race,Ethnicity,Sex,Academic Aspiration,Higher Education,Marijuana,Inhalants,Stimulants,Cocaine,Narcotics,Lysergic Acid Diethylamide,Metropolitan Areas

This occasional paper presents national demographic subgroup data for the 1975-2021 Monitoring the Future (MTF) national survey results on 8th, 10th, and 12th graders' use of drugs, alcohol, and tobacco. The study covers all major classes of illicit and licit psychoactive drugs for an array of population subgroups. The 2020 subgroup data presented here accompany the &quot;Monitoring the Future National Survey Results on Drug Use: 1975-2021: Overview, Key Findings on Adolescent Drug Use&quot; (see ED618240) and the &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2021, forthcoming: Volume I, Secondary School Students.&quot; The trends offered here in tabular and graphic forms cover demographic subgroups based on: (1) Gender; (2) College plans; (3) Region of the country; (4) Population density; (5) Education level of the parents (a proxy for socioeconomic level); and (6) Racial/ethnic identification. Detailed descriptions of the demographic categories are provided in the section starting on page 469 of this paper. The graphs and tables in this occasional paper present trend data for 8th-, 10th-, and 12th-grade respondents separately. Data for 12th grade begins with 1975, the first year in which a nationally representative sample of high school seniors was surveyed. Data for 8th and 10th grades begin with 1991, when the study's nationally representative annual surveys were expanded to include surveys of those lower grade levels.
Elevating Family Voices: An Exploration of How Families of Students with Disabilities Experience School Choice in Colorado
Author: Dutta, Kathleen
Date: 2022-02-00
Type: Reports - Research
Subjects: Students with Disabilities,School Choice,Equal Education,Family Attitudes,Charter Schools,Traditional Schools,Misconceptions,Access to Information,Student Needs,School Districts,Barriers,Educational Policy,Stakeholders,Role,Capacity Building,Information Dissemination,Accountability,Transportation,School Policy

Examining the experiences of families of students with disabilities seeking to exercise school choice is crucial to informing cogent policies and practices that will ensure equitable access. This report explores the perceptions and experiences of families of students with disabilities enrolled in charter and traditional district schools in Colorado. Research findings are based on: (1) interviews with family advocates and families of students with disabilities; (2) family focus groups; and (3) a family survey. The research elevates the voices of a small sample of families of students with disabilities in Colorado but is not necessarily representative of all Colorado families of students with disabilities. [The authors received assistance in writing this report from Kaci Coats, Alex Medler, and Lauren Morando Rhim. This report was made possible under a contract with the Colorado Association of Charter School Authorizers.]
Costs of the Boston Public Prekindergarten Program
Author: Kabay, Sarah
Date: 2020-00-00
Type: Journal Articles
Subjects: Costs,Preschool Education,Public Schools,Expenditure per Student,Educational Quality,Public Sector

Though there is an expanding field of research on public prekindergarten, there is a relatively little comprehensive investigation into what public prekindergarten costs. We address some of the absences in the literature by analyzing public-sector expenditures for the city of Boston's public prekindergarten program, a particularly high-quality program. We identify the different components of the Boston program and explore how they translate into costs. We also examine how costs change over time, how costs are distributed across different levels of the education system, and how costs can be adjusted in order to calculate nationally representative estimates. Our findings are relevant for localities interested in learning from existing prekindergarten programs. Our findings are relevant for localities interested in learning from existing prekindergarten programs and can also serve as an example of cost analysis in education research. [This article was published in &quot;Journal of Research on Educational Effectiveness&quot; (EJ1275424).]
A Systematic Review of the Role of School Leaders in Supporting the Learning of Special Need Students in Times of Crisis
Author: Alnusairat, Raed Hamad
Date: 2021-06-00
Type: Information Analyses
Subjects: COVID-19,Pandemics,Students with Disabilities,Student Needs,Leadership Responsibility,School Closing,Distance Education,Parent Role,Teacher Effectiveness,Teacher Role,Social Isolation,Access to Education,Educational Technology,Technology Uses in Education

The Corona pandemic has remarkably affected the educational process, making the continuity of education a problem that needs to be quickly resolved by school leaders. Perhaps the special needs students' education was one of the most prominent problems that faced teachers and parents. This is due to the special conditions of this group, which require the availability of many requirements and direct follow-up. A good example is autistic student who needs direct and a face-to-face follow-up. Here, the basic and effective role of school leaders appears to meet the needs of this group of students through this crisis. The school leaders should use the optimal method of leadership styles to achieve success in this task, which is what we are trying to highlight through this research. In this study, the researcher will systematically review previous published works related to the topic of study to find out the effective role of school leaders in supporting the learning of students with special needs in crisis. As a result of what was reached through this systematic review, the role of school leaders in supporting the learning of students with special needs revolves around providing individual support plans and involving parents in preparing these plans, in addition to working to improve the psychological aspect of students with special needs during their learning.
Top-Down View of Experiential Understandings of Inclusion from Instructional Personnel in a Public Preschool Program
Author: Diltz, Heather L.
Date: 2021-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Inclusion,Early Childhood Education,Preschool Teachers,Training,Teacher Education,Special Education,Teaching Methods,Individualized Instruction,Teacher Attitudes,Educational Legislation,Equal Education,Students with Disabilities,Federal Legislation

Inclusive education initially appeared in research in the 1980s and was put into practice in the 1990s. The benefits of inclusion in early childhood education have been acknowledged by the U.S. Department of Education, the Division for Early Childhood, and the National Association for the Education of Young Children and investigated by previous research (Hebbler &amp; Spiker, 2016), however, documentation of teacher perceptions and experiences of inclusionary education are limited. This mixed methods study examined the professional experiences and perceptions of instructional personnel at a public preschool. A survey completed by instructional personnel investigated specific needs for training, areas needing additional support, and examples of strengths within one inclusive program. The survey requested the experiential understandings and perceptions the instructional staff gathered after one year in an inclusive preschool environment. The results of this study concurred with previous research findings. While the inclusionary staff of the study program agreed inclusionary education benefits all students, they expressed a need for additional training in special education and methods for teaching in an inclusive classroom, as well as the need to hire additional support staff to feel confident supporting an inclusive learning environment.
Specialized Charter Schools. A Secondary Analysis of the Civil Rights Data Collection to Inform Policy and Practice: Key Findings and Guiding Questions That Examine the Experiences of Students with Disabilities in Charter and Traditional Public Schools. Technical Brief 5
Author: Gibson, Patrick
Date: 2021-11-00
Type: Reports - Evaluative
Subjects: Students with Disabilities,Charter Schools,Traditional Schools,Student Experience,Educational Quality,Equal Education,Access to Education,Student Characteristics,COVID-19,Pandemics,Elementary Secondary Education,Geographic Location,Enrollment Trends,Racial Differences,Ethnicity,Symptoms (Individual Disorders),Inclusion,Special Classes,Suspension,Special Schools,Student Placement,Educational Legislation,Federal Legislation,Public Schools

This technical brief is part of an ongoing series the Center for Learner Equity (CLE) launched in 2015 that examines the enrollment and experiences of students with disabilities in different school settings. Using the 2017-2018 U.S. Civil Rights Data Collection (CRDC) data released earlier this year, this brief focuses on specialized charter schools throughout the U.S. and how the student body and student experiences in specialized charter schools may differ from national trends. Specialized charter schools have continued to be an interest to policymakers, parents, and other education stakeholders due to potential unintended consequences for the students they serve, including restrictive settings and limited access to peer students without disabilities. [Lauren Morando Rhim, Megan Ohlssen, Paul O'Neill, Bryan Rotach, and Wendy Tucker from the Center for Learner Equity contributed to this brief. For the detailed methodology, see ED618289.]