ethanporcaro/eric-fulltext-meta huggingface dataset:
Reflections of Preservice Information Technology Teachers Regarding Cyberbullying
Author: Akbulut, Yavuz
Date: 2011-07-00
Type: Journal Articles
Subjects: Information Technology,Synchronous Communication,Victims of Crime,Social Networks,Preservice Teachers,Internet,Empathy,Bullying,Computers,Electronic Mail,Telecommunications,Handheld Devices,Consciousness Raising,Gender Differences,Foreign Countries

The current phenomenological study addressed the reflections of preservice information technology (IT) teachers regarding their cyberbullying or victimization experiences. Fifty five preservice IT teachers at a Turkish teacher training institution were offered a lecture with the purpose of awareness-raising on cyberbullying, which was followed by the assignment of take-home reflection papers. Document analysis on reflection papers led researchers to find out underlying themes regarding participants' cyberbullying or victimization experiences. Findings revealed that females were more likely to be victims than males. Instant messaging programs, e-mail, cell phones and online social networks were used as means to cyberbully. Varying psychological consequences of victimization incidents were reported. Noted reactions to incidents were discontinuing interaction with bullies, and seeking family, peer and legal support. Findings further implied that awareness raising activities regarding cyberbullying were likely to reduce cyberbullying instances and increase preservice teachers' action competence. (Contains 4 tables.)
&quot;Closer to the Ground&quot;: Pupil &quot;Voice&quot; and the Development of Knowledge about Schools
Author: Wood, Margaret
Date: 2011-01-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Student Participation,Student Empowerment,Student Role,Partnerships in Education,Individualized Instruction

Most pupils, if asked, might be expected to have a view about their school and increasingly the value and significance of including pupils' perspectives in matters and decisions which affect them and their lives appears to be gaining recognition. The rationale for, and importance of, including the views and perceptions of those we have described as &quot;closer to the ground&quot;, namely the pupils, are asserted in this paper. The argument is advanced that pupils have an important role in helping to develop the knowledge base in schools about learning and the development of the school community. This is based on a belief that pupils have unique perspectives to offer and they deserve to be listened to when constructing our knowledge about schools. Drawing on metaphors from the literature of &quot;bird's eye&quot; and &quot;worm's eye&quot; perspectives on schools, the paper argues that knowledge has been traditionally constructed from the adult &quot;bird's eye&quot; view and that the view from closer to the ground, the &quot;worm's eye view&quot; must neither be overlooked nor constructed from an adult standpoint. A model for engaging &quot;pupils as partners&quot;, devised by a primary school in the City of York in England is examined. It is analysed and critiqued in the light of some of the issues surrounding pupil voice which are synthesised from the literature. The substantive argument made in this paper is that whilst the discourse about pupil &quot;voice&quot; may often sound progressive, the language can be vague and imprecise and the practical applications varied. A case is therefore made for more rigour to infuse policy and planning in this field and in particular more clarity and precision in the application of concepts and use of terminology. Schedule of questions for headteachers' written reflections is appended.
Houston A+ Challenge: An Organizational Review
Author: Farr, Beverly
Date: 2008-04-00
Type: Reports - Evaluative
Subjects: Educational Opportunities,Accountability,Evidence,Educational Change,Strategic Planning,Expertise,Interviews,Decision Making,Educational Improvement,Outcomes of Education,Research

The purpose of this organizational review, undertaken by MPR Associates, Inc. at the request of Houston A+ Challenge (HA+C), is to enable the organization to take stock of its contribution to school reform in the Houston area after a decade of work and to examine its weaknesses and strengths as it makes plans for the future. To do this, MPR staff visited Houston A+ sites, examined relevant documents, and interviewed staff, Board members, and clients. They found that HA+C: (1) Has had a recognized and highly positive effect in the Houston-area education community; (2) Is known for being responsive, disseminating research, facilitating networks, and providing learning opportunities for students, teachers and administrators otherwise unavailable to them; (3) Operates according to a current mission and imperatives that are overly broad and not aligned; (4) Allows its mission to be defined by its activities rather than vice versa; (5) Has acquired a large, diverse portfolio of programs and initiatives that can be difficult to sustain; (6) Does not have a strong accountability system; and (7) Does not communicate its purposes or activities well, both internally and externally. To address these issues and position the organization for the future, the MPR staff suggest that HA+C: (1) Redefine its mission and focus to reflect its priorities clearly; (2) Develop a strong accountability system and a "culture of evidence" among staff and Board; (3)Implement a regular strategic planning process, including the use of accountability data, for making funding and programmatic decisions; (4) Consider documenting its work, planning to scale-up successful efforts, and terminating unsuccessful ones or those not congruent with the redefined mission; (5) Develop a plan to communicate its redefined mission and priorities to staff, Board, clients, funders, and the community at large; and (6) Examine the skills and expertise needed by staff and Board members as the organization moves ahead. Information about the methods used to conduct this research is available in the appendix. (Contains 1 figure and 3 footnotes.
The Twenty Statement Test in Teacher Development
Author: Aypay, Ahmet
Date: 2011-10-00
Type: Journal Articles
Subjects: Teacher Characteristics,Self Concept,Professional Identity,Reflection,Qualitative Research,Measures (Individuals),Teachers,School Counselors,Research Assistants,Gender Differences,Marital Status

The purpose of this study is to describe teacher characteristics using Twenty Statements Test (TST). Study group includes a total of thirty-five individuals, including teachers, guidance counselors and research assistants. The study used a qualitative approach on teacher identity. TST is one of the qualitative methods that were used to determine individual self-conceptualization. Study group were requested to write twenty statements that describe themselves responding to the question "Who am I?" in a free format. The findings indicated that teachers were overwhelmingly in group c (reflective). No differences were found in terms of gender and profession. Only few significant differences have been found based on marital status. The utility of TST in teacher training and development was discussed. (Contains 7 tables.)
The Optimum Blend: Affordances and Challenges of Blended Learning for Students
Author: Gedik, Nuray
Date: 2012-07-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,Interviews,Content Analysis,Web Based Instruction,Conventional Instruction,College Instruction,Student Attitudes,Blended Learning,Qualitative Research,Phenomenology,Undergraduate Students,Instructional Design,Educational Technology,Education Courses,Preservice Teacher Education,Introductory Courses,Data Analysis

The purpose of this study was to elicit students' perceptions regarding the most facilitative and most challenging features (affordances and barriers) in a blended course design. Following the phenomenological approach of qualitative inquiry, data were collected from ten undergraduate students who had experiences in a blended learning environment. Data were collected from the students' weekly reflection papers, interviews with students, and documents, and analyzed by structurally and texturally describing the resulting experiences and perceptions. The findings of the study indicate that used together, online and face-to-face course structures offer several opportunities and challenges for students. The participating students mentioned interaction and communication opportunities, increased motivation, increased opportunities to voice their opinions, and reinforcement of learning as the affordances in the blended learning environment. The barriers included increased workload, cultural and technical barriers, and the inter-dependence of the two environments. Implications and suggestions are offered for instructors in higher education settings. (Contains 3 tables and 2 figures.)
California Community College Transfer Rates: Who Is Counted Makes a Difference. MPR Research Brief
Author: Horn, Laura
Date: 2007-00-00
Type: Reports - Research
Subjects: Transfer Rates (College),Community Colleges,College Students,Course Selection (Students),Public Policy,College Transfer Students,State Colleges,Graduation Rate,Student Characteristics,Mathematics Achievement

This is the first in a series of MPR Research Briefs published on the outcomes and experiences of California community college students. California Community Colleges (CCC) enroll roughly two-thirds of all California college students and nearly one-fourth of all community college students in the nation. Their low fees and open-admission policies provide critical access to many students who otherwise might not attend college. Yet recent research reports have concluded that students who enroll in California community colleges complete a degree or transfer at relatively low rates. For example, Sengupta and Jepsen (2006) from the Public Policy Institute of California (PPIC) reported that about one-quarter of &quot;transfer-focused&quot; students had transferred to a 4-year institution, and Shulock and Moore (2007) from the Institute for Higher Education Leadership and Policy (IHELP) reported that about one-quarter of &quot;degree-seekers&quot; had completed college, either through transfer (18 percent) or earning a formal credential (6 percent). In light of the scrutiny these studies have received and to better understand who should be counted in determining transfer rates, the authors examine transfer rates in the context of different course-taking patterns and illustrate how rates have changed over time. The purpose of this research is to provide empirical data and a broader context for ongoing policy analyses and discussions. (Contains 4 figures, 2 tables, and 12 footnotes.)
What are the Main Sources of Turkish EFL Students' Anxiety in Oral Practice?
Author: Subasi, Gonca
Date: 2010-10-00
Type: Journal Articles
Subjects: College Faculty,Measures (Individuals),Anxiety,Fear,English (Second Language),Speech Communication,Correlation,Foreign Countries,College Freshmen,Rating Scales,Multiple Regression Analysis,Interviews,Prediction,Predictor Variables,Teacher Characteristics,Teaching Methods,Student Attitudes,Second Language Learning

This study was designed in order to investigate two potential sources of the anxiety of Turkish learners of English in oral practice:1) an individual student's fear of negative evaluation, and 2) his/her self-perceived speaking ability. A total of 55 first year students enrolling in Anadolu University, Education Faculty, ELT Department participated in the study. A 55-item multiple-choice survey was administered to the participants in a regular classroom hour. The survey consisted of five parts: Fear of Negative Evaluation (FNE), Foreign Language Classroom Anxiety Scale (FLCAS), Self-Rating Can-Do Scale (SR-CDS), Self-Rating for the Current Level of Study (SR-CL), Self-Rating Perception by the English (SR-EPE). The Pearson correlation coefficients and multiple regression analyses were run for the statistical interpretation of the data. To achieve valid and reliable results, 15 students were also randomly chosen to conduct an interview in order to find out their reasons for being anxious in using English. The students' responses given to the survey were probed to have a better understanding of sources leading to high anxiety. The results of the study indicated a positive correlation between an individual's fear of negative evaluation and his/her anxiety level. Moreover, the findings of the current study revealed that there were significant negative relationships between anxiety and three of self-ratings; SR-CDS, SR-CL and SR-EPE. In addition, it was showed that among the FNE and the three self-ratings of English speaking ability, the combination of the FNE, the SR-CL and SR-CDS was the most appropriate model of predictors of anxiety level of this sample. Finally, the analysis of interview data provided valuable information about the main sources of the students' anxiety in oral practice such as: personal reasons, teachers' manners, teaching procedures, and previous experience. (Contains 6 tables and 4 figures.)
Evaluation of the Demonstration Sites in the ConnectEd Network
Author: Farr, Beverly
Date: 2009-05-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Learner Engagement,Evidence,Program Effectiveness,Evaluation Methods,Student Attitudes,Teaching Methods,Mentors,Outcomes of Education,Educational Improvement,Program Implementation,Professional Development,Career Readiness,College Readiness,Higher Education,Vocational Education

In California, the James Irvine Foundation created ConnectEd: The California Center for College and Career to promote multiple pathways that link to the state's 15 major industry sectors. The ConnectEd Network of Schools, a demonstration project supported by Irvine, plays a critical role in expanding student options through multiple pathways and illuminating how pathways work and what they can accomplish. The Network consists of 16 sites spread across the state that vary significantly in structure, ranging from small autonomous schools to Regional Occupational Programs (ROPs) serving several districts, and including a charter school and a program run by a nonprofit organization. ConnectEd has made a strong commitment to rigorous evaluation of multiple pathways since its inception. A major objective of the Network sites is to provide data on a set of core indicators of student outcomes to document the effectiveness of multiple pathways. Undertaken during the 2007-08 school year, with follow-up ongoing in 2008-09, this evaluation of Network sites sought to answer these questions: (1) What is the evidence that multiple pathways produce greater student engagement, improved achievement, and higher rates of school completion than do more conventional high school programs?; (2) What is the impact of the pathways approach on student attitudes, behaviors, &quot;soft skills,&quot; motivation, awareness of career options, and workplace readiness?; (3) What key program variables characterize implementation of pathways at each site?; (4) How well have sites implemented pathways, according to a rubric defining the key pathways features thought to contribute to improved student outcomes?; (5) What other variables (e.g., factors related to students and teachers) influence implementation?; (6) What are the relationships between student outcomes and fidelity of implementation of key features?; and (7) What major implementation themes emerge that are important to understanding whether and how pathways influence student outcomes? A full description of the evaluation methods is contained in Appendices A-C of the report. This paper presents the findings of the evaluation. Appended are: (1) Logic Model and Data Request Tools; (2) Evaluation Methods; (3) Evaluation Instruments; (4) Achievement Data Tables for Network Overall; and (5) Achievement Data Tables for Individual Site Comparisons. A glossary of terms is included. (Contains 24 exhibits, 193 tables. and 3 footnotes.)
Seeking Assistance: Who Gets Financial Aid at California Community Colleges. MPR Research Brief
Author: Woo, Jennie H.
Date: 2009-10-28
Type: Reports - Research
Subjects: Student Financial Aid,Transportation,Community Colleges,Grants,Two Year College Students,Fees,Low Income Groups,Profiles,Financial Aid Applicants

California community colleges (CCC) enroll nearly one-quarter of the nation's community college students. Low fees and open-admission policies in this sector provide critical access to many students who otherwise might not attend college. This is particularly true of low-income students, at least one-quarter of all CCC students. Even though CCCs have the lowest average fees of any state two-year public system and a generous financial aid program to waive fees for low-income students, money is still a barrier to college access. Students must still find ways to pay for books and supplies, food, housing, and transportation costs. The federal Pell grant was designed to help very low-income students pay college expenses, but fewer than 230,000 degree-seeking students at CCCs receive them (about 10 percent). In 2006-07 students received an average Pell award of just under $2,300. This study examines data on low-income community college students in California to determine who among them received Pell grants and why so many poor students apparently do not benefit from this program. (Contains 3 figures and 2 tables.)
Clarifying Parent Involvement and Family-School Partnership Intervention Research: A Preliminary Synthesis. CYFS Working Paper No. 2012-4
Author: Sheridan, Susan M.
Date: 2012-11-00
Type: Reports - Research
Subjects: Intervention,Educational Research,Parent Participation,Parent School Relationship,Academic Achievement,Students,Parents

Interactions and experiences within home and school systems, uniquely and together, form the foundation for developmental trajectories throughout students' educational careers. As a lifelong resource, families represent the first essential system and source of support for the learning and development of children and adolescents. When parents are involved in their children's learning, children experience increased achievement and academic performance, stronger self-regulatory skills, fewer discipline problems, better study habits, more positive attitudes toward school, improved homework habits and work orientation, and higher educational aspirations. Two distinct approaches to family intervention can be found in the school-based literature: family/parent involvement and family-school partnership. Despite general support, research inconsistencies are evident. Variability in findings could be due to the imprecision with which the construct has been investigated. Studies have often failed to operationalize the variable of interest, or failed to differentiate between approaches or activities. Previous meta-analyses have failed to differentiate between general parent involvement models (that focus on activities parents do) and family-school partnership models (that focus on relationships between family members and school personnel). There is a need to (a) differentiate between interventions that are relational in nature and strive to strengthen family-school partnerships, versus those that are structural in nature and attempt to promote parent involvement activities; and (b) identify the primary components that typify these approaches. The present review is a preliminary summary of studies that investigates the benefits of two clearly distinct approaches--i.e., interventions that are relational in nature and strive to strengthen family-school partnerships and those that are structural in nature and attempt to promote parent involvement activities. Coding scheme is appended. (Contains 5 figures and 3 tables.) [This paper was presented originally by the authors at the 2011 annual meeting of the American Psychological Association.]
Judging Student Achievement: Why Getting the Right Data Matters. An MPR/NCEA Policy Brief
Author: Anderson, Sharon
Date: 2005-09-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Achievement Gap,Low Achievement,Educational Change,Limited English Speaking,Data,Decision Making,Minority Group Students,Special Education,Special Needs Students,Educational Legislation,Federal Legislation,Mathematics Tests,Reading Tests,Standardized Tests,Alignment (Education),Academic Standards,State Standards,Longitudinal Studies

States are engaged in serious efforts to raise student achievement, paying particular attention to narrowing the achievement gap between high- and low-performing students that has persisted in public schools for decades. The achievement gap is particularly troubling because, all too often, those at low achievement levels are minority, special education, or limited-English-proficient students. The federal &quot;No Child Left Behind&quot; (NCLB) act has given added impetus to efforts to close the achievement gap. States are now testing all students in specific grades in mathematics and reading, using standardized state assessments aligned with state academic standards. Efforts to close the achievement gap are as diverse as the 50 states, and many educators are struggling to implement school improvement strategies and find adequate and appropriate measurements to see if these strategies are working. &quot;NCLB&quot; offers a useful framework for thinking about the kinds of data needed to identify students having difficulty meeting standards and to document school progress in closing the achievement gap over time. Good data make it possible to arrive at fair, accurate judgments about student and school performance and to make better decisions about how to deploy resources to improve schools. This policy brief describes the elements of a comprehensive state student data system that can provide richer and more meaningful information of use to policymakers, educators, parents, and the public. (Contains 4 figures and 2 footnotes.) [This paper was written with Chrys Dougherty.]
A Needs Assessment of the Accessibility of Distance Education in the California Community College System. Part I
Author: Farr, Beverly
Date: 2008-08-00
Type: Reports - Research
Subjects: Disabilities,Educational Technology,Teaching Methods,Needs Assessment,Community Colleges,Distance Education,Internet,Online Courses,Video Technology,Two Year Colleges,Higher Education,Assistive Technology,Surveys

If distance education was once the wave of the future, it is now here to stay and is improving rapidly. As technology advances--providing more opportunities for people to access material from almost anywhere on various devices in any number of formats--distance education is becoming increasingly complex. While the opportunity for students to take classes at any time of day or night provides a great convenience for those enrolled, it also presents a new range of challenges for instructors. They have more options than ever before for presenting material in an engaging format. These advances in technology, however, must benefit anyone enrolling in distance education (DE) courses--including students with disabilities. People with disabilities are entering college in increasing numbers. This report, commissioned by the California Community Colleges System Office, is Part I of a systemwide needs assessment of the accessibility of online distance education. The report focuses on Web-based courses because this delivery method has increased exponentially in popularity and now accounts for 82% of all DE courses (CCCSO, 2008). (Video-based telecourses, computer-assisted instruction, correspondence courses, and other DE formats are still offered but in far fewer numbers than Web-based courses.) Part I of the needs assessment, represented here, provides information on how many Web-based courses at California community colleges are currently accessible and what helps or hinders campuses in making all online courses accessible. (Contains 27 tables and 22 footnotes.)