ethanporcaro/eric-fulltext-meta huggingface dataset:
Attitudes of Foreigners Who Learn Turkish as a Second Language towards Turkish Culture
Author: Maden, Sedat
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Turkish,Foreign Students,Student Surveys,Student Attitudes,Social Attitudes,Questionnaires,Foreign Culture,Cultural Differences,Acculturation,Social Support Groups,Student Adjustment,Textbook Standards,Social Values,Life Satisfaction,College Students,Foreign Countries

There is a very close association between language and culture. Thus, cultural values should be prioritized in language training and cultural knowledge should be concurrently instructed. Turkish culture should also be introduced to learners of Turkish as a foreign language. Therefore, it is important to determine the attitudes of learners of Turkish language as a foreign language towards the Turkish culture. The aim of the present study is to determine the attitudes of foreign students learning Turkish as a foreign language towards the Turkish culture. For this purpose, a field survey was conducted based on the screening research model. The study sample included 60 foreign students attending Giresun University Turkish Instruction Center (TOMER). The students included in the sample came from 8 different countries. The study data was collected by &quot;attitudes towards cultural values questionnaire&quot;. After the obtained data was analyzed, it was determined that most of the foreign students established similarities between Turkish culture and their own, however they also experienced difficulties in adapting to Turkish culture. Furthermore, It was also found that Turkish students generally assisted foreign students in the process of adaptation to the Turkish culture and that foreign students adapted to Turkish food rather easily. Keywords: Foreign language instruction, Turkish, culture, attitude.
The Views of Teacher Candidates Attending the Pedagogical Formation Program Regarding the Teaching Practice Course
Author: Dursun, Fevzi
Date: 2017-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Qualitative Research,Likert Scales,Questionnaires,Student Teaching,Gender Differences,Teaching Experience,Barriers,Teacher Expectations of Students,Practicums,Pedagogical Content Knowledge,Student Satisfaction,Foreign Countries,Student Attitudes

One of the important aspects that increase the efficiency of learning is well trained teacher. Besides, increasing quality and ensuring permanent learning is undoubtedly dependent on teacher's effort to achieve these and active participation of student in the teaching process more actively and willingly. This study was conducted to review the views of teacher candidates for the practices they performed at relevant schools in the scope of teaching practice. In the study, it was aimed to determine what teachers have carried out for the teaching process to be more qualified. In the study, six open-ended questions were asked to 26 teacher candidates, working at central district of Tokat province during the spring semester of 2015-2016 academic year, received pedagogical formation, agreed voluntarily respond to the information on the form in pre-interview. The study conducted qualitatively. In the analysis of the data, descriptive analysis technique from qualitative data analysis techniques was used. According to findings, it is seen that participants experienced various problems during teaching practice. The participants found short haul and temporary solutions that they usually developed by themselves to overcome their problems that they experienced. The majority of the participants expressed that they benefited from teaching practice course in the topics of lecturing, addressing, recognizing students, communicating with students, classroom management and attracting attention. The majority of the participants stated that teaching practice satisfied their expectations from this practice. It was found that the participants didn't have enough knowledge about the practice itself, so their expectations from this practice was low. The fact that participants' expectations were low and they didn't have enough knowledge about the practice shows that the practice in question satisfied their expectations easier and faster. Regarding the participants' expectations about how teaching practice should be and what it should include; they expect for teaching staff and practice teacher to get more involved with participants and course; the lesson plans to be more planned and functional, the communication of instructors, and practice teachers at school to be better.
Every Student Succeeds Act High School Graduation Rate: Non-Regulatory Guidance
Author: Department of Education (ED)
Date: 2017-01-00
Type: Guides - Non-Classroom
Subjects: Federal Legislation,Educational Legislation,High School Students,Graduation Rate,Success,Employment Level,Definitions,Computation,High School Graduates,Disabilities,Individualized Education Programs,State Standards,Intellectual Disability,Severity (of Disability),Cohort Analysis,Elementary Secondary Education

Student graduation from high school with a regular high school diploma is an important indicator of school success and one of the most significant indicators of student college and career readiness. In addition, there are substantial economic benefits to high school completion. For example, according to the U.S. Department of Education's National Center for Education Statistics (NCES), the employment rate for young adults who had completed high school (67 percent) was higher than the employment rate for those who had not finished high school (51 percent) in 2015. This non-regulatory guidance provides States, Local education agency (LEAs), and schools with information about how to implement the graduation rate requirements in the ESEA. Section A of this guidance clarifies the four-year adjusted cohort graduation rate (ACGR) definition and other key terms. Section B discusses requirements for calculating the ACGR. Section C identifies common issues related to implementation and reporting of the ACGR.
Strong Collaborative Relationships for Strong Community Schools
Author: Daniel, Julia
Date: 2017-08-00
Type: Reports - Descriptive
Subjects: Community Schools,Partnerships in Education,Access to Education,Educational Change,Change Strategies,Educational Environment,Educational Administration,Educational Research,Academic Achievement,School Community Programs,School Community Relationship,Participative Decision Making,Transformational Leadership,Stakeholders,Leadership Role,Educational Practices,Elementary Secondary Education

Community schools have gained attention as mechanisms to bring about equitable access to high-quality educational resources, extended learning time and opportunities, integrated student supports, and collaborative engaging relationships with parents and communities. In order to effectively create conditions that provide equitable access to such resources, community school leaders need to employ specific strategies and collaborative practices for the implementation of such strategies can support their efficacy. This brief examines research on educational leadership and the importance--for school climate, student learning and relations--of strong collaborative relationships between community partners, teachers and school leaders. This paper considers the research on collaboration between families, communities and schools with attention to how community schools in particular are well-positioned to take advantage of strategies that draw on the knowledge and skills of multiple stakeholders. (A list of notes and references is included.)
The Impact of Tier 1 Reading Instruction on Reading Outcomes for Students in Grades 4-12: A Meta-Analysis
Author: Swanson, Elizabeth
Date: 2017-10-00
Type: Journal Articles
Subjects: Reading Instruction,Evidence Based Practice,Outcomes of Education,Elementary School Students,Secondary School Students,Meta Analysis,Evidence,Reading Achievement,Reading Comprehension,Vocabulary Development,Reading Improvement,Reading Difficulties

Understanding the efficacy of evidence-based reading practices delivered in the Tier 1 (i.e. general classroom) setting is critical to successful implementation of multi-tiered systems, meeting a diverse range of student learning needs, and providing high quality reading instruction across content areas. This meta-analysis presents evidence on the effects of Tier 1 reading instruction on the reading outcomes of students in Grades 4-12, and a synthesis of effects for students identified as struggling readers. Results from this meta-analysis of 37 publications conducted between 2000 and 2015 reveal significant, positive effects for Tier 1 reading instruction on comprehension and vocabulary outcomes. A synthesis of the results for struggling readers indicates that they maintained or improved reading comprehension over struggling readers receiving typical instruction. [This article was published in &quot;Reading and Writing,&quot; (EJ1152799).]
Might the New Gates Education Initiative Close Opportunity Gaps?
Author: Welner, Kevin
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: Educational Opportunities,Educational Improvement,Educational Policy,Policy Analysis,Program Effectiveness,Elementary Secondary Education,Achievement Gap,Change Strategies,Educational Change,Philanthropic Foundations,Educational Practices

In this Policy Memo, the author considers the Bill &amp; Melinda Gates Foundation's newest effort, focused on &quot;Networks for School Improvement,&quot; and how this initiative can learn from the Foundation's own past initiatives as well as from research evidence more generally. The author worries that in K-12 education, the Foundation has repeated fundamental errors. In this policy memo, he describes those errors.
Monitoring the Future National Survey Results on Drug Use, 1975-2015. Volume 2, College Students &amp; Adults Ages 19-55
Author: Johnston, Lloyd D.
Date: 2016-07-00
Type: Reports - Research
Subjects: Secondary School Students,College Students,Grade 8,Grade 10,Grade 12,Young Adults,Drug Abuse,Incidence,Behavior,Age Differences,Beliefs,Social Influences,Dropouts,Attendance,Trend Analysis,Narcotics,Stimulants,Experience,Marijuana,Drinking,Alcohol Abuse,Gender Differences,Smoking,Racial Differences,Ethnicity,Questionnaires,Surveys,Geographic Regions,Population Trends,Parent Background,Educational Attainment,College Bound Students,Socioeconomic Status,Peer Influence,Parent Attitudes,Attention Deficit Hyperactivity Disorder,Drug Therapy,College Attendance,Motor Vehicles,Risk,Parenting Styles,National Surveys,Adults,Cocaine,Inhalants,Lysergic Acid Diethylamide

Monitoring the Future (MTF), now in its 41st year, is a research program conducted at the University of Michigan's Institute for Social Research under a series of investigator-initiated, competing research grants from the National Institute on Drug Abuse--one of the National Institutes of Health. The study comprises several ongoing series of annual surveys of nationally representative samples of 8th- and 10th-grade students (begun in 1991), 12th-grade students (begun in 1975), and high school graduates followed into adulthood (begun in 1976). The current monograph reports the results of the repeated cross-sectional surveys of all high school graduating classes since 1976 as researchers followed them into their adult years. Segments of the general adult population represented in these follow-up surveys include: (1) U.S. college students; (2) their age-peers who are not attending college, sometimes called the &quot;forgotten half&quot;; (3) all young adult high school graduates of modal ages 19 to 30 (or 19-28 for trend estimates), referred to as the &quot;young adult&quot; sample; and (4) high school graduates at the specific later modal ages of 35, 40, 45, 50, and 55. In this volume, historical and developmental changes in substance use and related attitudes and beliefs occurring at these age strata receive particular emphasis. The follow-up surveys have been conducted by mail on representative subsamples of the previous participants from each high school senior class. This volume presents data from the 1977 through 2015 follow-up surveys of the graduating high school classes of 1976 through 2014, as these respondents have progressed into adulthood. The oldest MTF respondents, from the class of 1976, were the first to be surveyed through age 55 in 2013--37 years after their graduation. An index is included. [For &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2015. Volume 1, Secondary School Students,&quot; see ED578604.]
Demographic Subgroup Trends among Young Adults in the Use of Various Licit and Illicit Drugs, 1988-2015. Monitoring the Future Occasional Paper Series. Paper 87
Author: Johnston, Lloyd D.
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Drug Abuse,Incidence,Behavior,Age Differences,Trend Analysis,Narcotics,Stimulants,Experience,Marijuana,Drinking,Alcohol Abuse,Gender Differences,Smoking,Questionnaires,Geographic Regions,Population Trends,National Surveys,Cocaine,Inhalants,Lysergic Acid Diethylamide,Late Adolescents,Young Adults,High School Graduates,Urban Areas

This occasional paper presents subgroup findings from the Monitoring the Future (MTF) study on levels of, and trends in, the use of a number of substances for nationally representative samples of high school graduates ages 19-30. The data have been gathered in a series of follow-up surveys of representative subsamples of high school seniors who were first surveyed in 12th grade as part of the MTF study. Therefore, the universe being described omits people who did not complete high school--between 8 and 15% of each age group, with the most recent class cohorts closer to the bottom of that range. Surveys of the graduating cohorts of high school seniors started in 1976 and have continued with each graduating class since. Data were first available for the 19-22 age group in 1980 and for the older age groups in subsequent years, as the tables and figures in this occasional paper indicate. The general epidemiological findings from these samples are discussed in &quot;Volume II&quot; of the annual monograph series. The subgroup trends shown in the current occasional paper complement the last section of Chapter 5 (Trends in Drug Use in Early and Middle Adulthood) of that monograph by presenting the trend data for young adult subgroups in both graphic and tabular form. The results are described and discussed in Chapter 5, but the extensive set of tables and figures is provided here for the reader who wishes to view the figures and the underlying numerical values. Three demographic dimensions are differentiated: gender, region of the country, and population density. Gender includes trends for males and females; region describes trends for each of the four major regions defined by the U.S. Census; and population density differentiates trends for five levels of community size. [For &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2015. Volume 2, College Students &amp; Adults Ages 19-55,&quot; see ED578731.]
Demographic Subgroup Trends among Adolescents in the Use of Various Licit and Illicit Drugs, 1975-2015. Monitoring the Future Occasional Paper Series. Paper 86
Author: Johnston, Lloyd D.
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Secondary School Students,College Students,Grade 8,Grade 10,Grade 12,Drug Abuse,Incidence,Behavior,Age Differences,Beliefs,Social Influences,Trend Analysis,Narcotics,Stimulants,Experience,Marijuana,Drinking,Alcohol Abuse,Gender Differences,Smoking,Racial Differences,Ethnicity,Questionnaires,Geographic Regions,Population Trends,Parent Background,Educational Attainment,College Bound Students,Socioeconomic Status,Attention Deficit Hyperactivity Disorder,Drug Therapy,College Attendance,Risk,National Surveys,Cocaine,Inhalants,Lysergic Acid Diethylamide

This occasional paper presents national demographic subgroup data for the 1975-2015 Monitoring the Future (MTF) national survey results on 8th, 10th, and 12th graders' use of drugs, alcohol, and tobacco. MTF is funded by the National Institute on Drug Abuse at the National Institutes of Health under a series of investigator-initiated, competitive research grants to the University of Michigan. The study covers all major classes of illicit and licit psychoactive drugs for an array of population subgroups. The 2015 subgroup data presented here accompany the &quot;Monitoring the Future National Survey Results on Drug Use: 1975-2015: Overview, Key Findings on Adolescent Drug Use&quot; (ED578539) and the &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2015: Volume I, Secondary School Students&quot; (ED578604). 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 367 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 those grade levels.
Dilemmas of Prescriptive Practices and Perceived Alignment in Program Implementation
Author: Rubin, Mollie
Date: 2017-00-00
Type: Journal Articles
Subjects: Administrator Surveys,Adoption (Ideas),Alignment (Education),Beliefs,Capacity Building,Educational Change,Educational Improvement,Educational Practices,Focus Groups,High Schools,Performance Factors,Program Implementation,Qualitative Research,Scheduling,School Culture,Semi Structured Interviews,Student Surveys,Teacher Surveys

This paper studies the early implementation of a school improvement effort in two high schools. We examine what explains variation in the teacher adoption of program practices. Our findings highlight the tension between encouraging immediate adoption of program practices and the longer term goals of schoolwide culture change. We find that highly structured practices and those that are already aligned with teachers' extant beliefs and classroom practices can be implemented with little preexisting capacity. These conditions could also lead to more consistent and quicker initial adoption. However, this type of implementation might not encourage sufficient understanding of program goals and may inhibit the diffusion of practices into the school culture. Findings highlight dilemmas associated with program practices when the goal is to bring educational reforms to scale. [This paper was published in &quot;Peabody Journal of Education&quot; (EJ1157622).]
Leading with Data: Evidence from the National Center on Scaling up Effective Schools
Author: Cohen-Vogel, Lora
Date: 2013-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Comparative Analysis,Data,School Effectiveness,Case Studies,High Schools,Value Added Models,Scores,Standardized Tests,State Standards,Achievement Tests,Academic Achievement,Principals,School Counselors,High School Students,Secondary School Teachers,Minority Group Students,Low Income Students,English Language Learners

Through comparative case study, we seek to understand the ways in which actors in high schools use and think about performance data. In particular, we compare data use in higher and lower value-added schools. Data use is conceptualized here as having access to a host of available performance data on students, using them to guide instructional decisions, and building cultures in which data are seen as vehicles for improvements in practice. While our findings do not show consistent differences in the higher and lower value-added schools, they do allow us to set out an expanded conceptualization of school data use.
Multi-Grade Kindergarten Classrooms and Children&apos;s Academic Achievement, Executive Function, and Socio-Emotional Development
Author: Ansari, Arya
Date: 2017-00-00
Type: Reports - Research
Subjects: Social Development,Emotional Development,Multigraded Classes,Executive Function,Children,Longitudinal Studies,Surveys,Child Development,Regression (Statistics),Kindergarten,Preschool Children,Academic Achievement

Using data from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 (ECLS-K: 2011; n = 11,000), this study examined the developmental outcomes of 5-year-old children in multi-grade classrooms (combined pre-kindergarten and kindergarten classrooms serving 3-, 4-, and 5-year-olds) compared with 5-year-olds attending kindergarten-only classrooms serving primarily 5-year-olds. Results from regression and propensity score analyses revealed that 5-year-old children who attended multi-grade classrooms with pre-kindergarteners made smaller gains in math and literacy skills and demonstrated less optimal executive function at the end of the school year as compared with children who attended kindergarten-only classrooms. Classroom-level factors largely explained the differences in children's academic achievement but did not consistently explain differences in their executive functioning. No consistent differences emerged for children's social-behavioral development. [This paper was published in &quot;Infant and Child Development&quot; (EJ1162658).]
Demographic Subgroup Trends among Young Adults in the Use of Various Licit and Illicit Drugs, 1988-2016. Monitoring the Future Occasional Paper Series. Paper 89
Author: Johnston, Lloyd D.
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Drug Abuse,Incidence,Behavior,Age Differences,Trend Analysis,Narcotics,Stimulants,Experience,Marijuana,Drinking,Alcohol Abuse,Gender Differences,Smoking,Questionnaires,Geographic Regions,Population Trends,National Surveys,Cocaine,Inhalants,Lysergic Acid Diethylamide,Late Adolescents,Young Adults,High School Graduates,Urban Areas

This occasional paper presents subgroup findings from the Monitoring the Future (MTF) study on levels of, and trends in, the use of a number of substances for nationally representative samples of high school graduates ages 19-30. The data have been gathered in a series of follow-up surveys of representative subsamples of high school seniors who were first surveyed in 12th grade as part of the MTF study. Therefore, the universe being described omits people who did not complete high school--between 8 and 15% of each age group, with the most recent class cohorts closer to the bottom of that range. Surveys of the graduating cohorts of high school seniors started in 1976 and have continued with each graduating class since. Data were first available for the 19-22 age group in 1980 and for the older age groups in subsequent years, as the tables and figures in this occasional paper indicate. The general epidemiological findings from these samples are discussed in &quot;Volume II&quot; of the annual monograph series. The subgroup trends shown in the current occasional paper complement the last section of Chapter 5 (Trends in Drug Use in Early and Middle Adulthood) of that monograph by presenting the trend data for young adult subgroups in both graphic and tabular form. The results are described and discussed in Chapter 5, but the extensive set of tables and figures is provided here for the reader who wishes to view the figures and the underlying numerical values. Three demographic dimensions are differentiated: gender, region of the country, and population density. Gender includes trends for males and females; region describes trends for each of the four major regions defined by the U.S. Census; and population density differentiates trends for five levels of community size. [For &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2016. Volume II, College Students &amp; Adults Ages 19-55,&quot; see ED578605.]