ethanporcaro/eric-fulltext-meta huggingface dataset:
How and Why Higher Education Institutions Use Technology in Developmental Education Programming. A CAPR Working Paper
Author: Natow, Rebecca S.
Date: 2017-09-00
Type: Reports - Research
Subjects: Postsecondary Education,Community Colleges,Semi Structured Interviews,Technology Integration,Educational Technology,Technology Uses in Education,Developmental Studies Programs,Qualitative Research,Interviews,Public Colleges,Coding,College Faculty,Administrators

As postsecondary institutions increasingly integrate technology into developmental education, it becomes important to understand how technology is used in these programs, what challenges institutions have encountered relating to the technology, and what considerations institutional leaders take into account when deciding whether and how to integrate technology in developmental education. This study explores these questions drawing from semi-structured interviews with key personnel from 31 open-access two-year public colleges, 11 broad-access four-year public colleges, and 41 state-level organizations overseeing such colleges. We find that institutions are integrating a variety of instructional, course management, and student support technologies into developmental education. In doing so, institutions have encountered a number of challenges, particularly with regard to end-user difficulties with technology. We also find that evidence of effectiveness of technology for improving educational outcomes was considered by a number of organizations in our sample when making decisions about technology use in developmental education; however, other considerations--particularly those based on costs and resources--were also quite influential. Indeed, such economic considerations were described to us more often than evidence of effectiveness by respondents discussing reasons for using technology in developmental education.
Testing the Efficacy of a Tier 2 Mathematics Intervention: A Conceptual Replication Study
Author: Doabler, Christian T.
Date: 2016-10-00
Type: Journal Articles
Subjects: Achievement Tests,Control Groups,Experimental Groups,Grade 1,Intervention,Kindergarten,Mathematics,Mathematics Achievement,Outcome Measures,Pretests Posttests,Randomized Controlled Trials,Replication (Evaluation),Standardized Tests,Statistical Analysis

The purpose of this closely aligned conceptual replication study was to investigate the efficacy of a Tier 2 kindergarten mathematics intervention. The replication study differed from the initial randomized controlled trial on three important elements: geographical region, timing of the intervention, and instructional context of the counterfactual. Similar to the original investigation, however, the current study tested the same intervention, used the same outcome measures and statistical analyses, and involved the same population of learners. A total of 319 kindergarten students with mathematics difficulties from 36 kindergarten classrooms participated in the study. Students who were randomly assigned to the treatment condition received the intervention in small-group formats, with 2 or 5 students per group. Control students participated in a no-treatment control condition. Significant effects on proximal and distal measures of mathematics achievement were found. Effect sizes obtained for all measures fell within or exceeded the upper bound of the effects reported in the initial study. Implications for systematically situating replication studies in larger frameworks of intervention research and reporting rates of treatment response across replication studies are discussed. [This paper was published in &quot;Exceptional Children&quot; (EJ1116305).]
Migration Fact from Perspective of Turkish Prospective Teachers and Its Effect on Education
Author: Gögebakan-Yildiz, Derya
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Migration,Preservice Teachers,Student Attitudes,Figurative Language,Discourse Analysis,Opinions,Coding,Content Analysis,Education,Phenomenology

Migration can be regarded as a social phenomenon by changing the policies of social life and countries. Both the whole world and Turkey act as a scene for diverse and intense migration mobility in recent years Escape way of economy, changes in political and social life, readjustment of borders in Eastern Europe and developments in Middle East have accelerated individual and massive migration movements. It is clear that the immigration phenomenon and its multicultural life and effects will continue to transform for many years. It is important to determine the migration perceptions of prospective teachers who will prepare generations for such an age of transformation. The aim of the study is to examine migration fact and effects of migration on education from prospective teachers' points of view. To answer the main statement of the research, two sub-questions were formed. 1) With which metaphors migration fact is explained by prospective teachers? Which categories can be formed in terms of common features of metaphors revealed by prospective teachers? 2)What are opinions of prospective teachers on effects of migration fact on educational system? In this research phenomenologic pattern method was used. The prospective teachers were asked a metaphor question in parallel with research questions and an open-ended question. The data was decoded by content analysis method. 152 prospective teachers participated into the study. As a result, categories of &quot;new life,&quot; &quot;psychological dimension,&quot; &quot;socio-cultural dimension,&quot; &quot;child and woman abuse,&quot; &quot;tragedies experienced during migration,&quot; &quot;migration geography&quot; and &quot;economic dimension&quot; were formed from the metaphors produced relating to migration fact by the prospective teachers. The prospective teachers produced both positive and negative metaphors, however most of metaphors were negative. Categories of &quot;education programs,&quot; &quot;future of education,&quot; &quot;social-emotional education for social agreement&quot; and &quot;school structures and management relationship&quot; were formed based on opinions of the prospective teachers relating to the effects of migration fact on Turkish educational system.
The Opinions of Pre-Service Science Teachers on School Practice
Author: Kubat, Ulas
Date: 2017-00-00
Type: Journal Articles
Subjects: Qualitative Research,Semi Structured Interviews,Barriers,Planning,Teaching Methods,Teaching Skills,Evaluation Methods,Student Teaching,Student Teacher Attitudes,Science Teachers,Foreign Countries,Coding,Tests,Preservice Teachers

The aim of this research is to identify the problems faced by the pre-service science teachers in the process of school practice, and to determine possible solutions. School practice is very important in establishing theory-practice relationships for the candidate teachers. A qualitative design was employed for this research study. The participants of this study were 14 pre-service science teachers who pursued in their studies in the academic year period of 2016-2017. A semi-structured interview form was used as a data collection tool. In the research findings, it was revealed that the teachers had problems in planning the teaching during its practice. During the application of teaching, in addition, deficiencies in teaching methods, techniques and measurement and evaluation methods used by candidate teachers were observed. It was found that the pre-service teachers used most likely experimental pre-service science teachers used more traditional assessment tools.
Analyzing Interpersonal Problem Solving in Terms of Solution Focused Approach and Humor Styles of University Student
Author: Koc, Hayri
Date: 2017-00-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Humor,Multiple Regression Analysis,Problem Solving,College Students,Measures (Individuals),Student Attitudes,Questionnaires,Correlation,Prediction,Self Esteem,Foreign Countries,Statistical Analysis

In this study university students interpersonal problem solving approaches were investigated in terms of solution focused approach and humor styles. The participants were 773 (542 female and 231 male, between 17-33 years old) university students. To determine the university students' problem solving approaches &quot;Interpersonal Problem Solving Inventory,&quot; to determine solution focused approaches &quot;Solution Focused Inventory,&quot; and to determine humor styles &quot;Humor Styles Questionnaire&quot; were used.In data analysis, Pearson Product-Moment Correlation Coefficient technique was used to reveal the relation between solution focused approach and interpersonal problem solving approaches and also between humor styles and interpersonal problem solving approaches. Multiple Linear Regression Analysis technique was used to determine predictive power of the solution focused approach and humor styles on interpersonal problem solving approaches. According to the results of correlation analysis, significant relations were revealed between solution focused approach and problem solving approaches and also between humor styles and problem solving approaches. According to the regression analysis, solution focused approach and humor styles significantly predict all the problem solving approaches (problems in a negative way, constructive problem solving, lack of self-confidence, unwillingness to take responsibility, insistent-persevering approach). Discussion and suggestions were included within the results obtained.
Effective Instructional Strategies for Kindergarten and First-Grade Students at Risk in Mathematics
Author: Clarke, Ben
Date: 2015-05-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Mathematics Instruction,Elementary School Mathematics,Teaching Methods,Kindergarten,Grade 1,At Risk Students,Elementary School Students,Intervention,Instructional Design,Skill Development,Mathematics Skills

This article provides an overview of effective instructional strategies and interventions for kindergarten and first-grade students at risk in mathematics. The article reviews instructional strategies and interventions within a multitier instructional model in order to provide a framework for teachers and schools looking to increase the effectiveness of their instructional support in the area of mathematics. [This article was published in &quot;Intervention in School and Clinic,&quot; (EJ1055946).]
Values for Social Development in the Context of Globalisation: Analysing the Role of the Ugandan School
Author: Sekiwu, Denis
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Development,Global Approach,Role of Education,School Role,Values Education,Ethical Instruction,Citizenship Education,Mixed Methods Research,Systems Approach,Models,Educational Policy,Social Justice,Cultural Pluralism,Multicultural Education,Questionnaires,Interviews

To make education a profitable enterprise and contributor to social development in the age of globalisation a strong role of the school in values integration, and as part of the ethical construction of learners and citizenship building. A mixed design study was attempted on participants from Kampala district schools. The findings were that different values are imparted though he school process. Educators, SGBs, the community, counsellors, and worship centres participant in integrating these values. But the challenges are enormous, ranging from poor remuneration of educators, a theoretical education system and the unemployment problem which drains the original essence of education. In order to optimally integrate values for social development, a systems approach is proposed. The model has inputs, the process, outputs and the environment. The conclusion made is that reintegrating the school into social development requires an understanding of the policy context of the link between education and society. This policy context is thus observed as the conceptualisation of the globalisation impacts on the state of education. Globalisation impacts are those elements that affect the quality of industry and the school.
Universal Screening in Mathematics for the Primary Grades: Beginnings of a Research Base
Author: Gersten, Russell M.
Date: 2012-07-00
Type: Journal Articles
Subjects: Primary Education,Screening Tests,Predictive Validity,Correlation,Elementary School Students,Mathematics Skills,Test Validity,Evaluation Methods,Evaluation Research,Educational Research,Classification,Accuracy

This article describes key findings from contemporary research on screening for early primary grade students in the area of mathematics. Existing studies were used to illustrate the constructs most worth measuring and the diverse strategies that researchers used to study potential measures. The authors discussed the strengths and weaknesses of assessing a few key proficiencies (as is often done in early reading) versus a more full-scale battery, and described the importance of going beyond merely reporting predictive validity correlation coefficients to examining the classification accuracy, specificity, and sensitivity of screening measures. [This article was published in &quot;Exceptional Children,&quot; (EJ970689).]
National Service Strengthens Education
Author: Corporation for National and Community Service
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: National Programs,Service Learning,Volunteers,Older Adults,Community Programs,Community Problems,Intervention,Educational Improvement,Cost Effectiveness,Youth Programs,Access to Education,Higher Education,Alternative Teacher Certification

The Corporation for National and Community Service (CNCS) is a federal agency that annually engages millions of Americans in service and volunteering at more than 50,000 sites across the country. Senior Corps and AmeriCorps members play a vital role in helping communities design and implement locally determined, results-driven, cost-effective solutions to local problems, including improving education. In so doing, members not only improve the schools and communities they serve, they also transform their own lives. This brief report presents how national service programs are a cost-effective strategy to improve education and ensure more young people succeed in school and in life.
Social Innovation Fund: Finding What Works, Making It Work for More People
Author: Corporation for National and Community Service
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Innovation,National Programs,Community Programs,Youth Programs,Economic Development,Grants,Nonprofit Organizations,Social Change,Low Income Groups,Poverty,Capacity Building,Housing,Quality of Life

The Social Innovation Fund (SIF), a program of the Corporation for National and Community Service (CNCS), supports the growth of effective programs, and the development of innovative approaches to solve the country's most intractable problems. The SIF directs resources towards efforts in the areas of youth development, economic opportunity, and healthy futures. This brief report presents the SIF programs.
Learning English Vocabulary by Hyperglossing and Narrow Reading: Readlang
Author: Kiliçkaya, Ferit
Date: 2017-05-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Vocabulary Development,Hypermedia,Reading Strategies,Reading Comprehension,Reading Improvement,Reading Instruction,Computer Assisted Instruction,Decoding (Reading),Incidental Learning,Web 2.0 Technologies,Translation,College Students,Public Administration,Semi Structured Interviews,Student Attitudes,Repetition,Instructional Materials,Lexicology

Hyperglossing -textual and/or pictorial representations of lexical items is found to be aiding the development of decoding, and narrow reading is a useful strategy for L2 reading pedagogy. Although the research on glossing provides mixed findings regarding the benefits, it is also acknowledged that glossing improves especially incidental vocabulary acquisition. The current study aims to investigate the perceptions of beginner students of English towards learning English vocabulary by narrow reading on &quot;Readlang&quot;, a Web 2.0 tool that allows language learners to translate words and phrases into learners' mother tongue. The participants included 55 Turkish learners of English enrolled in the department of Public Administration at Mehmet Akif Ersoy University. The participants were asked to choose five words and/or phrases from a different text on public administration each week during the study, which lasted 12 weeks. The interviews held with the participants at the end of the study indicated that the participants perceived that their reading comprehension improved dramatically since using &quot;Readlang&quot;. The results also indicated that the spaced repetition through flashcards helped them recycle the previously learnt lexical items.
Americorps NCCC
Author: Corporation for National and Community Service
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Residential Programs,Late Adolescents,Young Adults,Volunteers,Community Problems,Leadership Training,Service Learning,National Programs,Natural Disasters,Conservation (Environment),Urban Renewal,Rural Development

AmeriCorps NCCC (National Civilian Community Corps) is a full-time, team-based residential program for men and women ages 18-24. AmeriCorps NCCC members are assigned to one of five regional campuses into teams of approximately ten members and complete 2-3 month projects responding to local communities' needs throughout the United States. To achieve the mission of strengthening communities and developing leaders through service, members assist community and faith-based based organizations, national nonprofits, schools, local municipalities, national and state parks, and Indian tribes. This report provides a brief overview of AmeriCorps NCCC.
AmeriCorps VISTA: Getting Things Done for America
Author: Corporation for National and Community Service
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Volunteers,Community Programs,Poverty,Capacity Building,Intervention,National Programs,Empowerment

AmeriCorps VISTA (Volunteers in Service to America) engages more than 8,000 individuals annually to support community efforts to overcome poverty. AmeriCorps VISTA members serve full time for a year at nonprofit organizations or local government agencies to build the capacity of these organizations to carry out programs that alleviate poverty. This brief document describes the role of AmeriCorps VISTA members and outlines the core principles of the AmeriCorps VISTA program.
Corporation for National and Community Service: Cost-Effective Solutions for Our Communities and Nation
Author: Corporation for National and Community Service
Date: 2017-08-00
Type: Reports - Descriptive
Subjects: Volunteers,Community Programs,Community Problems,Service Learning,Intervention,National Programs,Older Adults

The Corporation for National and Community Service (CNCS), a federal agency and the nation's largest grantmaker in support of service and volunteering, manages AmeriCorps, Senior Corps, and Volunteer Generation Fund. This brief report provides an overview of the Corporation for National and Community Service (CNCS).
Parent and Teacher Concordance of Child Outcomes for Youth with Autism Spectrum Disorder
Author: Dickson, Kelsey S.
Date: 2017-00-00
Type: Reports - Research
Subjects: Autism,Pervasive Developmental Disorders,Child Behavior,Behavior Problems,Youth,Parent Attitudes,Teacher Attitudes,Symptoms (Individual Disorders),Diagnostic Tests,Observation,Cognitive Tests,Behavior Rating Scales,Adjustment (to Environment),Children,Cognitive Ability,Motor Development,Young Children,Statistical Analysis,Severity (of Disability),Individual Characteristics

Cross-informant ratings of are considered gold standard for child behavioral assessment. To date, little work has examined informant ratings of adaptive functioning for youth with autism spectrum disorder (ASD). In a large, diverse sample of youth with ASD, this study evaluated parent-teacher concordance of ratings of adaptive functioning and ASD-specific symptomatology across time. The impact of child clinical characteristics on concordance was also examined. Participants included 246 children, their caregivers and teachers. Parent-teacher concordance was variable but generally consistent across time. Concordance was significantly impacted by autism severity and child cognitive abilities. Findings inform the broader concordance literature and support the need to consider child clinical factors when assessing child functioning in samples of children with ASD. [At time of submission to ERIC this article was in press with &quot;Journal of Autism and Developmental Disorders.&quot;]
Feedback Design Patterns for Math Online Learning Systems
Author: Inventado, Paul Salvador
Date: 2017-07-12
Type: Reports - Research
Subjects: Feedback (Response),Mathematics Instruction,Electronic Learning,Design,Computer Uses in Education,Educational Technology

Increasingly, computer-based learning systems are used by educators to facilitate learning. Evaluations of several math learning systems show that they result in significant student learning improvements. Feedback provision is one of the key features in math learning systems that contribute to its success. We have recently been uncovering feedback design patterns as part of a larger pattern language for math problems and learning support in online learning systems. In this paper, we present three feedback design patterns developed from the application of the data-driven design pattern methodology on a large educational dataset collected from actual student data in a math online learning system. These design patterns can help teachers, learning designers, and other stakeholders construct effective feedback for interactive learning activities that facilitate student learning.
Threading Mathematics through Symbols, Sketches, Software, Silicon, and Wood: Teachers Produce and Maintain Cohesion to Support STEM Integration
Author: Nathan, Mitchell J.
Date: 2017-00-00
Type: Journal Articles
Subjects: STEM Education,Symbols (Mathematics),Observation,High School Students,Geometry,Case Studies,Teacher Student Relationship,Technology Education,Science Education,Mathematics Education,Engineering Education,Discourse Analysis,Interviews,Coding,Concept Formation,Active Learning

This classroom-based investigation sought to document how, in real time, STEM teachers and students attempt to locate the invariant mathematical relations that are threaded through the range of activities and representations in these classes, and how highlighting this common thread influences student participation and learning. The authors conducted multimodal discourse analyses of teacher-student interactions during multiday observations in 3 urban high school STEM classes. The focal lessons were in electrical engineering and mechanical engineering (within Project Lead the Way), and precollege geometry. Across 3 cases, teachers and students actively built and maintained cohesion of invariant mathematical relations across activities and representations. Pre- and post-lesson interviews revealed that teachers intentionally managed cohesion to provide the continuity across the curricular activities that teachers believed would promote student understanding. The findings contribute to ways of fostering STEM integration and ways of grounding abstractions to promote meaning making and transfer. [This paper was published in &quot;Journal of Education Research&quot; (EJ1134489).]