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We compared school-immigrant family-community collaboration practices based on the six dimensions of Epstein’s influence model (2001). These three groups of stakeholders (N = 54) participated in this study by answering a questionnaire on their collaboration practices. Kruskall-Wallis analyses revealed a notable difference between the three groups with regard to decision-making practices and at-home learning. A positive correlation was found between the number of years of teaching experience in the school and communication, volunteering, parenting, and decision making, as well as between the child’s grade level and parenting. Results show that although the collaboration practices followed Epstein’s involvement theory, they remained weak, with no significant difference between the three groups in terms of their use. Our findings are discussed in light of recent literature and their practical implications and avenues for future research are proposed to better understand and improve the conditions favoring school-immigrant family-community collaboration.

The aim of this study was to examine elementary school students’ story writing skills according to grade level within the framework of certain variables. The study was designed with a cross-sectional research model, one of the developmental research methods. The study group of the research consisted of 319 students attending 4th, 5th, 6th, 7th and 8th grades. A Story Writing Form developed by the researchers was used as the data collection tool in the research. In the data collection process, the students were given the story writing form and asked to write a story within a certain period by choosing one of the topics included in the form. To evaluate the stories written by the students, the 6+1 Analytic Writing and Assessment Scale was used. The research results revealed that the great majority of students used a title in their stories and that they created their stories with a single paragraph. On the other hand, it was seen that the grade level and gender variables had an effect on the quality of the stories. Generally, the quality of the stories improved as grade level increased, and girls wrote better quality stories than boys. However, this effect was not significant at every grade level.

A paucity of data in school children generally, and in non-Western schools specifically, related to health, school performance, and practice of meditation necessitated this study. The fact that almost no prior research of this type has been conducted in Latin America makes the present investigation especially worthwhile. This mostly quantitative study was carried out with 91 randomly selected school children, ranging in age from 11 to 16 years, in a remote Peruvian town in the central Andean mountains called Huay-Huay. Using a 47-question, paper-and-pencil instrument to ask students about their experience with meditation in four categories (i.e., physical health, cognitive health, emotional health, and school performance), this observational study considered whether or not the practice of meditation had a self-reported impact on student personal health and academic life, and if so to what extent. Data indicate that a majority of children in Huay-Huay reported benefits across all measures, and these were apparently stronger when students practiced meditation more regularly. Qualitative reports support these conclusions. Gender and grade level did not appear to influence this outcome. La escasez de datos en los niños en edad escolar en general, y en las escuelas no occidentales específicamente, relacionados con la salud, el rendimiento escolar y la práctica de la meditación, requirió este estudio. El hecho de que casi ninguna investigación previa de este tipo se haya realizado en América Latina hace que la presente investigación sea especialmente valiosa. Este estudio, en su mayoría cuantitativo, se llevó a cabo con 91 escolares seleccionados al azar, con edades comprendidas entre los 11 y los 16 años, en un remoto pueblo peruano en las montañas centrales de los Andes llamado Huay-Huay. Utilizando un instrumento de papel y lápiz de 47 preguntas para preguntar a los estudiantes sobre su experiencia con la meditación en cuatro categorías (es decir, salud física, salud cognitiva, salud emocional y desempeño escolar), este estudio observacional consideró si la práctica de la meditación tuvo un impacto autoinformado en la salud personal y la vida académica de los estudiantes y, de ser así, en qué medida. Los datos indican que la mayoría de los niños en Huay-Huay reportaron beneficios en todas las medidas, y estos aparentemente fueron más fuertes cuando los estudiantes practicaron la meditación con más regularidad. Los informes cualitativos apoyan estas conclusiones. El género y el nivel de grado no parecieron influir en este resultado. A escassez de dados em crianças em idade escolar em geral, e em escolas não ocidentais especificamente, relacionados à saúde, desempenho escolar e prática de meditação exigiu este estudo. O fato de quase nenhuma pesquisa anterior desse tipo ter sido realizada na América Latina torna a presente investigação especialmente válida. Este estudo principalmente quantitativo foi realizado com 91 escolares selecionados aleatoriamente, com idades entre 11 e 16 anos, em uma remota cidade peruana nas montanhas andinas centrais chamada Huay-Huay. Usando um instrumento de papel e lápis de 47 perguntas para perguntar aos alunos sobre sua experiência com a meditação em quatro categorias (ou seja, saúde física, saúde cognitiva, saúde emocional e desempenho escolar), este estudo observacional considerou se a prática de a meditação teve um impacto auto-relatado na saúde pessoal e na vida acadêmica do aluno e, em caso afirmativo, em que medida. Os dados indicam que a maioria das crianças em Huay-Huay relatou benefícios em todas as medidas, e estes foram aparentemente mais fortes quando os alunos praticavam meditação com mais regularidade. Os relatórios qualitativos apóiam essas conclusões. Sexo e nível escolar não parecem influenciar este resultado.

Text comprehension will suffer if the readability level is not accessible to the students. Readability formulas predict text complexity, assisting in appropriate text selection that complements students’ reading abilities to improve their language development. Therefore, the study aims to find out the reading index of the prose forms in the literature component catered to lower secondary school students ages 13 and 14 years old in Form One (seventh grade) and Form Two (eighth grade) classrooms in Malaysia. The reading index is measured by using four readability formulas which are Dale-Chall, Fog, SMOG, and Flesch-Kincaid that focuses on the words, sentences, syllables, and polysyllable words. These formulas are used to predict the level of difficulty of the prose forms. The reading index calculated from these readability formulas reveals the grade level of the prose forms. The grade level indicates the best age for reading and understanding the prose forms. Two prose forms were chosen as samples in the study. A passage is chosen from each prose form to be uploaded using the online tool. The indices obtained from the readability formulas predicted that both of the prose forms were below students’ reading age. The study implicates reading index must be taken into consideration in literary texts selection because it is an indicator of the years of education that an individual requires to comprehend the literary text clearly. Suitable reading material at students’ age level can enhance literature learning and teaching in the ESL classroom.

Procrastination is a universal phenomenon that occurs to most individuals in various settings. Such prevalence of academic procrastination suggests a need for systematic research that documents potential factors that lead to academic procrastination and subsequently explores potential ways to reduce procrastination, such as metacognition. Grounded upon the Self-Regulatory Executive Function (Wells and Matthews in Cognit Emot 8(3):279–295. https://doi.org/10.1080/026999394084089421994 ), metacognition plays an essential role in explaining and predicting procrastination. As the first attempt, this study aims to review and synthesize past empirical findings on the relationship between metacognition and procrastination. Fifty-nine relevant articles involving a total of 23,627 participants were synthesized in this meta-analysis. Using the robust variance estimation, results showed significant small effect sizes of metacognition for passive procrastination (− .28), but not for active procrastination (.03). Further, different dimensions of metacognition showed different relation patterns with procrastination. In particular, metacognitive belief and metacognitive regulation were significantly associated with passive procrastination; however, metacognition (regardless the types) was not significantly associated with active procrastination. After controlling for all proposed moderators (grade level, individualistic index, and gender), no significant moderation effects were found in the overall metacognition–active procrastination relationship or metacognition–passive procrastination relationship. The implications of the findings were discussed.

Objective Idiopathic subglottic stenosis (ISS) is a chronic condition characterized by disease recurrence and multiple surgeries. These frustrated patients may utilize the internet to research their condition. The aim of this study was to determine the quality and readability of online ISS information. Methods “Idiopathic subglottic stenosis” was entered into Google. The first 50 websites that met inclusion criteria were extracted. The DISCERN instrument, Flesch Reading Ease Score (FRES), and Flesch‐Kincaid Grade Level (FKGL) assessed the quality and readability, respectively. Means, SDs, Pearson correlation coefficients, and two‐tailed Student's t‐test were calculated. Results The 50 websites consisted of 17 patient‐targeted and 33 professional‐targeted websites, plus 30 major and 20 minor websites. The overall DISCERN, FRES, and FKGL scores were 2.81 ± 0.99, 27.75 ± 15.27, and 13.65 ± 2.79, respectively (mean ± SD). Patient‐targeted websites had significantly lower quality (DISCERN [P

The aim of this study was to examine the entrepreneurship levels of Pre-Service Music Teachers (Bursa Uludağ University Faculty of Education Music Teaching Undergraduate Program students) in terms of gender, grade level and career goals. For this purpose, data were collected from all 1st and 4th year students studying at Bursa Uludağ University Faculty of Education, Department of Music Education. The Individual Entrepreneurship Perception Scale (IEPS) and a Personal Information Form were used to collect the data. Mann Whitney U test was used to analyze the data. In line with the findings obtained, it was found that there was no significant difference in terms of IEPS total and subscale scores by gender. However, there were significant differences in favor of 4th year students in terms of locus of control, self-confidence and self-discipline sub-scores, as well as the total IEPS scores by grade level. It was concluded that those aiming for a non-teaching profession got significantly higher locus of control scores than those aiming to become a teacher. Regarding these results, suggestions have been developed to increase the entrepreneurship level of pre-service music teachers.

The goal was to evaluate the content, quality, and readability of the information available about clear aligner treatment on the Internet.The search terms "aligner," "clear aligner," and "Invisalign" (Align Technology, Tempe, AZ, USA) were analyzed in three search engines (Google [Google LLC, Mountain View, CA, USA], Bing [Microsoft, Redmond, WA, USA], and Yahoo [Yahoo, Sunnyvale, CA, USA]). The first 50 websites for each keyword in each search engine were screened. Duplicate websites, advertisements, links to scientific articles, videos, and other irrelevant websites were excluded. The quality of the remaining websites was analyzed using the DISCERN and Journal of American Medical Association (JAMA) benchmark instruments together with the Health on the Net code (HONcode, Health On the Net Foundation, Geneva, Switzerland). The readability of the websites was evaluated by the Flesch Reading Ease Score (FRES) and Flesch-Kincaid Grade Level (FKGL). Statistical analyses were performed by one-way analysis of variance, Kruskal-Wallis and Fischer's exact tests, with p 0.05 accepted to be statistically significant.Among 111 evaluated websites, most belonged to multidisciplinary dental clinics (n = 49; 44.2%), followed by aligner companies (n = 26; 23.4%), orthodontists (n = 26; 23.4%), and professional organizations (n = 10; 9%). The mean DISCERN score (sections 1 and 2) for all websites was 29.95/75. The average FRES and FKGL were 55.77 and 9.74, respectively. Professional organization websites had significantly higher DISCERN scores than others (p 0.001), and together with multidisciplinary dental clinic websites, they showed better compliance with JAMA benchmark criteria. Professional organization websites' FRES and FKGL were also higher than other websites (p 0.05).Overall, the quality of web-based information about clear aligners was poor and the readability of the data was insufficient. Websites presenting high-quality data with better readability are needed for potential aligner patients.ZIELSETZUNG: Das Anliegen dieser Studie war es, den Inhalt, die Qualität und die Lesbarkeit der im Internet verfügbaren Informationen über die Clear-Aligner-Behandlung zu bewerten.Die Begriffe „Aligner“, „Clear Aligner“ und „Invisalign“ (Align Technology, Tempe, AZ, USA) wurden in 3 Suchmaschinen (Google [Google LLC, Mountain View/CA, USA], Bing [Microsoft, Redmond, WA, USA] und Yahoo [Yahoo, Sunnyvale, CA, USA]) analysiert. Die ersten 50 Websites für jeden Suchbegriff in jeder Suchmaschine wurden gescreent. Doppelte Websites, Werbung, Links zu wissenschaftlichen Artikeln, Videos und andere irrelevante Websites wurden nicht berücksichtigt. Die Qualität der verbleibenden Websites wurde anhand der DISCERN- und der JAMA(Journal of American Medical Association)-Benchmark-Instrumente zusammen mit dem HON(Health on the Net)-Code (Health On the Net Foundation, Genf, Schweiz) analysiert. Die Lesbarkeit der Websites wurde mit dem FRE(Flesch Reading Ease)-Score und dem FKGL (Flesch-Kincaid Grade Level) bewertet. Statistische Analysen wurden mittels einseitiger Varianzanalyse, Kruskal-Wallis- und exaktem Fischer-Test vorgenommen, wobei p 0,05 als statistisch signifikant akzeptiert wurde.Von den 111 bewerteten Websites gehörten die meisten zu multidisziplinären Zahnkliniken (n = 49; 44,2 %), gefolgt von Aligner-Firmen (n = 26; 23,4 %), Kieferorthopäden (n = 26; 23,4 %) und Berufsorganisationen (n = 10; 9 %). Der mittlere DISCERN-Score (Abschnitte 1 und 2) für alle Websites betrug 29,95/75. Die durchschnittlichen FRES und FKGL lagen bei 55,77 bzw. 9,74. Websites von Berufsverbänden hatten signifikant höhere DISCERN-Scores als andere (p 0,001), und zusammen mit Websites von multidisziplinären Zahnkliniken zeigten sie eine bessere Übereinstimmung mit den JAMA-Benchmark-Kriterien. Die FRES- und FKGL-Werte von Websites professioneller Organisationen waren ebenfalls höher als die anderer Websites (p 0,05).Insgesamt war die Qualität der webbasierten Informationen über Clear Aligner schlecht und die Lesbarkeit der Daten war unzureichend. Für potenzielle Aligner-Patienten werden Websites mit qualitativ hochwertigen Daten und besserer Lesbarkeit erforderlich.

Background and Purpose: Recently, human impacts on marine ecosystems have intensified as the population and pressures increase. Human-originated pollutants of all kinds have impacted the oceans and the marine ecosystems. Oil spills, sewage, plastics, chemicals, garbage, carbon dioxide, and overfishing are the most challenging issues. It is known that school students are the future generation; they receive their information at school. Therefore, it is essential to assess students' knowledge and awareness regarding ocean related issues. Methodology: This study investigated ocean literacy (OL) of primary school students at international schools in Riyadh, Saudi Arabia, based on the seven principles of ocean literacy. Resources from which children get information about the oceans was also investigated. Finally, the study investigated the attitudes of primary school students towards learning oceanography, protecting the oceans, and the relationship between humans and the environment. A questionnaire had been adapted from the Survey of Ocean Literacy and Experience (SOLE) and the Survey of Ocean Stewardship (SOS). The SOLE and SOS surveys had been developed originally by Greely (2008). However, due to the grade level of students and time issues, the number of questionnaire items were reduced and simplified. The questionnaire was distributed in two separate sessions. Students from three international schools, boys' sections, received the survey. 120 students answered the SOLE, and 102 students answered the SOS. Findings: Results indicated a rather moderate level of ocean literacy of participants with a mean score of 12.56 (SD= 5.18) concerning the SOLE, and a mean score of 3.30 (SD= 1.12) concerning the SOS. As for the resource of information, results indicated the education program to be the students’ main source of education, television channels came second. Contributions: Students of Riyadh international primary schools showed a positive attitude toward ocean stewardship. The study can help policy makers, curriculum developers and textbook authors to better understand the level of ocean literacy among students and take decisions to develop school curricula especially in the efforts to align with UN Decade of Ocean Science for Sustainable Development (2021-2030). It also corresponds to the 2020-2030 vision in Saudi Arabia. Keywords: Ocean Literacy level, ocean Sciences materials, Saudi Arabia learners' attitudes Cite as: Aboulail, F. S., & Ahmad Tajuddin, A. J. (2021). Ocean literacy of primary students of international schools in Riyadh, Saudi Arabia. Journal of Nusantara Studies, 6(2), 403-423. http://dx.doi.org/10.24200/jonus.vol6iss2pp403-423

PURPOSE: This study aims to analyze pre-clerkship medical students' learning strategies and perceptions in online classes during the coronavirus disease 2019 pandemic. METHODS: To develop the survey items, 20 pre-clerkship students were interviewed about their learning experiences in the first semester of 2020. A total of 425 pre-clerkship students have participated in the survey, which comprised four parts (general experience, learning strategies, important features, and overall satisfaction). RESULTS: Before classes began, students generally had "neutral expectations" about online classes (2.90 out of 5). At the end of the semester, overall satisfaction with the curriculum was moderate (3.04 out of 5). Premedical students reported lower scores in "daily study hours" and "regular lifestyle" and higher scores in "experience of playing recorded lectures solely for an attendance check" (p

Schools in the U.S. have yet to achieve the goal that every student read at grade level or above by the end of grade 3, a goal first articulated twenty years ago in the No Child Left Behind Act of ...

Enviromental preservation plays an important role in the sustainability of living ecosystems. Environmental damage is caused by irresponsible human behavior so that environmental damage enters a very concerning stage. Therefore, environmental literacy needs to be developed from an early age in elementary school students as candidates for future generations who act as active agent of change. This is done with various effort through the educational process and begins with filtering information about student environmental literacy disparities, especially in Bogor City based on environmental schools and public schools. In this study using a survey method, using purposive random sampling technique. The population in this study was determined based on the category of environmental schools (SBL) and public schools (SU). Then, from the school category, respondents were selected based on the grade level. The high class level categories are grade 5 and 6, while the low class level categories are grade 3 and 4. Based on the analysis of the result of the answers to questionnaire, it was found that the environmental literacy of elementary school students in Bogor City for each school category has carried out environmental awareness activities. As for the measurement based on disposition toward the environment, the assessment of students environmental literacy was categorized as good, even among them very good for several indicators of environmental literacy.

Breast cancer remains the leading cause of cancer-related death in US Hispanic women. When present, lower health literacy levels potentially within this patient population require tailored materials to address health disparities. We aim to evaluate and compare Spanish and English online health care informative resources on preventive mastectomy. A Google web search using “preventive mastectomy” and “mastectomia preventiva” was conducted. The first ten institutional/organizational websites in each language were selected. Assessment of mean reading grade level, cultural sensitivity, understandability, and actionability was carried out utilizing validated tools. The mean reading grade level for English materials was 14.69 compared with 11.3 for Spanish, both exceeding the recommended grade level established by the AMA and NIH. The mean cultural sensitivity score for English information was 2.20 compared with 1.88 for Spanish information, both below the acceptability benchmark of 2.5. English webpages scored 65% and 35% for understandability and actionability, respectively, while Spanish webpages scored 47% and 18%. Online English and Spanish preventive mastectomy materials were written at an elevated reading level and lacked cultural sensitivity. Spanish language information demonstrated inferior understandability, actionability, and cultural sensitivity. Addressing these issues provides an opportunity to help resolve health literature disparities regarding preventive mastectomy for US Hispanic women.

Chachu Genale, Arebu Issa, Bezawit Negash, Kebede Wondu Department of Pharmaceutics and Social Pharmacy, School of Pharmacy, College of Health Sciences, Addis Ababa University, Addis Ababa, EthiopiaCorrespondence: Kebede WonduDepartment of Pharmaceutics and Social Pharmacy, School of Pharmacy, College of Health Sciences, Addis Ababa University, P.O. Box 1176, Addis Ababa, EthiopiaEmail kebede.wondu@aau.edu.etBackground: Patients are frequently provided with medicine information materials (MIMs). Rendering medicine information through written material is a reliable method. Readability is an important attribute of written material that can affect the reader’s ability to comprehend. Patient’s perception can also affect the comprehensibility of written MIMs.Objective: The objectives of the study were to assess the readability of medicine information in Tikur Anbessa Specialized Hospital (TASH); and assessing patients’ perception and understanding of medicine information materials.Methods: This was a cross-sectional study conducted from September 21, 2019 to November 24, 2020, at TASH. Quantitative and qualitative data collection approaches were used in this research. The readability value of each material was determined in accordance with the Flesch Reading ease scores (FRE) and Flesch-Kincaid Grade Level (FKGL). The tools compute readability based on an average number of syllables per word and an average number of words per sentence. FRE provides scores from 0 to 100; higher scores mean easily comprehensible while FKGL sets grade levels for written texts. A structured interview was administered with questions about how MIMs had been used, and was analyzed qualitatively.Results: The results of this research showed low readability scores of MIMs found in TASH. Most patients do not get MIMs and are unaware of how to use them. They are interested to receive and read medicines information from pharmacists and physicians. Moreover, most of them preferred information through both verbal and written forms.Conclusion: The readability levels of selected MIMs obtained from TASH are found to be not compliant with the patients’ needs. This might be worsening their health outcomes and resulting in poorer use of healthcare services.Keywords: Flesch readability formula, information, medicine, readability, reading grade level, Tikur Anbessa Specialized Hospital

Background The purpose of this study is to assess the readability, understandability, and quality of information on retinopathy of prematurity presented at websites frequently visited by parents. Methods A total of 220 websites were assessed, which were recruited by searching for "retinopathy of prematurity" at the Google search engine. The readability of each web page was assessed by Flesch Reading Ease Score, Gobbledygook's Gunning Frequency, Flesch Kincaid Grade Level, Coleman Liau score, The Simple Measure of Gobbledygook, Fry Graph Readability Formula, and Automated readability score. The understandability of the web pages included in the study was measured by using the Patient Education Materials Assessment Tool. Quality was evaluated using Health in Net code and JAMA. The ALEXA traffic tool was used to reference the domains' popularity and visibility. Results Sixty-four websites were included to the study. The average Flesch Reading Ease Score was 50.1 ± 11.4, Gunning Frequency of Gobbledygook level was 13.4 ± 2.5, The Flesch-Kincaid Grade level was 10.7 ± 2.2, Coleman Liau level was 10.8 ± 1.7, Simple Measure of Gobbledygook level was 10.0 ± 1.9, and Fry Graph Readability Formula 11.9 ± 2.7, Automated readability score 10.4 ± 2.5. The average understandability score for all website-based patient education materials was 76.9 ± 15.2. Total JAMA Benchmark score is 2.27 ± 1.14 (range from 1 to 4). The quality of information at most websites were determined by our chosen assessments to not to be good. Conclusion Websites addressed to parents for retinopathy of prematurity had found to have high understandability. It was concluded based on this study that readability and quality of presented written materials at online sources need to be improved.

This study examines the Denver Preschool Program (DPP), a voter-approved sales tax initiative that provides a tuition credit for four-year old children to attend preschool. Using propensity weighting and doubly robust modeling on ten cohorts of kindergartners from 2009–2010 through 2018–2019, we found DPP participants were more likely to read at grade level and less likely to be retained or to be chronically absent than their similarly-situated non-DPP peers. The absolute magnitude of the effect sizes for reading achievement and chronic absenteeism ranged from 0.21 to 0.28, and were considered substantively important. The relationships were stronger for DPP participants who had enrolled in a school-based, pre-kindergarten program than DPP participants who had enrolled in a community-based preschool, and the effect sizes were almost twice as large for pre-kindergarten participants than for community-based participants on reading achievement. Policy implications are discussed.

The implementation of Al-Qur'an reading and writing activities at SMP Muhammadiyah 4 Sambi Boyolali is carried out from Tuesday to Thursday, which is carried out after teaching and learning activities. This activity must be carried out by all students and students based on their abilities. For reading and writing Al-Quran Iqro 'takes place in each student's class, while for reading and writing Al-Quran and Tahfidz takes place in the mosque around the school. Application of Read and Write Al-Quran is the right way to form an Islamic character in oneself. Among the series of activities to read and write Al-Qur'an, the teacher always provides motivation, guidance and responsibility to students. The person in charge of reading and writing Al-Qur'an activities is the walikelas who holds each grade level. The series of activities to read and write Al-Qur'an are mandatory for students at SMP Muhammadiyah 4 Sambi because it is a work program of the school principal himself to shape the behavior and character of students who draw closer to Allah SWT. Islamic student character can be formed in a student by practicing good life habits and always worshiping Allah SWT.

Objective To examine the readability of postoperative urology handouts and assess for areas of improvement. We hypothesize that the majority of provider handouts exceed the National Institutes of Health recommendation of writing at a sixth-grade reading level. Methods We reviewed 238 postoperative patient handouts in the public domain representing United States academic and private practices. All handouts were categorized and re-formatted into text-only using Microsoft Word. A median reading grade was calculated using the Readability.io web application using Flesch-Kincaid Grade Level, Gunning Fog index, Coleman-Liau index, Simple Measure of Gobbledygook, and Automated-Reading Index. Word count was also assessed. Results Provider handouts were written at a median 9.3 grade reading level (range 5.8-14, IQR 8.45-10). A total of 15 (6.8%) handouts were written at a sixth-grade reading level, with only 1 (0.4%) handout written below the target. Six (2.7%) handouts were written at college-level. There were no significant differences between different subspecialties. Median word count was 509 (range 90-3796, IQR 361-738). Although a high word count may make it more difficult for patients to follow suggestions, the readability of each handout did not correlate with word count. Conclusions Our data show that over 93% of analyzed handouts failed to meet National Institutes of Health recommendations for grade level. Longer word counts did not correlate with higher reading levels. It will be important to assess patient satisfaction with handouts and to correlate the complexity of postoperative handouts with outcome, such as unplanned phone calls and unscheduled visits.

Bu araştırma, ortaokul öğrencilerinin yazma özyeterlik algı düzeyleri ile yazma başarımları arasındaki ilişkiyi saptamak amacıyla ilişkisel tarama modelinde desenlenmiştir. Araştırmanın çalışma grubunu 5, 6, 7 ve 8. sınıfa devam eden 160 ortaokul öğrencisi oluşturmuştur. Çalışma verilerinin elde edilmesinde “yazma özyeterlik ölçeği” ve öğrencilerin yazılı metinlerinden yararlanılmıştır. Yazılı metinler “kompozisyon değerlendirme ölçeği” ile değerlendirilmiştir. Araştırma verilerinin çözümlenmesinde non-parametrik analiz araçlarından Kruskal-Wallis, Mann Whitney U testleri ve Spearman Korelasyon Katsayısı kullanılmıştır. Araştırmadan elde edilen temel bulgu, yazma başarımı ile yazma özyeterlik algı düzeyi arasında zayıf düzeyde, olumlu ve anlamlı bir ilişkinin olduğudur. Araştırmadan elde edilen diğer bulgular ise yazma özyeterlik algı düzeyinin “cinsiyet” değişkeni açısından anlamlı bir farklılık göstermediği; yazma özyeterlik algı düzeyinin “sınıf” değişkeni açısından anlamlı bir farklılık gösterdiği; sınıflar düzeyinde yazma başarımı ile yazma özyeterliği arasındaki en yüksek ilişkinin 8. sınıfta olduğu yönündedir.

Background The aim of this study was to conduct a readability analysis on both patient take-home information and consent forms for common foot and ankle procedures. Our hypothesis was that the objective reading skills required to read and comprehend the documentation currently in use would exceed the recommendations in place by both national and international bodies. Methods The current Queensland Health consent forms are divided into specific subsections. The readability of consent form subsections C and G (sections containing detailed information on risks of the procedure and pertaining to informed patient consent specifically) and patient take-home information (provided as take-home leaflet from the consent form which is procedure specific) was assessed by an online readability software program using five validated methods calculated by application of the algorithms for (i) Flesch-Kincaid grade level, (ii) the SMOG (Simple Measure of Gobbledygook), (iii) Coleman-Liau index, (iv) automated readability index and the (v) Linsear Wriste formula. Results The mean ± standard deviation reading grade level of risk (section C), grade level of patient consent (section G) and grade level for procedure-specific take-home patient information were 8.7 ± 0.9, 11.6 ± 1.2 and 7.5 ± 0.2, respectively. Conclusion The readability of sections C and G of the Queensland Health consent form exceeds the recommendations by national and international bodies, but the patient take-home information appears suitable. Consideration should be given to lower the reading grade level of patient consent forms to better reflect the reading grade of the Australian population.

Inclusive education encompasses both theoretical constructs (e.g., least dangerous assumption, presumed competence) and implementation variables (e.g., curriculum, settings, instructional practices). When these variables are addressed collectively, the complex and multilayered process of developing equitable schools and implementing evidence-based practices that facilitate inclusive education results in students with extensive and pervasive support needs demonstrating unpredicted progress in the acquisition and use of both academic and embedded essential skills across situations that are meaningful in their lives, as well as progress related to self-actualization and autonomy. These variables are discussed, and examples of how opportunities to learn with grade-level peers without disabilities impacted self-actualization and autonomy for one individual with extensive and pervasive support needs, following 15 years of educational segregation followed by 7 years of inclusion at school and in the community.

School climate which is specified to be related with many outcomes of the students includes some of the components in which disciplinary climate in schools was expressed as the dominant one. Safety and order in schools which is strongly related with the physical and emotional security stated as one of the indicator of disciplinary climate in schools. Since the opportunities to focus on learning and teaching are more in safe and disciplined schools, the tendency of placing the academic success to the priority is observed more in these schools. In addition, allocating time to emphasizing on academic success is strongly related with having teaching time that is not interrupted by the basic needs of the students. Moreover, academic pressure which reflect the schools’ emphasis on academic success have been discussed in recent studies with its advantages and disadvantages. In this study, by scrutinizing the TIMSS 2015 data, the association of safety, order and disciplined issues, limitation of teaching by students’ needs, academic pressure, teachers’ gender and education level with the schools’ emphasis on academic success was investigated at 4th grade level in three different countries, Finland, Singapore, and Turkey, respectively. Multiple logistic regression was run to analyze the data. The results revealed that schools’ emphasis on academic success varies across three countries after controlling a group of variables. In addition, the estimated odds ratio for the explanatory variable of “safe, orderly and disciplined school” has the highest value among the explanatory variables for all three countries

The use of the first language (L1) in English as a Foreign Language (EFL) classes has been a controversial topic in the field. There are several approaches towards using L1 in EFL classrooms; While some teachers claim that L1 should not be used, others think that it has an important role in facilitating EFL learning. The present study aimed at investigating EFL teachers’ perceptions about using L1 and the cases in which they do so in the context of state schools in northern Cyprus. In addition, possible differences in their perceptions and practices based on age, gender, first language, level of education, place of graduation, faculty of graduation, years of teaching experience and grade level taught were analyzed. In total, 170 EFL teachers participated in the study, where a researcher-made questionnaire was employed to collect data about their perceptions. Data were analyzed quantitatively through descriptive statistics and parametric inferential tests were also run to identify possible differences based on the given categories. The results showed that the majority of the teachers had a neutral approach towards using L1 in EFL classrooms; they preferred to use L1 when there was a need. The results also revealed that while there is no difference in their perceptions regarding using L1 in the classroom based on gender, several differences were identified in terms of years of teaching experience, year group taught, level of education, school of graduation and first language. Keywords: use of first language, L1, English as a foreign language, teachers’ perceptions, mother tongue use in EFL

Okul iklimi, eğitimin kalitesini belirleyen ve öğretmenlerle beraber öğrencilerin davranışlarını etkileyen önemli bir olgudur. Bu nedenle eğitimin kalitesi açısından okul iklimi ile ilgili araştırmaların artması gerekmektedir. Bu araştırmada, meslek yüksekokulu öğrencilerinin okul iklimi algılarını belirlemek amaçlanmıştır. Araştırma modeli olarak nicel araştırma yöntemlerinden biri olan betimsel model kullanılmıştır. “Okul İklimi Ölçeği” ile veri toplanan araştırmaya, bir vakıf üniversitesinin meslek yüksekokulunda ve sağlık hizmetleri meslek yüksekokulunda öğrenim görmekte olan “664” öğrenci katılmıştır. Araştırma sonucunda, öğrencilerin en fazla “85.00 puan” alınabilen okul iklimi ölçeğinden aldıkları ortalama puan “56.65” (Ss=14.68) olarak belirlenmiştir. Öğrencilerin okul iklimi ortalama puanları “orta düzey (45-64 puan aralığı) okul iklimi” olarak kategorize edilmiştir. Ayrıca öğrenciler, araştırmanın yapıldığı meslek yüksekokullarını “öğrenme ortamı” ve “iletişimi” açısından yeterli, “okula bağlılık” açısından yetersiz olarak değerlendirmiştir. Öğrencilerin okul iklimi algısının meslek yüksekokulunda öğrenim görülen programa göre değişmediği; sağlık hizmetleri meslek yüksekokulunda ise öğrenim görülen programa göre değiştiği tespit edilmiştir. Son olarak, öğrencilerin yaşları arttıkça okul iklimi algılarının arttığı; sınıf düzeyi arttıkça ise okul iklimi algılarının azaldığı belirlenmiştir. Araştırma bulguları alanyazında yer alan diğer araştırma bulguları ile birlikte değerlendirilerek Türkiye’deki yüksekokullar için öğrencilerinin okul iklimi algılarını artırabilecek önerilerde bulunulmuştur. School climate is an important phenomenon that determines the quality of education and affects the behavior of teachers and students. Therefore, researches on school climate should increase in terms of quality of education. In this study, it is aimed to determine the perception of school climate of vocational school students. Descriptive model, one of the quantitative research methods, was used as the research model. "664" students, who have studied at vocational school and vocational school of health services of a foundation university, participated in the research. Research data was collected with the "School Climate Scale". As a result of the research, the average score of the students from the school climate scale, with the highest score of "85 points", was determined as "56.65" (Ss = 14.68). The school climate average scores of the students were categorized as “intermediate (45-64 score range) school climate”. In addition, students evaluated the vocational schools where he research was conductted as sufficient in terms of "learning environment" and "communication", and inadequate in terms of "commitment to school". Students' perception of school climate does not change according to the program studied at vocational school. However, it was determined that it changed in the vocational school of health services according to the program studied. Finally, as the ages of the students increase, their perception of the school climate increases; As the grade level increased, perceptions of school climate decreased. The research findings are evaluated in conjunction with other research findings and suggestions were made for vocational schools to increase their students’ school climate perceptions. Publisher's Version

Evaluate quality and readability of online information for common rheumatologic diseases. Compare rheumatology patients' internet use and preferences to an objective evaluation of internet quality and readability. Five common rheumatologic diseases were searched on the web browser Google using English language. The first twenty websites from each of the five searches were evaluated for internet quality (e.g. content that is current, balanced, has specific aims, and is appropriately cited) using the DISCERN criteria and readability using the Flesch-Kincaid Grade Level (FKGL). The results were contrasted with a survey sent to patients with rheumatic disease. The survey measured patient likeliness to use and trust identified websites. Internet quality was similar (good) for all five diseases searched while readability was poor. There was an inverse relationship between internet quality and readability. Internet quality significantly differed across website sponsor, and readability significantly differed across disease and website sponsor. Common medical website sponsors with the highest combined quality and readability scores were Mayo Clinic and Web MD. Eight hundred and fifty-eight patients were sent a survey, of which 147 (17%) completed. Patients indicated they were most likely to use and trust a Mayo Clinic-sponsored website when compared to other common sponsored websites from our evaluation, followed by the American College of Rheumatology. Although we found good-quality information, all websites evaluated had readability levels above the recommended sixth-grade reading level. The website sponsor with the highest combined readability and quality score was also the most used and trusted by patients. Patients would like more information about credible and trusted websites from their medical providers.

Previous research provides evidence that ratings from students and external observers can deliver reliable and valid measures of teaching quality. However, there is still a lack of research on how stable these measures are across time and classes, which is particularly important when they are used for evaluations. We addressed this issue in 3 different studies from Germany. Study 1 examined stability over time using a longitudinal sample of 174 teachers and 106 classes. The results show that student ratings of teaching quality are relatively stable when the same class rates the same teacher in 2 subsequent school years. However, we also found teacher-independent stabilities, which occurred when the same students rated different teachers. Study 2 examined stabilities in student ratings across classes. In this study, each teacher (N = 95) was evaluated by 2 different classes (N = 190). The results of a 3-level model reveal rather low stabilities across classes within teachers. Study 3 drew on a unique dataset in which 1 single teacher taught the same content to 30 different classes of the same grade level. Teaching quality as rated by students and external observers varied considerably between these classes. Differences in teaching quality were related to student learning, and the motivation of students in a class was a significant predictor of differences in teaching quality. In summary, the results of these studies show that both researchers and policymakers should be cautious when interpreting measures of teaching quality as indicators of teacher quality. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

This research aims to: developing life skill-based English reading materials design for the second grade students of SMA NEGERI 1 PRINGGASELA. The design used in this research is report design by using R&D ( Research and Development ) approach. The subjects of this research are the second grade students of SMA Negeri 1 Pringgasela in academic year 2016/2017. There are 35 students. In collecting data, the researcher uses two steps. First, the researcher distributed questionnaires into the students. Second, the researcher gathers data for conducting evaluation, opinion and suggestion from an English Teacher of SMAN 1 Pringgasela and an expert of designed materials. All responses and comments to the open questions were reviewed and grouped into some meaningful categories as they provide useful information for revising the product. To determine the readability level of the texts used in new developed reading materials, the following are the categories of readability level and reader grade level according to Flesch Readability East Formula and Flesch-Kincaid Grade Level. Scores between 90.0 and 100.0, considered easily understandable. Scores between 60.0 and 70.0, considered easily understood. Scores between 0.0 and 30.0, considered easily understood. The final product of the materials consists of a course material of Life Skill Based English Material and a teacher’s manual. Whole Language Reading provides rich input of reading strategies, variety of topics, concepts, texts, activities, tasks, and evaluations. Using this material makes reading more holistic and meaningful as it provides integration across language skills and subject areas. Educational institutions need to provide a rich learning environment with a variety of reading sources, print and digital to provide opportunities for students to choose and determine reading materials that suit their needs.

Lignite is one of the most important energy sources. An important problem in the economic and technical evaluation of lignite reserves is to measure lignite quality. The quality of lignite depends ...

The importance of establishing effective literacy/reading skills at an early age, preschool to early elementary, is well known and accepted among educators. For students whose heritage language is not English, the influential factors of cultural relevance and parent/family involvement for the acquisition of these fundamental skills are underscored. OneCommunity (OC) Reads is a literacy program focused on enhancing Latino children’s reading proficiency in a culturally sensitive manner utilizing the funds of knowledge of parents/families and community. Using a community-based, participatory evaluation/research paradigm, the impact of OC Reads was examined using both quantitative and qualitative data. Findings indicated parents/families were affected positively, resulting in increased empowerment and involvement in the schools and the community. Themes derived from the qualitative data included (a) broad empowerment, (b) increased mutual understanding and respect, (c) shared responsibility, and (d) academic and reading improvement. Strengths were noted in the areas of culturally sensitive and helpful processes, and additional activities and enhancements. OC Reads’ success in enhancing literacy/reading proficiency with its nontraditional approach of empowering parents and building on the cultural realities of the students gives further credence to the literature regarding the success of such approaches.

The development of gifted students' abilities depends on the quality of services provided by the school. Therefore, special attention should be paid to this issue in the curricula and the work of teachers. This study seeks to identify the level of services offered to gifted students in grades 4-10 in Al Ain schools from the perspective of both teachers and students. The sample of the study consisted of (804) students, divided into two groups by grade level. The second part of the study sample consisted of (310) teachers from different disciplines. The results showed that there was a low level of awareness of what constituted gifted programs and curricula. In regard to teachers, the results showed that the level of services offered was complicated by difficulty in appropriately identifying assistance and needed training. To make situation different it’s possible to organize training courses for teachers in the field of detection and evaluation of gifted students; introduce enrichment programs for gifted students; encourage involvement of gifted students in local and international academic programs and in general pay more attention to the gifted children.

Bu araştırmanın amacı ortaokul öğrencilerinin problem çözmeye yönelik yansıtıcı düşünme eğilimleri ile problem çözme becerilerine yönelik algıları arasındaki ilişkiyi ortaya koymaktır. Araştırma ilişkisel tarama modelindedir ve Van ilinde Milli Eğitim Bakanlığı'na bağlı bir ortaokulda öğrenim görmekte olan 350 öğrenciyle yürütülmüştür. Araştırmada veri toplama aracı olarak “Ortaokul Öğrencileri İçin Problem Çözme Becerilerine Yönelik Algı Ölçeği” ve “Problem Çözmeye Yönelik Yansıtıcı Düşünme Becerisi Ölçeği” kullanılmıştır. Verilerin analizinde betimsel istatistikler, t testi, ANOVA, Pearson Çarpım Momentler Korelasyon Katsayısı ve basamaklı regresyon analizi kullanılmıştır. Araştırmanın sonucunda, ortaokul öğrencilerinin problem çözme becerilerine yönelik algılarının orta düzeyde, problem çözmeye yönelik yansıtıcı düşünme eğilimlerinin ise yüksek düzeyde olduğu ortaya çıkmıştır. Ortaokul öğrencilerinin problem çözme becerilerine yönelik algılarında cinsiyete göre anlamlı fark bulunmazken; kız öğrencilerin problem çözmeye yönelik yansıtıcı düşünme eğilimlerinin erkek öğrencilere göre daha yüksek olduğu sonucuna ulaşılmıştır. Ortaokul öğrencilerinin problem çözme becerilerine yönelik algılarının ve problem çözmeye yönelik yansıtıcı düşünme eğilimlerinin sınıf düzeyine göre anlamlı farklılık göstermediği belirlenmiştir. Ayrıca, ortaokul öğrencilerinin problem çözme becerilerine yönelik algıları ile problem çözmeye yönelik yansıtıcı düşünme eğilimleri arasında orta düzeyde, pozitif ve anlamlı bir ilişkinin olduğu, ortaokul öğrencilerinin problem çözmeye yönelik yansıtıcı düşünme eğilimlerinin öğrencilerin problem çözme becerilerine yönelik algılarındaki varyansın %28.9’unu açıkladığı sonucuna ulaşılmıştır.

The aim of this study is to determine pre-service teachers’ perceptions of education and support for ICT and ICT competencies, and to find out the relationship between these two variables. The research was conducted on 420 pre-service teachers studying in the faculty of education at a state university in Turkey in 2019. Within the scope of the research, a questionnaire was applied to obtain the perception of pre-service teachers about education and support for ICT, ICT competencies and a variety of demographic information. According to the data obtained from the study, it was observed that the perception of pre-service teachers about education and support for ICT was lower than the medium level. Although male pre-service teacher' perceptions of education and support for ICT were higher than female pre-service teachers, there was no significant difference between male and female pre-service teacher' ICT competencies. Even though the ICT competencies of pre-service teachers in the 3rd grade were higher than those in the 4th grade, it is seen that the perceptions of pre-service teachers about education and support for ICT do not differ in terms of grade level variable. It can be said that ICT competencies of pre-service teachers studying in Mathematics and Science Education programmes are higher than those studying in Pre-school Education programme. As a result of the correlation analysis carried out, it was found that there was a positive and moderate relationship between pre-service teacher’s perception of education and support for ICT and ICT competencies. It was concluded that the perceptions of education and support for ICT was a significant predictor of ICT competency and that the themes of education and support perceptions for ICT explained 30% of ICT competency.

Phenylketonuria (PKU) is a condition that results in the build-up of phenylalanine in the blood. This can cause severe brain damage and neurological issues if left untreated. Management can be complex and many individuals may turn to the internet to access further information. It is important that resources are understood as misinterpretation could result in harm to health. The aim of this study was to assess the readability of online resources for PKU and to assess their visual appearance using a communication sciences assessment framework. We searched the top five websites through Google using the search term “phenylketonuria/PKU”. We then analysed the text content of the identified websites using five readability formulae to determine the USA and UK reading grade. The median readability level across the five websites was US grade/UK grade 10.6/11.6, with individual grades ranging from 10/11 to 13.3/14.3. We found wide differences in the focus, layout and general appearance of the websites. The readability of resources was much higher than the recommended US 6th grade level. Online resources for PKU need to be simplified to ensure they can be easily understood.

Signals (or cues) are added to multimedia learning materials to guide learners’ attention to critical elements of the materials. Yet, research on signaling has produced mixed findings on learning outcomes. On the one hand, some studies have reported positive effects of signaling on the performance of learning outcomes (e.g., Jamet in Hum Behav 32:47–53, https://doi.org/10.1016/j.chb.2013.11.013 , 2014). On the other hand, some studies have found that signaling did not improve performance on learning-related outcomes (e.g., Mayer and DaPra in J Exp Psychol 18(3):239–252, https://doi.org/10.1037/a002861670 , 2012). The present meta-analysis seeks to (a) resolve the mixed findings in signaling research, (b) examine the effects on signaling on learning outcomes, and (c) identify potential moderating variables. Following an exhaustive search for studies meeting specified design criteria, 44 independent effect sizes were extracted from 29 experimental studies involving 2726 participants. Studies were coded on features, such as participants (e.g., grade level), presentation (e.g., pacing), and methodology (e.g., quality of the study). Results indicated that signaling is associated with increased learning outcomes (d = .38, p

The aim of this study is to examine the prospective visual arts teachers' innovation skills and their attitudes towards computer-assisted teaching in terms of demographic and school factors. In this context, using comparative relational research model; the students' attitudes towards innovation skills and computer assisted teaching were examined with a comparative approach. The study group of this research consists of 305 visual arts teacher candidates studying at Dicle University, Anadolu University, Mersin University, Necmettin Erbakan University and Marmara University. Attitude scale and innovation skills scales were used to collect data. According to the analysis of the data, it was seen that visual arts teacher candidates' perceptions of innovation skills and their attitudes towards computer aided teaching are high. In addition, significant differences were found in computer aided teaching attitudes and innovation skills according to faculty type, grade level and gender. Finally, significant relationships were found between innovation skills and entrepreneurship perception.

Few studies focus on measuring the morphemic and semantic analyses skills of learners. Thus, this descriptive-comparative study aimed to find out the level of morphemic and semantic analyses skills and if a significant difference exists in the levels of morphemic and semantic analyses skills of 359 senior high school students as a whole and grouped according to grade level, track, and sex. Results showed low morphemic and average semantic analyses skills, a non-significant difference in both morphemic and semantic analyses skills when students were grouped according to grade, but a significant difference in both skills when grouped by track and sex. Despite the students' better semantic analysis than morphemic analysis skills, they still need heavy to light intervention and enhancement to develop their skills further. Thus, a vocabulary building module was designed for the senior high school students.

Bu çalışmada öğretmen adaylarının çevre eğitimi öz-yeterlik algılarının cinsiyet, sınıf düzeyi, akademik ortalama, çevresel içerikli ders alma, çevreyle ilgili dernek üyeliği ve bölüm değişkenlerine göre araştırılması amaçlanmıştır. Nicel araştırma yaklaşımlarından betimsel araştırma yöntemi kullanılan çalışma 2017-2018 eğitim-öğretim yılında biyoloji, fen bilgisi, coğrafya ve sınıf eğitimi programlarında okuyan 236 öğretmen adayı ile gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak çevre eğitimi öz-yeterlik ölçeği ve kişisel bilgi formu kullanılmıştır. Araştırma verilerinden elde edilen bulgulara göre; cinsiyet ve çevreyle ilgili dernek üyeliği değişkenleri bakımından öğretmen adaylarının çevre eğitimi öz-yeterlik algılarında istatistiksel olarak anlamlı bir farklılık olmadığı tespit edilmiştir. Ancak öğretmen adaylarının çevre eğitimi öz-yeterlik algılarının sınıf düzeyi, akademik ortalama, çevresel içerikli ders alma durumu ve bölüm değişkenlerine göre anlamlı bir farklılık gösterdiği anlaşılmıştır. Bu çalışmadaki sonuçlardan, çevre eğitimi öz-yeterlik algısı üzerinde lisans programlarında okutulmakta olan her türlü çevre ve çevre konusu içerikli derslerin oldukça önemli olduğu anlaşılmıştır. Öğretmen adaylarının özellikle sınıf düzeyi arttıkça çevre eğitimi öz yeterlik algılarının da olumlu yönde değişim gösterdiği görülmüştür. Lisans eğitimlerinde en fazla çevresel içerikli ders alan biyoloji öğretmen adaylarının diğer öğretmen adaylarına göre kendilerini çevre eğitimi öz-yeterlik açısından daha düşük görmeleri bu çalışmanın yine en çarpıcı sonuçlarından biri olmuştur.

Learners’ academic self-concepts and attributions have been widely evidenced to substantially regulate their educational development. Develop­men­tally, they will not only oper­ate in a mu­tually reinforcing manner. Rather, self-concepts will di­­­­rectly affect learners’ out­come attri­bu­­tions in a particular academic set­ting. Current research in the English as a foreign language (EFL) context has increasingly anal­­yzed learners’ attributions and self-concepts on a task-spe­­cific construct level. Never­the­less, there still exist certain research gaps in the field, partic­ularly con­cerning learners’ gram­mar self-con­cept and attributions. There­fore, the present study aimed at anal­yzing lon­gi­tu­dinal re­­lat­ions of prior performance and self-concept with subsequent attri­bu­tions of gram­mar suc­cess and failure in a samp­le of preadolescent EFL learners. Findings demonstrated that attri­bu­tional pat­terns most­­­­ly but not en­tire­ly depended on learn­ers’ grammar self-concept. Poor per­­form­ing learn­ers hold­ing a low self-concept dis­­played a maladaptive attri­bu­tion pattern for ex­­plain­ing both gram­­­mar suc­cess and failure. Though not with respect to all causal factors, these findings largely con­firm the crucial role of task-spe­cific self-concept in longitudinally explaining re­­lated control beliefs in the EFL con­text.

The study aimed to examine whether there is a significant difference between the social acceptance levels of the students with disabilities in the middle school students with normal development according to the variables of gender, grade level, number of siblings, and income level. This study was carried out in general screening model with appropriate sampling model. The universe of this research consists of 6th and 7th grade students. The sample of the study consists of 220 students. Social acceptance scale was used to collect data. One-way analysis of variance (t-test) were calculated using test techniques. As a result of the research, it was observed that the average score of peer attitude of female students was higher than male students. No significant difference was found between the social acceptance scale subscales, social skills, and student behavior subscales and social acceptance scale total scores of students with normal development according to their grade level. According to the number of participants’ siblings, a significant difference was found between the student behavior subscale of the social acceptance scale and the total score averages of the social acceptance scale.

This study investigated the extent to which public school K–12 staff in the United States teaching physical education were certified in physical education and had an academic major in physical education during the 2015–2016 school year. Data were collected from a nationally representative sample of public school teachers in the United States. Descriptive statistics were used in the description of physical education teachers’ certification and academic major. These characteristics were investigated with regard to school grade level, census region, urbanicity, and newly hired. Results showed that over 30% of public high school physical education teachers did not have an undergraduate or graduate degree in physical education. Nearly 20% of physical education teachers were not certified in physical education. Furthermore, less than 70% of physical education teachers had both characteristics of a qualified teacher. Results from this study show the need for an increase in the percentage of high-quality physical education teachers who have both teaching certification and an academic major in physical education, which would positively impact public health in the United States. Subscribe to TPE

Oral corrective feedback has attracted the attention of EFL teachers and researchers in recent decades. The current study aims to investigate EFL learners’ preferences and emotions about oral corrective feedback with a specific focus on gender and grade level at secondary education in Turkey. Quantitative research methods were used to reveal the findings. 664 EFL learners participated in the study at two different state high schools in Ankara, Turkey. Mann-Whitney U and Kruskal-Wallis tests were used to investigate the OCF preferences of EFL high school learners. It was revealed that more than half of the high school EFL learners worried about making mistakes in the classroom; however, the majority of the learners agreed on the necessity of receiving OCF and they had positive feelings for being given immediate feedback by their teachers. Regardless of gender and grade level, EFL learners had a higher preference for ‘self-correction’. Females preferred ‘metalinguistic clues’ as the first choice and ‘peer correction’ as the last choice among the OCF types whereas males prefer ‘peer correction’ as the first, but ‘metalinguistic clues’ as the last choice. Among the grade levels, 10th-grade level learners have more concerns about making mistakes and these learners prefer ‘clarification request’ and ‘repetition of error’ a lot more than the 9th-grade level learners.

Notes fields in metadata records used in school library catalogs provide important value added and facilitate resource discovery for students and teachers. Variety of notes are intended to support general user tasks, as well as specific user tasks of school library users. The study reported in this paper examined levels and patterns of application of summary notes, audience notes, grade level notes, reading interest level notes, study program information notes, table of contents notes etc. in the bibliographic records created by the United States Library of Congress Children’s and Young Adults’ Cataloguing Program for fiction books between 2014 and 2020.

Parenting would be so much easier if children came with a book of instructions. Paul’s parents thought he would excel in school because in kindergarten, he was performing at the second-grade level in reading and math. He understood complex concepts well beyond his years (like “plate tectonics”) and was identified as gifted. Paul continually complained that school was boring and he begged to stay home to learn. It became evident during the intermediate elementary years that he was not progressing as he should. Even though he understood the concept of multiplication in first grade, Paul was not able to pass the timed math facts tests and he could not do long division problems. He would write the correct answer where it belonged, but could not do the step-by-step process of long division. Paul’s writing was a mixture of print and cursive writing that was illegible. His fourth-grade teacher gave him two desks and still papers (usually incomplete assignments that should have been handed in) were hanging out of the desks and spilling onto the floor. Paul participated in all classroom discussions, sharing knowledge and demonstrating understanding of concepts beyond his peers. However, his writing was below grade level. Written papers consisted of short sentences, low-level vocabulary, many spelling mistakes, and no elaboration 388of ideas. Certainly, his written work was not consistent with his verbal ability.

Digital technology has become an essential factor in the process of language learning. This quantitative study investigates the use of technology as well as teacher’s support in the process of technology-based learning of English as a foreign language (EFL) among high school students in Bosnia and Herzegovina. The data have been collected by the questionnaire modelling teachers' influence on learners' self-directed use of technology for language learning which consists of seven subscales. The results show that the participants’ experience with technology-based language learning (TBL) is rather positive and that teachers have an important role in technology-based foreign language learning, indicating insignificant gender and EFL GPA differences but significant grade level differences on the combined dependent variables of teacher’s support. Furthermore, the results revealed insignificant differences on the combined dependent variables of technology use based on the students’ gender and grade level but significant differences based on the students’ EFL GPA. The findings of this study may assist teachers in engaging students to efficiently use digital technologies in the process of foreign language learning at the high school level.

This article is a review of formula funding. It addresses two basic questions: 1) What formula funding schemes for schools exist and how they are used; and 2) How formula funding methods for schools meet the standards. Formula funding for schools, as opposed to administrative funding – relies on a mathematical formula, contains a number of variables (e.g., number of students), each of which has a monetary amount tied to it to determine school budgets. There are two main groups of variables in such formulas: 1) based on number of students and grade level success; and 2) based on need. The effectiveness of formula funding compared to alternative funding regimes depends on the details of the formula and on educational policy. Formula funding systems typically promote transparency and accountability at low administrative costs, and when combined with appropriate additional policy tools, they can also promote equity and efficiency. There are several debates going on right now: first, there is a tradeoff between transparency/ease and local sensitivity/complexity. Second, determining how much it costs to teach to a certain standard is problematic and controversial. The main reason for this is that the relationship between education costs and student achievement is largely unknown, and the impact identified is relatively small. Because of the proliferation of formula funding, an extensive academic literature has developed over the past two decades. While much of the literature is specific to national contexts and contributes to the domestic issues of specific countries, there are a small number of studies for general application. The latter, however, remain largely descriptive and only cover evaluation issues very briefly or address specific issues such as corruption. As a consequence, there is very little comparative work on how formula financing methods are evaluated according to different standards. For the most part, the issue has been studied only in EU member states. Much attention is given to countries with extensive experience in evaluating formula finance regimes, such as the US, the UK, Australia, and New Zealand. But unfortunately, developing countries do not take up the issue of the study, which provides difficulties in their educational development.

The aim of the current study was to investigate the personality characteristics and developmental characteristics of primary school students’ personality types in a cross-sectional sample of 10,366 Chinese children. The Personality Inventory for Primary School Student was used to evaluate primary school students’ personality. Latent profile analysis (LPA) was used to classify primary school students’ personality types. One-way ANOVA was used to explore the personality characteristics of personality types, and Chi-square tests were used to investigate grade and gender differences of primary school students’ personality types. Results showed that the primary school students could be divided into three personality types: the resilient, the overcontrolled, and the undercontrolled. Resilients had the highest scores, and undercontrollers had the lowest scores on all of five personality dimensions (intelligence, conscientiousness, extraversion, agreeableness, and emotional stability). The overcontrollers’ scores on personality were between the other two types, with lower emotional stability. As the grade level increased, the proportion of undercontrolled students in primary schools generally showed an upward trend and reached the maximum in grade 5. The proportion of resilient students in primary schools generally showed a downward trend. The proportion of resilient students was highest in grade 2 and lowest in grade 5. Girls were significantly more likely than boys to be resilient personality types, while boys were significantly more likely than girls to be undercontrolled personality types. The overcontrolled personality type did not show significant gender differences. Because of the undesirable internalizing problems related to overcontrollers and the externalizing problems related to undercontrollers, our results have implications for Chinese schools, families, and society in general.

Objective The effects of shared clinical notes on patients, care partners, and clinicians (“open notes”) were first studied as a demonstration project in 2010. Since then, multiple studies have shown clinicians agree shared progress notes are beneficial to patients, and patients and care partners report benefits from reading notes. To determine if implementing open notes at a hematology/oncology practice changed providers’ documentation style, we assessed the length and readability of clinicians’ notes before and after open notes implementation at an academic medical center in Boston, MA, USA. Materials and Methods We analyzed 143 888 notes from 60 hematology/oncology clinicians before and after the open notes debut at Beth Israel Deaconess Medical Center, from January 1, 2012 to September 1, 2016. We measured the providers’ (medical doctor/nurse practitioner) documentation styles by analyzing character length, the number of addenda, note entry mode (dictated vs typed), and note readability. Measurements used 5 different readability formulas and were assessed on notes written before and after the introduction of open notes on November 25, 2013. Results After the introduction of open notes, the mean length of progress notes increased from 6174 characters to 6648 characters (P Conclusions After the implementation of open notes, progress notes and A&P sections became both longer and easier to read. This suggests clinician documenters may be responding to the perceived pressures of a transparent medical records environment.