ethanporcaro/eric-fulltext-meta huggingface dataset:
Mathematics Self-Efficacy and Content Knowledge: Exploring the Connection for Elementary Preservice Teachers
Author: Johnson, Todd
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Self Efficacy,Pedagogical Content Knowledge,Preservice Teachers,Elementary School Teachers,Prior Learning,Mathematics Teachers

Data on content knowledge and self-efficacy beliefs were collected from 41 elementary preservice teachers enrolled in a mathematics methods course. Correlational analysis was used to determine whether a relationship existed between elementary preservice teachers' mathematics content knowledge (MCK) and two factors representing mathematics teacher self-efficacy, Mathematics Teaching Outcome Expectancy (MTOE) and Personal Mathematics Teaching Efficacy (PMTE; Enochs, Smith, &amp; Huinker, 2000). MCK was measured using the Praxis® Elementary Education: Multiple Subjects: Mathematics. No statistically significant relationship was found between preservice teachers' MTOE and MCK, nor between PMTE and MCK. These findings are similar to those of Newton, Leonard, Evans, and Eastburn (2012) whose results suggested elementary preservice teachers' prior experiences with learning mathematics content may become less important in terms of efficacy judgments as they gain positive experiences with teaching mathematics. Implications for practice and future research will be discussed.
Defying the Odds: One Mother&apos;s Experience Raising a Twice-Exceptional Learner
Author: Hidalgo, Mary F.
Date: 2018-00-00
Type: Journal Articles
Subjects: Mother Attitudes,Gifted Disabled,Case Studies,Anxiety,Attention Deficit Hyperactivity Disorder,Parent Child Relationship,Advocacy,Child Rearing,Dyslexia,High School Students,Personality Traits,Friendship

Twice-exceptional learners benefit personally and academically from supportive individuals. Additionally, those learners with a parent well-versed in understanding the needs of one's child and capable of advocating on his or her behalf are especially fortunate. Despite the desire to assist one's child and support his or her academic journey, many parents are left baffled and overwhelmed with challenges and expectations. Experts suggest parenting a gifted child can, at times, be challenging (Webb, Gore, Amend, &amp; DeVries, 2007). Consequently, it can be assumed parenting a child with multiple exceptionalities would also offer unique challenges. Thus, it is important to support the parent of such a child, for, in supporting the parent, one is supporting the child. This qualitative case study considers the lived experience of one mother currently raising a twice-exceptional, gifted and dyslexic sophomore, struggling with ADHD and anxiety. Collected data highlights the thoughts and feelings this mother has toward parenting such a child. It is hoped that such an account can help parents in similar circumstances as well as stakeholders better appreciate and understand such children and the struggles parents raising such a child may encounter.
Black Museums and Experiential Learning
Author: Woods, Cheylon Karrina
Date: 2018-00-00
Type: Journal Articles
Subjects: Museums,Blacks,Information Dissemination,Minority Groups,Racial Bias,Organizations (Groups),Exhibits,Experiential Learning,Democratic Values,Models,African Americans,History,Libraries,Cultural Activities,Civil Rights

Classrooms and museums have long provided the perfect environment for students to engage information on multiple levels. Some of the information is in the form of worksheets, textbooks, and interpretive panels others in the form of societal conceptions derived from their surroundings. Museums are supposed to be equitable spaces where facts can be engaged honestly but, historically, a lack of representation of Black communities and other minority groups proved museums to be spaces that silently continued to re-enforce negative connotations and racist ideas. This was a problem that was not lost on Black communities, who decided to build their own organizations and institutions that would show them in a more human light. These organizations recognized the importance of everyone in the communities they served, and strived to convey the history and spirit of a people through exhibitions that utilized every day objects. The early Black museums and cultural centers continually used experiential learning techniques to share their culture with all who visited, because a lot of the information they wished to disseminate was informal and learned through enculturation. This article will look at how Black museums developed using the idea of the &quot;Democratic Museum&quot; and what is now knows as experiential learning was used as a model to convey pride and community understanding in these spaces.
Enriching Learning, Empowering Students, and Maintaining Faculty Sanity in Online Courses
Author: Hebert, Dustin M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Online Courses,Case Studies,Graduate Students,College Faculty,Time Management,Educational Quality,Teaching Experience,Educational Technology,Learning Experience,Learner Engagement,Student Centered Learning,Teaching Methods,Course Descriptions,Masters Programs,Inquiry,Student Evaluation,Theory Practice Relationship

Two decades have elapsed since American higher education was introduced to what we know today as online learning. Be it distance, distributed, e-, electronic, or online learning or education, two constants are faculty time commitment and course quality concerns. No matter the term used to describe it, this type of learning has proven to be more time-consuming for faculty than its face-to-face counterpart. Interestingly, as new technologies become available to improve quality in learning and teaching experiences, demands on faculty time seem to grow--rather than lessen--because of the technology. However, inquiries into best practices through a case study of a graduate educational technology course have provided greater learning experiences and student engagement, encouraged students to take ownership of their learning, and enabled faculty to assume more facilitation, rather than direction, roles. In turn, faculty are returned some of their time, and greater action is expected of students in their learning.
The Development of the School Reform Model and the Reform Readiness Survey
Author: Stokes, Erin Willie
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Change,School Restructuring,Academic Achievement,Surveys,School Culture,Educational Environment,Teacher Effectiveness,Organizational Change,Validity,Self Efficacy,Teacher Attitudes,Organizational Climate,Questionnaires,Correlation,Elementary Secondary Education,School Districts

Reform is a common tool used by policymakers to increase student achievement, yet some reform efforts are more successful in some schools and not others. This study looks specifically at the following constructs related to both student achievement and reform: school culture, school climate, teacher efficacy, and collective efficacy. The overarching question explores the relationships among school culture, school climate, teacher efficacy, and collective efficacy and their impact on reform movements. In order to assist leaders when implementing organizational change, the newly created Reform Readiness Survey, which addresses culture, climate, efficacy, and leadership, is validated and found to be a reliable measure.
The Significance of the Imbalance of Accountability Mandates
Author: Reese-Penn, Lakesha N.
Date: 2018-00-00
Type: Journal Articles
Subjects: Accountability,Teacher Evaluation,Value Added Models,Academic Achievement,Standardized Tests,Elementary School Teachers,Enrollment,Minority Group Students,Elementary School Students

Student achievement on standardized testing is a core component of accountability measures for teachers, schools, and districts nationwide, but extant research on this practice is inconclusive about its validity and differs depending on various state-level policies. This study examines how accountability outcomes vary for teachers and school districts in Louisiana using publicly available data. The findings showed that there is an imbalance in accountability outcomes for various stakeholders that warrants discussion in accountability policies and research.
Principals&apos; Management Techniques and Students&apos; Academic Performance in Secondary Schools Ilorin East LGA, Kwara State
Author: Ojo, Olubukola James
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Instructional Leadership,Management by Objectives,Secondary Schools,Secondary School Students,Academic Achievement

The development and usability of management techniques by most organizations have made them indispensable tools in solving organizational problems. It is against this background that this study investigated principals' management techniques and students' academic performance in secondary schools in Ilorin East Local Government Area of Kwara State. The study adopted a descriptive research design. The population of the study comprised of all the 28 public secondary schools in Ilorin East. Ten secondary schools were randomly selected for this study. Purposive sampling technique was used to select eight teachers in the core subject areas used for this study. A researcher-designed instrument titled &quot;Principals' Management Techniques Questionnaire&quot; (PMTQ) and a proforma titled &quot;Students' Academic Performance Proforma&quot; (SAPP) was used to collect students result in the four core subject areas used for this study. The validity and the reliability of the instrument were ascertained and the co-efficient of reliability was 0.72 which was considered high enough for this study. The result from the research question showed that motivational management technique was the most proffered technique used by principals in Ilorin East Local Government Area with a mean score of 3.62 while the record keeping technique had the lowest mean score of 2.38. Findings showed that there was a significant relationship between principals' management techniques and students' academic performance in Ilorin east local government Area of Kwara State (r =0.641; p&lt;0.05). In line with these findings, it was recommended that principals should try as much as possible to adopt the suitable techniques applicable in a particular situation for the day to day running of the school and teachers should be involved in the formulation of the objectives of the school for the effectiveness and achievement of the school goals.
Assertive Classroom Management: How Does It Mould Students&apos; Perceptions of Classroom Activities and Goal Orientations?
Author: Yazdi, Zahra Ahmadi
Date: 2019-10-00
Type: Journal Articles
Subjects: Classroom Techniques,Student Attitudes,Class Activities,Goal Orientation,College Students,Foreign Countries,English Teachers,Second Language Instruction,English (Second Language),Learner Engagement,High School Teachers,Teacher Student Relationship

This study assessed the impact of teachers' assertive classroom management on the students' perception of classroom activities and their goal orientations. It adopted a mixed method approach (QUANTITATIVE? qualitative.). The population consisted of about 590 consisted of Iranian university and institute students out of which 147 were sampled. They were administered three questionnaires and five were interviewed. To gauge teachers' assertive classroom management, we utilized a questionnaire developed by Shawer (2010). It includes 37 items measuring four components of teacher's assertive classroom management (organization, teaching strategies, teacher-student relationship strategies, teacher's punishment-reward strategies). To assess students' perceptions of classroom activities, a scale designed and validated by Gentry and Gable (2001) was utilized. It comprises 31 items and consists of 4 components (interest, challenge, choice, and joy). The students' goal orientations were measured via 'achievement goal orientation inventory' designed by Midgley, et al. (1998). The inventory comprised three subscales (mastery-approach, performance-approach, performance-avoidance approach) and a total of 18 items. In the quantitative phase, the results demonstrated that teachers' assertive classroom management strategies predicted students' perceptions of classroom activities exhibiting the highest influence on challenge and interest respectively. Mastery goal was influenced by teacher assertive classroom management strategies. The results of the quantitative phase confirmed the findings of the quantitative phase.
Psychosocial Achievements of Social Studies Teacher Candidates in Outdoor Geography Courses
Author: Çirak Karadag, Sevinç
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Studies,Preservice Teachers,Geography Instruction,Outdoor Education,Outcomes of Education,Preservice Teacher Education,Interpersonal Relationship,Student Motivation,Stress Management,Foreign Countries,Educational Benefits,Field Trips,Positive Attitudes

The academic outcomes of courses are evaluated by teacher grades or achievement tests; however, their psychological and interpersonal benefits are usually unknown. Therefore, the purpose of this study was to investigate the views of social studies teacher candidates on the psychological and interpersonal outcomes of the outdoor education courses they took, namely &quot;Geography Teaching&quot; and &quot;Museum Education.&quot; A descriptive qualitative research methodology was employed with a homogeneous sampling technique. The participants, who were voluntarily recruited, included 24 social studies teacher candidates who took the &quot;Geography Teaching&quot; and &quot;Museum Education&quot; classes as part of the Social Studies Teacher Education Program. Data were collected through focus group interviews. Recorded interviews were transcribed and then analyzed thematically. The results showed that participation in outdoor courses improved students' relationships with their peers and lecturers, increased their motivation for class attendance, and helped them manage their stress.
Institutional Scholarship Program for Initiation in Teaching (PIBID) Geography: Reviewing the Relationship between School and University
Author: Gomes Do Nascimento, Maria Anezilany
Date: 2019-00-00
Type: Journal Articles
Subjects: College School Cooperation,Educational Policy,Foreign Countries,Teacher Education,Geography Instruction,Program Effectiveness,Professional Identity,Practicums,Teacher Attitudes,Elementary Secondary Education,Teacher Educators

This article aims to address the impacts of the Brazilian policy entitled Institutional Scholarship Program of Initiation to Teaching/PIBID, in the training of teachers of geography in that country. It results from a doctoral thesis on the initial training of teachers of geography in Ceará, Brazil and Portugal, which had the Pibid as one of the empirical-analytical elements, for the Brazilian case. Data collection involved analysis of educational situations; surveys with standardized questionnaires among graduate in geography and teachers of basic education involved in the Program and interviews among teacher trainers, some of whom coordinators of the area of Geography in the respective institutions of attachment. The deep crisis of Basic and Secondary Education that Brazil is going through, in the current context, is demarcated by a dis obligatoriness of disciplines such as Geography in the last ones of Secondary Education. In this context, the attempt to undermine policies such as the PIBID urges us to worry about the interruption of a program that began to reap the first results of an initiation to teaching. In this sense, we highlight as crucial results, in the scope of the undergraduate courses investigated, the cooperation of spaces and protagonists involved in the initial formation, giving feedback to the desired cycle of reflection-in-action, in this formative process.
A Study of the Association between Self-Directed Learning Readiness and Academic Achievement of Student-Teachers in Pakistan
Author: Hussain, Tariq
Date: 2019-12-00
Type: Journal Articles
Subjects: Teacher Education,Student Centered Learning,Independent Study,Academic Achievement,Student Teachers,Correlation,Graduate Students,Masters Programs,Student Teacher Attitudes,Learning Readiness,Gender Differences,Marital Status,Foreign Countries

Education at every level is typically future-oriented; it is imperative for the learners to keep pace with the unpredictable and fast changing world. The field of teacher-education is no exception. Student-centered approaches have started gaining popularity in today's day and age. Self-directed learning is becoming one of the most prominent phenomena for the 21st century learners. This study investigated whether any relationship exists between Self-Directed Learning readiness (SDLR) and academic achievement of student-teachers. For this purpose, quantitative approach was adopted and correlation research design was used. The population comprised all the master level students of the Institute of Education and Research, enrolled in the session 2017-2019. The total number was 510. The researchers used multistage sampling to draw a sample. A total of 300 students were included in the research. To determine the SDLR of student-teachers, a modified SDLI questionnaire, developed by Su-Fen Cheng, Chien-Lin Kuo, Kuan-Chia Lin, and Jane LeeHsieh in 2009, was used. The analysis of the data concluded that student-teachers' self-directed learning readiness is high. It was determined that a significant difference does not exist among the population on the basis of gender or marital status.
Master of Business Education Program Effectiveness Assessment
Author: Raza, Shaukat Ali
Date: 2019-12-00
Type: Journal Articles
Subjects: Program Effectiveness,Masters Programs,Business Administration Education,Graduate Students,Alumni,Student Attitudes,Employer Attitudes,Competency Based Education,Foreign Countries,Teacher Education

The study assessed the effectiveness of Master of Business Education (MBE) program of Department of Business Education in terms of its focus on business teaching and business management competencies of its graduates. A questionnaire survey along with document analysis method was employed to collect the data from 80% final semester students (taken systematically) and 80% graduates from two alumni batches and their immediate bosses as employers (taken conveniently) both for business teaching and business management domains. The feedback of National Accreditation Council for Teacher Education (NACTE) and Quality Enhancement Cell (QEC) of University of the Punjab on the evaluation of MBE program serves as quality control bodies' opinion. Both descriptive and inferential statistics are employed to calculate and compare the effectiveness level of MBE program as perceived by respondents. The overall effectiveness level of the program stood at 82.2% as rated by final semester students, 86.4% as rated by alumni, 90.6% as rated by employers in business management field and 90.4% as rated by employers in business teaching field. Launching of 'human resource management' as the third area of specialization in MBE and a 4-year Bachelor of Business Education (BBE) honours degree program, and to convert the existing 2-year MBE program to 1.5-year MBE/3-year MBE in line with MBA, M-Com, and MBIT programs of the University of the Punjab is recommended to help graduates of the department acquire a compatibility with the referred programs.
Morale and Job Satisfaction of University Teachers: A Case from Pakistani Universities
Author: Saleem, Nadia
Date: 2019-12-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Job Satisfaction,Teacher Morale,Correlation,Gender Differences,State Universities,Measures (Individuals),Work Attitudes,Foreign Countries

The research intends to explore correlation between morale and satisfaction of teachers working at universities. Moreover, it also intends to measure the difference of job satisfaction and morale on gender basis. This research was conducted on teachers from three public universities. 150 teachers were asked to provide their responses regarding the research, among them 72 university teachers provided their responses. For data collection two research tools, Job Satisfaction Scale and Morale scale, were adopted and used. Analysis of data was done through (SPSS) and Pearson r was used to find out correlation of morale and satisfaction from the job from universities of Pakistan. The results of the study show that both variables job satisfaction and morale were positively correlated. It shows that high satisfaction from the job enhances the morale and vice versa.
Relationship between Task-Oriented Leaders&apos; Behavior and Organizational Performance in Higher Education Institutions
Author: Alvi, Gulshan Fatima
Date: 2019-12-00
Type: Journal Articles
Subjects: Leadership Styles,Higher Education,Planning,Program Implementation,Educational Policy,Educational Change,Administrator Behavior,Deans,Department Heads,Educational Quality,Foreign Countries,Performance,Interpersonal Relationship,Power Structure,Leadership Qualities

The study aims to find out the relationship between the task-oriented leaders' behavior and organizational performance in higher education institutions as well as to identify that how a taskoriented leader will perform to face the challenges of the gaps between planning and implementation of educational policy reforms in higher education institutions. A Multi-stage stratified cluster sampling method was used for the study. A total of 324 individuals, including the Deans of the Faculties, Heads of the Departments and Heads of Quality Enhancements Cells from HEC recognized general public and private universities in Punjab, participated in this study. To evaluate the task-oriented leaders' behavior, the Leader Behavior Description Questionnaire (LBDQ) was administered whereas to assess the organizational performance of higher educational institutions, the researchers developed the Institutional Performance Questionnaire (IPQ) for the participants. Pearson's correlation coefficient was used to test the relationship between two variables of the study. The results showed that the leader who has high task-oriented behaviour displays a low degree of organizational performance in higher education institutions and particularly anticipates that the task-oriented leader has not a significant role to implement the policy reforms in higher education institutions. This paper contributes to the theoretical and practical understanding of leaders' behavior for the organizational performance and implementation of policy reforms in higher education institutions.