ethanporcaro/eric-fulltext-meta huggingface dataset:
The Improvement of Indonesia Students &apos;Engagement in Civic Education through Case-Based Learning&apos;
Author: Japar, Muhammad
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship Education,Case Method (Teaching Technique),Junior High School Students,Learner Engagement,Active Learning,Instructional Effectiveness,Secondary School Teachers

This paper reports on a study of civics education, conducted in a public Junior Secondary School in Jakarta, Indonesia. Civics education plays an important role in students' engagement in human rights issues and problems, and leads to active participation in society. The Indonesia government has an educational policy for the implementation of civics education in schools through curricula integration. Students study civics education to increase critical appreciation of social and human rights realities. This qualitative study was conducted using interviews and observations in a civics education classroom. The researcher worked with 15 Year 2 students and their teacher over four meetings of 135 minutes each. In this study, teachers provided opportunities for students to engage in active learning through discussion and reflection in case-based learning. The process not only transformed knowledge, but also developed a mutual respect between the teacher and student. The study found that civics education, through case-based learning improved student 'engagement and' critical voice. It also enabled the teachers' pedagogical practices engagement.
ICT and Disabilities. Construction of a Diagnostic Instrument in Spain.
Author: Batanero, José
Date: 2018-00-00
Type: Journal Articles
Subjects: Information Technology,Disabilities,Diagnostic Tests,Foreign Countries,Elementary School Teachers,Correlation,Special Education,Content Validity,Teacher Education,Knowledge Level

This work presents the process of validation of a questionnaire that aims to determine the level of training and knowledge of teachers in the Spanish primary education, with respect to the application of the Information Technology and Communication (ICT) for people with disabilities. The structure of the instrument includes 6 dimensions: general, visual, hearing, motor, cognitive, and accessibility. The procedure considered the content validation, validation of construct through factor analysis and determination of reliability through Cronbach Alpha. The &quot;expert judgement&quot; technique, was used for the validation of content by applying a process of selection of experts at our educational research, the so-called expert coefficient or &quot;K coefficient&quot;. The developed process made it possible to give scientific validity to the intended instrument.
Treatment Effects on Ordinal Outcomes: Causal Estimands and Sharp Bounds
Author: Lu, Jiannan
Date: 2018-10-00
Type: Journal Articles
Subjects: Outcomes of Treatment,Mathematical Applications,Probability,Behavioral Science Research,Statistical Inference,Experimental Groups,Control Groups,Causal Models,Educational Research

Assessing the causal effects of interventions on ordinal outcomes is an important objective of many educational and behavioral studies. Under the potential outcomes framework, we can define causal effects as comparisons between the potential outcomes under treatment and control. However, unfortunately, the average causal effect, often the parameter of interest, is difficult to interpret for ordinal outcomes. To address this challenge, we propose to use two causal parameters, which are defined as the probabilities that the treatment is beneficial and strictly beneficial for the experimental units. However, although well-defined for any outcomes and of particular interest for ordinal outcomes, the two aforementioned parameters depend on the association between the potential outcomes and are therefore not identifiable from the observed data without additional assumptions. Echoing recent advances in the econometrics and biostatistics literature, we present the sharp bounds of the aforementioned causal parameters for ordinal outcomes, under fixed marginal distributions of the potential outcomes. Because the causal estimands and their corresponding sharp bounds are based on the potential outcomes themselves, the proposed framework can be flexibly incorporated into any chosen models of the potential outcomes and is directly applicable to randomized experiments, unconfounded observational studies, and randomized experiments with noncompliance. We illustrate our methodology via numerical examples and three real-life applications related to educational and behavioral research.
Change Management Strategies in Policies and Reforms and Administrative Functions Competence in Delta State Colleges of Education
Author: Efe, Anho Joseph
Date: 2018-00-00
Type: Journal Articles
Subjects: Change Strategies,Educational Change,Educational Policy,Schools of Education,Foreign Countries,Program Implementation,Administrator Effectiveness,Administrator Role,Problem Solving,Cooperative Planning,College Faculty

This research change management strategies and administrative functions competence, used the ex post-facto research design of the survey method. The population of the study was made up of the 865 lecturers in the Delta State Colleges of Education in the 2015/2016 academic session. The study used the stratified random sampling technique to sample 120 lecturers. The questionnaire tagged &quot;Change Management Strategies and Administrative Function Competence&quot; (CAMSAFC) was the main instrument used. It was validated by expert judgement and tested for reliability using the split-half method and Pearson Moment Correlation co-efficient statistics to obtain a reliability index of 0.75, from 20 respondents of the College of Education, Ekiadalor, Edo State. The results/data from the four research questions were presented and analyzed on a table using the mean scores and standard deviation with the acceptance mean rating at 2.50 and above. The only hypothesis raised was tested using the t-test statistics for significant difference in the perception of respondents at 0.05 level of significance. The findings revealed that staff and student personnel services, curriculum and instruction, school community relations, school finance, and school plant, are the main administrative functions that experience change frequently and that change management strategies commonly used includes: articulation of problems to be solved with change, collaborative approach in plan and implementing change, among others. The findings also revealed that there is no significant difference in the perception of respondents when experience is considered.
Effects of the Instruction with Mathematical Modeling on Pre-Service Mathematics Teachers&apos; Mathematical Modeling Performance
Author: Yasa, Gulzade Karaci
Date: 2018-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Mathematics Instruction,Mathematical Models,Problem Solving,Undergraduate Students,Elementary Education,Instructional Effectiveness,Foreign Countries,Teaching Methods,Mathematics Achievement,Pretests Posttests,Mathematics Tests

The purpose of the study was to investigate the effects of the instruction with mathematical modeling on pre-service mathematics teachers' mathematical modeling performance. The participants were 24 pre-service elementary mathematics teachers. A mixed method approach was used to conduct the research. Each week, the participants were given two mathematical modeling problems and solved them as a group. After that, each group shared their solutions with the class so that there was an opportunity to focus on different solution methods. The data was collected via a pre and a post mathematical modeling test. SPSS package program was utilized in order to determine the significance level of the difference between the test results. One of the participants' solutions in the pre-test and in the post-test was also analyzed to enhance the results. The result showed that the instruction based on mathematical modeling improved pre-service teachers' mathematical modeling performance.
Language-as-Resource: Language Strategies Used by New Zealand Teachers Working in an International Multilingual Setting
Author: Daly, Nicola
Date: 2018-08-00
Type: Journal Articles
Subjects: Multilingualism,Language of Instruction,Teacher Attitudes,Teacher Characteristics,Translation,Indians,Foreign Countries,Second Language Learning,Native Language,Language Usage,Volunteers,Code Switching (Language),Paralinguistics,Cues,Classroom Techniques,English (Second Language),Program Descriptions,Indo European Languages

Research indicates that teachers can face challenges in knowing how to support language learners because they often have minimal training in teaching language learners in mainstream contexts (Martin, 2004; Sharma et al., 2011) and may consider language learners using their home language as detrimental to their learning (Franken &amp; McComish, 2003; Mady &amp; Garbarti, 2014; Planas &amp; Setati-Phakeng, 2014; Winsor, 2007). In this article seven volunteer New Zealand teacher participants in a programme to support teachers with no formal teacher education in India are interviewed concerning the strategies used and observed with Indian colleagues when delivering a teacher support programme. The New Zealand teacher participants' reflections evidenced an awareness of the affordances, complexities, and limitations of translation in a multilingual educational setting where the medium of instruction is not the home language of class members. The teachers reported using and observing a range of strategies used to maximise communication in the multilingual setting, including translation, encouraging the use of home languages, using code switching, as well as using paralinguistic cues. Future research concerning the Indian teachers' perceptions of these strategies is suggested.
A Leadership Strategy: Coaching, a Singaporean Example
Author: Ebbeck, Marjory A.
Date: 2018-08-00
Type: Journal Articles
Subjects: Leadership Effectiveness,Leadership Styles,Coaching (Performance),Foreign Countries,Teacher Administrator Relationship,Principals,Preschool Teachers,Early Childhood Education,Child Care Centers,Administrator Attitudes,Teacher Attitudes,Organizational Climate,Intervention,Teacher Effectiveness

The demand for recruiting and retaining early childhood teachers remains a challenging problem in the early childhood field in Singapore as well as in many other countries. A research study was devised to investigate if the use of a 'coaching approach' could bring about change in teachers' participation in their centre's management and organisational climate. The study involved 72 teachers and seven principals from seven, privately owned child care centres. A before-and-after study intervention was conducted over an 18-month period of time. Results showed significant statistical increases in that a coaching intervention had made a difference to both teachers and principals in their flexibility and openness to changing relationships within their centres. There was a statistically significant improvement in the principals' relationships, particularly how they listened to their staff and understood their concerns. The findings also showed that the role of a leader is critical in managing the change process.
Pre-Service Teachers: Knowledge, Attitudes and Their Perceived Skills in Addressing Student Bullying
Author: Lester, Leanne
Date: 2018-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Knowledge Level,Bullying,Undergraduate Students,Foreign Countries,Prevention,Computer Mediated Communication,Student Behavior,Predictor Variables

Understanding pre-service teachers' capacity to prevent and manage student bullying behaviours is critical for ensuring a smooth transition into early career teaching and the success of schools' anti-bullying initiatives. This exploratory study investigated 234 pre-service teachers' knowledge, attitudes, perception of skills, personal experience of bullying and current undergraduate learnings in relation to bullying behaviours in schools. Most undergraduate pre-service teachers could identify bullying behaviours, however many reported they felt their undergraduate degree had not prepared them well enough to deal with bullying behaviours. As a consequence they felt they lacked the skills to prevent and respond effectively to incidents of bullying, specifically in covert and cyberbullying behaviours. Pre-service teachers wanted to better understand the complexities of the behaviour and be exposed to curriculum learning resources. The lack of skills in managing future bullying and particularly cyberbullying incidents reported by pre-service teachers within this current study is not surprising, but has social and emotional implications for young people who turn to their teachers for support.
&quot;Fitting into the Teaching Profession&quot;: Supervising Teachers&apos; Judgements during the Practicum
Author: Sheridan, Lynn
Date: 2018-08-00
Type: Journal Articles
Subjects: Cooperating Teachers,Evaluative Thinking,Practicums,Preservice Teachers,Preservice Teacher Education,Student Characteristics,Teaching Skills,Bias,Foreign Countries,Personality Traits,Readiness

This study explores supervising teachers' judgements about pre-service teachers during a practicum experience. Making judgements is a complex, subjective process with judgements being conscious and intuitive, influenced by individual beliefs, contextual expectations and personal learning biographies. This research draws on Social Judgement Theory to guide the analysis of data collected from interviews with experienced supervising teachers. Analysis indicated that the supervisors placed most emphasis on 'personal qualities' of pre-service teachers. This has implications for the selection of candidates for teaching, the importance of non-academic capabilities in teaching and the development of pre-service teachers' personal qualities within initial teacher education programs.
Poems Found among the Resolution Scrapbooks: A Teacher Narrative Inquiry
Author: Morawski, Cynthia M.
Date: 2018-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Personal Narratives,Student Attitudes,Beliefs,Educational Attitudes,Journal Writing,Poetry,Foreign Countries,Reflective Teaching,Multiple Intelligences,Self Concept,Biographies,Creative Writing,Teaching Methods,Learning Activities

Six pre-service teachers participated in a component of narrative inquiry that took place the week before their teacher education program began. The component offered the teachers a variety of multimodal activities, such as body biographies, teaching museums, and paper tearing representations, all making use of repurposed materials, to critically consider their recurring narratives in relation to their recurring pedagogical beliefs and practices. Handmade journals and resolution scrapbooks acted as places to reflect and record their responses (Author). For this paper, I turned to narrative inquiry supported by found poetry and focus on the part of the component that contains the written contents of the teachers' resolution scrapbooks. More specifically, I asked, &quot;What are the effects of the application of the resolution scrapbook on the recurring narratives of six pre-service teachers?&quot;
&apos;Aboriginal Learning Style&apos; and Culturally Responsive Schooling: Entangled, Entangling, and the Possibilities of Getting Disentangled
Author: Vass, Greg
Date: 2018-08-00
Type: Journal Articles
Subjects: Cognitive Style,Indigenous Populations,Culturally Relevant Education,Politics of Education,Educational Change,Teaching Methods,Learning Theories,Foreign Countries,Educational Practices,Secondary School Teachers,High School Students,Teacher Educators,Teacher Attitudes,Racial Differences,Cultural Differences,Cultural Awareness

Arising from the author's experiences as a high school teacher, and now teacher educator and education researcher, this article is motivated by concerns to do with 'good' schooling practices in connection with Indigenous education in Australia. More specifically, the paper critically considers the enduring and worrying influences of 'Aboriginal learning style theory', alongside considering the possibilities of culturally responsive approaches. While interest in culturally responsive schooling is growing, the argument put forward here is that concomitant with these efforts, more attention needs to be invested into teasing out how and why this approach differs from learning styles in significant ways, such as by focusing on the sociopolitical consciousness of students in schooling. Thus, a deeper engagement with the cultural politics of education itself may make a useful contribution to the changes needed if education practices are to genuinely move beyond attempting to 'fix' the Indigenous 'problem'.
Learning the Words: Supervising Teachers and the Language of Impact in an Initial Teacher Education Programme
Author: Brett, Peter D.
Date: 2018-08-00
Type: Journal Articles
Subjects: Teacher Education Programs,Standards,Preservice Teachers,Teacher Supervision,Placement,Summative Evaluation,Teacher Student Relationship,Language Usage,Foreign Countries,Educational Improvement,Lesson Plans,Student Evaluation,Caring,Teacher Effectiveness,Supervisors,Discourse Analysis,Elementary School Teachers,Secondary School Teachers

The language of &quot;impact&quot; has been foregrounded in the recent lexicon of Australian initial teacher education (ITE). How teacher education programmes and supervising teachers identify and assess the impact of pre-service teachers' work with learners across a professional placement is a pressing issue for ITE providers. This paper reports on qualitative analysis of the language of supervising teachers' summative assessments of pre-service teachers' final-year professional experience placements in relation to impact. Analysis of written comments that addressed the Australian Professional Standards for Teachers Graduate Standards revealed that the language of impact is still emerging within the discourse of supervising teachers. This has professional learning implications for all ITE stakeholders.
Effective Word-Problem Instruction: Using Schemas to Facilitate Mathematical Reasoning
Author: Powell, Sarah R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Word Problems (Mathematics),Problem Solving,Mathematical Logic,Learning Disabilities,Schemata (Cognition),Addition,Multiplication,Subtraction,Elementary School Mathematics,Middle Schools,Secondary School Mathematics

Many general and special education teachers teach mathematics word problems by defining problems as a single operation and linking key words to specific operations. Unfortunately, teaching students to approach word problems in these ways discourages mathematical reasoning and frequently produces incorrect answers. This article lists eight common key words, identifies the operation typically associated with each, and provides word problems that illustrate how reliance on key words can result in incorrect answers. Neither of these approaches--defining problems in terms of a single operation or linking key words to specific operations--has evidence to support its use. In contrast, other approaches do promote mathematical reasoning and substantially boost word-problem performance among students with learning disabilities. Two practices that have emerged from research studies as particularly effective for word-problem instruction are: (1) Attack strategies, which provide students with a general plan for processing and solving word problems (Montague, 2008; Xin &amp; Zhang, 2009); and (2) Schema instruction, in which students learn to categorize word problems within problem types (i.e., schemas based on the word problem's mathematical structure), apply an efficient solution strategy for each word-problem schema, and understand the meaning of word problem language (Fuchs et al., 2014; Jitendra &amp; Star, 2012). These strategies are discussed in detail.
The Effect of Cooperative Integrated Reading and Composition on Reading Comprehension of IAIN Lhokseumawe, Indonesia
Author: Erlidawati
Date: 2018-08-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Comprehension,Control Groups,Experimental Groups,Reading Instruction,Teaching Methods,Pretests Posttests,Units of Study,English (Second Language),Second Language Instruction,Second Language Learning,Reading Achievement,Learning Strategies,Language Teachers,Cooperative Learning,Reading Tests

This study was conducted to investigate the effect of Cooperative Integrated and Composition (CIRC) in teaching reading comprehension to the third semester students of English department at IAIN Lhokseumawe. The population of this study was all the students in the third semester and the samples are unit-1 and unit-2. The sample was chosen by using random sampling technique. The sample consists of 31 and 32 students. To obtain the data, the pre-test and the post-test were given to two groups; experimental group and control group. The instrument used to collect the data was a test. It was used to see learning achievement of students in reading comprehension. The mean score of experimental group was 81,45 by it was 76,09 of control group. Students' reading ability in both groups was different as indicated by the t-test. The t-test result shows that the score is 2.210 while the result of t-table is 0,031 at the level of significance is 5% (a=0.05). Therefore, the alternative hypothesis (H[subscript a]) is accepted and the null hypothesis (Ho) is rejected. Furthermore, the finding of this study showed that CIRC is more effective in enhancing the students' reading comprehension. This study contributes to further implications for research on language learning strategies, material design and teacher education in English language teaching.
The Effects of Reciprocal Teaching on Reading Comprehension of Iranian EFL Learners
Author: Navaie, Leila Ashegh
Date: 2018-08-00
Type: Journal Articles
Subjects: Reciprocal Teaching,Teaching Methods,Reading Comprehension,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Control Groups,Experimental Groups,Instructional Effectiveness,Language Tests,Pretests Posttests,Reading Improvement,Scores

The present study aimed at investigating the effectiveness of the Reciprocal Teaching Procedure (RTP) on reading comprehension of intermediate Iranian EFL learners in Iran. Two intact groups were chosen non-randomly, one as the control group and the other as the experimental group. Then an IELTS reading test was administered to both groups as pretest. After analyzing the collected scores by independent t-test it was known that there was no meaningful difference between control and experimental groups before the treatment. Both groups were offered 15 sessions of reading, the experimental group received treatment, they were taught reading by applying RTP as an instructional strategy, but the control group was taught reading through the conventional method. The results showed that reciprocal teaching can improve reading comprehension of Iranian EFL learners. Pedagogical implications are discussed.