ethanporcaro/eric-fulltext-meta huggingface dataset:
A Content Analysis of Images of Novice Teacher Induction: First-Semester Themes
Author: Curry, Jennifer R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Content Analysis,Beginning Teacher Induction,Alternative Teacher Certification,Work Environment,Visual Aids,Freehand Drawing,Student Problems,Teaching Load,Interprofessional Relationship,Educational Quality,Accountability,Administrative Principles,Mentors,Beginning Teachers

The powerful nature of novice teachers' experiences in their first years of teaching has been well documented. However, the variance in novices' initial immersion in the school environment is largely dependent on perceived personal and professional support as well as the environmental inducements that lend to novice teachers' success in the classroom. For the purposes of this study, 72 participating novices, who were participants in an alternative certification program, drew representations of their current teaching environments. Of the 72 initial participants' pictures, 58 were used in this content analysis. The interrater analysis involving multiple documentation of codes between and among researches, revealed five themes from the novices' pictures: (a) concerns about students, (b) overwhelmed and struggling, (c) relationships with others, (d) concerns about education quality and excessive accountability, and (e) issues with administration. Implications are provided.
Differences between Students with and without ADHD on Task Vigilance under Conditions of Distraction
Author: Ross, Peter
Date: 2016-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Comparative Analysis,Classroom Environment,Correlation,Learner Engagement,Attention Control,Attention,Elementary School Students,Matched Groups,Gender Differences,Age Differences,Cohort Analysis,Racial Differences,Computation,Duplication,Task Analysis,Performance Based Assessment,Mathematics Achievement

Distraction is a typical component of any classroom environment. For effective instruction and learning to take place, it is critical for students to eventually return to task and maintain task vigilance (i.e., returning to the task at hand) when a distraction occurs. Students with attention deficit hyperactivity disorder (ADHD), by definition, are more distractible than students without ADHD. However, studies showing specific variability of task vigilance between students with and without ADHD are limited. This correlational study examined the differences in distractibility on task vigilance between students with and without ADHD under conditions of distraction. Two groups of participants, ranging in age from 7 to 11 years, were identified. The participants with existing diagnoses of ADHD were matched to participants without ADHD by gender, age, grade, race, school performance, and ability to help maintain group equivalence. The procedure called for all students to complete simple math computations and copying tasks while exposed to a distracting stimulus. Results showed a marked, statistically significant difference in task completion rates for both tasks between groups. Secondly, students with ADHD had considerable difficulties disengaging from the distracting stimulus and returning to task (i.e., maintaining task vigilance). These findings, rather than generic deficits, may account for a large portion of underachievement suffered by students with ADHD. Treatment recommendations and implications for teaching students with ADHD are discussed.
Examining the Relationship between Math Scores and English Language Proficiency
Author: Henry, Denfield L.
Date: 2016-00-00
Type: Journal Articles
Subjects: English Language Learners,Language Proficiency,Elementary School Students,Scores,Mathematics Tests,Correlation,Gender Differences,Socioeconomic Status,Instructional Program Divisions,Achievement Tests,State Standards,Standardized Tests,Grade 3,Multiple Regression Analysis,Statistical Analysis

Multiple studies propose that English proficiency dictates English language learners' (ELLs) performances on mathematics assessments. The current study investigates the predictive power of English proficiency on mathematics scores, while controlling for gender, socioeconomic status (SES), and grade level among ELLs at a south Florida elementary school. Krashen's theory of comprehensible input as a precursor to second language acquisition provides the framework for this quantitative, correlation study. Mathematics scores from the Florida Comprehensive Assessment Test for Grade 3-5 ELLs (N = 177) were analyzed using multiple linear regression. Analysis reveals English proficiency as a statistically significant predictor of mathematics scores. Mathematics scores increase simultaneously with English proficiency but inversely with grade level. Grade level moderates the influence of English proficiency on mathematics scores. Gender and SES have no significant moderating influence.
Cyberbullying in Higher Education: Implications and Solutions
Author: Smith, Gina S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,College Students,Faculty,Online Courses,Surveys,Intervention,Teacher Student Relationship,Qualitative Research,Resources

Cyberbullying exists in all levels of education, from kindergarten to postsecondary. Few studies have been conducted to examine the impact of cyberbullying in higher education. Minor, Smith, and Brashen (2013) identified the need for colleges and universities to set policies and standards on how to handle faculty being cyberbullying by students. Their study revealed that the majority of respondents were unaware of a policy in existence and/or the proper steps to take when bullying occurs. Six steps have been designed to assist college administrators when creating an antibullying policy and setting standards. [For &quot;Cyberbullying in Higher Education,&quot; see EJ1118457.]
From Too Little to Too Much: Sorting through the Online Resource Environment in Education
Author: Carrier, Nathalie
Date: 2014-00-00
Type: Journal Articles
Subjects: Online Searching,Electronic Libraries,Electronic Publishing,Educational Research,Educational Resources,Evidence,Internet,Knowledge Management,Research Utilization,Access to Information,Classification,Primary Sources,Bibliometrics

The Internet is considered to be one of the most important mechanisms for sharing research (Chavkin &amp; Chavkin, 2008), raising questions about the scope and variety of research-based education resources available online. Whereas years ago, the challenge for educators was to find relevant research information for practice, this challenge has shifted to one of sorting through the &quot;infoglut&quot; (Edmunds &amp; Morris, 2000), or the abundance of information claiming to be grounded in research, and being able to judge which resources are most valuable and reliable. Drawing on scholarship that seeks to mobilize evidence between researchers, practitioners, and policymakers (Levin, 2011), this study reports the results of a systematic search of online research-based resources for educators across seven subject areas. Our descriptive typology categorizes 333 products along various dimensions (e.g., producer organization, target audience, country of origin) and demonstrates a surprising variety claiming to be research-informed.
Assessing the Developmental Instruction Model: An Exploratory Study of Classroom &quot;Fit&quot; Using Environmental Types
Author: Salter, Daniel W.
Date: 2013-00-00
Type: Journal Articles
Subjects: Personality Theories,Classroom Environment,Personality Traits,Undergraduate Students,College Freshmen,Epistemology,Models,Comparative Analysis,Measures (Individuals),College Instruction

To support the instructional process, Knefelkamp advanced the developmental instruction model (DIM) to describe the aspects of academic environments that facilitate the epistemological development of college students, consistent with the Perry scheme. No related measurement tool has been developed for the DIM, which may account for the lack of research on it. Because the four DIM constructs (experiential, diversity, personalization, and structure) seemed consistent with the four dimensions found in environmental type theory (extraversion-introversion, sensing-intuition, thinking-feeling, and judging-perception), its related measure, the Salter Environmental Type Assessment, was used. The assertion that advanced learners begin to recognize these four dimensions was examined in this study of students' (N = 200) perceptions of classroom &quot;fit&quot; by class standing. As compared to first-year students, advanced undergraduate students in this sample indicated stronger preferences (toward environmental extraversion, intuition, and feeling) for the types of learning environments that would support epistemological development. Findings related to environmental judging-perceiving were mixed, however. The results also suggest that the Salter Environmental Type Assessment may be a workable measure of the basic constructs in the DIM. Implications to college teaching are discussed.
Predictors of Latino English Learners' Reading Comprehension Proficiency
Author: Grasparil, Theresa A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Hispanic American Students,English Language Learners,Reading Skills,Literacy,Reading Instruction,Achievement Gap,Native Speakers,Multiple Regression Analysis,Grade 3,Language Proficiency,Reading Fluency,Vocabulary,Predictor Variables,Reading Comprehension,Elementary School Students,Academic Achievement,Achievement Tests,Standardized Tests

Poor literacy achievement among English learners has contributed significantly to their high dropout rates, poor job prospects, and high poverty rates. The National Literacy Panel on Language Minority Children and Youth has suggested that English learners benefit from the same direct, systematic instruction in the five essential components of reading shown effective for native-English-speaking students: phonemic awareness, phonics, oral reading fluency, vocabulary, and comprehension. Implementing effective reading instructional practices for English learners may reduce the literacy achievement gap between English learners and native English speakers. In this study, we used multiple regression to examine data for 1,376 third-grade Latino English learners to determine the strength of oral English proficiency, oral reading fluency, and academic vocabulary knowledge as predictors of reading comprehension proficiency. Findings of this study indicate a mismatch between English learners' instructional needs and a widely used reading program component, assessment of words correct per minute (as a measure of oral reading fluency). Significant conclusions of this study suggest that educators seeking to promote the reading comprehension proficiency of Latino English learners consider using words correct per minute assessments and activities cautiously and strive to allocate more time for instruction and assessment of the prosodic dimension of oral reading fluency and academic vocabulary knowledge and skills.
Cyberbullying in Higher Education
Author: Minor, Maria A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,College Students,College Faculty,Online Courses,Surveys,Intervention,Teacher Student Relationship,Qualitative Research,Resources

Bullying has extended beyond the schoolyard into online forums in the form of cyberbullying. Cyberbullying is a growing concern due to the effect on its victims. Current studies focus on grades K-12; however, cyberbullying has entered the world of higher education. The focus of this study was to identify the existence of cyberbullying in higher education, reveal the existence of students bullying instructors, and determine its impact. Three hundred forty-six online instructors from the undergraduate, graduate, and doctoral programs at the school of management at a large online university were surveyed. Of the respondents, 33.8% said they had been cyberbullied by students, 4.4% of respondents were unsure, and 61.8% said they had never been cyberbullied by students. Over 60% of the participants did not know what resources were available or felt that there were no resources available to help them should they encounter cyberbullying by students in the online classroom. Results indicated concerns about reporting cyberbullying, ranging from fear of not getting further teaching opportunities to dealing with it and decreasing the rate of student retention. [For &quot;Cyberbullying in Higher Education: Implications and Solutions,&quot; see EJ1118453.]
The Extent and Nature of Bullying in a Christian School
Author: Hazeltine, Brian C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Bullying,Christianity,Religious Education,Elementary Secondary Education,Student Behavior,Gender Differences,Instructional Program Divisions,Attendance,Statistical Analysis,Questionnaires,Social Influences,Student Attitudes,Sexual Harassment,Computer Mediated Communication,Likert Scales,Victims,Racial Differences,Ethnicity,Regression (Statistics)

Bullying is a problem that has been studied in schools worldwide, but there is little research on bullying within Christian schools, a dearth which may stem from the assumption that Christian schools teach character traits that are inimical to bullying. Yet understanding the extent and nature of bullying in Christian schools may lead to a better understanding of ways to address the problem in all schools. Guided by social identity theory, which allowed for a focus on moral and character development, this study examined the extent and nature of bullying among 347 students in Grades 3 through 10 in a Christian school. Research questions addressed differences in bullying behaviors related to gender, grade, division, and the number of years a student has attended a Christian school. Data were analyzed from responses to the Olweus Bullying Questionnaire. One-way analysis of variance, chi-square, and &quot;t&quot; tests indicated statistically significant differences in bullying behaviors based on gender, division, and years attending the school. Results indicated that girls were bullied more frequently than boys and by means of exclusion, rumors, sexual comments, and cyberbullying. Boys were more likely to bully than girls, and boys bullied primarily in physical ways and used racial comments more often than did girls. Bullying decreased from elementary to high school grades. The results of this study may be used to promote positive social change by alerting Christian school educators to the problem of bullying in their schools and by assisting all educators in developing gender-specific programs to minimize the problem of bullying in general.
From High School to College: Teachers and Students Assess the Impact of an Expository Reading and Writing Course on College Readiness
Author: McCormick, Jennifer
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Expository Writing,Writing Instruction,Reading Instruction,College Readiness,English Curriculum,Program Effectiveness,High School Graduates,Secondary School Teachers,Mixed Methods Research,Teacher Surveys,Interviews,Focus Groups,Instructional Improvement,Faculty Development,Learner Engagement,Learning Motivation,College Preparation,Educational Change,Educational Practices,Educational Benefits,Outcomes of Education,Reading Strategies,Observation

The study aimed to examine teachers' and students' views on the impact of the Expository Reading and Writing Course (ERWC) on students' college readiness and on teaching practices. Literature in the areas of college readiness, critiques of the English curriculum at the secondary level, and a review of research on the effects of ERWC are summarized. The mixed-methods study used a teacher survey, teacher interviews, and student focus groups. Findings showed that teachers reported making numerous changes and improvements in their teaching as a result of attending a professional development program and also reported making changes in other courses. Teachers found that ERWC helped student engagement, motivation, and learning and helped prepare students for college. Students reported learning strategies in the class that they transfer and apply in other classes. Using ERWC materials can strengthen participating teachers' instruction and participating students' learning.
Situated Identities, Competing Cultural Models: Discourse Analysis of Policymakers' Views on Teaching
Author: Gee, Donna
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Policy,Discourse Analysis,Educational Quality,Models,Cultural Influences,Accountability,Educational Research,Policy Formation,Qualitative Research,Power Structure,Teacher Education Programs,Administrator Attitudes,Standards,Interviews,State Departments of Education,Faculty Development,Epistemology,Feminism,Elementary Secondary Education

Because policymakers have a direct impact on schools, teachers, and therefore students, this study examined the discourse of policymakers in relation to their views on &quot;quality&quot; teaching. Findings from the study conclude the cultural models and discourses widely varied among policymakers. Their views were based on an idiosyncratic approach to teaching and learning. A fragmented understanding of quality teaching from policymakers as a whole emerged.
Increasing Cultural Awareness through a Cultural Awareness Program
Author: Baltes, Beate
Date: 2015-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Partnerships in Education,High School Students,Student Attitudes,Attitude Change,Intergroup Relations,Intergroup Education,Interpersonal Competence,Student Surveys,Gender Differences,Ethnicity,Predictor Variables,Social Attitudes,Program Effectiveness,Likert Scales

Racial tension motivates strife and violence in the metropolitan Detroit, Michigan, area. The purpose of this study was to determine the effectiveness of a collaborative partnership, the Cultural Awareness Consortium (CAC), in making a positive impact on the attitudes of a group of diverse high school students regarding multicultural relations. The two theoretical frameworks guiding this study were Allport's intergroup contact theory and intercultural competence theory originating from International Education and International Studies. The research questions concerned whether attending the CAC for 4 months, the treatment, changed students' attitudes on multicultural relations, and whether a student's gender or ethnicity was a predictor of changes in these attitudes. A single group, pre-experimental design with data collection from two administrations of the Student Multicultural Relations Survey was used in the study. Fifty-four students completed the survey, which yielded four multicultural relations scales (dependent variables), eight single-item attitudinal variables on multicultural issues, and two demographic variables (independent variables), and inferential analysis included &quot;t&quot; tests and multiple regression. According to study results, students' attitudes on multicultural relations had changed significantly, and students talked to and mixed with students from different cultural backgrounds more after the treatment. Educational institutions providing experiences like the CAC can make a positive impact on students' attitudes on multicultural relations. This can lead to positive social change as students increase their acceptance of others and take those attitudes and values with them into the workforce after they graduate, serving as role models of acceptance for their peers.
Social and Emotional Learning Competencies and Cross-Thematic Curriculum-Related Skills of Greek Students: A Multifactorial and Triangulation Analysis
Author: Tsolou, Olympia
Date: 2013-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Scores,Educational Quality,Educational Improvement,Foreign Countries,Teacher Attitudes,Multivariate Analysis,Gender Differences,Predictor Variables,Interpersonal Competence,Questionnaires,Socioeconomic Status,Secondary School Students,Regression (Statistics),Student Attitudes,Metacognition,Self Management

The cross-thematic curriculum (CTC) for school education has recently been implemented so that the quality of the Greek educational system is improved. This study aimed at assessing social and emotional learning competencies and CTC-related skills of 541 Greek students aged 11-13. Data triangulation was also used for validating these findings, having 145 school teachers reporting their perceptions on students' skills. Both students and teachers reported moderate scores of all students' skills. Multivariate analysis revealed that gender remained a significant predictor for high scores of all students' skills, and that the higher the grade level of the students, the lower the mean emotional support, social, and CTC-related skills scores. The mean score of CTC-related skills was very low according to both students and teachers.
The Influence of a Reform-Based Mathematics Methods Course on Preservice Teachers' Beliefs
Author: Evans, Brian R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Attitudes,Preservice Teachers,Mathematics Instruction,Urban Schools,Video Technology,Teaching Methods,Methods Courses,Attitude Change,Technology Uses in Education,Student Journals,Attitude Measures,Beliefs,Mastery Learning,Affective Behavior,Pedagogical Content Knowledge,Peer Teaching,Self Efficacy,Qualitative Research,Case Studies,Practicums

Beliefs about teaching mathematics and urban students' ability to learn mathematics are often overlooked in the discourse on highly qualified teachers. Altering teacher experiences has the potential to change their beliefs. It was found in this qualitative case study that preservice teachers' beliefs about teaching mathematics to urban students were changed after teachers taught brief sample lessons to their peers and watched video episodes of quality teaching. These findings suggest preservice teacher beliefs can be positively changed after taking reform-based mathematics methods courses. Additional studies are needed to determine if these changes can be sustained during teacher induction.