ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessing Students&apos; Beliefs, Emotions and Causal Attribution: Validation of &apos;Learning Conception Questionnaire&apos;
Author: Vezzani, Claudio
Date: 2018-05-00
Type: Journal Articles
Subjects: Questionnaires,Middle School Students,Student Attitudes,Measurement Techniques,Holistic Approach,Factor Structure,Factor Analysis,Urban Schools,Foreign Countries,Likert Scales,Statistical Analysis

Students' conceptions of learning represent an influential factor for learning, yet the few existing studies used measures with limited validity and lacked to provide a model for middle school students. This research aimed to provide a preliminary validation of 'Learning Conception Questionnaire' (LCQ) by Liverta Sempio and Marchetti (2001) aimed to measure conceptions of learning in a holistic way by including belief, academic emotion, and causal attributions. In the current study, the factor structure was tested in a sample of 212 middle school students. Exploratory factor analysis (EFAs) and Confirmatory factor analysis (CFAs) showed that the factor structure of the comprehensive measure of conceptions of learning used could be described across three domains (Belief: Comparative Fit Index [CFI] = 0.98, Standardised Root Mean Square Residual [SRMR] = 0.06; Emotions: CFI = 0.89, SRMR = 0.07; Causal attribution: CFI = 0.92, SRMR = 0.06), with significant relationships. Implications and future ways of research were discussed.
Filling Gaps and Expanding Spaces--Voices of Student Teachers on Their Developing Teacher Identity
Author: Fraser, William J.
Date: 2018-05-00
Type: Journal Articles
Subjects: Professional Identity,Undergraduate Students,Communities of Practice,Participative Decision Making,Intervention,Caring,Achievement Need,Performance Factors,Teacher Leadership,Student Teaching,Expertise,Capacity Building,Training Methods,Foreign Countries,Participatory Research,Action Research,Preservice Teachers,Student Attitudes,Workshops

It has often been said that any student engagement that is poorly monitored during teaching practice (TP) will not necessarily contribute much to their professional development and teacher identity. This applies specifically to initial undergraduate teacher training. This concern became the main focus of the study on which this article is reporting, as part of a broader project--FIRE (Fourth-year Initiative for Research in Education), which commenced in 2015. We wanted to determine how we could complement a community of practice engagement by using Participatory Reflection and Action (PRA) as intervention that could eventually contribute to the development of student teachers' teacher identity during teaching practice. This article reports on the outcomes of a study conducted on a sample of 2,309 final-year student teachers between 2015 and 2017 at a tertiary institution in Pretoria. Data were generated by participating student teachers during three-hour, on-campus workshops approximately a quarter of the way into their teaching practice. They were required to respond to a single question by addressing how student teachers perceive the roles of expert teachers in terms of their curriculum and subject knowledge, their expertise in teaching and learning, caring and providing learner support, and the managerial and professional skills of teachers. The results confirmed that PRA is a dynamic research and data collection strategy to create networks through which participants can benchmark their experiences against peers and other stakeholders. Furthermore, it is again confirmed that traditional TP experiences often fail to expose student teachers adequately to the full dynamics of the educational landscape, as certain interactions and activities are conflict-dependent, and only emerge when opposing and conflicting forces create imbalances and inequity. PRA drew our attention to serious flaws in our teacher training programmes, urging a reassessment of the objectives and actions of TP.
Purposeful Explorers: Adolescents Finding Their Purposes in a Catholic High School
Author: Quinn, Brandy P.
Date: 2018-06-00
Type: Journal Articles
Subjects: Catholic Schools,Catholics,High School Students,Adolescent Development,Adolescent Attitudes,Grade 9,Student Surveys,Pretests Posttests,Qualitative Research,Statistical Analysis,Ideology,Spiritual Development,Beliefs,Longitudinal Studies

Contemporary research about purpose suggests that adolescents benefit in multiple ways when they develop purpose, and at the same time, that many adolescents are not purposeful. Adolescents in Catholic high schools may receive a unique set of contextual supports that help them develop a sense of purpose and understand what that purpose is. This study was designed to understand the content and organization of purpose for young adolescents during their first year in a Catholic high school. The sample included 153 ninth grade students from a Catholic high school in the United States (M age at T1 = 14.02 years; 51% male; 39.2% White). Participants responded to open-ended prompts on a survey at the beginning and end of the academic year. Open-ended responses were qualitatively coded, and descriptive and chi-square analyses were used to look for unique distributions of purpose organization. Most adolescents named one or two content categories of purpose, and most adolescents demonstrated stability or became more organized about the content of their purposes. Results are discussed in terms of their developmental significance and their utility for researchers and practitioners, particularly in the Catholic school setting.
A Study of School Adjustment Related Variables of Young Children
Author: Chi, Sung-Ae
Date: 2018-05-00
Type: Journal Articles
Subjects: Student Adjustment,Peer Relationship,Theory of Mind,Executive Function,Cognitive Ability,Kindergarten,Foreign Countries,Children,Intelligence Tests,Questionnaires,Regression (Statistics),Predictor Variables,Statistical Analysis

The school adjustment of children is the cornerstone of their development, and has been known to be influenced by a variety of factors. This study investigated the effects of peer relationships, theory of mind (ToM), hot executive function (hot EF), and cognitive ability on young children's school adjustment. Participants were 183 children with a mean age of 62.6 months attending ten kindergartens in Korea. Data was collected using the Preschool Adjustment Questionnaire, the Penn Interactive Peer Play Scale, three theory of mind tasks, two hot executive function tasks, and the Korean version of the Kaufman Assessment Battery for Children. School adjustment was found to correlate with peer relationships, cognitive ability, hot EF, and ToM. Using Hierarchical Regression analyses, hot EF was found to contribute unique variance in predicting school adjustment, even when variance due to peer relationships and cognitive abilities was excluded. This study has implications for identifying relevant variables that affect the school adjustment of young children, which can have a significant impact on future research on school adaptation.
Assessment of Group Work in Initial Teacher Education and Training
Author: Khuzwayo, Mamsi Ethel
Date: 2018-05-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Teacher Education Programs,Preservice Teacher Education,Comparative Analysis,Scores,Student Evaluation,Group Activities,Group Testing,Feedback (Response),Validity,Evaluation Methods,Statistical Analysis

This study records findings of a study carried out in a group of 100 students at a South African university. This study examines the group's assignments as a way of gathering evidence about pre-service teachers' achievements in the process of education and training. The empirical study was based on comparative analysis of scores obtained by students in group tasks and scores obtained by the same students doing the same task. The results indicated a discrepancy between marks obtained in the group task and marks earned through individual effort. Findings based on assessment of the results are displayed in the frequency distribution tables: inconsistency in the scores, trustworthiness of group assessment, and equitable allocation of marks to undeserving individuals in groups. High marks are allocated to students who did not warrant them. Moderation of marks (obtained by a group on the task is necessary to validate the reality of students' performance in a group assignment). Findings highlighted that group assignments do not provide a valid reflection of student performance which could mean that some fourth-year students obtain the qualification without earning it.
Homework in the Foundation Phase: Perceptions of Principals of Eight Public Primary Schools in Johannesburg
Author: Ndebele, Misheck
Date: 2018-05-00
Type: Journal Articles
Subjects: Foreign Countries,Qualitative Research,Elementary Education,Principals,Semi Structured Interviews,Administrator Attitudes,Homework,Teaching Methods,Geographic Regions,Parents,Low Income Groups,Socioeconomic Influences,Parent Participation,Barriers,School Policy

This article reports on a qualitative study done in Johannesburg, South Africa, which investigated attitudes of primary school principals of eight public primary schools towards the use of homework in teaching and learning in the Foundation Phase (which comprises the first three grade levels of primary schooling). Using a semi-structured interview, the study focused on the principals' perceptions of homework in general, whether homework policies existed in their schools, and the extent to which parents were involved in their children's homework. To obtain a representative set of findings, purposive sampling was used to recruit two participating principals from schools in each of the following geographical and socio-economic settings: &quot;inner city,&quot; &quot;peri-urban,&quot; &quot;suburban&quot; and &quot;township.&quot; The findings indicated that although the purpose and value of homework remains debatable, the participating principals viewed homework as a valuable tool in teaching and learning. The principals expressed the belief that parents from low-income environments regarded homework as important, as did their higher-income counterparts, but poorer parents were less involved in their children's homework. The study concludes with recommendations for education policy-makers, as well as primary school administrators and parents, regarding the use of homework in primary schools.
Novice Rural Principals&apos; Successful Leadership Practices in Financial Management: Multiple Accountabilities
Author: Myende, Phumlani Erasmus
Date: 2018-05-00
Type: Journal Articles
Subjects: Foreign Countries,Money Management,Public Schools,Case Studies,Qualitative Research,Beginning Principals,Rural Schools,Budgeting,Parent School Relationship,Peer Relationship,School Policy,Governance,Interviews,Documentation,Accountability,School Community Relationship,Administrator Role,Training,Cooperation,Principals

Research studies on financial management in South African public schools expands recurrent literature, most of which have largely pathologised school leadership and management, and rural schools in particular. This article instead draws from a qualitative case study of success, which examined how five novice principals in a rural setting went beyond the prescriptive administrative requirements to generate context-responsive and creative ways of managing school finances, working with the parent community, with educational peers and the departmental policies to activate situated relevant governance relations. The data is drawn from interviews and documents produced within the setting. Our findings reveal a new set of accountability relations, which counter the hierarchical relations between schools and the community, or between the department and the rural context. These principals began a trajectory of overt training in financial management to ensure their own and collaborating participants' clarity and involvement in a participative management approach. Whilst the school-formulated policies serve as a backdrop to the terms of operations, these principals generate multiple accountabilities in their role as chief financial officers. The study recognises vertical, horizontal and downward accountabilities, which are underpinned by self-driven motivation, moral integrity and social developmental responsibilities. Rather than being a pathological problem, school financial management offers policy and practice potential to develop co-responsible governance.
The Development of a Training Model for the Formation of Positive Attitudes in Teachers towards the Inclusion of Learners with Special Educational Needs into the Educational Environment
Author: Yaraya, Tatyana A.
Date: 2018-05-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Disabilities,Teacher Attitudes,Positive Attitudes,Regular and Special Education Relationship,Teacher Surveys,Student Characteristics,Faculty Development,Models,Secondary School Teachers,College Faculty,Questionnaires,Qualitative Research,Statistical Analysis

The relevance of the problem presented in the article is based on the implementation of the rights of learners with special educational needs for obtaining an education. They must have architectural and methodological access to education, and also benevolent, tolerant, non-judgmental attitudes towards them on the part of teachers. This phenomenon determines the formation of learner's necessary competencies, as well as the success of their socialisation and adaptation. The purpose of the article is to examine the attitude of teachers towards the inclusion of learners with special educational needs into the educational environment and to subsequently develop a training model for the formation of teachers' positive attitudes towards the idea of inclusion. The leading method of research into this research question and aim is a survey presented to teachers in order to identify their attitudes towards the inclusion of learners with special educational needs into the educational environment. The results showed that teachers' attitudes towards learner's inclusion into the educational environment is determined, above all, by the level of teachers' personal and professional commitment, as well as by the constraints of a learner's performance. The authors suggest a training model for the formation of a positive teacher attitude to the inclusion of learners with special needs in educational environment. The model is a training project comprising methods that could be implemented to develop positive teacher attitudes to the idea of including learners with special needs into an educational environment. The findings of the research and the model developed on the basis of the findings of this research project may be useful for teachers, inclusive education practitioners and for training institutions preparing student teachers for inclusive environments.
Psychometric Properties of the Psychological Needs Satisfaction Frustration Scale (BPNFS) in Chilean University Students
Author: Del Valle, Milenko
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Likert Scales,Psychometrics,Psychological Needs,Satisfaction,College Students,Factor Analysis,Test Reliability,Test Validity,Factor Structure,Correlation,Statistical Analysis

This research work aims to analyze the psychometric properties of the Basic Psychological Needs Satisfaction and Frustration Scale (BPNSFS)--autonomy, competence and relatedness--identified by the self-determination theory (Deci &amp; Ryan, 2000b), in a sample of 297 university students from different faculties and programs belonging to a Chilean university. To achieve the objective, through a psychometric study by confirmatory procedures, a confirmatory factor analysis (CFA) was performed, analyzing the six-factor proposal developed by Chen et al. (2015), and the internal consistency of the scale was evaluated using the ordinal Alpha. The outcomes obtained from the sample of university students indicate a good internal consistency, Alpha = 0.90 and 0.86 for psychological needs satisfaction and frustration. Besides, the outcomes of the confirmatory factor analysis showed an adequate fit of the model (?[superscript 2]/gl = 1.75; CFI = 0.92; IFI = 0.92; TLI = 0.90; RMSEA = 0.05 and SRMR =0.05) to the data, showing evidences of the validity of the six-factor structure proposed. According to the foregoing, it is considered that the scale to measure satisfaction and frustration of the three basic psychological needs can be used initially in university students in the higher education of Chile, thus, allowing the relationship with other variables of interest to generate explanatory models that allow going in depth the understanding of aspects that are of institutional interest.
Willingness to Study, Self-Efficacy and Causal Attributions in Chilean University Students
Author: Sáez, Fabiola M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Study Habits,Self Efficacy,Attribution Theory,Learning Strategies,Questionnaires,Correlation,Likert Scales,Statistical Analysis

The aim of this study is to analyze the relationship between (1) willingness to study strategies, (2) causal attributions (to effort, ability and external causes) and (3) student´s perception of self-efficacy about their ability to self-regulate their processes of willingness to study. Method: An instrument built by the researchers called Willingness to the Study Self-Regulation Questionnaire was applied to a non-probabilistic convenience sample of 695 Chilean university students from 5 universities of the Province of Concepción. Outcomes: Strong correlations were found between self-efficacy for the willingness to study self-regulation and the willingness to study strategies (r = 0.54 to r = 0.55). The willingness to study strategies had positive and moderate correlations (r = 0.38 to r = 0.42) with causal attributions for success to effort, weak correlations (r = 0.15 to r = 0.28) with causal attributions for success to ability and to external factors, and negative weak to moderate correlations (r = -0.19 to r = -0.38) with causal attributions for failure to effort, ability, and external factors. Conclusions: Students with high levels of willingness to study strategies show positive beliefs about their own ability to self-regulate their processes of willingness to study, they make causal attributions for their success mainly to effort, and they attribute their academic failure less and less to ability and external factors.
Teaching Trends in Virtual Education: An Interpretative Approach
Author: Pando, Victor F.
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Trends,Educational Technology,Higher Education,Trend Analysis,Behavior Theories,Humanization,Influence of Technology,Information Technology,Electronic Learning,Learning Processes,Teaching Methods

Based on the theoretical context of discussions about teaching trends in virtual education, particularly for higher education, this research develops an interpretation of some of these trends, resizing what was registered about it by other authors. To that end, a documentary study with an interpretative-analytical approach was carried out. The results show that the Technological Didactics trend can be developed through the behavioral and connectivism theories, in which the dehumanization of the individual is concealed in teaching-learning processes of a technocentric nature, since in these processes, there are some virtualization threats and little attention to their main strengths. It was concluded that the impact of ICT deconstructs some expectations placed on them to improve the pedagogical task. In addition, it is recommended to address the Critical Didactics trend as a perspective of reflection on emerging pedagogies of the virtual environment.
Satisfaction with Life in High School Students from Arequipa
Author: Arias Gallegos, Walter Lizandro
Date: 2018-00-00
Type: Journal Articles
Subjects: Life Satisfaction,High School Students,Educational Psychology,Psychometrics,Gender Differences,Age Differences,Institutional Characteristics,Rating Scales,Social Indicators,Positive Attitudes,Predictor Variables,Construct Validity,Test Reliability,Foreign Countries,Statistical Analysis,Goodness of Fit

This study, in the framework of the Positive Educational Psychology, has two objectives: to perform a psychometric analysis of the Satisfaction with Life Scale, and to compare the resulting values according to gender, age and educational institution, in a group of schoolers from the city of Arequipa. We worked with a sample of 872 students in the 4th and 5th year of high school, from five mixed and single-sex schools. Besides, 46.9% of this sample are male students and 53.1% are female students. The sample was obtained by probabilistic methods. The Diener's Satisfaction with Life Scale was used. The outcomes indicate that the test has a one-dimensional factorial structure and suitable reliability for latent variables (? = 0.99 and H = 0.99). The comparisons suggest that, male students and those who are older have higher levels of satisfaction with life.
De Marillac Academy: Perseverance, Purpose, and Promise
Author: Proehl, Rebecca A.
Date: 2017-10-00
Type: Journal Articles
Subjects: Catholic Schools,Institutional Mission,Access to Education,Equal Education,Economically Disadvantaged,Middle Schools,Urban Education,Thinking Skills,Skill Development,Educational Practices,Educational Policy,Developmental Studies Programs,Position Papers,Essays,Family Characteristics,Educational Objectives,Persistence,Goal Orientation,Observation,Semi Structured Interviews,Grade 8

For many years, the Catholic school system within the United States was considered the preeminent educational institution, particularly for poor and marginalized students that live in low income, inner city areas. Now, given the large number of school closures, the Catholic school system's long-standing goal of educating economically disadvantaged students in inner city schools is in peril. In this study, the researchers examined De Marillac Academy, a Catholic, tuition-free middle school, located in the Tenderloin District in San Francisco, CA, to identify both the non-cognitive skills students have learned and the organizational factors in place, which have contributed to these urban students' success in high school and beyond. The authors discuss how the concept of what Angela Duckworth calls grit and Swadener and Lubeck's notion of students-at-promise contribute, in part, to the students' academic success. They also offer a perspective on how to best teach grit in urban Catholic schools.
Who Do You Say You Are: Relationships and Faith in Catholic Schools
Author: Maney, Jennifer S.
Date: 2017-10-00
Type: Journal Articles
Subjects: Catholic Schools,High Schools,Elementary Schools,School Culture,Organizational Climate,School Effectiveness,Institutional Characteristics,Spiritual Development,Beliefs,Focus Groups,School Surveys,Likert Scales,Teacher Surveys,Student Surveys,Parent Attitudes,Teacher Student Relationship,Academic Achievement

This study aimed to evaluate and articulate what makes Catholic schools special and effective by measuring culture and climate in five Catholic high schools and two Catholic elementary schools in a large metropolitan area in the Midwest United States. The seven schools represented a variety of student demographics, location, and size of school. Findings of this study included: the Catholic identity of schools must become an intentional aspect of the planning, orientation, training, and evaluation of the faculty and administration; faculty-student relationships are rarely measured regarding their effectiveness in bolstering academic achievement or Catholic mission effectiveness; cultural awareness and cultural responsive pedagogy must become a component of school orientation if not teacher education; and teacher expectations impact the student-teacher relationship.