ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Collaborating Teachers (CTs) in Facilitating Prospective Teachers (PTs) in Lesson Delivery: A Multi-Case Study of Teaching Practicum
Author: Nasim Akhtar, Raja
Date: 2013-08-00
Type: Journal Articles
Subjects: Teacher Collaboration,Preservice Teachers,Lesson Plans,Foreign Countries,Case Studies,Practicums,Mentors,Student Teachers,Preservice Teacher Education,Teaching Methods

This is a multi-case study of the Practicum as part of the newly established B.Ed (Hons) and ADE programs. The study assumes that the school-based Collaborating Teachers (CTs) play a central role in facilitating the Prospective Teachers (PTs) to ease into their first teaching experiences. It, therefore, focuses on the CTs as the case to be studied. Two CTs were observed closely in two different participating schools at Muzzafarabad city, Azad Jammu &amp; Kashmir. In this case study, researchers shadowed the CTs as they carried out their new roles as mentors, monitors, and supervisors of the PTs' learning process during the practicum. Using a qualitative case study design, rich data was collected through close observation of the CTs at different points during the conduct of the practicum. The study concluded that Collaborative teachers perceive their role as an important but challenging one. According to the findings of the current study, collaborative teachers performed their roles remarkably well but faced problems in different areas, such as mentoring prospective teachers in class management and lesson planning. Recommendations based on this study include the need to provide increased training in mentoring and evaluating prospective teachers. This study contributed to the ongoing improvement of the practicum by providing insights about the ways in which CTs assume their roles and responsibilities. Since the revised pre-service programs give central importance to practicum within the overall structure of initial teacher preparation, there is a crucial need for evidence-based research to help guide strategies for improvement in the practicum process in schools.
Devolution of Education: Opinions and Reflections of Executive District Officers (EDOs) in Punjab
Author: Khan, Ayaz Muhammad
Date: 2013-06-00
Type: Journal Articles
Subjects: Foreign Countries,Opinions,Reflection,Administrative Organization,Accountability,Power Structure,Decision Making,Administration,Administrator Attitudes,School Districts

With the prologue of devolution of power 2001, district level educational managers are working with new accountability environment. This study was proposed to explore the opinions of Executive District Officer (EDOs) of Punjab regarding the devolution in education. The data was collected through primary source by semi-structured interviews. It was found that most of the district administrations in education like EDOs, had no managerial training before joining these posts. Some of the EDOs described that devolution had little effect on enrolment, dropout, and female enrolment. All EDOs expressed unhappiness over lack of any orientation or professional development provided to them in this context. Most of the powers had been concentrated in the office of EDOs whereas DEOs; Deputy DEOs have merely become reporting officers. The personnel in the hierarchy of education department before devolution were, answerable to people of the same cadre at district, division and provincial level like in district to DEOs, at divisional level to Director (Education) and at provincial level to Director Public Instructions (DPI) but in post- devolution scenario they had to report to the bureaucracy at the district level (District Coordinating Officer) which eroded their autonomy.
Teacher Implementation of College- and Career-Readiness Standards: Links among Policy, Instruction, Challenges, and Resources
Author: Edgerton, Adam K.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Program Implementation,College Readiness,Career Readiness,State Policy,Mathematics Teachers,English Teachers,English Language Learners,Students with Disabilities,Rural Urban Differences,Instructional Program Divisions,Elementary Secondary Education,Educational Legislation,Federal Legislation,Common Core State Standards,Special Education Teachers,Educational Resources,Faculty Development,Alignment (Education),School Districts,Preschool Education,Suburban Schools,Educational Environment,Predictor Variables,Course Content,Teaching Methods

Using state-representative teacher surveys in three states--Texas, Ohio, and Kentucky--we examine teachers' implementation of college- and career-readiness (CCR) standards. What do teachers report about the specificity, authority, consistency, power, and stability of their standards environment? How does their policy environment predict standards-emphasized instruction? Do these relationships differ for those who teach different subjects (math and English Language Arts [ELA]), different grades (elementary or high school), different populations (English Language Learners [ELLs], students with disabilities [SWDs]), and in different areas (rural, urban, or suburban)? We found elementary math teachers taught significantly more standards-emphasized content than elementary ELA teachers, whereas secondary ELA teachers taught significantly more standards-emphasized content than secondary math teachers. Teachers of SWDs and rural teachers taught significantly less of the emphasized content. In all three states, we found greater buy-in (authority) predicted increased emphasized content coverage among ELA teachers but not among math teachers. [For the corresponding grantee submission, see ED593919.]
Construct Validation of the Math Anxiety Scale for Teachers
Author: Ganley, Colleen M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Rating Scales,Construct Validity,Mathematics Education,Teacher Characteristics,Elementary School Teachers,Pedagogical Content Knowledge,Factor Analysis

Past research indicates that teacher math anxiety is related to student outcomes and can be decreased through intervention. However, there is little research on this topic, partially due to a lack of math anxiety measures validated for use with practicing teachers. In this study of 399 elementary school teachers, we report on the construct validation of the Math Anxiety Scale for Teachers. Factor analyses support a distinction between components of general math anxiety and anxiety about teaching math. Math anxiety scores correlate with other teacher characteristics in expected ways: higher math anxiety is associated with lower mathematical knowledge for teaching, more traditional beliefs about math teaching and learning, being a lower elementary school teacher, and a lack of math-specific teaching credentials. The 15-item Math Anxiety Scale for Teachers can be administered efficiently in large-scale studies and may support advances in research exploring relations among practicing teachers' math anxiety, instruction, and student learning.
Taking It to the Next Level: A Field Experiment to Improve Instructor-Student Relationships in College
Author: Robinson, Carly D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,College Faculty,Intervention,Undergraduate Students,Outcomes of Education,Academic Achievement,Academic Persistence

Competing in today's workforce increasingly requires earning a college degree, yet almost half of all enrolled undergraduates do not graduate. As the costs of dropping out of college continue to rise, instructor-student relationships may be a critical yet underexplored avenue for improving college student outcomes. The present study attempts to replicate and extend a prior study that improved teacher-student relationships at the high school level in a college setting. In this registered report, we test whether an intervention that highlights instructor-student commonalities improves similarity, instructor-student relationships, academic achievement, and persistence for undergraduate students in a large, diverse public university. We found that the intervention increased perceptions of similarity but not downstream relational or academic outcomes. Our exploratory analyses provide one of the first investigations suggesting that instructor-student relationships predict an array of consequential student outcomes in college. These findings show a notable relationship gap: instructors perceived less positive relationships with certain student groups, but on average, students perceived equally positive relationships with their instructors.
Job Satisfaction of University Teachers across the Demographics: (A Case of Pakistani Universities)
Author: Qayyum Ch., Abdul
Date: 2013-06-00
Type: Journal Articles
Subjects: Job Satisfaction,Demography,Foreign Countries,College Faculty,Work Experience,Universities

The purpose of this study is to analyse the levels of job satisfaction based in cadre, nature of job, and work experience of university teachers. Questionnaire is used to get the responses of university teachers in order to accomplish the desired objectives. Descriptive statistics, inferential statistics, frequency tables, ANOVA analysis, T-test, Pearson correlation analysis are used to analyse the data. The inferential statistics concludes the significant difference among various categories of experiences showing decreasing trend with experience ranging from 03 to 21 years. The results lead to the rejection of Ho[subscript 1] at 95% confidence level. The ANOVA computation rejects null hypothesis; Ho[subscript 2], and confirms significant difference among different types of teachers. This decreasing trend of job satisfaction also reflects in cadre. Furthermore, ANOVA tests determine the rejection of Ho3 and reveals that there is significant difference among visiting, contract and permanent faculty members of the universities.
Are We Preparing Global Competent Teachers? -- Evaluation of the Incorporation of Global Education Perspectives in Teacher Education Curriculum in Pakistan
Author: Sadruddin, Munir Moosa
Date: 2013-06-00
Type: Journal Articles
Subjects: Teacher Education,Foreign Countries,Civil Rights,Competency Based Teacher Education,Teacher Education Curriculum,Citizenship Education,Teaching Methods

The paper investigates the integration of global component in the teacher education curriculum of B.Ed (1 yr) and looks into its role in preparing globally competent teachers. The overall strategy for the study was based on survey. The present study adopts mix-method (phenomenology and content analysis) as the major modes of investigation. The population consisted of all the B.Ed (1 yr) trained teachers and B.Ed curriculum in Pakistan. The total sample of 200 B.Ed (1 yr) qualified and experienced teachers were selected through purposive sampling while the curriculum of B.Ed (1 yr) developed by Higher Education Commission was chosen for the study. The data was collected through interview and documentary/record analysis. To find the global competency, themes are derived from the responses of experienced teachers using phenomenological research, while major global issues (Global Human Rights, Global Population, Global Language, Global Economy and Global Citizenship) were analyzed in B.Ed curriculum (1 yr) through qualitative as well as quantitative content analysis. The study identifies the missing gaps in B.Ed (1 yr) curriculum in preparing global minded teacher. The results concluded that the changing context of teaching is hampered due to theoretical integration of global education in the B.Ed (1 yr) curriculum. The curriculum partially fulfilled the needs of the teachers. They applied practical knowledge either learnt from additional courses or gained through experiences. The curriculum addresses more theoretical aspects and lacks in addressing needs of teachers due to which students are not globally prepared. The study recommends a strong intervention mechanism to revise the teachers' curriculum through the inclusion of practical global phenomena.
Competitive Branding &amp; Development Model: A Qualitative Case Study of UAE Approach to Human Capital
Author: Kolachi, Nadir Ali
Date: 2013-06-00
Type: Journal Articles
Subjects: Human Capital,Models,Competition,Marketing,Reputation,Foreign Countries

The paper reports on the branding and development factors. Countries are in need to brand their activities to attract the coordination and business from other countries. The main focus of this paper is related to competitive branding at individual &amp; country level in order to develop required human capital in next five to seven years. The paper investigates the parameters of branding and competency through the proposed model named competitive branding and development (CBD) model. The model reports on the important factors for branding and competency. The paper is spread on two levels of branding based on the micro level (individual) and macro level (country). The paper aims to investigate the competitive branding of individuals and countries. This paper will report on UAE perspective. The branding is discussed through the proposed model named Competitive Branding &amp; Development (CBD) in this paper. The study reports as a practical Case study limited to UAE only. The choice of case study approach in this research was convenient and suitable in such types of studies. The practical implication of this study is to identify the parameters to brand &amp; develop individual and countries at various domains. The parameters are organized into a model form named as Competitive Branding &amp; Development (CBD) Model. The countries can utilize such model to evaluate their competency levels in comparison to other countries. This paper is academic, research and practical type and may benefit students, teachers, researchers, managers, policy makers from International Business, Individual development, Country development and Comparative management domains.
Disability, Race, and the Geography of School Choice: Toward an Intersectional Analytical Framework
Author: Waitoller, Federico R.
Date: 2019-00-00
Type: Journal Articles
Subjects: School Choice,Race,School Location,Geographic Location,Disabilities,Special Education,Interdisciplinary Approach,Decision Making

School choice research has provided some initial understandings of how parents choose schools. Parents' school options are bounded to differentiated choice sets--the menu of school options that parents construct when making school selections. The geographical location where families live and schools are located and families' race and class differences appear to play a role shaping the constriction of choice sets. In this article, we describe a theoretical framework to address two limitations of research on school choice sets: limited attention to students with disabilities and dichotomization of space and place. We advance a framework that fuses critical notions of space with critical notions of disability and race. This framework allows theorizing on how the construction of school choice sets is shaped by structural and individual factors related to the interactions of students' race and disability and geographical location.
Early Childhood Education at Scale: Lessons from Research for Policy and Practice
Author: Bassok, Daphna
Date: 2019-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Scaling,Educational Improvement,Faculty Development,Curriculum Development,Parent Participation,Early Childhood Teachers

This &quot;AERA Open&quot; special topic takes stock of the current knowledge about scaled-up early childhood education (ECE) programs. Rapidly rising ECE participation rates in recent decades have coincided with wide variability in the types of programming available for young children. This expansion makes understanding heterogeneity in effects of ECE crucial. Three articles in this special topic explore heterogeneity in ECE program effects with regard to timing, context, domains, programmatic features, counterfactual conditions, and child characteristics. In addition to exploring heterogeneity, understanding possible mechanisms for improving ECE experiences and outcomes for children and their families is crucial. Articles in this special topic explore three potential drivers for improving ECE services and outcomes, including professional development, curriculum and instruction, and parental supports for ECE educators.
Effective Professional Development for Teachers to Foster Students&apos; Academic Language Proficiency across the Curriculum: A Systematic Review
Author: Kalinowski, Eva
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,Language Proficiency,Inservice Teacher Education,Program Effectiveness,Language Skills,Academic Language,Native Language,Instructional Materials

This review summarizes features of professional development programs that aim to prepare in-service teachers to improve students' academic language proficiency when teaching subject areas. The 38 studies reviewed suggest that all of the profiled interventions were effective to some extent. The programs share many characteristics considered important in successful teacher professional development across different subject areas. They also include some features that appear to be specific to teacher training in this particular domain. This review supports the idea that professional development helps change teachers' thinking and practice and benefits students, if certain features are taken into consideration in its design and implementation.
Genetics and Education: Recent Developments in the Context of an Ugly History and an Uncertain Future
Author: Martschenko, Daphne
Date: 2019-00-00
Type: Journal Articles
Subjects: Genetics,Educational Research,Educational History,Educational Trends,Molecular Biology,Scientific Research,Research Design,Social Differences,Learning Disabilities,Biomedicine,Social Science Research

Driven by our recent mapping of the human genome, genetics research is increasingly prominent and beginning to reintersect with education research. We describe previous intersections of these fields, focusing on the ways that they were harmful. We then discuss novel features of genetics research in the current era, with an emphasis on possibilities deriving from the availability of molecular genetic data and the proliferation of genome-wide association studies. We discuss both the promises and potential pitfalls resulting from the convergence of molecular genetic research and education research. The floodgates of genetic data have opened. Collaboration between those in the social and biomedical sciences; open conversation among policy makers, educators, and researchers; and public engagement will all prove critical for enacting regulations and research designs that emphasize equity.
The Relationship between Accelerated Dev-Ed Coursework and Early College Milestones: Examining College Momentum in a Reformed Mathematics Pathway
Author: Schudde, Lauren
Date: 2019-01-00
Type: Journal Articles
Subjects: Community Colleges,Two Year College Students,Remedial Mathematics,Acceleration (Education),College Mathematics,Instructional Effectiveness,Academic Persistence,College Credits,Outcomes of Education,College Freshmen

More than half of community college students fail to meet college-readiness standards in math. Developmental education (dev-ed) aims to help students acquire the knowledge and skills to succeed in college-level math but is plagued with low rates of advancement. We examined the impact of a model that accelerates developmental math coursework so that students can complete dev-ed and college math courses in their programs of study within 1 year. Using data from Texas and a propensity score matching approach, we tested the impact of the model on several college milestones. Results suggest that students in the accelerated model were more likely to persist and accumulate college-level credits during the 1st year than those in traditional dev-ed math. After 3 years, there was a strong positive relationship between participation in the accelerated model and important college milestones, like college math course completion and total accumulated college-level credits.
Classroom Quality, Classroom Composition, and Age at Entry: Experiences in Early Childhood Education and Care and Single and Dual Language Learners&apos; German Vocabulary
Author: Kohl, Katharina
Date: 2019-00-00
Type: Journal Articles
Subjects: German,Vocabulary Development,Early Childhood Education,Child Care,Second Language Learning,Bilingualism,Prediction,Educational Quality,Classroom Environment,Foreign Countries,Immigrants,Intelligence Tests,Verbal Ability,Vocabulary,Student Characteristics,Cultural Background,Teacher Student Ratio,Language Skills,Outcomes of Education

We examined independent and interactive links among three central characteristics of children's experiences in early childhood education and care and the German receptive vocabulary of single language learners and dual language learners (DLLs). We allowed for possible differential effects depending on children's language background. Our sample included 2,231 children (n = 1,555 single language learners, n = 371 DLLs from families in which German was frequently spoken, n = 305 DLLs from families in which German was less frequently spoken). Children attended 177 classrooms in 95 early childhood education and care centers and were 30 to 80 months old. We found that classroom process quality predicted German vocabulary only for DLLs with low exposure to German in the family. An earlier age at entry was linked to a larger German vocabulary for all children, but the link was stronger for DLLs from families with low exposure to German. Classroom composition did not predict German vocabulary.
Peers Matter: Links between Classmates&apos; and Individual Students&apos; Executive Functions in Elementary School
Author: Finch, Jenna E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Peer Groups,Peer Relationship,Classes (Groups of Students),Executive Function,Elementary School Students,Peer Influence,Grade 3,Grade 4,Grade 5,Academic Achievement,Reaction Time,Accuracy,Elementary School Teachers

Students' executive functions (EFs) are linked to school success. Although school-age children spend much of their time interacting with peers, few studies have explored how children's classmates may promote EF development in elementary school. In this study, we test whether mean levels and variability in classmates' EF skills are associated with growth in individual students' accuracy and speed on EF tasks among third, fourth, and fifth graders (N = 806). We find that classmates' speed, but not accuracy, on EF tasks is linked to significant improvements in individual students' EFs over the school year. Classmates' average EFs, as indexed by faster accurate responses on EF tasks, are associated with improvements in individual students' speed on EF tasks. These results were robust to the inclusion of individual students' general processing speed. In contrast, variability in classmates' accuracy and speed on EF tasks was not associated with individual students' EF growth. Our results highlight the role of peers and the school context for EF development in middle childhood.