ethanporcaro/eric-fulltext-meta huggingface dataset:
Democracy, Neoliberalism, and School Choice: A Comparative Analysis of India and the United States
Author: Boucher, Eddie
Date: 2020-12-00
Type: Journal Articles
Subjects: Democracy,Neoliberalism,School Choice,Privatization,Public Schools,Cross Cultural Studies,Equal Education,Disadvantaged,Foreign Countries,Social Change,Educational Change,Social Differences,Enrollment Trends,Educational Finance,News Reporting,Comparative Education,Global Approach

India and the United States are the largest democracies in the world, and since the 1990s, both countries have implemented neoliberal economic reforms into most of their social institutions-- including their education systems. Even though both countries have long-established commitments to public education as a means for socio-economic equitability for all citizens, in the wake of neoliberal reforms both countries have made significant moves to privatize education. The justification for school privatization was based on policies that redefined democracy in economic terms, and the result is a very undemocratic marginalization for the majority of students who do not have the means to participate in school choice. This article explored these issues by analyzing governmental student enrollment data, funding schemes, and media reporting on school-choice initiatives.
Research Informed Teaching Reaching beyond Initial Teacher Education, Examples of Success in the North West of England: Empowering Teachers to Reach for Success
Author: Lloyd, Diane
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Empowerment,Partnerships in Education,College School Cooperation,Foreign Countries,Faculty Development,Educational Research,Teacher Attitudes,Teacher Researchers

This paper considers how empowering teachers to reach for success in partnership with a Higher Education Institution (HEI) in the North West of England can affect learning in the classroom. Evidence based research is the focus of this study which focuses on working with teachers engaging in their own research beyond initial teacher education. The paper presents the views of senior managers and teacher researchers engaged in a one year professional learning programme to consider impact in the classroom. Partnerships with mentors and partnership schools enable us to consider the key implications for the professional development of teachers and call upon the evidence through both reflections and evidence of classroom practice. The aim of this paper is to demonstrate how collaboration has encouraged professional practice to support classroom based teaching and teacher efficacy and effective practice. Three areas are considered, firstly the nature and views of educational research, secondly the challenges of undertaking research and finally the impact of practitioner research.
Android-Based Shopping Skill for Mentally-Disable Student
Author: Purnami, Agustina Sri
Date: 2020-08-00
Type: Journal Articles
Subjects: Intellectual Disability,Handheld Devices,Telecommunications,Daily Living Skills,Program Effectiveness,Foreign Countries,Students with Disabilities,Computer Oriented Programs

This study aimed to develop an Android-based learning media to improve shopping skills in retarded students. The research method was the design validation stage which is part of the research development. The instruments used in this study were: (1) the practicality of the research product questionnaire; and (2) the validation sheet to measure the validity of the research product. The data analysis technique was to determine the average rating of research products, then the average was stated qualitatively in four categories which are very high, high, medium, and invalid. The results showed that the Android-based application media to support shopping skills has been validated by experts and practitioners in the good category.
Availability and Utilization of E-Learning Facilities in the Teaching of Senior School Physics in Ilorin, Nigeria
Author: Akanbi, Abdulrasaq Oladimeji
Date: 2020-08-00
Type: Journal Articles
Subjects: Electronic Learning,Physics,Science Instruction,Science Teachers,Foreign Countries,Educational Equipment,Educational Technology,Technology Integration,Teacher Qualifications,Teaching Experience,Access to Computers,Electronic Equipment,Equipment Utilization,Secondary Schools

The study was intended to examine the utilization as well as the availability of E-learning facilities in the teaching of senior school physics in Ilorin, Nigeria. The study was a survey type and all physics teachers constitute the population. A total of 60 teachers was sampled for the study. Multi-stage sampling technique was adopted in the selection of respondents. Simple random sampling technique was used to select 20 out of 35 secondary schools. Two structured checklists were used to collect data. Percentage and mean were used to answer the research questions while ANOVA was used to test hypotheses at 0.05 level of significance. The finding revealed that printers, photocopying machine, desktop computers, laptop computers, Android phones, electronic typewriters and scanners were available, E-learning facilities were not utilized, there is no significant difference in the utilization of E-learning facilities for teaching physics based on teachers' qualifications and experience. It was then recommended that physics teachers should be given proper training on how to use as well as maintain E-learning facilities in their various schools in order to equip them with the necessary skills, knowledge and values that will enable them optimize teaching in a fast changing world.
Effects of Reading Strategies on Grade One Children&apos;s Phonemic Awareness Performance
Author: Melesse, Solomon
Date: 2020-08-00
Type: Journal Articles
Subjects: Reading Strategies,Grade 1,Elementary School Students,Phonemic Awareness,Foreign Countries,Pretests Posttests,Reading Instruction,Intervention,Reflection

This study examined the effects of language teaching strategies in Amhara region, Ethiopia on children's phonemic awareness reading performance. To this end, one hundred and two grade one children of two intact sections (n=50) and (n=52) were selected and participated as experimental and control groups, respectively. The research employed quasi-experimental pre- and post-test research design that aimed at examining the effects of reading strategies in children's phonemic awareness performance. Besides, the researchers collected data through non-participant observation and teacher self-reflection reports. To analyze children's phonemic awareness, paired samples t-test was computed using pre- and post-test scores of the children. To analyze the qualitative data, researchers employed narratives based on categories formed considering the basic themes of the research questions of this paper. Findings indicated that phonemic awareness reading strategies used in Amhara region could improve children's phonemic awareness performance. Furthermore, observation and teachers' reflections showed that there were positive results on the application of the strategies in improving children's phonemic awareness. Eventually, recommendations and implications for further research were suggested.
Learning to Teach: A Focus on the Personal Rather than the Technical Aspects of Teacher Education
Author: Majer, Vanessa
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Preservice Teacher Education,Educational Philosophy,Teacher Educators,Practicums,Experiential Learning,Program Effectiveness,Secondary School Teachers,Preservice Teachers,Teaching (Occupation),Teacher Attitudes,Readiness,Anxiety,Student Attitudes,Student Teaching

Textbooks on dyslexia ascertain that writing strategies designed for dyslexic students are effective, some suggesting their suitability for all students. However, there is a lack of empirical evidence to substantiate these claims (Glazzard, 2011). This paper examines these claims, by presenting the findings from research into writing strategies designed for students with dyslexia. The research was conducted within an 11-16 all ability secondary school, in the East Midlands of England. Three writing strategies were trialled over a period of six months on four science classes (yrs. 7-8 aged 11-13, n=131) containing students with diagnoses of dyslexia (n=5). Written work was assessed pre-and post-strategy, to monitor progress, using National Curriculum (NC) levelled writing tasks and compared with progress of a control class (yr. 7 aged 11-12, n=28). Empirical evidence provided shows that strategies impact positively upon all students. Whilst there was variation, variance between pre- and post-strategy NC levels shows all three writing strategies produced statistically significant improvements to NC levels. The small number of students with dyslexia meant there was not sufficient data to analyse statistically, although four showed gains above the average for their class. Teaching assistants (TAs) and students asked about the usefulness of the strategies identified, they helped organise written work. However, students acknowledged they would not use them independently. Identifying frequent modelling of strategies is necessary until students use them autonomously. Strategies provide a scaffold to organise thinking, and direct writing in a logical manner. Whilst trialled within science, strategies evaluated were general, applicable across the whole curriculum.
Preparing Primary Trainee Teachers to Teach Children from Black, Asian and Other Minority Ethnic (BAME) Backgrounds or Groups: Participation, Experiences and Perceptions of Trainee Teachers
Author: Brownsword, Sarah
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Teacher Competencies,Minority Group Students,Student Diversity,Student Attitudes,Self Esteem,Critical Theory,Race,Whites,Social Bias,Experience,Cultural Awareness,Ethnicity,Racial Bias,English Language Learners

This research was conducted in response to the exit survey of a cohort of Primary PGCE trainee teachers at a UK University in a predominantly White area who indicated low confidence in teaching children from Black, Asian and other minority ethnic (BAME) backgrounds at the end of their course. The research aimed to find out why trainee teachers felt unconfident in teaching children from BAME groups or backgrounds. Using qualitative methods, findings were analysed using a Critical Race Theory framework. Many of the trainee teachers who participated in this research demonstrated a lack of understanding of their own White privilege and a deficit discourse when discussing children from BAME backgrounds. The study explores how ITE, which is often short and already crammed with content, could embed quality training in race and diversity throughout courses in a way that will both challenge individual perceptions and encourage trainee teachers to examine structural barriers within schools.
&quot;I Can Be a Role Model for Autistic Pupils&quot;: Investigating the Voice of the Autistic Teacher
Author: Lawrence, Clare
Date: 2019-00-00
Type: Journal Articles
Subjects: Role Models,Pervasive Developmental Disorders,Teacher Attitudes,Preservice Teachers,Attitudes toward Disabilities,Foreign Countries,Positive Attitudes,Psychological Patterns,Personal Narratives

Despite extensive interest in the needs of autistic pupils in education, there seems to date to have been no focus on the needs or attitudes of teachers who are autistic. This paper reports on the case study of an autistic trainee teacher during his Initial Teacher Education (ITE) year undertaking a Post Graduate Certificate in Education (PGCE) at Secondary level. 'Greg' (a pseudonym) took part in an unstructured interview with the researcher, his contributions were recorded and his responses transcribed and coded. Coding was conducted co-operatively between Greg and the researcher, leading to co-created data. Greg's attitudes towards his own autism and its role in his teaching are discussed here, together with his understanding of the needs of autistic pupils. Limitations of the study and the potential for future research are suggested, together with recommendations for the inclusion of the position of autistic teacher in ITE concerning autism.
Educational Leadership, Leader-Member Exchange and Teacher Self-Efficacy
Author: Flores, Gabriela
Date: 2020-12-00
Type: Journal Articles
Subjects: Instructional Leadership,Social Theories,Self Efficacy,Teachers,Academic Achievement,Teacher Effectiveness,Ethics,Personality Traits,Models,Job Performance

The purpose of this article is to examine social cognitive theory and social comparison theory, and how they are integrated to propose that self-efficacy mediates the relationship between leader-member exchange social comparison (LMXSC) and performance. Furthermore, the article supports the need for development and examination of the effects of educational leadership and teacher self-efficacy. That is, to determine if school leadership has an effect on teacher self-efficacy, and if teacher self-efficacy has an effect on student achievement. The preliminary conceptual model developed within the article includes insightful research questions to be considered for impending future studies. The authors hope this line of research will investigate the extent to which teacher self-efficacy is responsible for behavior outcomes associated with LMXSC, as well as the effect school leadership and teacher self-efficacy brings to this process.
Global Citizenship Education Starts with Teacher Training and Professional Development
Author: Saperstein, Evan
Date: 2020-12-00
Type: Journal Articles
Subjects: Global Approach,Citizenship Education,Case Studies,Cultural Awareness,Public School Teachers,High School Teachers,Urban Schools,Teacher Role,Teacher Responsibility,Administrator Attitudes,Faculty Development,Research Needs,Teacher Certification

In recent years, the idea of &quot;global citizenship&quot; has grown in scholarly circles and developed into a nascent discipline known as global citizenship education. As a general matter, global citizenship education strives to deepen cross-cultural understanding through the study of current transnational issues. This qualitative, interpretivist case study examined the roles and responsibilities of global studies teachers at an urban New Jersey public high school. The study included interviews with an administrator, two global studies teachers, and six students enrolled in the second sequence of a two-year course in the global studies curriculum; as well as observations and analysis of the course curriculum, syllabus, and student assignments. This study highlights the continuing need for increased pre-service and in-service training opportunities for teachers of global studies related courses, including teacher education and professional development programs. This study also underscores the need for more research on global citizenship education, and global studies training and certification programs in the United States.
Teachers&apos; Understanding about the Characteristics of Realistic Mathematics Education
Author: Zubainur, Cut Morina
Date: 2020-08-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Elementary School Teachers,Knowledge Level,Mathematical Concepts,Concept Formation,Video Technology,Relevance (Education),Teaching Methods,Faculty Development,Workshops

The application of Realistic mathematics education (RME) in schools has not satisfied. The efforts of educators to help teachers implement RME are an ongoing process, including by providing examples of learning process through the video lessons. This study aims to investigate teacher understanding of the characteristics of RME through watching video lessons. Three elementary school teachers in Aceh, Indonesia, were involved in this research. Data was collected through questionnaires and semi-structured interviews. Data were analyzed descriptively. The results showed that the teacher did not understand three of the five characteristics of RME. Teachers' understanding of real problems is only limited to the use of concrete objects. The teacher could not identify activities on the video about using models or symbols to scaffold students from concrete to more formal knowledge. The teacher also did not realize that the relationship between mathematical concepts can help students understand mathematics well. The implication of this study is that researchers need to guide the teacher design the learning trajectory before watching learning from other teachers. After watching the whole video lessons, the teacher also needs to be moved to identify important events related to the characteristics of RME in the learning in the video.
Factors Influencing Academic Participation of Undergraduate Students
Author: Silalahi, Sari Muthia
Date: 2020-08-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Participation,Personality,Teacher Influence,College Faculty,Foreign Countries,Educational Facilities,Student Attitudes,Academic Achievement,Learning Activities,Dormitories,Student Behavior

This study aims to examine factors influencing aspects such as teacher's personality, student's behavior, environmental which has influence student's affective and cognitive. The data were obtained using methods: interview and questionnaire. The random participant has been chosen for interview and population has been used for the questionnaire. There were 1585 participants that filled the questionnaire and 24 students have interviewed. Interview data were recorded and analyzed. The results have processed, it was classified according to study programs following the indicator. The research finding shows that: factors from lecturers and teaching assistants got 78 - 81%, academic and non-academic facilities got 74.91%-80.86% and dormitory as living for students got 69.16% which have a big impact on influencing student's affective and cognitive. There were also issues such as teacher's centered-learning, most of students and class situations can often be uncomfortable.
Supporting Teacher Proving Practices with Three Phases of Proof
Author: Dogan, Muhammed Fatih
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematical Logic,Validity,Mathematics Instruction,Mathematical Concepts,Professional Development,Demonstrations (Educational),Persuasive Discourse,Middle School Mathematics,Middle School Teachers

Although reasoning and proof in learning and teaching mathematics is crucial and have gained more presence in school mathematics, both students and their teachers face great difficulties when engaging in proving activities. One potential cause for such difficulties might be due to teachers' conception of proof. However, to date, there are few, if any, studies that have examined how secondary school in-service mathematics teachers learn justification and proof. This study focuses on secondary school in-service teachers' engagement in proving activities by providing observational data from a master's level professional development course that focuses on teaching reasoning and proof. The findings from this work highlight the usefulness of framing proving activities as consisting of three phases: exploration; justification; and evaluation. In addition, we discuss the useful role that generic example-based proofs can play when teachers are proving. We illustrate through a specific vignette of teacher proving activities, and discuss the results in the light of using proof-related tasks to engage learning during proving activities.
The Search for 100% Satisfaction with Feedback
Author: Sutcliffe, Ruth
Date: 2019-00-00
Type: Journal Articles
Subjects: Feedback (Response),Student Satisfaction,Verbal Communication,Synchronous Communication,Student Surveys,Tutors,Learner Engagement,Foreign Countries,Undergraduate Students,Preservice Teacher Education,Elementary Education,Honors Curriculum,Learning Readiness,Value Judgment

The National Student Survey (NSS) frequently highlights students' dissatisfaction with feedback. Data collected over the past two years by tutors working on a Batchelor of Arts (Honours) Primary Education 5-11 programme, leading to Qualified Teacher Status (QTS), shows increasing satisfaction as students engage with and use feedback. The initiatives outlined in this longitudinal, action research study have shown that face-to-face, oral communication is at the heart of student satisfaction. Speaking with students is key in helping them to reflect upon the variety of feedback, understand its relevance and consequently to act upon it in practical ways. The research suggests that rather than searching for a perfect model of feedback, we should work towards changing the way that students view, access and respond to the variety of feedback offered. The study shows enhancing student engagement with feedback through a range of improved measures, can impact on student satisfaction ratings such as those in the NSS. The paper argues that by working together in partnership, students and tutors could move closer to achieving the elusive 100% satisfaction for feedback.
Exploring the Instructional Leadership Development Practices in Ethiopia
Author: Gedifew, Matebe Tafere
Date: 2020-08-00
Type: Journal Articles
Subjects: Instructional Leadership,Foreign Countries,Curriculum Development,Relevance (Education),Principals,Recruitment,Labor Turnover,Personnel Selection,Administrator Education,Management Development,Higher Education,Competence

The purpose of this study is twofold: to examine the curriculum structure for instructional leaders' training and development against the desired competences; and to evaluate the career development framework of instructional leaders. With these ends in view, the study examined the instructional leadership framework, the curriculum document, and the instructional leaders' recruitment, selection and retention strategies. The perspectives of instructional leadership trainers, instructional leaders, zone education department heads, and national level education experts who were selected using a purposive sampling technique were explored through one-on-one interviews. In the light of these, the qualitative data analysis discloses the absence of national instructional leadership framework from which instructional leadership curriculum should have emerged. It was also understood that the loosened curriculum development culture ultimately resulted in the curriculum's lack of relevance to the desired competences for instructional leadership development. It was further learnt that there existed an absence of context specific recruitment, selection and retention strategies for instructional leaders. It is, therefore, concluded that the instructional leadership development practices of Ethiopia, seemed to have been deviating from expectations. Hence, it is recommended that there is a need to design a national instructional leadership development framework based on which the instructional leadership curriculum development and implementation practices could be managed. The recruitment, selection, and retention strategies should also involve incentive packages that could attract competent candidates to the profession. It is further recommended that there is a need to promote positive mindset exercises for instructional leaders to take their own professional development initiatives.