ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Preparation for Emergent Bilingual Students: Implications of Evidence for Policy
Author: López, Francesca
Date: 2018-03-12
Type: Journal Articles
Subjects: Bilingual Students,Teacher Education Programs,Teacher Competencies,Teacher Certification,Self Efficacy,Educational Legislation,State Legislation,English Language Learners,Teacher Attitudes,Qualitative Research,Content Analysis,Documentation,Academic Achievement,National Competency Tests

Failure to adequately prepare teachers of emergent bilingual (EB) students could have devastating consequences for student achievement, EB reclassification, and eventually, high school and college completion. To enhance the policy discourse, we explore how teacher certification requirements relate to both EB student achievement and teacher self-efficacy in three states with similar EB student populations but disparate policies on ways to meet EBs' needs: Arizona, California, and Texas. To do this we ask: (1) How well do states prepare their teachers to meet the needs of EBs? (2) What knowledge specific to meeting EBs' needs do states require their teachers to demonstrate? (3) How are these requirements related to teacher perceptions of their preparedness to effectively teach EBs? We find that there are marked differences across the three states in terms of how well they prepare EBs, and these patterns can be discerned from their teacher preparation requirements. Although teachers' self-efficacy does not appear to be related to teacher training in the first three years of teaching, there is an advantage to more rigorous training over time. Implications for policy are discussed.
Responding to Policy Challenges with Research Evidence: Introduction to Special Issue
Author: Aydarova, Elena
Date: 2018-03-12
Type: Journal Articles
Subjects: Educational Policy,Educational Change,Teacher Education,Evidence,Barriers,Educational Practices,Foreign Countries

In a policy climate where various actors claim to have solutions for the enduring challenges of teacher education, policy deliberations sideline certain voices and omit important perspectives. This special issue brings together scholars who attend to the voices, perspectives, and issues overlooked by teacher education policy debates dominated by market logic and accountability pressures. It highlights debates surrounding teacher performance assessments, teacher candidate selection, value-added assessments, as well as teacher preparation for linguistically diverse learners. The introduction to the special issue explores different dimensions of the relationship between research and practice urging teacher educators to become more proactive in policy debates.
Building a Dangerous Outpost in the Green Mountain State: A Case Study of Educator Preparation Policymaking
Author: McGough, David J.
Date: 2018-03-12
Type: Journal Articles
Subjects: Qualitative Research,Partnerships in Education,State Officials,Alternative Assessment,Portfolio Assessment,Teacher Certification,Teacher Role,Teacher Educators,Preservice Teacher Education,Policy Formation,Educational Policy,Case Studies

Poised at a bifurcation, the educator preparation community in Vermont faced either the adoption of a generic product for the assessment of initial educator licensure candidates or the comprehensive revision of a longstanding state-based assessment portfolio. Using a case study approach and narrative methods, specifically the Narrative Policy Framework (McBeth, Jones, &amp; Shanahan, 2014), the authors analyze a project in which teacher educators intervened to shape the direction of educator preparation policymaking by designing an innovative assessment portfolio and a collaborative calibration system. The analysis reveals insights about the policymaking arena and demonstrates the value of education-related policymaking that includes teacher educators as active agents in collaboration with state personnel and policymakers. The case contributes to the notion of policymaking as a narrative process. In this case, a narrative of hope emerged as a guiding storyline.
UK Higher Education Institutions&apos; Technology-Enhanced Learning Strategies from the Perspective of Disruptive Innovation
Author: Flavin, Michael
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Technology Uses in Education,Qualitative Research,Content Analysis,Educational Innovation,Pilot Projects,Electronic Learning,Educational Technology,Educational Strategies

The publication of institutional strategies for learning, teaching and assessment in UK higher education is practically ubiquitous. Strategies for technology-enhanced learning are also widespread. This article examines 44 publicly available UK university strategies for technology-enhanced learning, aiming to assess the extent to which institutional strategies engage with and accommodate innovation in technology-enhanced learning. The article uses qualitative content analysis as its method, and uses the categories of disruptive innovation, sustaining innovation and efficiency innovation to evaluate individual institutional strategies. The article argues that sustaining innovation and efficiency innovation are more commonplace in the strategies than disruptive innovation, a position which is misaligned with the technology practices of students and lecturers.
Investigating Digital Native Female Learners&apos; Attitudes towards Paperless Language Learning
Author: Grigoryan, Tsoghik
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Teaching Methods,Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,Student Surveys,Questionnaires,Journal Writing,Student Attitudes,Student Satisfaction,Student Motivation,Program Effectiveness,Teacher Attitudes,Feedback (Response),Females,College Students,College Faculty,Hypothesis Testing,Statistical Analysis,Self Management,Self Efficacy,Interaction,Difficulty Level

This study is an investigation of paperless language learning in the context of the United Arab Emirates. The purpose of this study was to examine Emirati level 1 English language learners' attitudes towards the iPad use as a means of language learning. It was done through a cross-sectional survey questionnaire, wholly composed of fixed-choice questions, and through weekly reflective journals that were written by the teachers teaching the groups. The survey collected data through a questionnaire from 80 students who had been exposed to paperless language learning for a duration of 80 teaching periods. The data collected showed positive student attitudes towards iPad implementation as a language learning tool in terms of learner satisfaction, motivation, perceived tool usefulness and learning effectiveness. Reflective journal analysis showed that the digital world presents the students with a direct link between the effort taken and the reward received, whereas the feedback or the reward given by the teachers in the traditional classroom was either too nebulous or too slow to motivate students to keep the pace of progressive learning.
Navigating the Contested Terrain of Teacher Education Policy and Practice: Authors Respond to SCALE
Author: Henning, Nick
Date: 2018-03-05
Type: Journal Articles
Subjects: Teacher Education,Educational Policy,Educational Practices,Reader Response,Social Justice,Equal Education,Ideology,Intention,Program Effectiveness,Teacher Evaluation,Performance Based Assessment,Program Improvement,Change Strategies

Stanford Center for Assessment, Learning, and Equity (SCALE) provided a commentary on the manuscripts in the first part of this special issue, which highlighted the benefits of edTPA and the necessity for such assessment programs to improve teacher education and strengthen teaching practices. In turn, the authors responded to the SCALE commentary. The authors' responses raise concerns about equity, fairness, and unintended consequences of teacher performance assessments. These responses highlight the need for continued dialogue on ways to improve teacher education and strengthen the teaching profession.
Professional Learning Design Framework: Supporting Technology Integration in Alberta
Author: van Thiel, Lydia
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Integration,Faculty Development,Educational Technology,Access to Education,Mixed Methods Research,Technology Uses in Education,Pedagogical Content Knowledge,Technological Literacy,Models,Class Activities,Teacher Surveys

Researchers around the world are interested in knowing how to support teachers in developing both their technology skills and their understanding of how educational technologies can provide opportunity to engage all learners at their skill and interest level in learning activities that were not possible without technology. The solution involves the design and development of teacher professional learning (PL). This study examines a snapshot of one school district, which has experienced a growth in available digital student technology occurring at the same time when teachers experienced a loss of traditional pen and paper resources. Qualitative and quantitative data were gathered and analysed to determine what features of PL would best support teachers in this district. These findings were then considered within the scope of government suggested policy, frameworks and reports. The final suggested framework is for a PL that is collaborative, grade and subject relevant; offers hands-on opportunities; is supported by coaching; is based on research; and is supported by leadership which provides both time and a collaboratively developed vision.
Service Learning as a Pedagogy of Interruption
Author: Bruce, Judy
Date: 2013-00-00
Type: Journal Articles
Subjects: Service Learning,Global Education,School Community Relationship,School Community Programs,Outreach Programs,Group Dynamics,Partnerships in Education,Barriers,Learning Experience,Foreign Countries

As a teacher, educator, and strong advocate for service learning, I became very interested in both the opportunities and the limitations of current approaches to service learning. This article begins to sketch an as yet unrealized relational approach to service learning, drawing on ideas about encounters with Others in the work of the philosopher Emmanuel Levinas. The first part of the article offers a brief introduction to the field of service learning and explores problematic aspects related to traditional and critical approaches in service learning initiatives, where ideas of objective knowledge of self and Other, teleological notions of progress, and server-served relationships limit possibilities of engagement and transcendence. The second part of the article draws on post-structuralist ideas in education to propose a distinction between the desire 'to learn from the Other' and the risky and difficult disposition to be open 'to being taught by the Other' (Biesta, 2012). I propose a strategic step beyond the limitations of traditional and critical approaches to service learning, where difference is seen as a productive and indispensable force, and where education is about encountering the world/ the Other and being altered by it.
Turkish Version of the Survey of Attitudes toward Statistics: Factorial Structure Invariance by Gender
Author: Sarikaya, Esma Emmioglu
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Gender Differences,College Students,Measures (Individuals),Factor Structure,Foreign Countries,Statistics,Reliability,Scores,Factor Analysis,Statistical Analysis

This study examines factorial structure and the gender invariance of the Turkish version of the Survey of Attitudes toward Statistics (SATS-36). The SATS-36 has 36 items measuring six components: affect, cognitive competence, value, difficulty, effort, and interest. Data were collected from 347 university students. Results showed that the Turkish version of the SATS-36 had a six-factor structure and it was gender invariant. Internal consistency coefficients supported good score reliability for the subscales of the SATS-36.
Curriculum Evaluation in Online Education: The Case of Teacher Candidates Preparing Online for Public Personnel Selection Examination
Author: Karacaoglu, Ömer Cem
Date: 2018-00-00
Type: Journal Articles
Subjects: Curriculum Evaluation,Online Courses,Web Based Instruction,Preservice Teachers,Preservice Teacher Education,Test Preparation,Teacher Selection,Student Teacher Attitudes,Teacher Attitudes,Educational Benefits,Satisfaction,Preferences,Data Analysis,Coding,Qualitative Research,Foreign Countries

The aim of the present study is to evaluate the efficiency of an online curriculum based on the views of lecturers and students enrolled in the program. The study is mainly based on survey method. In order to collect qualitative data, interviews forms developed by the researcher were used. The reliability and validity of the interview forms were checked by experts of the field. The qualitative data was analyzed through content analysis. In the first place, data was coded, the themes emerged, the codes and themes were arranged by the researcher. As a final step, the findings were coded and interpreted. Based on the findings of the study, the strengths and weaknesses of the online curriculum were identified and a number of suggestions were offered based on the findings. The results of the study indicate that both learners and lecturers believe that online education is beneficial as well as productive and they are satisfied with the process. Online education was found to be preferable because it is time-saving, more economical, and flexible. On the other hand, limited interaction, unsustainable motivation, and problems caused by insufficient infrastructure were found to be negative aspects of online curriculum.
The Analysis of the Effects of Variables Used in the Formation of PISA Scores on Job Index Values for OECD Member States
Author: Basar, Ozlem Deniz
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Scores,Regression (Statistics),Measures (Individuals),Job Security,Income,Employment Patterns,Quality of Working Life,Statistical Analysis,Least Squares Statistics

The quality of an adult's daily working life comprising the major part of his life, will also increase the quality of his social life. Having a good working life is also associated with having a job that one desires and regards it as suitable for himself. But as will be acknowledged all over the world, the quality of a job that one can have will be affected in direct proportion to the quality of his education and his ability to meet company's demands. Starting from this point of view, some of the variables used to obtain PISA scores for the year 2015 were identified for the purpose of the examination of qualified education, and that to which extent they influence the job index variable, included in the OECD Better Life index to represent a decent work, was investigated using ordinal logistic regression analysis.
Metaphorical Perceptions of Folk Dances Trainers Regarding the Concept of Folk Dances
Author: Karabulut, Ebru Olcay
Date: 2018-00-00
Type: Journal Articles
Subjects: Folk Culture,Dance,Dance Education,Content Analysis,Phenomenology,Foreign Countries,Teacher Attitudes,Figurative Language,Qualitative Research,Reliability,Language Usage,Positive Attitudes,Semi Structured Interviews

This research was carried out with the help of metaphor to determine the perception of folk dances trainers regarding the concept of folk dances. The study was carried out with a total of 141 folk dances trainers (85 men and 56 women), who depend on the Folk Dances Federation of Turkey. In the study, a semi-structured interview form was used to allow participants to freely express their opinions on the specific subject. In this context, each participant was asked to write a metaphor about the concept of folk dances and to explain it. To determine the metaphorical perceptions of the concept of ''folk dances'' the trainers were asked to complete such clauses as &quot;folk dances are like….&quot; and &quot;Because ...&quot;. In this study, phenomenological design was used from qualitative research approaches. In the analysis of data, content analysis technique was used. Frequency and percent values were calculated. The opinions of an in-field expert and an out-of-field expert were consulted as a reliability procedure. As a result of the calculation, the reliability of the research was calculated as %98.5. According to the study findings, it is seen that the trainers expressed their opinions on 86 types of metaphors that are divided into 12 conceptual categories for the concept of &quot;folk dances&quot; and 141 views for this. The category in which maximum exists is metaphor of &quot;Happiness, Excitement and Energy Aspect&quot; and the most used the words were found to be &quot;love&quot; (f = 8), &quot;ambition&quot; (f = 5), &quot;life&quot; (f = 5) and &quot;adaptation&quot; (f = 5). In addition, it is observed that trainers form metaphors with many concrete tools and abstract concepts such as &quot;labour, gain, stress ball, serotonin, culture, umbrella, pen&quot; regarding the concept of folk dances. As a result, it was determined that the most used metaphor for folk dances is &quot;love&quot; and that the category the most produced by the trainers is &quot;happiness, excitement and energy aspect&quot; and that the trainers have a positive perception in the metaphors produced by the &quot;folk dances&quot; concept.
Do Prospective Teachers Have Anxieties about Teaching Mathematics?
Author: Yavuz, Günes
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Anxiety,Mathematics Teachers,Measures (Individuals),Mathematics Instruction,Correlation,Majors (Students),Gender Differences,Student Characteristics,Scores,Family Attitudes,High Schools,Institutional Characteristics,Undergraduate Students,Student Attitudes,Student Surveys,Teacher Education Programs,Foreign Countries,Statistical Analysis

The purpose of this study is to analyse the level of prospective classroom and mathematics teachers' anxieties about teaching mathematics. Freshman and junior prospective teachers from educational faculties of two different universities participated in this study. &quot;Anxieties About Teaching Mathematics Scale&quot; which was developed by Peker (2006) and &quot;Personal Information Form&quot; which was developed by the researchers were adapted to determine prospective teachers' anxiety levels about teaching mathematics. After collecting data, correlations between anxiety levels of prospective teachers and different variables such as their majors at university, their grade levels, the type of high school that they were graduated, gender and attitudes of their family were examined. Average scores, t-test and variance analyses were used in data analyses and scheffe test was employed when necessary.
The Opinions of Administrators about In-Service Training Related to the Administration and Investigation
Author: Demirel, Ihsan Nuri
Date: 2018-00-00
Type: Journal Articles
Subjects: Inservice Education,Administrator Attitudes,Administrator Surveys,Interviews,Agricultural Education,Knowledge Level,School Administration,Management Development,Familiarity,Educational Opportunities,Educational Practices,Trainees,Foreign Countries

The purpose of this study is to determine the opinions of administrators of National Education Directiorate, School Directors and Vice-school Directors about the in-service activities and the system of in-service training programs related to work security. Moreover, it is investigated the level of the knowledge whether in-service training ignores professional diseases, the participant of in-service trainees are aware of the difference between the participation and success certificates that they deserved at the end of the training and there is a lost of expectations on the trainees related to prove the gainings that they got through the training. To determine the knowledge level of the administrators on in-service training related to administration and investigation, they were given a data obtaining tool including knowledge about in-service training. The sample of the research consists of 30 school directors and 75 vice school directors, total 105 administrators working in different schools of Agri National Education Directoriate. According to the findings of the research, it is seen that the administrators answered the questions including the knowledge on in-service training in changing rates. At the end of the research, it is realized that the administrators were qualified with the rates between 29% and 53% about the in-service training related to administration and investigation.
Use of a Scaffolded Case Study Assignment to Enhance Students&apos; Scientific Literacy Skills in Undergraduate Nutritional Science Education: Comparison between Traditional Lecture and Distance Education Course Formats
Author: Monk, Jennifer M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Nutrition Instruction,Undergraduate Students,Student Attitudes,Scaffolding (Teaching Technique),Assignments,Teaching Methods,Distance Education,Lecture Method,Comparative Analysis,Skill Development,Outcomes of Education,Case Method (Teaching Technique),Statistical Analysis,Foreign Countries

We investigated whether the implementation of a scaffolded case study assignment could increase student perceptions of their scientific literacy (SL) skills in a third year Nutritional Science course. The change in students' SL perceptions were assessed by the completion of two surveys (administered at the start and end of the semester) consisting of questions probing a range of SL criteria relevant to undergraduate students. Additionally, we determined if the change in student perceived SL over the semester i) was related to their learning approach (i.e. deep versus surface approaches), as assessed by the Revised Two-Factor Study Process Questionnaire-2 (R-SPQ-2F), and ii) differed between course format, that is, in-class traditional lecture (LEC) and online distance education (DE). The LEC students (n = 179) showed improvements in all ten SL outcomes assessed over the course of the semester, whereas the DE students (n = 71) showed improvements in only six of the ten parameters assessed, however, the DE course started with a higher assessment of baseline SL capabilities. Additionally, the overall change in perceived SL capabilities was not associated with learning approach (i.e. surface or deep) in either class format. These data demonstrate that case-based learning assignments can promote students perceived SL capabilities in both traditional lecture and distance education course formats.
Culture-Based Contextual Learning to Increase Problem-Solving Ability of First Year University Student
Author: Samo, Damianus Dao
Date: 2018-01-00
Type: Journal Articles
Subjects: Problem Solving,Mathematics Instruction,College Mathematics,College Freshmen,Quasiexperimental Design,Control Groups,Experimental Groups,Foreign Countries,Pretests Posttests,Probability,Mathematical Concepts,Statistical Analysis,Observation

The purpose of this study is to show the differences in problem-solving ability between first-year University students who received culture-based contextual learning and conventional learning. This research is a quantitative research using quasi-experimental research design. Samples were the First-year students of mathematics education department; Nusa Cendana University consists of 58 students who were divided into two groups each of 29 students. The results showed there are differences in the n-gain average of problem-solving ability significantly between students who receive culture-based contextual learning and conventional learning. The n-gain average of experiment group is 0.51 or medium category while the average n-gain of the control group is 0.29 or low category. Student categories of SNMPTN and Mandiri are significantly different whereas students? category of SBMPTN between the two groups does not differ significantly.