ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding the World of Teaching: English Teaching Assistants' Journey to Role Realization
Author: Gube, Jan C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Instruction,English (Second Language),Teaching Assistants,Teacher Role,Role Perception,Pedagogical Content Knowledge,Data Collection,Research Methodology,Cultural Differences,Cognitive Style,Teaching Conditions,Work Environment,Professional Development,Credibility,Readiness,Teacher Education,Focus Groups,Semi Structured Interviews,Questionnaires,Data Analysis,Expectation,Knowledge Level

This study explored the role realization journey of 11 English Teaching Assistants (ETAs) in Hong Kong. Their journey is framed through the lenses of Shulman's (1987) teaching elements of content pedagogical knowledge, knowledge of learners and their characteristics, and knowledge of educational contexts. Data from four different inquiry methods were analyzed and triangulated to map out the journey of the ETAs. During this journey, the ETAs were faced with demands for content knowledge and teaching whilst encountering educational and cultural differences in terms of students' learning styles and working environment. The ETAs perceived these experiences as shaping their role as supportive teachers, but hoped for structured professional development to enhance their preparedness and credibility--an implication for teaching assistant training. Fundamentally, the ETAs' readiness to embrace their role as teaching assistants through the many faces of culture, experiences and challenges surmounts their journey to understand the world of teaching.
A Factor Analytic Study of the Internet Usage Scale
Author: Monetti, David M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Factor Analysis,Internet,Mass Media Use,Rating Scales,Adolescent Attitudes,Behavior Rating Scales,Mass Media Effects,Middle School Students,Psychometrics,Test Construction,Item Analysis,Maximum Likelihood Statistics

This study developed an Internet Usage Scale (IUS) for use with adolescent populations. The IUS is a 26-item scale that measures participants' beliefs about how their Internet usage impacts their behavior. The sample for this study consisted of 947 middle school students. An exploratory factor analysis with varimax rotation was conducted on the data that yielded an initial three-factor solution. However, after eliminating items that provided redundant variance, the three-factor solution was unacceptable. A two-factor solution was investigated and found to be acceptable. The first factor was termed &quot;SELF-DETACHMENT&quot; and accounted for 19.16% of the variance. The second factor was termed &quot;USAGE&quot; and accounted for 9.10% of the variance. These psychometric properties show promise for further exploration of Internet usage among adolescents.
The Effect of Mandatory Reading Logs on Children's Motivation to Read
Author: Pak, Sarah S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Reading Strategies,Reading Motivation,Journal Writing,Grade 2,Grade 3,Student Surveys,Reading Attitudes,Pretests Posttests,Compliance (Psychology),Control Groups,Experimental Groups,Content Area Reading,Recreational Reading,Reading Interests,Program Effectiveness,Likert Scales,Attitude Measures,Surveys,Student Attitudes,Elementary School Students,Statistical Analysis

Reading logs have become a practice in many elementary schools. Although lack of autonomy undermines intrinsic motivation (Lepper, Greene, &amp; Nisbett, 1973), no study has examined the effect of logs. Second and third-grade students (N = 112) were assigned either a mandatory or voluntary log and surveyed about their motivation to read at baseline and after two months. Students with mandatory logs expressed declines in both interest and attitudes towards recreational reading in comparison to peers with voluntary logs, and attitudes towards academic reading decreased significantly from pre to post test across conditions. Future research should explore alternate ways to promote reading.
Does Athletic Success Come at the Expense of Academic Success?
Author: Bowen, Daniel H.
Date: 2012-00-00
Type: Journal Articles
Subjects: Athletes,Athletics,Academic Achievement,High School Students,Team Sports,Student Participation,Educational Attainment,Graduation Rate,Standardized Tests,Scores,High Schools,Public Schools,Statistical Analysis,Multiple Regression Analysis,Least Squares Statistics

Claims are often made about the impact of high school athletics on academic achievement without reference to empirical research on the issue. In this paper we empirically examine the relationship between the extent to which high schools have winning sports teams, offer a variety of sports options, and facilitate student participation in athletics on schools' overall student achievement and attainment. We find that high school athletics do not appear to detract from academic success. In fact, based on the data we examined from Ohio high schools, an emphasis on athletic success and participation is associated with higher scores on standardized tests and higher graduation rates.
Taking on Leadership Roles: Community College Student Government Leaders Transition to Formal Positions of Elected Authority
Author: Miles, Jennifer M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Leadership Role,Student Government,Student Leadership,Community Colleges,Elections,Student Development,Student Surveys,Change Strategies,Student Attitudes,Two Year College Students,Likert Scales,Leadership Training

Student government is important to community colleges for a variety of reasons, well beyond simply providing students an opportunity to be involved in charting the direction of the college. Student governments provide opportunities for students to learn about the democratic process, how to represent the interests of others, the responsibility of civic participation, and even how to interact with senior institutional leaders on important topics (Bray, 2006). The current study was designed to explore how community college students transition to their roles as elected student government representatives. In the spring term of 2011, data were collected from seven community colleges in the mid-west and mid-south regions of the U.S. using a research-team developed pencil-and-paper survey instrument. An average of nearly 10 surveys were collected at each institution, with a range of 8 to 14 surveys returned from each institution. The instrument was comprised of three sections: background information on the respondent section that had seven questions, a section of 15 questions on how the student transitioned to the elected leadership position, and a 14 question section on strategies to increase participation in student government. Findings suggest that the profile of student government leaders in community colleges are indeed the traditional college students observed by Wolgemuth, Kees, and Sfarisk (2003). These students are primarily of a traditional age, non-minority, and non-first-generation student. This might mean that community colleges are indeed drawing a more traditional student body to their campus, or conversely, it might mean that the notion of a student government is attractive to traditional students, and that student government is a strong conduit to involve and engage students on campus.
A Re-Examination of the Argument against Problem-Based Learning in the Classroom
Author: Bryant, Lauren H.
Date: 2011-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Teaching Methods,Guidance,Research Reports,Content Analysis

The primary purpose of this study is to examine Kirschner, Sweller, and Clark's (2006) argument against problem-based learning (PBL) by analyzing research used to support their stance. The secondary purpose is to develop a definition of PBL that helps practitioners use this technique. Seven studies were analyzed to determine whether the PBL instruction included three key components: an appropriate level of guidance, a well-constructed problem, and an appropriate amount of debate and discussion. Upon analysis, these articles do not support Kirschner et al.'s claim. Results also showed that all of the three key components are necessary for quality PBL instruction.
Making Teacher Change Visible: Developing an Action Research Protocol for Elementary Mathematics Instruction
Author: Rice, Linda J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Action Research,Professional Development,Mathematics Instruction,Mathematics,Elementary School Teachers,Teaching Methods,Mathematics Teachers,Mathematics Education,Research Projects,Mathematical Concepts,Mathematical Logic,Thinking Skills,Early Childhood Education,Elementary School Mathematics,Constructivism (Learning),Faculty Development

Professional development is a well-established component of teacher change, and action research can make that change visible. In this study, quantitative and qualitative data were collected from 237 elementary teachers and intervention specialists from 33 federally-designated Appalachian counties of Southeastern Ohio who participated in the year-long Better Mathematics through Literacy (BMTL) professional development experience. Using an ongoing, recursive, and emergent approach, the researchers identify changes in teachers' pedagogical approaches related to teaching early childhood mathematics. Three predominant themes emerged: Through the BMTL experience, the early childhood teacher-participants became more integrated, more contextual, and more constructivist in their mathematics instruction.
The Effect of Student Ethnicity on Teacher Perceptions
Author: Chen, Brian
Date: 2011-00-00
Type: Journal Articles
Subjects: Ethnicity,Student Characteristics,Teacher Attitudes,Teacher Student Relationship,Intelligence,Grade Point Average,Stereotypes,Asian American Students,Validity,Models,Experienced Teachers,Preservice Teachers,Essays,Student Attitudes,Academic Achievement,Careers,Success,Secondary School Students,Secondary School Teachers,Measures (Individuals),Statistical Analysis

Prospective teachers (N = 171) read an essay that manipulated the ethnicity of the student-author (European American, African American, Asian American, or none mentioned). They then rated the author's intelligence and probable future success and estimated the author's GPA. The Asian American student was seen as more intelligent than the control student, but ethnicity did not affect the other dependent variables. The findings may be explained by the stereotype validity model as the essay suggested the author might have characteristics stereotypical of an Asian American. Future research should examine whether experienced teachers will evidence a similar lack of bias.
Constructing Gender: Contradictions in the Life of a Male Elementary Teacher
Author: Fordice, Debrah J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Males,Sex Role,Gender Issues,Professional Identity,Role Models,Masculinity,Career Development,Semi Structured Interviews,Beginning Teachers,Teaching Experience,Phenomenology,Teaching (Occupation),Observation

Drawing upon observations, written communications, and monthly interviews spanning the participant's first year of teaching, this case study reveals contradictions men face as elementary teachers. Entering teaching with a &quot;male&quot; advantage, Brad was isolated within a &quot;female&quot; profession. Becoming the male role model he always wanted to be, he became constantly vigilant of his interactions with children. Celebrated for departing from the scripts of masculinity, he was simultaneously rewarded for reinforcing these scripts in his work. Although friends, teachers, and parents celebrated his career choice, he felt pushed to &quot;move up&quot; by &quot;moving out&quot; of the classroom. This study reflects the spectrum of contradictions men confront as male elementary teachers. Key words: male elementary teachers, professional identity, teachers as role models, gender, scripts of masculinity.
Students' Views on What Identifies Teachers as Effective
Author: Sosa, Teresa
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Student Attitudes,Professional Identity,Teacher Competencies,Teacher Qualifications,High School Seniors,Caring,Teacher Student Relationship,Educational Practices,Mexican Americans,Student Surveys,Sense of Community,Transitional Programs

This paper looks at the survey responses of senior students of Mexican descent in one urban high school describing what makes teachers effective. Students identified teachers as effective when they provided help (by means of caring, supportive interactions, and effective teaching practices) within two specific contexts: their everyday school experiences and their transition from high school to post-secondary school and/or work. Understandings of the contextual interactions that students believe have an influence in their school engagement and overall well-being helps to advance our thinking about the importance of teacher actions and interactions with students.
Cultural Variations in Parents and Teachers Perceptions of Special Education Collaboration in USA and Egypt
Author: Fayed, Gamal A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Cultural Differences,Parent Attitudes,Teacher Attitudes,Cross Cultural Studies,Foreign Countries,Special Education Teachers,Team Teaching,Teaching Methods,Cultural Pluralism,Teacher Collaboration,Disabilities,Attitudes toward Disabilities,Ethnography,Interviews,Factor Analysis,Statistical Analysis,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Faculty,Validity,Reliability,Likert Scales

Schools and classrooms require an active effort to create and welcome the diverse cultures of their students and families. Many students may question others as peers who come from other cultures and speak other language, wear different clothes, and different customs. The teachers of special education can help student overcome these attitudes by teaching them about different cultures and the value of cultural diversity. It is apparent that disabilities, poverty, limited family support, cultural differences, language differences, ineffective teaching and lack of educational funding are reflect collaboration teaching teaming. Education is a multidimensional and comprehensive event connecting varied professionals and experiences. The choice to work as a cooperative unit or independently directly affects the form and extent of learning. The purpose of the research presented in this article is to investigate whether there is significance difference between the collaboration as perceived by specials Education teachers, and by the parents in the US and Egypt.
Academic Identity Status, Goal Orientation, and Academic Achievement among High School Students
Author: Hejazi, Elaheh
Date: 2012-00-00
Type: Journal Articles
Subjects: Goal Orientation,Academic Achievement,High School Students,Questionnaires,Factor Analysis,Adolescents,Foreign Countries,Correlation,Regression (Statistics),Comparative Analysis,Males,Females,Identification,High School Freshmen

The aim of the present study was to determine the relationship between academic identity status, goal orientations and academic achievement. 301 first year high school students completed the Academic Identity Measure and Goal Orientation Questionnaire. The average of 10 exam scores in the final semester was used as an index of academic achievement. Results showed that academic identity status and goal orientations are related to academic achievement. Diffuse academic identity, mastery-approach goal orientation, and foreclosed academic identity explained the greatest amount of variance in academic achievement. Boys were more likely than girls to have identity diffuse, and mastery-avoidance goal, and girls have higher academic achievement scores than boys. In general, academic identity status and goal orientations accounted for variance on academic achievement.
Homeschooled Students in College: Background Influences, College Integration, and Environmental Pull Factors
Author: Bolle-Brummond, Mary Beth
Date: 2012-00-00
Type: Journal Articles
Subjects: Home Schooling,College Students,Student Experience,Influences,Social Integration,Student Adjustment,Student Characteristics,Qualitative Research,Phenomenology,Semi Structured Interviews,Student School Relationship,Family Influence,Employment,Withdrawal (Education),Student Participation

How do pre-entry attributes of homeschooled students influence their college experience? What are their academic and social integration patterns? What role did outside factors play in their college experience? Using Tinto's research as a foundation, this study examined the influence of pre-entry attributes on the college experience, academic and social integration patterns, and environmental pull factors of college students who were homeschooled in high school. The authors found that homeschooled students were equipped to succeed academically and socially. Outside influences encountered by the participants included work, family, and finances.
Technology Leadership Preparedness: Principals' Perceptions
Author: Metcalf, Wendy
Date: 2013-00-00
Type: Journal Articles
Subjects: Principals,Quasiexperimental Design,Statistical Analysis,Technological Literacy,Technology Uses in Education,Leadership Training,Technology Education,Participant Satisfaction,Program Effectiveness,Administrator Surveys,Multivariate Analysis,Administrator Attitudes,Benchmarking,Academic Standards,Statistical Significance

Adopting technology in the K-12 classroom is evolving from adapting lessons that highlight a technology to pervasive use of interactive and handheld devices. In this environment, school leaders have the complex task of incorporating technologies to enhance teaching and learning. The purpose of this quasi-experimental quantitative study was to examine leaders' perceptions of technology leadership preparedness and analyze the impact of the Quality-Plus Leader Academy (QPLA) on leaders' perceptions. The research was guided by the overarching question: What is the perceived technology leadership preparedness level of school administrators as measured by their understanding of the 2009 ISTE NETS-A standards? The following sub-question added clarity: How do technology leadership preparedness perceptions differ between principals who attended the Quality-Plus Leader Academy and those who did not, across the five NETS-A themes: visionary leadership, digital age culture, excellence in professional practice, systemic improvement, and digital citizenship? This study revealed principals' perceived they were most prepared for digital citizenship and least prepared for visionary leadership. In addition, there was a statistically significant difference between technology leadership preparedness perceptions between QPLA participants and non-QPLA participants. Considering these findings we recommend that Educational Leadership programs align coursework with NETS-A standards to help leaders develop the knowledge and skills necessary to lead technology rich schools. In addition, school districts should consider using supplemental principal preparation programs that incorporate the NETS-A standards to further prepare their building leaders. Technology leadership skills should be embedded in the standard dimensions of leader development.
Why Aren't They Paying Attention to Me? Strategies for Preventing Distraction in a 1:1 Learning Environment
Author: Tagsold, Jennifer T.
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Environment,Student Motivation,Motivation Techniques,Prevention,Attention,Qualitative Research,Data Analysis,Influence of Technology,English Teachers,Secondary School Teachers,High School Students,Interviews,Teacher Role,Computer Uses in Education,Mass Media Effects,Teaching Methods,Educational Strategies,Case Studies,Observation

K-12 education research has become increasingly concerned with technology's impact on students' attention in the classroom, particularly with regard to laptop computers and other mobile devices (Gay &amp; Hembrooke, 2004; Jackson, 2008; Mann, 2008; Kraushaar &amp; Novak, 2010). While this classroom technology has created many positive implications for teaching and learning, few scholars have examined specific, practical approaches teachers use to avoid distraction. Through qualitative data analysis methods, this study examines the strategies used by teachers to avoid distraction in a high-tech learning environment. [Note: The citation provided on the full text (v2 Fall 2013) is incorrect. This article was published in v23 n2 Fall 2013.]
Examining Reflective Practice: Insights from Pre-Service Teachers, In-Service Teachers and Faculty
Author: Fox, Kathy R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Teacher Attitudes,Reflective Teaching,Teacher Educators,Educational Practices,Comparative Analysis,Writing Assignments,Journal Writing,Surveys,Teaching Methods,Instructional Effectiveness,Mixed Methods Research,Data Analysis,Likert Scales

This study examines reflective practice of pre-service teachers, in-service teachers and teacher educators. Using Schon's in, on and for practice conceptual framework, the study addresses the following questions: Is there a disconnect between what teachers do, faculty require, and students perceive as reflective practice? What types and methods of reflection are used and perceived as the most effective? Do collective conversations about a student's teaching experience help to improve reflection in, on and for practice? The results from this study suggest that pre-service teachers can benefit from a more explicitly defined framework for reflective practice.
Team Performance Pay and Motivation Theory: A Mixed Methods Study
Author: Wells, Pamela
Date: 2013-00-00
Type: Journal Articles
Subjects: Merit Pay,Mixed Methods Research,Teamwork,Suburban Schools,Teacher Motivation,Questionnaires,Teacher Attitudes,Social Justice,Teacher Collaboration,Elementary School Teachers,Middle School Teachers,Statistical Analysis,Comparable Worth

This study was conducted to explore teachers' perceptions of a team performance pay program in a large suburban school district through the lens of motivation theories. Mixed data analysis was used to analyze teacher responses from two archival questionnaires (Year 1, n = 368; Year 2, n = 649). Responses from teachers who participated in the team pay performance system reflected high levels of expectancy. Results were mixed for teachers' perceptions of equity. Some teachers expressed concerns related to distributive justice and procedural justice of the performance pay process. Implications for researchers and practicing educators are discussed. [Note: The citation provided on the full text (v2 Fall 2013) is incorrect. This article was published in v23 n2 Fall 2013.]