ethanporcaro/eric-fulltext-meta huggingface dataset:
Could One Become Literate in Literacy Courses?
Author: Yildiz, Ahmet
Date: 2011-00-00
Type: Journal Articles
Subjects: Literacy Education,Urban Culture,Primary Education,Reading,Writing Skills,Foreign Countries,Literacy,Adults,Multitrait Multimethod Techniques,Reading Skills,Adult Education,Rural Areas

The purpose of this study is to determine the literacy skill level of the adults who participated in the basic level literacy programs when they complete the program and to investigate the relation of the determined level of literacy skill with socio-economic features of adults. Research is a descriptive study using mixed-method design. Study is conducted in four different cities (i.e., Sanliurfa, Ankara, Istanbul, Diyarbakir). As a result of the study, 85% of course participants cannot reach desired reading level. Moreover, while it is expected that course participants read 90-100 words in two minutes, it is seen that only 13.4% of them reached this level. The rate of writing sufficiency is only 26.4%. As a whole, the literacy skill level of younger adults is higher. The achievement of participants who are working in an income generating job about reading and writing skills is higher than the others. Adults who have attended primary education were also more successful than the others. Another differential feature of successful adults is that they are more linked with the urban life. Having more literate adults around them and the usage of written communication could be effective for the development of their literacy levels. (Contains 1 table.)
Prospective Computer Teachers' Mental Images about the Concepts of &quot;School&quot; and &quot;Computer Teacher&quot;
Author: Saban, Aslihan
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Computer Science Education,Figurative Language,Student Attitudes,School Attitudes,Teachers,Foreign Countries

In this phenomenological study, prospective computer teachers' mental images related to the concepts of &quot;school&quot; and &quot;computer teacher&quot; were examined through metaphors. Participants were all the 45 seniors majoring in the Department of Computer and Instructional Technologies at Selcuk University, Ahmet Kelesoglu Faculty of Education during the 2009-2010 academic year. They were asked to produce one metaphor for their either experienced or ideal &quot;school&quot; image and one metaphor for their either experienced or ideal &quot;computer teacher&quot; image. Collected data were analyzed by using the &quot;content analysis&quot; technique. According to the findings, participants produced 33 valid metaphors about the &quot;school.&quot; While 16 of these metaphors reflected their past schooling experiences, 17 of them reflected their ideal schools. Based on their common characteristics, all the 33 metaphors were grouped into 9 categories (&quot;a disciplinary center,&quot; &quot;a shaping place,&quot; &quot;a work center,&quot; &quot;an outdated place,&quot; &quot;a place of enlightenment,&quot; &quot;a place of hope,&quot; &quot;a place of growth,&quot; &quot;a place of solidarity&quot; and &quot;a fun place&quot;). In the same way, participants produced a total of 21 valid metaphors about the &quot;computer teacher.&quot; While 10 of these metaphors reflected their past computer teachers, 11 of them represented their ideal computer teachers. Based on their common characteristics, all the 21 metaphors were grouped into 6 categories (&quot;superior authority figure,&quot; &quot;shaper,&quot; &quot;information provider,&quot; &quot;curer,&quot; &quot;guide&quot; and &quot;democratic leader&quot;). It appears that while participants produced only &quot;teaching-focused&quot; metaphors to reflect their school experiences and computer teachers, they developed both &quot;teaching- and learning-focused&quot; metaphors to reflect their ideal schools and computer teachers. (Contains 2 tables.)
The Effect of Metaconceptual Teaching Activities on Pre-Service Biology Teachers' Conceptual Understanding about Seed Plants
Author: Yuruk, Nejla
Date: 2011-00-00
Type: Journal Articles
Subjects: Concept Mapping,Preservice Teachers,Journal Writing,Metacognition,Science Instruction,Science Education,Biology,Plants (Botany),Discussion (Teaching Technique),Group Discussion,Teaching Methods,Scientific Concepts,Intervention

The term metaconceptual refers to metacognitive knowledge and processes that are acting on and related to one's conceptual system. In this study, metaconceptual teaching activities were implemented to facilitate preservice teachers' engagement in metaconceptual processes. It was the purpose of this research to investigate the changes in pre-service teachers' alternative ideas regarding flowering plants after being exposed to metaconceptual teaching activities. The participants consisted of 32 pre-service teachers who were enrolled in a college level second-year laboratory class about flowering plants. A 13 item open-ended question set was administered a week before and a week after the instructional interventions. In order to facilitate students' engagement in metaconceptual processes, they were exposed to several instructional activities including poster drawing, journal writing, concept mapping, and class and group discussions. Alternative conceptions that pre-service teachers had prior to and following the instructional interventions were identified and the ones that changed, did not change and developed after the instruction were examined. The results of this study show that metaconceptual teaching activities were effective at changing pre-service teachers' alternative conceptions regarding flowering plants. (Contains 2 tables.)
Generalizing Single Variable Functions to Two-Variable Functions, Function Machine and APOS
Author: Kabael, Tangul Uygur
Date: 2011-00-00
Type: Journal Articles
Subjects: Calculus,Mathematics,Preservice Teachers,Mathematics Education,Concept Formation,Mathematical Concepts,Generalization,Interviews,Foreign Countries

The focus of this study in which the theoretical framework of APOS was used is students' generalizing function notion from single variable to two-variable function concepts in Analysis II course in the elementary mathematics education program. In the teaching process, teaching activities that support generalizing the function notion with multiple representations and relations between them and the function machine were used. For data collection, two tests on each of single and two-variable function concepts and interviews with six students were used. It was concluded that the students' understanding level of function concept and students' schema of three-dimensional space is fundamental for their construction of two-variable function. Moreover, significant results that can support prospective studies for students' conceptual levels of two-variable functions were obtained. (Contains 2 figures.)
Turning into Teachers before Our Eyes: The Development of Professional Identity through Professional Dialogue
Author: Mantei, Jessica
Date: 2011-01-00
Type: Journal Articles
Subjects: Educational Technology,Professional Development,Identification (Psychology),Preservice Teachers,Foreign Countries,Audio Equipment,Audiovisual Aids,Web Sites,Teacher Education Programs,Reflection,Computer Mediated Communication,Teacher Competencies

This paper examines the development of professional identity in early career teachers enrolled in an &quot;add-on year&quot; of an undergraduate teacher education degree. Through a series of readings focused on reflection and pedagogy, participants engaged in professional dialogue as they made connections between the themes in their professional readings and their own understanding of the professional practice of a teacher. Dialogue was recorded and shared on a developed website. Participation in this dialogue afforded teachers opportunities to reflect on their professional identity in connection with literature, personal experiences and experiences of others. Further, uploading audio files to the site created a sense of accountability among the teachers to &quot;have something to say&quot;, thereby contributing to the community. The authors argue that this use of professional dialogue in both the physical and virtual environment is a valuable approach for promoting reflective capacities and for the development of professional identity. (Contains 2 tables and 1 figure.)
Multiple Solutions to Problems in Mathematics Teaching: Do Teachers Really Value Them?
Author: Bingolbali, Erhan
Date: 2011-01-00
Type: Journal Articles
Subjects: Problem Solving,Questionnaires,Mathematical Formulas,Mathematical Applications,Classroom Techniques,Teacher Attitudes,Problem Sets,Mathematics Teachers,Educational Practices,Interest Inventories,Incidence,Foreign Countries,Elementary School Teachers,Mathematics Education

Solving problems in different ways is strongly advised for mathematics learning and teaching. There is, however, little data available on the examination of teachers' openness to and evaluation of different solutions to the problems. In this paper, the author examines classroom teachers' openness to different solutions (or to what extent they value different solutions) to problems and how they evaluate (grade) these solutions. For this purpose, two questionnaires including items on students' different solutions are applied to about 500 classroom teachers. In this paper, only two items related to the focus of the study are analysed. The findings show that teachers do not value different solutions and have difficulties in grading students' different solutions. The issues that these findings raise are discussed in detail. (Contains 4 tables and 4 footnotes.)
Becoming a Teacher and Staying One: Examining the Complex Ecologies Associated with Educating and Retaining New Teachers in Rural Australia?
Author: Plunkett, Margaret
Date: 2011-01-00
Type: Journal Articles
Subjects: Teacher Persistence,Rural Areas,Foreign Countries,Beginning Teachers,Rural Education,Teacher Supply and Demand,Teacher Education Programs,Occupational Aspiration,Labor Turnover,Surveys,Attitude Measures,Decision Making

The problem of teacher retention has intensified in Australia, particularly in rural areas, with a number of studies suggesting that beginning teachers are not entering the profession with a commitment to remaining there. This paper reports on a study of 102 new teachers graduating from a rural campus of a major Australian university. Utilising a self devised survey over a 3 year period, graduate reflections were captured on what it meant for them to become a teacher. The research sought to determine graduates' goals and aspirations for working in the profession in both the long and the short term. Participants reported that while they were looking for stability and would like to remain in their current positions, they were hampered by the present contractual system which eroded any sense of permanence. It is argued that contractual employment disrupts the development of a sense of belonging to the profession and the building of meaningful connections between teachers and their schools, a factor that will require attention if retention issues within rural Australia are to be seriously addressed. (Contains 3 tables and 1 figure.)
Teacher Identity and Early Career Resilience: Exploring the Links
Author: Pearce, Jane
Date: 2011-01-00
Type: Journal Articles
Subjects: Beginning Teachers,Ethnography,Identification (Psychology),Resilience (Psychology),Personal Narratives,Career Development,Teacher Persistence,Interviews,Preschool Teachers,Foreign Countries,Conflict,Teaching Styles

A collaborative research project that explored the impact of professional, individual and relational conditions on the resilience of early career teachers revealed the importance of understanding how they engage in the formation of professional identities. Drawing on the traditions of narrative enquiry and critical ethnography, this article focuses on the story of Norah, one of sixty beginning teachers interviewed for this study, as she experienced becoming a teacher. Norah's story provides an insight into how early career teachers engage in shaping a professional identity, and leads us to suggest that resilience may be enhanced when early career teachers engage consciously and in relationship with others in this process.
&quot;Who We Are&quot; and &quot;How We Are&quot; Are Integral to Relational Experiences: Exploring Comportment in Teacher Education
Author: Giles, David
Date: 2011-01-00
Type: Journal Articles
Subjects: Educational Experience,Teacher Educators,Phenomenology,Teacher Student Relationship,Classroom Communication,Ideology,Teacher Behavior,College Faculty,Foreign Countries

This paper reports on findings from a phenomenological inquiry into the nature of the teacher-student relationship. Participants' stories showed that &quot;who we are&quot; and &quot;how we are&quot; is integral to our experiences in education. More specifically, a teacher and a student's way-of-being is essential to the nature of relational experiences. A teacher's comportment (&quot;way-of-being&quot;) has been found to have a communicative aspect that is felt and sensed by others. Such comportment is embodied and integral to how teachers and students relate. In a primordial manner, the comportment of the other is felt in the act of relating. When the way a teacher comports is a matter of concern, students become increasingly attuned to the nature and movement of their relating. The outcomes of this research call into question technicist and instrumental models of teacher education that are presently underpinned by the dominant neoliberal ideology. Consistent with critical approaches to education, this research calls for the humanising of the educational experience through the educating and re-educating of teacher educators and teachers toward essential understandings of the influence of comportment on the relational experience we call education. (Contains 2 footnotes.)
Pre-Service Teachers' Epistemological Beliefs and Conceptions of Teaching
Author: Yilmaz, Harun
Date: 2011-01-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Constructivism (Learning),Teacher Education Programs,Foreign Countries,Data Analysis,Epistemology,Teaching (Occupation),Beliefs,Questionnaires,Gender Differences,Student Teacher Attitudes,Preservice Teachers

This study aimed to investigate pre-service teachers' views about teaching and the relation of those views to epistemological beliefs, gender, and subject areas. The data collection tool was adapted from &quot;The Traditional Teaching (TT) and Constructivist Teaching (CT) Scale,&quot; developed by Chan and Elliot (2004). Participants consisted of 490 pre-service teachers from different teacher education programs in Turkey. Principal component analysis was carried out, and nine items were removed from the adapted questionnaire because of low loadings. The data analysis showed that pre-service teachers preferred constructivist teaching views more than traditional teaching views, and this correlated with their epistemological beliefs. Male participants preferred constructivist teaching views significantly more than female participants did. Freshmen, sophomores, and those from English language programs preferred traditional teaching significantly more than others did. (Contains 9 tables.)
Planning for Campus Safety
Author: Dessoff, Alan
Date: 2009-00-00
Type: Journal Articles
Subjects: Natural Disasters,School Security,School Safety,Violence,Facilities Management,Emergency Programs,Campuses,School Buildings,Weapons

From natural disasters to criminal violence, facilities officers are often called on to address campus safety and security issues beyond their usual responsibilities. Their experiences in coping with unanticipated events have produced a catalogue of lessons learned that can help them and their peers at other institutions who might face the same types of situations in the future. These events serve to show how vital the facilities officers' services are to the operation of their campuses.
The Relationship between the Level of School-Involvement and Learned Helplessness among Special-Education Teachers in the Arab Sector
Author: Qutaiba, Agbaria
Date: 2011-03-00
Type: Journal Articles
Subjects: Helplessness,Arabs,Correlation,Special Education Teachers,Foreign Countries,Stress Variables,Teacher Burnout,Special Schools,Teacher Participation,Gender Differences,Teaching Experience,Experienced Teachers

Acquired or learned helplessness is one of the most popular research subjects reported in the psychological literature in recent decades. The present study examined the relationship between involvement in decision-making at the school and learned helplessness among special-education teachers in the Israeli Arab sector. The importance of this study lies in its focused examination of variables that correlate with states that have an adverse effect on the education system, such as stress and burnout. Special-education teachers were randomly selected from several special-education schools. The findings gave considerable support to the hypotheses that predicted a negative correlation between school involvement and learned helplessness. The conclusions of this study support greater involvement of teachers in the school in order to improve their well-being and work efficiency. (Contains 4 tables and 1 figure.)
APPA Participates in Innovative Effort to Enhance Campus Safety and Security
Author: Thaler-Carter, Ruth E.
Date: 2009-00-00
Type: Journal Articles
Subjects: Higher Education,Campuses,Risk Management,School Safety,School Security,Professional Associations,Innovation,Change Strategies,Facilities Management,Emergency Programs,Crisis Management,Institutional Role,Cooperative Planning,Intercollegiate Cooperation

College and university campuses may be safer environments than the "real world" around them, but recent years have made it clear that they are not immune to frightening and dangerous events, either natural or manmade. Today's campuses and their facilities professionals have to be prepared to respond to crises caused by both nature (think of hurricanes Katrina and Eric, and the floods in Iowa) and people (such as the shooting incidents at Virginia Tech, Northern Illinois University, and several other schools). Rather than being reactive or relying on traditional risk management and crisis-planning models, APPA and eight other higher education associations are working together to create an innovative, proactive approach to this important concern--and facilities professionals are essential to the process.
Reviewing the Literature on &quot;At-Risk&quot; and Resilient Children and Young People
Author: Hanewald, Ria
Date: 2011-03-00
Type: Journal Articles
Subjects: Resilience (Psychology),Personality Traits,At Risk Students,Risk,Young Adults,Literature Reviews,Children,Definitions,Research,Individual Characteristics,Prevention,Intervention,Foreign Countries

This review paper provides pre-service and in-service teachers, principals and other educational professionals with the information needed to understand the concept of resilience to affect positive development in children and young people in their care. It reviews and critiques the most influential literature on resiliency over the last four decades and is structured in three parts. The first section deals with the definitions of risk and resilience and relevant terms (i.e. vulnerability, at-risk students, risk factors, protective factors) to clarify confusion and ambiguities of concepts. The second part outlines the development of the research on resilience using a historical perspective. It traces its origins in medicine and psychology into education and discusses the evolution of its body of work through four waves. The last part discusses approaches to promoting resilience.
Blueprint for Safer Campuses
Author: Thrower, Raymond H.
Date: 2009-00-00
Type: Journal Articles
Subjects: Expertise,Higher Education,School Safety,Law Enforcement,School Security,Violence,Weapons,Campuses,Emergency Programs,Planning,Communication Strategies

The impact of the rampage shootings at Virginia Tech on April 16, 2007 continues to be felt across the U.S. and the world. Clearly this incident, along with other active shooter incidents that have occurred since the Virginia Tech tragedy, has impacted one's awareness of campus safety and security. A number of states, other governmental entities, and non-governmental organizations have convened groups to examine the lessons learned from the tragedy at Virginia Tech and other aspects of campus safety. In August 2007, the International Association of Campus Law Enforcement Administrators (IACLEA) sought to develop a set of recommendations for institutions of higher education through a public safety lens. While there are many recommendations that arise from these lessons learned for each of the disciplines that bring to bear expertise, IACLEA has identified 20 specific recommendations. They represent priorities for the betterment of campus safety and reinforce key goals and objectives in mitigating and responding to threats at institutions of higher education. They are not designed to be all inclusive, but do represent emerging best and promising practices which institutions should consider now and implement when possible.
Teachers as Presenters at Continuing Professional Development Seminars in the English-as-a-Foreign-Language Context: &quot;I Find It More Convincing&quot;
Author: Lee, Icy
Date: 2011-03-00
Type: Journal Articles
Subjects: Seminars,Professional Continuing Education,Faculty Development,English (Second Language),Questionnaires,Interviews,Teacher Collaboration,Teacher Participation,Teacher Improvement,Language Teachers,Foreign Countries,Elementary School Teachers,Secondary School Teachers

With a growing awareness of the limitations of a transmissive mode of education and a one-size-fits-all approach to teacher education, teachers' active involvement is increasingly recognized as a crucial component of their continuous professional development (CPD). In many EFL (English as a foreign language) contexts, however, CPD is still largely built on the premise of knowledge transmission and knowledge consumption. The present study seeks to explore how EFL teachers can be made to play a more active role by participating as presenters at CPD seminars, as well as the ways in which such a mode of CPD can promote teacher learning. Using questionnaire and email interview data from 166 seminar participants and 4 teacher presenters respectively, the study shows that opportunities for teachers' knowledge sharing and production at CPD seminars can enrich teacher learning. The paper concludes that a more robust form of teachers' CPD should see teachers play a much more active role than what is usually allowed in CPD activities that are dominated by the traditional training paradigm built on knowledge consumption.
The Price of Paralysis
Author: Thweatt, Steven C.
Date: 2009-00-00
Type: Journal Articles
Subjects: Leadership Responsibility,Decision Making,Educational Facilities Improvement,Facilities Management,Maintenance,Conservation (Environment)

There are situations in which people feel that it is perfectly acceptable to take no action at all, given a certain set of circumstances. Not only is this a generally unacceptable approach to problem solving, but this type of paralysis can have far reaching and unintended consequences. Since childhood, one has at times held out hope that if he/she doesn't take whatever difficult action is required to resolve a problem, perhaps it will simply go away. Experience shows, however, that this type of paralysis only leads to even greater problems as the original problem continues to grow, or even spawns other related problems. Paralysis almost always leads to more serious consequences than taking some kind of action. In this article, the author invites readers to examine four different areas of responsible leadership and the potential consequences of inaction in each of those areas focusing specifically on organizations, facilities, campuses, and the global impact of decision paralysis.