ethanporcaro/eric-fulltext-meta huggingface dataset:
Accommodations and Academic Performance: First-Year University Students with Disabilities
Author: Parsons, Jeanette
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Accommodations (Disabilities),Students with Disabilities,College Freshmen,Grade Point Average,High School Students,Gender Differences,Intellectual Disciplines,Academic Failure,Notetaking,Calculators,Teacher Aides,Computer Uses in Education,Assistive Technology,Testing Accommodations,Foreign Countries

Despite growing enrollment of university students with disabilities, they have not achieved academic parity with their non-disabled peers. This study matched 71 first-year university students with disabilities and students without disabilities on three variables: high school average when admitted to university, gender, and program of study. Both groups of students were compared on three measures of academic performance: GPA, failed courses, and dropped courses after first year of university. The relationship between accommodations and academic performance was also analyzed for students with disabilities. Even when matched on admission average, gender, and program of study, students with disabilities had a significantly lower GPA and were more likely to fail courses in their first year than their peers without disabilities. While note-taking in the classroom was associated with being less likely to drop a course, it was also associated with poorer academic performance, as was using a calculator or alternate format during exams. The more accommodations students lost in the transition from high school, the worse they performed academically at university. Students who lost human assistant support in the classroom and the use of a computer or a memory aid during exams had a significantly lower GPA and were more likely to fail courses in their first year of university compared with students who did not lose these accommodations. These findings have implications for accessibility offices and universities in supporting the access needs and academic success of students with disabilities.
Work Hard, Party Hard: Harm Reduction in a Post-Secondary Setting
Author: Ford, Victoria
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Social Behavior,Mental Health,Foreign Countries,Drinking,Drug Use,Sexuality,School Culture,Intervention

In the context of the increasing focus on harms, psychological safety, and mental health in post-secondary settings, this qualitative study explores the challenges and opportunities for harm reduction through focus groups with student leaders, service providers, and administrators in one large Canadian university. Key themes explored by participants include a pervasive work hard, party culture, clashes regarding how to define and operationalize harm reduction, broad approaches to harm reduction in tension with the risk of becoming a band-aid solution, and knowledge transfer and privilege in an academic context. These findings suggest possible avenues for harm reduction that could be implemented as part of the new post-secondary standard, as well as in society as a whole.
Specific Learning and Teaching Strategies That Work, and Why They Do So
Author: Hoffmann, Roald
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Strategies,Instructional Effectiveness,College Students,Teacher Student Relationship,Study Skills,College Faculty,Cognitive Style,Teaching Styles

Learning and teaching science challenges many students and instructors. From four decades of helping students learn, ourselves teaching, and aiding educators teach chemistry, we have formulated some strategies that prove effective in improving learning and teaching. Specific teaching tactics such as establishing a contract for grading, and using humor and demonstrations in the classroom, work very well. Learning strategies include taking notes by hand, using homework to develop independent problem solving skills, and creating practice exams. Studies of cognition provide the rationale for the success of such strategies. We also discuss potential pitfalls of each. Finding your learning style, using metacognition, and the mentor/apprentice bond make for optimal learning and teaching.
Teacher Quality and Teacher Education: A Critical Policy Analysis of International and Australian Policies
Author: Singh, Parlo
Date: 2021-04-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Teacher Education,Policy Analysis,Educational Policy,Foreign Countries,Comparative Education,Criticism,Policy Formation,Educational Change

This article examines how the 'teacher quality' agenda, evident in the globalised discourse on education policy, constructs changes to teachers' work and teacher education. We undertake a critical policy analysis of two reports from the Organisation for Economic Cooperation and Development (OECD), addressing three issues. First, we discuss the global and national context in which 'teacher quality' policies have emerged. We examine implications of policy enactment in Australia and analyse how the OECD documents construct understandings of teacher quality. We link our analysis to a recent government inquiry into the teaching profession in Australia, looking specifically at the impact of the teacher quality discourse on teacher education. The OECD documents constrain what is perceived as acceptable curriculum, pedagogy and evaluation in teacher education. We argue, with others, that changes in response to the teacher quality discourse are narrowing what it means to undertake quality teaching work, especially in contexts of disadvantage.
Teaching Classroom Mathematics: Linking Two Pedagogical Models for Promoting Student Engagement and Conceptual Connections
Author: Ormond, Christine A.
Date: 2021-04-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Models,Learner Engagement,Foreign Countries,Teacher Education,Mathematical Concepts,Curriculum Evaluation,Elementary Secondary Education

This paper explains how an original conceptual framework model for mathematics pedagogy, the Australian Curriculum Conceptual Rubric (ACCR), has continued to be used successfully by the author in pre-service and in-service teacher education programs over the past ten years or more. Now further enhanced by a deeper reflection upon Peter Sullivan's Six Principles (2011) for the effective teaching of classroom mathematics, the ACCR is based on four preparatory &quot;big questions&quot; that the teachers may ask of themselves and their students. The model is also a sequenced system of conceptual &quot;rubrics&quot; whose aim is to encourage, in new teachers especially, a beginning sense of hierarchical mathematics concept building and connectedness. Using Sullivan's Principles for corroboration, the ACCR presents some useful ideas for helping teachers to keep track of the important elements of practical, effective teaching, and to use engaging and meaningful language in their classrooms.
Taxonomy of Grading Practices in the University of Puerto Rico at Bayamón, 1995-96 to 2015-16
Author: Matos-Díaz, Horacio
Date: 2021-05-03
Type: Journal Articles
Subjects: Grading,Educational Policy,Educational History,College Faculty,Universities,Grade Point Average,Prediction,Probability,Academic Ability,Student Characteristics,College Students,Academic Standards,Comparative Analysis,Educational Practices,Taxonomy,College Admission,Admission Criteria,Intellectual Disciplines,Withdrawal (Education),Classification,Teacher Attitudes,Puerto Ricans

Faculty members and their corresponding academic fields at the University of Puerto Rico at Bayamón are classified with regard to grading practices over time. Based on the effects on the intercept of the equations that predict the GPA and the proportion of student withdrawals observed in each of the 39,337 courses offered during 41 consecutive terms, faculty members and academic fields are scaled from the easiest to the most difficult. Evidence points to the conclusion that the courses of the most difficult academic fields are offered primarily by the hardest grading faculty members and attended by the most academically able students, while the courses of the easiest academic fields are offered primarily by the easiest grading faculty members and attended by less academically able students. The conclusion of such self-sorting processes is reinforced by evidence from maximum likelihood models demonstrating that the probability that a randomly selected faculty member behaves like a high-grader or a low-grader is highly and significantly related to the cluster of academic fields to which the faculty member belongs. Such a probability is also strongly and significantly influenced by the heterogeneity of student academic ability distribution. Hence, faculty members are very responsive to signals sent by their students' characteristics. This empirical result deserves further detailed analysis given that it implies a scenario in which faculty members and students engage in a shopping-around process in which both parties free-ride from each other, altering institutional norms and academic standards.
Social Networks and Policy Coherence: Administrators&apos; Common Core and Teacher Evaluation Advice Networks
Author: Stosich, Elizabeth Leisy
Date: 2021-05-10
Type: Journal Articles
Subjects: Teacher Evaluation,Common Core State Standards,Educational Policy,School Districts,Social Networks,Network Analysis,Administrator Attitudes,Elementary Secondary Education,Human Resources,Educational Resources,Information Seeking,Administrator Behavior,Role,Grants,Educational Legislation,Federal Aid,Federal Programs,Federal Legislation

In this study, we aim to deepen understanding of what it would take to develop the relationships, common understandings, and collective expertise that might support district-wide improvement efforts by examining the implementation of the Common Core and a teacher evaluation policy. Drawing on three years of social network data in three districts, we find that administrators were more likely to be talking together about teacher evaluation than the Common Core. Further, administrators with more positive views of the potential impact of these policies and their access to the human and technical resources necessary for implementation were more likely to engage in positive information seeking behaviors. These findings have important implications for policies intended to increase instructional coherence in schools and districts.
Reframing the Policy Discourse: A Comparative Analysis of Teacher Preparation for Rural and Remote Education in Australia, South Africa, and Mexico
Author: Ledger, Susan
Date: 2021-06-14
Type: Journal Articles
Subjects: Comparative Education,Rural Areas,Teacher Education Programs,Cross Cultural Studies,Outcomes of Education,Rural Urban Differences,Educational Policy,Policy Analysis,Educational Practices,History,Educationally Disadvantaged,Educational Change,Change Agents,Foreign Countries,Meta Analysis,Educational Quality,Teacher Qualifications,Teacher Effectiveness,Elementary Secondary Education,Administrator Education

The Organisation for Economic Cooperation and Development (OECD) has highlighted a 'vicious cycle of decline' in rural, regional and remote (RRR) regions, with significant inequalities in educational outcomes between rural and urban areas. However, interventions have not resulted in transformative or lasting improvements to education in rural contexts. This paper presents a cross-comparative country analysis of current global policy on RRR education. We used a policy analysis framework to interrogate national policy texts concerning teacher education for RRR contexts in three countries - Australia, South Africa and Mexico. A rigorous selection process of the literature yielded 17 key policy texts, which were examined for the influences, practices, language and outcomes relating to teacher education preparation for RRR locales. Findings highlighted a legacy of historical influences and a metrocentric bias in policy texts, with limited examples of assets-based education. We argue that these factors may be perpetuating the significant and persistent disadvantage in RRR education. We recommend an alternative policy discourse that recognises the productivities and potentialities of an assets-based approach within the local context, where school leaders and teachers are positioned as central change agents in RRR education.
Innovation to What End? Exploring the Dynamic Landscape of Texas Teacher Preparation Pathways
Author: Castro, Andrene J.
Date: 2021-05-17
Type: Journal Articles
Subjects: Teacher Education Programs,Educational Innovation,Accountability,Educational Policy,Competition,Labor Market,Governance,Educational Practices,Alternative Teacher Certification,Institutional Characteristics,Enrollment Trends,Student Characteristics,Minority Group Students,Minority Group Teachers,College Graduates,Supervision,Students with Disabilities,English Language Learners,Technology Integration,Employment Level,Outcomes of Education,Teacher Persistence

The teacher education and preparation marketplace is a complex mix of traditional and alternative programs. Though prior studies have identified a great deal of variation across these programs, an analysis of innovation has been limited. Drawing on theories of organizational innovation, and specifically, dimensions of innovation related to organizational structure, processes, and outcomes, we conduct an exploratory study of innovation in Texas' teacher preparation marketplace. This descriptive study of teacher preparation programs includes an analysis of state and national data across three years (2014-2017). Data also include results from a content analysis of 30 sample program websites. Although most programs met accountability requirements, we found few programs signaled innovation related to program, teacher, and workforce characteristics. Rather, we identified organizational assimilation as programs adopted similar features to remain competitive. Our analysis suggests programs should critically unpack what it means to be innovative in a dynamic and competitive teacher preparation marketplace.
Building and Implementing a Global Citizenship Course for Undergraduate Honors Students
Author: Schutte, Ingrid W.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Honors Curriculum,Curriculum Development,Curriculum Implementation,International Education,Global Education,Citizenship Education,Social Justice

This pilot study investigates the development and delivery of a 112-hour Dutch undergraduate honors course for global citizenship education, called Society 2.0. The theory-based curriculum guidelines Global Justice Citizenship Education (GJCE) were used to build the course by a development team consisting of two teachers, two honors students, and one researcher. The course was delivered twice. Content analysis of development documents and teacher interviews were conducted to answer three questions: What was the added value of course development with a team including teachers, students, and researcher? How did the model shape a. the formal and b. the operationalized curriculum? and in what way are the honors pedagogies 'freedom', 'challenge' and 'community' shaped in the course? Results indicate that the open atmosphere and equality in the development team positively influenced the atmosphere in class. The curriculum guidelines in the moral and social domains as well as experiential learning and honors pedagogies were applied in the course. Guidelines in the knowledge domain seemed the most difficult to realize, especially gaining insights in root causes of injustice. Results are discussed in light of their potential benefits to curriculum design and teaching for critical global citizenship in undergraduate honors programs.
Adaptation of the Perceived Self Efficacy toward STEM Knowledge Survey into Turkish
Author: Imer-Çetin, Nagihan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Construction,Self Efficacy,STEM Education,Knowledge Level,Surveys,Translation,Turkish,Teacher Effectiveness,Test Validity,Test Reliability,Secondary School Teachers,Teacher Attitudes

This study aimed to adapt the Perceived Self Efficacy toward STEM Knowledge Survey, developed by Lee, Hsu, and Chang (2019), into Turkish to measure teachers' self-efficacy perceptions regarding STEM education. For this purpose, validity and reliability analyzes of the survey were made. Participants were 204 in-service teachers who were working in different branches and from various cities in Turkey. A confirmatory factor analysis was performed to investigate whether the survey showed a similar structure with six factors and 30 items as the original version. The study findings showed that the adapted survey consisted of six factors, namely, scientific inquiry, technology use, engineering design, mathematical thinking, and synthesized knowledge of STEM and attitudes toward STEM education. Also, the t-test results of 30 items in the survey were found to be significant. The Cronbach's Alpha reliability coefficient was calculated as 0.972. The results demonstrated that the Turkish version of the Perceived Self Efficacy toward STEM Knowledge survey consisting of 6 factors and 30 items was a valid and reliable measurement tool.
Could Students&apos; Attitudes towards Learning Physics Significantly Predict Their Learning Outcomes: Implications for Innovative Methods in Teaching Physics
Author: Martinko, Sanja
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Physics,Grade Prediction,Outcomes of Education,Teaching Methods,Active Learning,Grade 8,Foreign Countries,Elementary School Students

A modern educational process should approach students by taking into account all of their characteristics. A purely intellectual approach to teaching and learning should be replaced with a different approach that takes into account all of the other students' characteristics. Therefore, students' attitudes toward learning specific school subjects are very important determinants of their learning outcomes. Through examining student attitudes, very important implications for creating innovative teaching methods could be defined. Traditional classrooms should be replaced with those with standing desks and other innovative teaching methods that enhance learning applied physics. With the aim of postulating implications of specific innovative methods in teaching physics, students' attitudes toward learning physics are analysed as possible predictors of students' learning outcomes. The sample consisted of 557 eighth grade students from eight primary schools in Zagreb and Zagreb County. The collected data were analysed applying descriptive, correlation, and regression analysis. Overall, the study determined that students with more positive attitudes towards physics achieved better scores in knowledge tests. Eight specific students' attitudes toward learning physics were determined as significant predictors of their learning outcomes. The content analysis of the students' attitudes implied that applied physics would be the most understandable to students and that innovative teaching methods would improve their attitudes and learning outcomes in physics. In addition, some students' attitudes reflected gender differences and these differences should also be taken into account. Finally, some specific guidelines for implementing innovative teaching methods in physics education and future research have been postulated.
Diverse Insights Revealing Nuances of the Culture-High Ability Nexus: An Interdisciplinary Search
Author: Ambrose, Don
Date: 2017-00-00
Type: Journal Articles
Subjects: Cultural Influences,Gifted,Interdisciplinary Approach,Global Approach,Ethics,Mythology,Identification,Cultural Differences

Discovering the cultural dimensions of high ability is analogous to a large-scale creative problem-solving initiative. Just as the early phases of the creative-problem-solving process require broad-scope searches through diverse data sources, understanding the culture-giftedness nexus requires broad-scope excursions through interdisciplinary scholarly sources that can enable deeper understanding of culture. Here, we engage in such an excursion and borrow insights from leading thinkers in cultural anthropology, English studies, political science, ethical philosophy, and history, and use these insights to generate new ways of thinking about the cultural aspects of giftedness. The foreign concepts analyzed include anti-anti-relativism, mythological archetypes, the artificial reification of culture, distant proximities that influence personal identity, ethnocentrism and particularist morality, differing views of nature, and the influence of critical communities and motley coalitions in a globalized world.
Comparison of the Republic Period First Inspector Training Program and Modern-Day Inspector Training Program
Author: Demir, Gönül Türkan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Inspection,Training,Curriculum,Course Content,Comparative Analysis

To be able to talk about the existence of a successful education system, it is important to inspect all stages as much as the inputs, processes, and outputs of the system. To reach the distant goals of education smoothly, the close goals need to be checked, problems should be detected and corrected in a right time and in a suitable way, necessary changes should be done before it is too late. The training of inspectors, which is important at all levels of education system is very important. In this study, texts written about the contents of first practice regarding the training of inspectors in the first years of Republic will be examined. It is aimed to present the criteria of inspector training through the curriculum courses opened in that period and to compare with today's applications. In addition, the list of teachers who attended the courses opened in Ankara and Sivas will be included. Thus, expectations from the inspectors of the period will be revealed and contribute to the interpretation of today's inspection understanding. This study was carried out using document analysis method which is a qualitative research approach. The First Educational Inspector Courses, curriculum and the texts including list of the teachers' names who attended courses in Ankara and Sivas were translated into modern-day Turkish. The findings of this study consist of the content of the training given in the first educational courses, professional sufficiency and the education methods providing that sufficiency, training duration of the courses organized in Ankara and Sivas, lists of teachers names attended courses. In training inspection in first years of Republic, it has been found that the aims of principles of education were prioritized.
What Do You Think? Seeking out the Voices of Responsible Iconoclasts in Our Schools
Author: Reimer, Kenneth L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Teachers,Teacher Attitudes,Educational Improvement,Focus Groups,Educational Practices

The purpose of this study was to invite Manitoba high school classroom teachers into a think tank and ask them what they believe they do to help adolescents stay in school and graduate. The study found that teachers took great care in examining the current educational system and practices; they continuously searched for and suggested innovative ways to improve their classrooms, schools, and the system-at-large. Based on the information gleaned from the teachers in this study, it was clear that school systems would benefit greatly from seeking out the voices and drawing upon the talents of high school teachers, and asking them what they think.