ethanporcaro/eric-fulltext-meta huggingface dataset:
An Overview of Head Start Program Studies
Author: Hines, Jeanne Morris
Date: 2017-03-00
Type: Journal Articles
Subjects: Early Childhood Education,Preschool Education,Early Intervention,Educational History,Guidelines,Federal Regulation,Poverty Programs,Poverty,Criticism,Barriers,Program Effectiveness,Educational Research,Research Projects

Johnson's &quot;War on Poverty&quot; administrative team campaigned for committee members to join the War on Poverty efforts to create and develop programs for children born into poverty (Zigler, 2003). Poverty based programs, such as the Head Start program, continue to put into place proactive measures to increase preschooler's cognitive development, and social skills. Research has suggested if a preschooler who qualifies for the Head Start program but does not attend early interventions has an 80% chance of dropping out of school, an increased tendency for teenage pregnancy, typically lacks foundational skills in reading and math, commonly fails state and federal assessments, and lacks continued parental involvement (Vanderstaay, 2006). The following overview discusses the historical aspects of the Head Start Program, Federal Poverty Guidelines, early childhood studies, High/Scope Perry Preschool Study, the Abecedarian Study and the advantages/disadvantages of the Head Start Program.
Data Visualization: An Exploratory Study into the Software Tools Used by Businesses
Author: Diamond, Michael
Date: 2017-03-00
Type: Journal Articles
Subjects: Corporations,Use Studies,Computer Software,Data,Visualization,Technological Literacy,Job Skills,Skill Analysis,Computer Software Reviews,Management Information Systems,Database Management Systems,Organizational Theories,Higher Education

Data visualization is a key component to business and data analytics, allowing analysts in businesses to create tools such as dashboards for business executives. Various software packages allow businesses to create these tools in order to manipulate data for making informed business decisions. The focus is to examine what skills employers are looking for in potential job candidates, and compare with the ability to include those technological skills in a business school curriculum. The researchers explored a variety of software tools, and reported their initial results and conclusions.
Is Your Accounting Class a Flip or Flop?
Author: Weisenfeld, Leslie
Date: 2017-03-00
Type: Journal Articles
Subjects: Accounting,Instructional Innovation,Teaching Methods,Electronic Learning,Electronic Libraries,Active Learning,Student Characteristics,Preferences,Course Content,Learning Activities,Class Activities,Educational Practices,Higher Education,Blended Learning

The flipped class allows the instructor to put materials online that would normally be provided in the traditional lecture format and frees up class time for hands-on learning activities. This paper provides a broad overview of what is required outside of the class via an electronic platform such as Blackboard (Bb) and what is done during class. The Bb provides students with study materials to be used outside of class (content delivery) and class time is devoted to problem solving activities (hands-on learning). The approach explained in this paper has been utilized, and refined over the past 13 years, and will enable any instructor to flip their accounting class.
Reduced Contact Hour Accelerated Courses and Student Learning
Author: Thornton, Barry
Date: 2017-03-00
Type: Journal Articles
Subjects: Acceleration (Education),Undergraduate Students,Delivery Systems,Scheduling,Time Factors (Learning),Business Administration Education,Achievement Gains,Instructional Effectiveness,Program Length,Comparative Testing,Hypothesis Testing,Multiple Regression Analysis

Undergraduate instruction in the Davis College of Business at Jacksonville University utilizes two course delivery methods. Traditional daytime classes are 15 weeks long and have approximately 40 contact hours, while evening courses are offered in the Accelerated Degree program in a compressed 8-week format with 24 contact hours. The curriculum is the same for both delivery methods. In the capstone management course taken by all undergraduate business majors, the Educational Testing Service Major Field Test for the Bachelor's Degree in Business (MFTB) is administered for assessment purposes. Since this test is given to both traditional undergraduates and students enrolled in the Accelerated Degree Program, it provides a useful way to see if the method utilized to deliver the course makes a difference in student learning, as measured by the scores on this test. Of course, there are other factors that could affect the scores on this exam, including cumulative GPA and a variety of other educational and demographic attributes of the students enrolled in these programs. After taking all relevant factors into account, the analysis performed in this study shows that the average score on the MFTB is significantly higher for the students enrolled in the accelerated capstone class.
What is Your Time Worth? A Meaningful Introductory Project in Algebra
Author: Courtney, Scott A.
Date: 2017-03-00
Type: Journal Articles
Subjects: Algebra,Introductory Courses,Common Core State Standards,Student Projects,Student Research,Mathematics Activities,Money Management,Concept Teaching,Problem Solving,Elementary Secondary Education,Teaching Methods,Mathematical Concepts,Educational Practices,Educational Strategies

There have been many recent policy and program changes in K-12 education across the United States, particularly in area of mathematics. Changes, such as the Common Core State Standards for Mathematics and standards-aligned year-end summative assessments, require an increase in student-centered, cognitively demanding activities in the classroom. The authors describe an Algebra 1 project that incorporates pre-algebra critical focus areas, Algebra 1 content standards, and several Common Core Standards for Mathematical Practice. &quot;What is Your Time Worth?&quot; is a five-part project requiring students to research a job, find their hourly wage, calculate the taxes and take-home pay for a hypothetical work week, and determine the number of hours of work required for them to purchase durable and consumables goods of their choosing, all while making their thinking and reasoning explicit to their classmates and their teacher--both verbally and in their written work. This realistic, multiple-day, money management activity is a great way to teach important Algebra 1 concepts and problem-solving skills, while keeping students engaged and motivated.
Secondary School Teachers&apos; Perceptions on Their School&apos;s Openness to Change
Author: Küçüksüleymanoglu, Rüyam
Date: 2017-08-10
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Teacher Attitudes,Educational Change,Organizational Change,Mixed Methods Research,Questionnaires,Content Analysis,Scores,Gender Differences,Status,Educational Attainment,Tenure,Union Members,Semi Structured Interviews

Any possible difference to occur in the subsystems or dimensions of the organization or the interrelations between them is called organizational change. Organizational change means an organization's adapting a new way of thinking or an action. In this sense, change is such a comprehensible term that includes all events and phenomena related to creativity, renovation, growth and development. The purpose of this research is to investigate the secondary schools' openness to change based on the views of teachers. This is a descriptive research in which both qualitative and quantitative data gathering techniques were used. The sampling group of the study consists of 105 teachers working at 9 secondary schools in the districts of Nilüfer and Osmangazi of Bursa province in 2015 to 2016 academic year. In order to determine the secondary schools' openness to change, the Faculty Change Orientation Scale (FCOS) which was developed by Smith and Hoy (2007) and adapted into Turkish by Demirtas was used. For the analysis of the quantitative data, descriptive statistics which are Anova and Kruskal Wallis were used. To analyse qualitative data, content analysis technique was used. As a result of the research, it was found that the secondary schools' scores from different dimensions of the scale differ significantly with regard to gender, seniority, and last higher education program the teacher graduated from, years at current school and union membership.
An Instructional Design Model with the Cultivating Research-Based Learning Strategies for Fostering Teacher Students&apos; Creative Thinking Abilities
Author: Khuana, Khwanchai
Date: 2017-08-10
Type: Journal Articles
Subjects: Instructional Design,Models,Evidence Based Practice,Learning Strategies,Student Teachers,Creative Thinking,Lesson Plans,Student Teacher Attitudes,Rating Scales,Questionnaires,Foreign Countries,Thinking Skills,Instructional Effectiveness,Statistical Analysis

Designing the instructional model with the innovative the &quot;Research-Based Learning Strategy Lesson Plans&quot; of the effectiveness of the processing performance and the resulting performance (E1/E2) with the IOC value determining standardized criteria of 80/80 were developed. Students' perceptions were assessed with the 30-item &quot;Research-Based Learning Strategies&quot; (RBLS) in six scales. Students' creative thinking abilities adapted version into the 10-item &quot;Creative Thinking Ability Questionnaire&quot; (CTAQ) was used. Associations between students' perceptions of their cultivating learning strategies and their creative thinking abilities were analyzed. A sample size consisted of 626 senior teacher students from 21 Foundational Education classes in Kamphaeng Phet Rajabhat University in two semesters of the academic year 2015. Statistically significant was found that; the lessening effectiveness (E1/E2) evidenced of 80.73/80.98 over the threshold setting was 80/80. The 5-professional expert educators' responses of the IOC revealed of 0.76. The RBLS and CTAQ were validated and reliable with the internal consistency was analyzed. Students' perceptions of their RBLS and their CTAQ toward Foundational Education Subject were positive relatively. The multiple correlations R was 0.79 and the predictive efficiency value (R[superscript 2] ) indicated that 62% of the variances in students' creative thinking abilities to their classes were attributable for their perceptions of their individualized classroom environments. Suggestions that of these research findings, the designing instructional model for fostering students' creative thinking abilities with the research methodology, research procedure, sample design of research instruments and other components of this research, it would be valuable and had the highest benefit for further research study.
Cul-De-Sac from Diehard Traditions: The Demise of Action Research in Teacher Education
Author: Zireva, Davison
Date: 2017-08-10
Type: Journal Articles
Subjects: Action Research,Teacher Education,Critical Theory,Participatory Research,Teacher Educators,Student Teachers,Foreign Countries,Reflection,Qualitative Research,Student Teacher Supervisors,Teacher Attitudes,Phenomenology,Interviews

Reflective practice has become the global prime educational trend expected of education practitioners but some teacher educators tend to stifle its development. It is strongly believed in critical pedagogy, the theoretical framework of action research theorists that reflective practice is inherent in an introspective disposition and is developed through participatory action research. Reflective practice is the contradistinction of routine practice and is focused on the interrogation and subsequent improvement of one's own practices. A qualitative research was carried out with nine lecturers at a teacher education college about their experiences in supervising students who embark on participatory action research. The interview participants were selected using the snowball sampling technique. The data generated were analyzed by employing the Johnson-Christenson method. The results point to that the teacher educators categorically denounce participatory action research and are not conversant with the techniques to develop reflective practice through action research. They tend to stifle reflective practice by being prescriptive on &quot;transactions&quot; of research practice and work practice based on their own experiences which Dewey refers to as &quot;miseducative&quot; experiences. It is recommended that the teacher educators should be conscientized about how action research has the potential to promote the development of reflective practice.
Practical and Theoretical Knowledge in Contrast: Teacher Educators&apos; Discursive Positions
Author: Zimmerman Nilsson, Marie-Helene
Date: 2017-08-00
Type: Journal Articles
Subjects: Teacher Educators,Teacher Attitudes,Educational Attitudes,Norms,Values,Teacher Education,Constructivism (Learning),Focus Groups,Theory Practice Relationship,Educational Quality,Foreign Countries

Higher education in general and teacher education in particular have been subjected to significant changes. As there are few studies examining how actors rhetorically position themselves within this context, the ambition of the paper is to study conversations between teacher educators related to norms and values in education. The aim of the paper is to study interpretative repertoires and subject positions that are constructed in conversations between teacher educators and to discuss these in relation to qualities in teacher education.The theoretical framework emanates from poststructuralist and social constructionist theories. The empirical material consists of group conversations with teacher educators. The findings reveal that the practical and theoretical appear to be in contrast, which in turn seem to affect education quality. Finally, implications of the findings are discussed, where a future diagonal diverse discourse, combining theoretical and practical knowledge, is argued for.
The Role of Teachers in Identifying and Supporting Homeless Secondary School Students: Important Lessons for Teacher Education
Author: Thielking, Monica
Date: 2017-08-00
Type: Journal Articles
Subjects: Teacher Role,Homeless People,Teacher Education,Foreign Countries,Secondary School Teachers,Help Seeking,Social Support Groups,Semi Structured Interviews,At Risk Students,Qualitative Research,Barriers,Parent Role,Geographic Regions

Young people entering homelessness often do so while still at school. This study explores Australian teachers' and other student support staff perspectives of the experiences of students who are running away from home, the barriers to student help-seeking, and how local youth services can best support secondary schools to provide necessary services to keep students at school and at home or in some other form of safe and secure accommodation. The study revealed that although teachers and student support staff report awareness that student couch surfing exists; there are a range of barriers which prevent a student from seeking help. Teachers called for stronger relationships between schools and youth homelessness services to achieve a more effective and informed early intervention response. Teachers also asked for guidance on how to respond when students are homeless. The overall results have important implications for teacher education and practice as well as informing education welfare policies.
What EFL Student Teachers Think about Their Professional Preparation: Evaluation of an English Language Teacher Education Programme in Spain
Author: Martinez Agudo, Juan de Dios
Date: 2017-08-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),Student Teacher Attitudes,Educational Attitudes,Preservice Teacher Education,Program Evaluation,Mixed Methods Research,Language Proficiency,Questionnaires,Outcomes of Education,Content Analysis,Semi Structured Interviews

Given the importance of programme evaluation in the EFL teacher education, this research paper of exploratory-interpretive nature mainly focuses on both strengths and weaknesses identified through the analysis and/or critical evaluation of an EFL teacher education programme carried out in Spain. Both quantitative and qualitative research methodologies were used in the study. The current TEFL programme has several strengths, but also certain significant shortcomings in light of the high percentage of undecided responses. The TEFL programme was evaluated positively by participant student teachers in general, in terms of pedagogic competence and promotion of reflection, although more input on English proficiency is actually needed and the amount of practice teaching should also be increased. Additionally, the findings of this study also offer some helpful suggestions and/or recommendations for improving the current EFL teacher education programme at least in the Spanish evaluation context.
Using Valsiner&apos;s Zone Theory for Identifying the Forms of Students&apos; Pseudo Responses in Mathematics Teaching Process
Author: Iffah, Jauhara Dian Nurul
Date: 2017-08-10
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Mathematics Teachers,Secondary School Teachers,Secondary School Mathematics,Secondary School Students,Foreign Countries,Qualitative Research,Mathematics Skills,Beginning Teachers,Teacher Student Relationship,Interviews,Observation

Various methods of teaching had been implemented to create an active and fun teaching process by teachers for students. Teachers' actions during class could lead to different responses from students. However, those actions are not always well accepted by students. Valsiner suggested a theory on a set of teachers' actions for promoting students' response called zone of promotion action (ZPA). The characteristics of the teacher's ZPA were not imbedded, indicating that the students could accept, reject or respond in a pseudo manner. This study aims to identify the forms of promote action which had pseudo responses called teacher's pseudo &quot;promote action&quot; (P-PA). Data were collected by interviewing teachers and students. The teaching process was observed through video recording. The subject of this study was a novice teacher and three students with high, moderate, and low math skills. The result showed that P-PA was dominant on the student with low math skill. This was apparent when she was silent, behaving as if she did not pay any attention to her teacher but she actually got the concept. She partly followed the teacher's instruction, and got answers from her classmates to complete the task, so that it seemed as if she understood the concept that was given.
Fathers in Turkey: Paternity Characteristics, Gender Role, Communication Skills
Author: ünüvar, Perihan
Date: 2017-08-10
Type: Journal Articles
Subjects: Correlation,Fathers,Gender Role,Communication Skills,Multiple Regression Analysis,Predictor Variables,Behavior,Emotional Response,Cognitive Processes,Individual Characteristics,Femininity,Masculinity,Parent Child Relationship,Personality Measures,Sex Role,Foreign Countries,Statistical Analysis

Objective of this study is to examine the correlation the quality of paternity, gender roles and communication skills of fathers. The scores in the scale of supporting developmental tasks were used in order to determine the quality of paternity. The other data collection tools were the BEM sex role inventory and the communication skills inventory. The study included a multiple regression analysis for predicting the quality of paternity. The multiple regression analysis suggested that the scores in the &quot;behavioral&quot;, &quot;emotional&quot; and &quot;cognitive&quot; sub-dimensions of the communication skills inventory and those in the &quot;femininity&quot; and &quot;masculinity&quot; sub-scales of the BEM sex role inventory can account for the scores in the scale of supporting developmental tasks at a rate of 31%. It was concluded that those fathers who display feminine traits and those who communicate with their children through an &quot;emotional&quot; or &quot;behavioral&quot; communication language support their children's process of development in a more effective way.
Classroom Teacher Candidates&apos; Perceptions of Teacher Self-Efficacy in Developing Students&apos; Reading, Writing and Verbal Skills: Scale Development Study
Author: Canbulat, Ayse Nur Kutluca
Date: 2017-08-23
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Self Efficacy,Reading Skills,Writing Skills,Verbal Ability,Factor Analysis,Test Reliability,Factor Structure,Componential Analysis,Goodness of Fit,Likert Scales

This work uses exploratory and confirmatory factor analyses to study Verbal Skills Development Teacher Self-Efficacy Scale (VSDTS), Reading Skills Development Teacher Self-Efficacy Scale (RSDTS) and Writing Skills Development Teacher Self-Efficacy Scale (WSDTS) developed to identify classroom teacher candidates' perceptions of teacher self-efficacy in developing students' verbal, reading and writing skills. KMO values above 0.80 in all the three scales showed that the dataset was suitable for factor analysis. It can be argued that the scales are reliable since the factor analyses pointed that all the three scales had a single-factor structure. VSDTS, RSDTS and WSDTS were very good in the principal components analysis conducted under the framework of exploratory factor analysis. Their Cronbach Alpha internal consistency coefficients calculated were in the range of 0.80= a &lt;1.00. In the confirmatory factor analysis of VSDTS, good NFI and RMR values and SRMR and CFI values above 0.95 point to substantial fit. In this context, 16-item single factor structure of VSDTS scale was confirmed. For RSDTS, good GFI values, NFI and CFI values above 0.95 and SRMR and RMR values below 0.05 corresponded to substantial fit. In this context, 11-item single factor structure of RSDTS scale was confirmed. For WSDTS, good AGFI values, GFI, NFI and CFI values above 0.95 and SRMR and RMR values below 0.05 corresponded to substantial fit. In this context, 8-item single factor structure of WSDTS scale was confirmed.
A Study on Comparing the Relationship among Organizational Commitment, Teachers&apos; Job Satisfaction and Job Involvement of Schools with Urban-Rural Discrepancy
Author: Wang, Chih-Chung
Date: 2017-08-23
Type: Journal Articles
Subjects: Foreign Countries,Teacher Motivation,Job Satisfaction,Teacher Attitudes,Urban Schools,Rural Schools,Rural Urban Differences,Educational Environment,Organizational Climate,Case Studies,Teacher Surveys,Structural Equation Models,Academic Achievement,Teacher Influence,Comparative Analysis,Statistical Analysis,Secondary School Teachers,High Schools

The purpose of this study is to compare the relationship between job satisfaction and job involvement of teachers with urban-rural discrepancy, as well as to include it into moderator for investigation according to organizational climate theory. Therefore, this case study involves teachers from cities (N=354) and countries (N=446), and requested them to complete the questionnaire on cities or countries, job satisfaction, job involvement, and organizational climate. In the end, the research results showed that, the job satisfaction, job involvement, and organizational climate of teachers in rural areas are higher than those of those in urban areas. The multi-group structural equation model (SEM) analysis found that: in this research structural model, there was indeed a significant difference in teaching involvement between teachers working in schools in urban areas and those working in schools in rural areas. In addition, organizational climate of both schools in rural areas and those in urban areas have a positive effect on teachers' job satisfaction and job involvement. Moreover, under the interaction between high organizational climate and job satisfaction, teachers' job involvement will be improved. The research results verified the influence of school urban-rural discrepancy on teachers, and further proved the argument about influence on students' educational achievement.