ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Cognition: A Powerful Phenomenon Developing and Governing Habits of Teaching
Author: Öztürk, Mustafa
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Cognitive Processes,Pedagogical Content Knowledge,Beliefs,Epistemology,Cognitive Style,Teacher Education

Teaching has a complex feature being both a cognitive activity as well as a social behavior; thus, it is highly crucial to monitor how teachers develop and govern their habits and behavioral tendencies in the classroom. Teachers' mental government has been the focus of educational research for a long time, because it is known to drive their actions. Considering teacher cognition as a powerful asset to develop and govern the habits of teaching, this paper adopts a conceptual review approach and presents a comprehensive and integrated literature review on teacher cognition along with its historical basis, key components, conceptual domains, origins, and driving forces. Building upon the empirical and theoretical literature compiled over a four-decade period, the paper presents a tripartite model regarding the conceptual domains of teacher cognition. As it is influenced by contextual circumstances surrounding teachers' personal and professional lives, the concept of teacher cognition is revisited with regard to three origins and three driving forces. In this regard, the paper reconsiders teacher cognition in terms of the ways it is constructed and the ways it is oriented to action, and finally concludes with implications for teacher education.
Sports College Students and Entrepreneurship: An Investigation into Entrepreneurship Tendencies
Author: Atilgan, Davut
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Student Characteristics,Personality Traits,Predictor Variables,Gender Differences,Place of Residence,Instructional Program Divisions,Self Efficacy,Entrepreneurship,Athletics,Foreign Countries

The purpose of this research is to examine the relationship between the entrepreneurship tendencies and self-efficacy of sports college students and whether there is a difference in terms of some demographic variables. The research is a quantitative study based on a relational survey model. The sample of the study consists of 495 participants who continue their education as active students in sports colleges affiliated to the Directorates of National Education in Konya and Kahramanmaras in Turkey. The data of the research were analysed using a statistical software program. The arithmetic mean and standard deviation values were determined for the data analysis, and the t-test and One-Way Analysis of Variance (ANOVA) tests were used to determine the differentiation of the scores obtained for the variables. In addition, a correlation analysis was used to determine the relationship between variables, and a regression analysis was used to test whether the independent variables predict the dependent variable or not. As a result of the research, it was observed that the entrepreneurship and self-efficacy mean scores of the participants were at a moderate level and that the scores of the participants regarding entrepreneurship and self-efficacy levels differed significantly in terms of the variables of the province, the gender, and the grade level. It was also concluded that as the entrepreneurship perception of the students of sports college increases, their self-efficacy increases and the sub-dimensions &quot;self-confidence, innovativeness, control focus, risk-taking and desire to accomplish&quot; are significant predictors of students' general self-efficacy while the dimension of &quot;making difference and determination&quot; is not a significant predictor of their general self-efficacy.
Teachers in COVID-19 Period: Psychological Effects, Practices and Career Needs
Author: Esici, Hasan
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Psychological Patterns,Teaching Conditions,Teacher Attitudes,Mental Health,Inservice Teacher Education,School Counselors,Professional Development,Adjustment (to Environment),School Closing,Online Courses,Computer Mediated Communication,Barriers,Foreign Countries,Preschool Education,Elementary Secondary Education,Coping,Crisis Management,Access to Computers

The purpose of the current study was to examine teachers' career needs and psychosocial experience during the COVID-19 pandemic within the phenomenological pattern of qualitative research methods. The data collection process included individual interviews and an online survey form. As a result of the research, four main themes were obtained. The first of these themes concerned the effects of the COVID-19 process on teachers. These effects were divided into both positive and negative effects. The second main theme focused on the needs of teachers. In this process, teachers felt the need for psychological support, in-service training and support for infrastructure. The third main theme was the professional life of teachers and school counselors. In this process, teachers and school counselors continued their education, teaching and support processes by adapting them to the online environment. The last main theme was the problems experienced in this process and the proposed solutions. Participants highlighted problems in this period, particularly the access of students to education. Recommendations were made as part of the research results to strengthen the educational training activities offered by teachers in the COVID-19 period.
Understanding the Social Studies Curricula in Turkey as a Political Text within the Context of Citizenship Education: Views of Academics and Teachers
Author: Siraz, Fadil
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Citizenship Education,Teacher Attitudes,College Faculty,Political Influences,Ideology,Curriculum Development,National Curriculum,Foreign Countries

This study attempted to understand the curricula in conveying the state's own understanding to individuals, according to the reconceptualization approach. As content, the social studies curricula (SSC), with the assumption that political influence would be seen most in these curricula, were examined. This study aims understanding the social studies curricula as a political text within the context of citizenship education in order to see how politics affect these curricula. To determine what political factors affected SSCs in which way, the opinions of academics and teachers were examined regarding curricula from 1998, 2005 and 2018, prepared during different government periods in Turkey. It was tried to determine how the changes in SSCs were defined in political/non-political dimensions, explanation and definition, the criticism, reasons and recommendation regarding these changes. This study was designed as a case study, one of the qualitative methods. Data analysis was done by content analysis method. It was determined that the changes in social studies curricula in 1998, 2005 and 2018 were affected by different political reasons and that there were some prominent ideological elements in all 3 curricula. As a result, it was determined that political effect on SSCs prepared in different government periods and can be seen radical changes were made in terms of curriculum structure and content from 1998 to 2005 and that the SSC of 2018 is similar to that of 2005 in terms of structure.
Portrait of the Teacher Educator as a Weary Pedagogue: Narrating Our Way to a Post-Pandemic Vision of Educator Preparation
Author: Zenkov, Kristien
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Educators,Teacher Education Programs,Elementary Secondary Education,COVID-19,Pandemics,Educational Change,Online Courses,Web Based Instruction,Distance Education,Personality Traits,Professional Identity,Reflective Teaching,Flipped Classroom,Synchronous Communication,Personal Narratives

In mid-March 2020, the spread of COVID-19 prompted colleges and universities to pivot to online instruction, resulting in myriad unanticipated challenges. As teacher educators working in distinct capacities across the Elementary and Secondary Education programs at George Mason University, we gathered to make sense of this shift and have engaged in a collaborative inquiry over the past seven months, with conversations focused on three main topics: how the pandemic confronted our philosophies of teacher education, how our teaching responded to external factors, and how we attempted to understand these new demands of teacher education. To examine what we most valued in our work, we used a &quot;portraiture&quot; methodology to construct self-narratives framed around these topics. Our portraits revealed that, despite facing a deep professional intensification, there were positive outcomes of this evolution from face-to-face to online teacher education. These insights suggest implications not just for a temporary distanced instructional mode, but for reimagining teacher education in the future.
Cultivating Community in Virtual Professional Development: A Familiar Goal/A New Frontier
Author: Murrill, Leslie
Date: 2021-00-00
Type: Journal Articles
Subjects: Communities of Practice,Faculty Development,Videoconferencing,COVID-19,Pandemics,Conferences (Gatherings),Teacher Attitudes,Instructional Improvement,Reflective Teaching,Educational Benefits

During spring and summer 2020, the COVID-19 lockdown upended professional development schemes across the globe. Professional development for PK-16 teachers at one college-sponsored program abruptly shifted its forum from college campus to meeting in a virtual setting online. Over time, this annual teacher conference had developed a professional learning community that attracted remarkable keynote speakers yet cultivated a setting in which attendees felt valued during exchanges of ideas. In this study, researchers analyzed participants' reflections on their virtual experiences of shared engagement vis-a-vis the warm face-to-face professional gatherings from the past. Findings in this study offer a road map to organizers of professional development programs for teachers. Teachers expressed value for hearing insights from experts related to improved pedagogy, while also spending time in reflection with fellow classroom professionals and learning from the experiences of other teachers.
A Comparison of Virginia Preservice Teachers&apos; Efficacy and the Effect of COVID-19
Author: Pressley, Tim
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,COVID-19,Pandemics,Internship Programs,Web Based Instruction,Classroom Techniques,Student Attitudes

The purpose of this exploratory study was to gain insight into the effect of COVID-19 on Virginia preservice teachers' efficacy. The current study compared teacher efficacy scores of two different cohorts. Cohort 1 completed the preservice teaching internship in 2017-2018, while Cohort 2 completed the preservice teaching internship during the 2019-2020 school year. Because of the impact of COVID-19, Cohort 2 had a shortened in-person preservice teaching internship due to schools moving to virtual learning. Using the Teacher Efficacy scale and open-response questions, the researchers compared efficacy scores of the two cohorts and gained insight from Cohort 2 on their thoughts moving forward as first-year teachers. The results found a significant difference in total teacher efficacy scores and classroom management efficacy scores between the two cohorts. The preservice teachers in Cohort 2 also shared their perceptions regarding the implementation of classroom management and the lack of practice within the classroom.
Important Role of Parenting Style on College Students&apos; Adjustment in Higher Education
Author: Moon-Seo, Sara K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Parenting Styles,Student Adjustment,Social Development,Emotional Development,Self Esteem,Undergraduate Students,Student Motivation,Goal Orientation,Performance,Child Rearing,Coping,Correlation

This study explored the important role of parenting styles on college student adjustment. The purpose of the study was to scrutinize the direct and indirect effects of parenting styles on social, emotional, and academic adjustments, along with the potential mediating role of personal self-esteem. We collected data by convenience sampling of 300 undergraduate students from a major public university in a Southwestern city of the United States. Study results demonstrated that the authoritative parenting style had the strongest influence on college students' self-esteem, which improved overall college students' social, emotional, and academic adjustment. The findings of this study may help parents, administrators, and counselors at universities to better understand the importance of parenting styles.
Exploring the Relations of Academic Self-Handicapping with Achievement Goals among Urban, Underrepresented Minority, Middle School Students
Author: Lee, Alexandra A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,Middle School Students,Minority Group Students,Student Behavior,Academic Achievement,Goal Orientation,Urban Schools,Disproportionate Representation,Student Diversity,Racial Bias,Ethnicity,Student Characteristics,Grade 6,Grade 7,Grade 8

There is a need to investigate motivational constructs for students traditionally underrepresented in educational research. In this study, we measured academic self-handicapping behavior, achievement goal orientations, and achievement in math and literacy in 327 urban, middle school students. Moderated mediation regression analyses were conducted to examine whether the relation of prior achievement with self-handicapping behavior was explained by achievement goals and whether these relations depended on underrepresented minority student status (URM). It was found that URM status moderated the relation of achievement with self-handicapping and that performance goals explained these relations in literacy, but not in math. Educational systems might consider these findings as a starting point for interventions to decrease self-handicapping behavior to support URM students' academic motivation.
Prioritizing Competencies for Beginning Teachers in High-Poverty Schools: A Delphi Study
Author: Lerner, Jessica
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Teacher Effectiveness,Beginning Teachers,Poverty,Low Income Students,Disadvantaged Schools,Elementary Secondary Education,Preservice Teacher Education,Expertise,Difficulty Level,Teacher Educators,Teacher Attitudes

Teacher quality is a significant factor predicting student achievement, especially for low-income students. However, information about which teaching competencies warrant emphasis during pre-service training is lacking. The purpose of this study was to investigate experts' ratings on the importance and difficulty of teaching competencies for beginning teachers and whether those ratings differed for low-income school settings. Thirty-one academic and practitioner experts in beginning teacher development participated in this Delphi study. Participants rated 8 of 25 teaching competencies as very important and very difficult for beginning teachers with broad consensus among experts. However, there were differences in ratings between academics and practitioners. Finally, experts rated many of the competencies as more important and more difficult for beginning teachers in low-income schools. Implications for teacher training are discussed.
An Empirical Study on the Impact of Individual Local Political Elites and Decision-Making Collective on Educational Fiscal Expenditure in China
Author: Cai, Ru
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Finance,Expenditures,Politics of Education,Local Government,Individual Characteristics,Committees,Influences,Participative Decision Making

Under the current decentralization system in China, individual characteristics of the local political elites and collective characteristics of the standing committees of the local party have an impact on local education fiscal policy. Yet published research on the similarities and differences between the collective influence of the Standing committee and the individual influence of the political elite are lacking. To address this gap in the literature, our study discussed the impact of local political elites represented by the mayor and the secretary and the collective of standing committees of the local party on education fiscal expenditure. We construct multiple regression models and analyze the R[superscript 2] Change of variables is based on the cross-sectional data from 2015 of 283 prefecture-level administrative units in China. We find that both political elites and the standing committees have significant impacts on fiscal expenditure in education, and that the influence of the latter is greater than that of the former. The effect of individual characteristics and collective characteristics on education fiscal expenditure is not completely consistent across prefectures. China's prefectural governments implement China's unique principle of democratic centralism when they make decisions on local spending for education and the collective decision-making under the leadership of the committee plays an important role in education fiscal expenditure. Based on this, we put forward policy suggestions to further develop the principle of democratic centralism and to optimize optimizing the local government education supply and evaluation mechanism. [Paper presented at the Annual Meeting of the China Education Finance Professional Committee (2018).]
Evaluation of the Development Level of Information and Communications Technology in Education Based on the Entire-Array-Polygon Indicator Method: Taking the Questionnaire Survey Data of 13 Cities in Province W as an Example
Author: Xing, Danxia
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Uses in Education,Evaluation Methods,Municipalities,Educational Development,Elementary Schools,Middle Schools

The objective assessment of the development level of information and communications technology (ICT) in education can support the government in formulating and implement ICT policies. The article first introduced the Entire-Array-Polygon (EAP) indicator method and then designed an evaluation indicator system which containing five first indicators and 31 secondary indicators. Finally, using the questionnaire survey data of 13 cities in Province W as an example, the EAP indicator method was used to carry out on the evaluation of ICT development level. The study drew the following conclusions: EAP indicator method can objectively assess the development level of ICT; the overall development level of ICT in the 13 cities in Province W is average and above, and most of them are level II. When using the EAP indicator method to assess the development level of ICT, experts do not need to determine the indicator's weight. Also, this method presents the evaluation results more concisely and intuitively, so it can be promoted as an essential method of evaluating on the development level of ICT in education.
Is It Reliable for Physical Education Teacher to Be a Head Teacher? A Mixed-Method Study
Author: Bai, Ping
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education Teachers,Principals,Academic Achievement,Middle Schools,Personnel Selection

To discuss physical education (P.E.) teachers serving as head teachers, it should be reasonable and evidence-based. Previous studies did not provide sufficient scientific evidence to answer this hotly debated question. Therefore, this study first adopted rigorous experimental research methods, focusing on analyzing whether a P.E. teacher serving as a head teacher would affect student performance. On this basis, the robustness of the experimental results was verified through qualitative research. The results showed that a P.E. teacher serving as a head teacher would not adversely affect students' academic performance and maybe more conducive to students' overall development. Based on this conclusion, we further suggested how to improve the appointment and management of head teachers.
Preparing Teachers during a Pandemic: Virtual Practicum in an Undergraduate Literacy Course
Author: Wells, Melissa Summer
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Teacher Education Programs,Field Experience Programs,Preservice Teachers,Computer Assisted Instruction,Educational Technology,Literacy Education,Videoconferencing,Grade 3,Grade 4,Grade 5,Grade 6,Tutoring,Program Effectiveness,Student Attitudes,Practicums,Reading Instruction,Writing Instruction

High-quality field-based experiences are at the core of teacher preparation programs; however, the COVID-19 pandemic severely limited access to such placements for pre-service teachers. This descriptive study examined how virtual tutoring in a summer-semester intermediate literacy course impacted both pre-service teachers and students served. Pre-service teachers worked in dyad pairs to plan and implement reading and writing instruction for a student in the local community in grades three through six using video conferencing platforms. Findings indicated virtual tutoring led to pre-service teachers feeling prepared to work with students in grades 3-6 in one-on-one, small group, and whole-class settings, along with feeling prepared to locate texts for this age group. Tutees felt they learned more and were more excited about reading in virtual tutoring than in their regular school experience. Both groups indicated successes and challenges during the experience.
Re-Designing Professional Development to Assist Instructors&apos; Rapid Transition to Remote Teaching during the COVID-19 Pandemic
Author: Evmenova, Anya S.
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Faculty Development,Web Based Instruction,Distance Education,COVID-19,Pandemics,Online Courses,Communities of Practice

As universities moved to remote teaching environments in response to COVID-19 pandemic, many teacher educators were forced to make the switch without any professional development. This paper presents an example of how faculty at one large public university in Virginia were supported through this process. In Phase 1 of our response we rapidly redesigned an existing Online Teaching Initiative (OTI) course and leveraged the expertise of previous course completers. The OTI was originally developed in the instructor-led, collaborative format. In response to the pandemic, it was moved to the on-demand, self-paced and unfacilitated format. For Phase 2, we have further redesigned the course so that one portion (3 modules) would be self-paced but facilitated, and the other portion would be instructor-led, collaborative with weekly deadlines. The topics covered in each portion were selected based on our personal experiences and faculty survey responses. Recommendations for other programs are discussed.
The Pressing Need to Raise the Status of the Teaching Profession: The Launch Story of the Teachers of Australia Social Media Campaign
Author: Willis, Alison
Date: 2021-02-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching (Occupation),Reputation,Social Media,Professional Recognition,Accountability,Well Being,Teacher Role,Beginning Teachers,Preservice Teachers,Personal Narratives,Story Telling,Marketing,Social Networks

This paper presents the start-up methodology for a project that leverages the opportunities that social media affords to give teachers voice and agency. In response to negative press about teachers in mainstream media, coupled with research that shows that teachers are working hard to meet student academic and wellbeing needs, the researchers employed the assertive technologies of social media and started a campaign to promote the work of pre-service and in-service teachers. The paper presents the theorising behind the start-up methodology for the social media campaign and outlines a response to an identified opportunity. It argues that social media provides new opportunities for professional connectedness, story sharing and collegial support.