ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation Regarding the Preservice Teachers' Emotional Literacy Levels and Self-Efficacy Beliefs
Author: Küçüktepe, Seval Eminoglu
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Efficacy,Preservice Teachers,Correlation,Literacy,Foreign Countries,Teacher Education Programs,Student Attitudes,Measures (Individuals),Gender Differences,Interpersonal Competence,Metacognition,Scores,Socialization,Teacher Effectiveness,Factor Analysis,Likert Scales,Statistical Analysis

Self-efficacy beliefs and emotional literacy skills are considered as one of the most fundamental characteristics of teachers to create positive effects on students. The aim of this study is to investigate the relationship between preservice teachers' self-efficacy beliefs and their emotional literacy levels. This study is designed as a relational survey model research. Study group consisted of 318 volunteer preservice teachers who are fourth graders at education faculty in a state university in the West of Turkey, in 2015-2016 academic year. Teacher Efficacy Scale, Emotional Literacy Scale and Personal Information Form were used to collect data. The results of this study are that according to the gender, there is a significant difference in favor of female preservice teachers in social competence subscale and total score of emotional literacy scale; according to the departments preservice teachers are educated, there is a significant difference in emotional awareness and emotional self-efficacy subscales of emotional literacy scale; on the basis of the gender, preservice teachers' self-efficacy levels differ significantly in favor of female preservice teachers in teaching competency/external factors subscale and total score of the scale; according to the departments preservice teachers are educated, there is a significant difference in preservice teachers' self-efficacy levels in teaching competency/external factors subscale; and finally there is a positive relationship between preservice teachers' emotional literacy levels and their self-efficacy belief levels.
Beyond P Values and Hypothesis Testing: Using the Minimum Bayes Factor to Teach Statistical Inference in Undergraduate Introductory Statistics Courses
Author: Page, Robert
Date: 2017-00-00
Type: Journal Articles
Subjects: Probability,Bayesian Statistics,Hypothesis Testing,Statistical Inference,Undergraduate Study,Introductory Courses,Undergraduate Students

While interest in Bayesian statistics has been growing in statistics education, the treatment of the topic is still inadequate in both textbooks and the classroom. Because so many fields of study lead to careers that involve a decision-making process requiring an understanding of Bayesian methods, it is becoming increasingly clear that Bayesian methods should be included in classes that cover the P value and Hypothesis Testing. We discuss several fallacies associated with the P value and Hypothesis Testing, including why Fisher's P value and Neyman-Pearson's Hypothesis Tests are incompatible with each other and cannot be combined to answer the question &quot;What is the probability of the truth of one's belief based on the evidence?&quot; We go on to explain how the Minimum Bayes Factor can be used as an alternative to frequentist methods, and why the Bayesian approach results in more accurate, credible, and relevant test results when measuring the strength of the evidence. We conclude that educators must realize the importance of teaching the correct interpretation of Fisher's P value and its alternative, the Bayesian approach, to students in an introductory statistics course.
Exploring the Relationship between Web 2.0 Tools Self-Efficacy and Teachers' Use of These Tools in Their Teaching
Author: Alhassan, Riyadh
Date: 2017-00-00
Type: Journal Articles
Subjects: Correlation,Web 2.0 Technologies,Inservice Teacher Education,Self Efficacy,Teacher Attitudes,Technological Literacy,Teaching Methods,Technology Integration,Technology Uses in Education,Foreign Countries,Social Media,Electronic Publishing,Audio Equipment,Questionnaires,Qualitative Research,Multiple Regression Analysis,Public School Teachers,Interviews,Elementary School Teachers,Secondary School Teachers,Middle School Teachers,Teaching Experience,Statistical Analysis

The purpose of this study was to examine the relationship between teachers' self-efficacy in using of Web 2.0 tools and some demographic variables, and their use of those tools in their teaching. The study data was collected from a random sample of public school teachers in Riyadh, Saudi Arabia. The results showed a strong positive relationship between teachers' Web 2.0 self-efficacy beliefs and their actual use of Web 2.0 tools in classroom teaching. Moreover, the study found that in-service training, age of teachers, and access to Web 2.0 tools at school had a strong relationship with teachers' use of Web 2.0 tools in teaching. The study recommended the need to intensify in-service training for teachers in the use of modern Internet tools in teaching.
Investigation of the Attitudes of Physical Education Teacher Candidates toward Teaching Profession and Sense of Competence in Terms of Some Variables
Author: Murathan, Talha
Date: 2017-00-00
Type: Journal Articles
Subjects: Physical Education Teachers,Preservice Teachers,Teaching (Occupation),Positive Attitudes,Physical Education,Student Attitudes,Teacher Competencies,Athletics,Foreign Countries,Questionnaires,Statistical Analysis

The purpose of this study was to examine the attitudes of physical education teacher candidates toward the teaching profession and the perceptions of professional competence according to some variables. A total of 351 teacher candidates, studying in the last class of Physical Education and Sport Teaching Department in the Faculty of Sports Sciences and Physical Education and Sports Schools were enrolled as the research group. &quot;Attitude Scale Related to Teacher Education,&quot; &quot;The Candidate Teacher's Proficiency Perception Scale&quot; and &quot;Personal Information Form&quot; developed by the researchers were applied on the study subjects to collect the data. It was found that according to the universities, there are differences in the perception of professional competence but there is no difference in attitude. It was also found that there is no meaningful difference between professional perceptions and teaching attitudes in terms of sport branches, the situation in which the education section is selected voluntarily or not.
Is There a Relationship between Creativity and Mathematical Creativity?
Author: Arikan, Elif Esra
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Creativity,Creative Thinking,Thinking Skills,Mixed Methods Research,Content Analysis,Comparative Analysis,Problem Solving,Geometry,Preservice Teachers,Foreign Countries

The aim of this study is to examine the mathematical creativity of individuals who think they have creative thinking skills. Forty-four teachers who work in private schools participated in this study and they have their pedagogical formation training from a public university in order to be a public teacher. Also participants have at least one year of experience. Mixed method research is defined as combining qualitative and quantitative methods, approaches and concepts in successive studies (Creswell, 2003). This study was determined as a mixed method research since data first analyzed by content analysis (qualitative) and then relationship and comparison analysis (quantitative). In order to analyse problem situation of the study, two testing instruments one of which is ready to use were utilized. Problem solving and problem posing test as two items was developed by the researcher. On item was given to participants as a geometry problem in the testing instrument and they were asked to solve this problem by using as many different methods as they can. The other item was given to participants as a semi-structured geometry situation. They were asked to pose as many problems as they can by using this situation. Data obtained from solving draft were divided into categories in terms of flexibility, fluency and originality according to content analysis from qualitative data analyses for each participants.
Shaping Our Literate Lives: Examining the Role of Literacy Experiences in Shaping Positive Literacy Identities of Doctoral Students
Author: Howard, Christy M.
Date: 2017-07-00
Type: Journal Articles
Subjects: Literacy,Doctoral Programs,Graduate Students,Socialization,Scholarship,Instruction,Learning,Case Studies,Semi Structured Interviews,Higher Education,Surveys

The purpose of this study was to examine the ways in which literacy histories and present literacy experiences of doctoral students shaped their literacy identities. Data were collected through surveys, interviews, and visual identity representations. This paper focuses on the literacy stories of two doctoral students with positive literacy identities. Findings suggest that participants valued literacy as a social learning experience from an early age through higher education. These social experiences with reading and writing can take many forms and can be embraced in various home and school contexts. Additionally, these findings highlight the need for schools to create and nurture such experiences across all grade levels, through multiple forums, which may lead to positive literacy identities.
Affect Matters: When Writing Feedback Leads to Negative Feeling
Author: Taggart, Amy Rupiper
Date: 2017-07-00
Type: Journal Articles
Subjects: Writing Evaluation,Feedback (Response),Psychological Patterns,Negative Attitudes,Writing Attitudes,Student Attitudes,Student Surveys,Revision (Written Composition),Coding,Student Needs,Teacher Student Relationship,Emotional Response,College Freshmen,College Seniors,Learner Engagement

A continuous challenge in the writing classroom is maintaining openness and positivity around feedback. There are myriad factors that influence the felt experience of the feedback process, and the researchers wanted to understand better how students experience and perceive negative moments, as well as what factors remain salient in their minds after the fact. Therefore, we surveyed students nationwide who had taken a writing intensive course to learn about the moments when they were not able to take teacher feedback and use it to revise, as well as the times when they used feedback against their own judgment. Drawing on Alice Glarden Brand's affective continuum to code the open responses qualitatively, the researchers found that students' expressions of those negative moments often reflected hierarchy, felt disrespect, and confusion; their desire was most often for more time and space, for respect, and for clearly worded, consistent instructions.
Bringing Students' Voices into Campus Conversations about Essential Learning Outcomes: A Survey of Students at a Mid-Sized State University
Author: Hood, Carra L.
Date: 2017-07-00
Type: Journal Articles
Subjects: Student Empowerment,Student Attitudes,Campuses,College Students,Outcomes of Education,Student Surveys,Pilot Projects,Program Implementation

Stockton University, a mid-sized state university in the mid-Atlantic region of the United Stated, initiated the first of two pilots for implementation of its institutional outcomes during the fall semester 2014. At the beginning of that semester, in an effort to gauge students' attitudes university-wide toward the value of the outcomes, the director of the pilot administered an exploratory survey to the entire student population (N = 427). The survey contained eleven questions. The results indicate that students agree on their value. The student survey participants, however, identify five additional outcomes. Furthermore, student survey participants rank four of the student-identified outcomes of greater value than some of the institutional outcomes. The survey results also suggest that students could assume a more engaged role in campus conversations about core, institutional outcomes, thus, fostering authentic connection to the learning outcomes students seek and acquire while in college.
Dealing with Students' Plagiarism Pre-Emptively through Teaching Proper Information Exploitation
Author: Chankova, Mariya
Date: 2017-07-00
Type: Journal Articles
Subjects: Plagiarism,Early Intervention,Prevention,Search Strategies,Teaching Methods,Writing Skills,Information Literacy,Hypothesis Testing,Comparative Analysis,College Students,Outcomes of Education,Writing Instruction

The present contribution looks into the much discussed issue of student plagiarism, which is conjectured to stem from problems with information searching and exploitation, underdeveloped exposition skills and difficulty in using sources, especially concerning quotations and references. The aim of the study is to determine how effective pre-emptive measures can be if information exploitation and writing from sources are approached as skills that need to be taught. The results show that addressing source use as a skill tends to gradually if slowly reduce the number of plagiarized assignments submitted by students.
Watching the Babies: The Why, What, and How of Observation as Assessment in Infant and Toddler Care
Author: Bell, Douglas D., Jr.
Date: 2017-00-00
Type: Journal Articles
Subjects: Infants,Toddlers,Child Care,Observation,Preschool Education,Caregiver Role,Preschool Teachers,Teacher Role,Accreditation (Institutions),Screening Tests,Child Development,Records (Forms),Evaluation Criteria,Developmentally Appropriate Practices

Observation is a useful tool, even in infant and toddler classrooms. Applied correctly, observation and assessment can help lay a foundation for a successful education throughout life. As appropriate practices are researched and policies change, teachers and caregivers of the youngest children (referred to as careteachers for this article) find themselves in the middle of the assessment challenge. Many early childhood programs and teachers struggle with implementing observation and assessment practices. With increasing demands of families and administration, the careteacher's plate can be very full. However, appropriate practices suggest that an ongoing assessment system should be implemented for all children in-group care settings. Accreditation criteria from the National Association for the Education of Young Children or NAEYC (2006) require a systematic and authentic assessment program be implemented for all children. This system should include observation, screening, and criterion based strategies. Many schools are implementing these practices for their preschool programs but infant and toddler programs can benefit from them as well. This article will briefly address the why, what, and how of observation as assessment with infants and toddlers.
Making Sense of Children&apos;s Drawings and Semiotic Explorations
Author: Soundy, Cathleen S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Freehand Drawing,Semiotics,Visual Literacy,Picture Books,Multiple Literacies,Literacy Education,Childrens Literature,Preschool Children,Teaching Methods

Picture books constitute the first format through which most children experience literature. Young readers respond positively to the visual images and written language of picture books that tell a story. While offered primarily for the pleasure of an implied child viewer, &quot;reading picture books aloud can be an important contribution to children's development of literacy, especially visual literacy.&quot; In the process of listening to picture storybooks, children build up knowledge about semiotics, defined as systems of representation (including signs and symbols), as they observe how authors and artists share ways of making meaning. Young artists use signs to stand for or to represent something other than themselves. This article presents how children invest signs with meaning as they draw and write.
Emergency Relief for Teachers of Children Who Challenge
Author: Crow, René
Date: 2015-00-00
Type: Journal Articles
Subjects: Child Behavior,Behavior Problems,Young Children,Early Childhood Education,Preschool Teachers,Intervention,Behavior Modification,Educational Strategies,Social Development,Emotional Development,Interpersonal Competence,Direct Instruction,Visual Aids,Auditory Stimuli,Prompting,Toys,Time Management,Picture Books,Technology Uses in Education,Family Environment

Teachers of students with chronic challenging behaviors need relief, and they need it quickly. While they may appreciate the sympathy of others, what they really need is some genuine help. Challenging children can make a teacher's day difficult. In this article, the authors share some strategies that can provide &quot;emergency relief&quot; to teachers.
Use of Child Centered Play Therapy Responses in a Child Care Setting
Author: Muro, Joel H.
Date: 2017-00-00
Type: Journal Articles
Subjects: Play Therapy,Child Care,Caregiver Child Relationship,Emotional Development,Social Development,Parent Child Relationship,Child Development,Preschool Children,Reflection

The communication process between care providers and children can, at times, be complex. Young children typically lack the verbal language necessary for complex emotional expression. In this article, the authors contend that using some basic &quot;child centered play therapy&quot; (CCPT) techniques would be beneficial in enhancing communicative patterns in a childcare setting. The use of CCPT responses by caregivers can be effective in encouraging emotional and social development in children. Because child care providers spend a great deal of time with children, this approach may lead to a more nurturing and stable relationship than parents are able to provide.
Middle School Mathematics Instruction in Instructionally Focused Urban Districts
Author: Boston, Melissa D.
Date: 2017-09-00
Type: Journal Articles
Subjects: Secondary School Mathematics,Mathematics Instruction,Middle Schools,Urban Schools,Educational Quality,Cognitive Processes,Difficulty Level,Teacher Characteristics,Academic Standards,Faculty Development,School Districts,Student Characteristics,Video Technology,Scoring Rubrics,Statistical Analysis,Middle School Teachers,Observation

Direct assessments of instructional practice (e.g., classroom observations) are necessary to identify and eliminate opportunity gaps in students' learning of mathematics. This study examined 114 middle school mathematics classrooms in four instructionally focused urban districts. Results from the Instructional Quality Assessment identified high percentages of lessons featuring cognitively challenging tasks, but declines in cognitive challenge during implementation and discussions. Overall instructional quality exceeded results from studies with nationally representative samples and paralleled results of studies of instructionally focused urban middle schools. Significant differences existed between districts, favoring the district with veteran teachers, long-term use of &quot;Standards&quot;-based curricula, and professional development initiatives.
Exploring Teachers' Knowledge of Classroom Management and Control
Author: Ayebo, Abraham
Date: 2017-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Grounded Theory,Grammar,Mixed Methods Research,Interviews,Error Correction,Educational Quality,Rating Scales,Teacher Effectiveness,Undergraduate Students,Preservice Teachers,Likert Scales,Student Attitudes,Validity,Reliability,Teaching Experience,Secondary School Teachers,Elementary School Teachers,Teacher Student Relationship,Knowledge Base for Teaching

Purpose: This paper presents the results of a study that sought to determine teacher conceptions of classroom management and control. The study explored classroom management knowledge of participants, and how the knowledge was gained. It also investigated the extent to which participants held various conceptions, including rule-based, dominance and nurturance conceptions, about how teachers established and maintained classroom control. Methodology: A mixed method involving a rating scale for the quantitative component, and response to open-ended interview questions for the qualitative component were used. The responses from the subjects were recorded, and notes were also taken. The data were first transcribed and double-checked for grammatical errors. The methods used to identify emerging common themes across respondents were the constant comparison and analytic induction methods. Findings: The major finding of the study was that rule-based conceptions were predominant. In their responses to open-ended questions, virtually all teachers mentioned rule-based conceptions, especially the consistent setting and monitoring of rules as being important to the teacher's ability to be in control of the class. The alternative conceptions of dominance and nurturance were expressed by a few of the teachers. Even teachers who showed agreement with either the dominance or nurturance conceptions showed strong support for rule-based conceptions. Significance: The significance of this study to classroom practice is that knowing how to manage the classroom is one of the most important traits of quality instruction. Therefore it is important that teachers--both new and veteran--find the best way to manage their classroom in order to create a serene atmosphere for quality learning to take place.
A Survey of the Awareness, Offering, and Adoption of OERs and MOOCs in Japan
Author: Shigeta, Katsusuke
Date: 2017-00-00
Type: Journal Articles
Subjects: Resource Units,Shared Resources and Services,Large Group Instruction,Online Courses,Higher Education,Foreign Countries,Comparative Analysis,Educational Technology,Technology Uses in Education,Surveys,Hypothesis Testing,Colleges

Awareness about Open Educational Resources (OERs) and the purposes for offering and adopting OERs and Massive Open Online Courses (MOOCs) were analyzed using a detailed survey of higher education across Japan, which was conducted in 2015. A comparison with a similar study conducted in 2013 revealed that awareness of OERs has increased slightly and the number of MOOCs offered has increased significantly in the intervening two years. The increase of offerings and adoption was low for OERs but high for MOOCs. OERs are used to improve the learning environment for students, while MOOCs aim to promote lifelong learning. Only one-fifth of the institutions surveyed in 2013 offered MOOCs or advanced their plans to offer them in 2015, and institutions that did offer MOOCs or advance such plans to offer them after the previous survey tended to provide MOOCs for society and for promotional purposes, not only for themselves because Japanese institutions are self-sustainable in terms of open education activities, operating without the support of the government or foundations. [This paper was presented at the 2017 Open Education Consortium Global Conference, held in Cape Town (South Africa) in March 8th-10th 2017.]