ethanporcaro/eric-fulltext-meta huggingface dataset:
A Validity and Reliability Study of the Motivated Strategies for Learning Questionnaire
Author: Erturan Ilker, Gökçe
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Validity,Test Reliability,Questionnaires,High School Students,Likert Scales,Factor Analysis,Goodness of Fit

The aim of this study is to determine the validity and reliability of the Motivated Strategies for Learning Questionnaire (MSLQ) for high school students. In total, 1605 students (829 girls, 776 boys, average age = 15.67 ± 1.19) from three different high schools in the central district of Ankara voluntarily participated in the study. The MSLQ was developed for seventh grade students and adapted for Turkish eighth grade students. The MSLQ is a 7-point Likert-type scale and consists of 44 items. Factor analysis was applied to the data to determine whether the questionnaire showed the same structure for high school students. The results showed a good fit between the model composed of first-order latent variables (self-regulation strategies and motivational beliefs) and second-order latent variables (self-regulation, cognitive strategy use, self-efficacy, intrinsic value, test anxiety) as well as observed variables. Cronbach Alpha-scores, which were used to determine the internal consistency of the scale, were between 0.70 and 0.77 and indicated that the Turkish version of the MSLQ was reliable for use with a high school population.
Primary School Teacher Candidates' Geometric Habits of Mind
Author: Köse, Nilu¨fer Y.
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Primary Education,Geometric Concepts,Pedagogical Content Knowledge,Foreign Countries,Thinking Skills,Public Colleges,Mathematics Skills

Geometric habits of mind are productive ways of thinking that support learning and using geometric concepts. Identifying primary school teacher candidates' geometric habits of mind is important as they affect the development of their future students' geometric thinking. Therefore, this study attempts to determine primary school teachers' geometric habits of mind. Participants were 57 primary school teacher candidates in their third year studying Primary School Education in a Faculty of Education at a state university in Turkey. The data were collected through four open-ended geometry problems on concepts of perimeter and area. The collected data were then analyzed based on the theoretical framework of the components of geometric habits of mind and in accordance with the stages of descriptive analysis. The results showed that the primary school teacher candidates did not possess different ways of thinking about the components indicating geometric habits of mind. The study also found that the candidates could not analyze the given problems appropriately and acted on the first idea they came up with, but they were unable to apply these actions on the problem and, therefore, their geometric habits of mind were not at the desired level.
An Investigation of Pre-Service Mathematics Teachers&apos; Skills in the Development of Activities
Author: Özgen, Kemal
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Mathematics Activities,Case Studies,Secondary School Mathematics,Teaching Skills,Learning Activities,Pedagogical Content Knowledge

The purpose of this research is to determine pre-service mathematics teachers&apos; skills in the development of activities. The research was carried out using the case study which is descriptive method. For the collection of data, 57 pre-service mathematics teachers&apos; in their final year secondary math teachers&apos; education department attended the research. Pre-service teachers were asked to develop 5 activities for the concept of function a high school mathematics curricula. After obtaining the data, it was analyzed using the descriptive analysis method. The developed activities were first examined to see if they qualified as activities, which would be used in the learning process stage, and then examined to see which skills were reflected in the activities. The findings indicated that more than half of the pre-service teachers could develop activities, although some pre-service teachers could not develop activities, and some situations were not regarded as activities. It was determined that activities typically were intended for reaching and understanding a concept and its rules. In addition, it was observed that connecting mathematics to the real world, providing multiple representations and guiding questions were used for thinking/interpreting, predicting, and generalizing. In this study, there are reflections on the difficulties of pre-service mathematics teachers&apos; in the development activities.
Teacher Views about the Starting Age of the First Grade Elementary School
Author: Ari, Asim
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Entrance Age,Grade 1,Elementary School Students,Teacher Attitudes,Elementary School Teachers,Qualitative Research,Case Studies,Interviews,School Readiness,Age Differences,Phenomenology

This research critically investigated the implementation in Turkey of starting elementary-school first grade at age 5 (60 months) according to teacher feedback. While the study is designed as qualitative, a kind of single case study approach is used with a group of 50 volunteer first-grade teachers serving in 15 elementary schools in the Eskisehir city center. In forming the group, a purposeful sampling technique was used from criterion sampling. The data were obtained through interviews held in March and April 2013, and the descriptive method was used for data analysis. Some important findings were: Reducing the age to 5 has caused so many differences in both age (a range of more than 12 months) and readiness level that the gaps between students of different readiness levels have become even wider, and many difficulties have been encountered in their education and training. Starting the first grade earlier had negative effects on students' physical, cognitive, and mental development, and it adversely affected not only the students, but also the teachers, who want to abandon this implementation. The study found that the age of 6 remains appropriate for starting the first grade of elementary school.
Opinions of Counselor Candidates Regarding Counseling Skills Training
Author: Aladag, Mine
Date: 2014-00-00
Type: Journal Articles
Subjects: Counseling Services,Counselor Training,Counselor Attitudes,Qualitative Research,Content Analysis,Skill Analysis,Training Methods,Counseling Psychology,Focus Groups,Interviews,College Students,Skill Development,Educational Technology,Professional Identity,Professional Development,Foreign Countries,Structured Interviews

The aim of this study is to contribute to the enhancement of the quality of counseling skills training and counselor education through the medium of understanding the opinions of counselor candidates regarding counseling skills training. The research group consisted of 67 counselor candidates who voluntarily participated in the study. The research data was collected by three different qualitative data collection tools developed by the researchers. Content analysis was carried out and the results indicated five main themes: Counseling Skills, Specific Skills Training Methods, Perceptions of Counseling, Being a Counselor Candidate, the Learning and Teaching Process of Counseling Skills. The results also showed that within the scope of systematic counseling skills training programs, using various skill training methods and instructional technologies which are integrated compatibly was effective. At the same time, the results indicated that counseling skills training provided an increase in professional competency and helped to develop the professional identity of counselor candidates. The results are discussed and interpreted in light of the literature. Besides, some suggestions are provided to counselor educators and researchers.
Democratic Classroom Management in Higher Education: A Qualitative Study
Author: Sentürk, Ilknur
Date: 2014-00-00
Type: Journal Articles
Subjects: Classroom Environment,Classroom Techniques,Higher Education,Qualitative Research,Democracy,Teaching Methods,Familiarity,Teacher Education Programs,Democratic Values,Phenomenology,Semi Structured Interviews,Student Teacher Attitudes,Schools of Education,Educational Environment,Teacher Behavior,Teacher Qualifications,Teaching Skills,Student Teachers,Foreign Countries

The purpose of this study is to determine teacher candidates' awareness of the concept of democracy, how they describe this concept, how their perceptions relate to the democratic classroom management process in the faculty of education, and their opinions about the qualifications of faculty members. This research is a descriptive study. This study was carried out on 194 students who were studying in Eskisehir Osmangazi and Hacettepe University, Faculty of Education in the 2010-2011 academic year, spring semester. The study group was determined by using the convenience sampling method. In this study, the phenomenological pattern of the qualitative research method was used. For data collection, a semi-structured Democratic Classroom Management Interview Form developed through related literature was used. Data was collected through individual interviews by researchers. For analysis of the data, the content analysis technique was used and frequency values were also given using tables.
Expanding the Professional Development School Model: Developing Collaborative Partnerships with School Counselors
Author: Foust, Gretchen E.
Date: 2014-00-00
Type: Journal Articles
Subjects: School Counselors,Professional Development Schools,Models,Partnerships in Education,Counselor Training,Internship Programs,Counselor Role

The Professional Development School (PDS) model, a successful collaborative partnership model between university teacher education programs and P-12 schools, focuses on ''preparing future educators, providing current educators with ongoing professional development, encouraging joint school-university faculty investigation of education-related issues, and promoting the learning of p-12 students&quot; (National Association of Professional Development schools, 2008, p. 1). While this description of a PDS refers to educators in general and uses inclusive language, in practice the primary focus of PDS partnerships has been on teaching and teacher preparation. The purpose of this article is to explore the rationale for, opportunities in, and feasiblity of expanding the model to include school counselors and to describe initial efforts at one university to integrate school counselor interns, school counselor mentors/on-site supervisors, and counselor education university faculty into PDS partnership. This article demonstrates how this model meets the NAPDS Nine Essentials. NAPDS Essentials Addressed: #1/A comprehensive mission that is broader in its outreach and scope than the mission of any partner and that furthers the education profession and its responsibility to advance equity within schools and, by potential extension, the broader community; #2/A school-university culture committed to the preparation of future educators that embraces their active engagement in the school community; #3/Ongoing and reciprocal professional development for all participants guided by need; #4/A shared commitment to innovative and reflective practice by all participants; #5/Engagement in and public sharing of the results of deliberate investigations of practice by respective participants; #6/An articulation agreement developed by the respective participants delineating the roles and responsibilities of all involved; #7/A structure that allows all participants a forum for ongoing governance, reflection, and collaboration; #8/Work by college/university faculty and P-12 faculty in formal roles across institutional settings; #9/Dedicated and shared resources and formal rewards and recognition structures.
From PDS Classroom Teachers to Urban Teacher Educators: Learning from Professional Development School Boundary Spanners
Author: Fisher, Teresa R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Teacher Educators,Qualitative Research,Inquiry,Mentors,Communities of Practice,Partnerships in Education,Interprofessional Relationship,Theory Practice Relationship,Faculty Development,Urban Areas,Urban Teaching,Language Teachers,Profiles

This qualitative inquiry explores perceptions and experiences of three urban educators who had been involved in PDS initiatives both from the school perspective as classroom teachers and mentors to interns and from the university perspective as urban teacher-educators. These ''boundary spanners'' provided insight into and appreciation for the complexity of teacher education and in-service teacher support within Professional Development School initiatives because their knowledge and expertise spanned both contexts. Specifically, these educators worked to (a) extend the mentor teacher/university supervisor relationship, (b) construct learning communities, (c) integrate academic knowledge and clinical practice, and (d) challenge the partnership to become mutually supportive and beneficial. This inquiry expands upon the notion of boundary spanners to consider ways in which their situated knowledge and experience can foster innovative practices in teacher preparation and field-based support structures, benefiting not only teacher candidates but also practicing teachers and pupils. PDS ''Essentials'' Addressed: #1/A comprehensive mission that is broader in its outreach and scope than the mission of any partner and that furthers the education profession and its responsibility to advance equity within schools and, by potential extension, the broader community; #2/A school-university culture committed to the preparation of future educators that embraces their active engagement in the school community; #3/Ongoing and reciprocal professional development for all participants guided by need; #4/A shared commitment to innovative and reflective practice by all participants; #5/Engagement in and public sharing of the results of deliberate investigations of practice by respective participants; #7/A structure that allows all participants a forum for ongoing governance, reflection, and collaboration; #8/Work by college/university faculty and P-12 faculty in formal roles across institutional settings; #9/Dedicated and shared resources and formal rewards and recognition structures.
In Search of Signature Pedagogy for PDS Teacher Education: A Review of Articles Published in &quot;School-University Partnerships&quot;
Author: Yendol-Hoppey, Diane
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Literature Reviews,Content Analysis,Journal Articles,Teaching Methods,Inquiry,Observation,Coaching (Performance),Mentors,Teacher Collaboration,Reflective Teaching,Integrated Curriculum,Professional Development Schools

''In Search of Signature Pedagogy for PDS Teacher Education'' is a review of articles published in &quot;School-University Partnerships&quot; which emerged in response to Shulman's critique that we do not possess powerful, consistent models of practice that we can define and have deeply studied. To these ends, we searched for Signature Pedagogy (SP), which we define as systematic and intentionally designed teaching routines that facilitate pre-service teacher learning within PDS contexts. These are experiences that engage the learner, recognize the uncertainty associated with teaching and learning, and have the potential to shape professional habits and dispositions. After providing a conceptual framework for understanding the term Signature Pedagogy, we share the methodology that guided the review, provide examples of six emerging PDS SP, and discuss the implications of our findings for future work. In identifying these emerging Signature Pedagogy Practices, we hope to encourage conversation about identifying SP within PDS teacher education. NAPDS Essentials Addressed: #2/A school-university culture committed to the preparation of future educators that embraces their active engagement in the school community; #4/A shared commitment to innovative and reflective practice by all participants; #8/Work by college/university faculty and P-12 faculty in formal roles across institutional settings.
Preparing Social Justice Oriented Teachers: The Potential Role of Action Research in the PDS
Author: Dodman, Stephanie L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Justice,Teacher Characteristics,Action Research,Professional Development Schools,College School Cooperation,Preservice Teachers,Internship Programs,Teacher Competencies,Inquiry,Communities of Practice,Mentors,College Faculty,Teaching Experience,Reflective Teaching,Poverty,English Language Learners,Faculty Development,Elementary Education,Learner Engagement,Critical Thinking,Social Studies

Deliberate investigation into practice is an essential of the National Association for Professional Development Schools' defining elements of a Professional Development School (PDS). This article reports on the pilot efforts of one PDS as it initiated deliberate investigation through action research with a small group of teacher candidates. The process of implementation across a semester is detailed as the authors attempted to integrate action research into an already existing internship structure. There is a particular focus on how action research can serve to prepare social justice oriented teachers and help them to develop the necessary inquiry stance for such an orientation. The candidates' own stories of their action research are told and the PDS supports that enabled their success are detailed--critical friends groups, clinical mentor faculty, and the very process inherent in action research. Two of the interns additionally share their experiences during their first year and a half of in-service teaching. PDS Essentials Addressed: #4/A shared commitment to innovative and reflective practice by all participants; #5/Engagement in and public sharing of the results of deliberate investigations of practice by respective participants.
A Review of School-University Partnerships for Successful New Teacher Induction
Author: Hunt, Carolyn S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Beginning Teacher Induction,Literature Reviews,Theory Practice Relationship,Teacher Attitudes,Mentors,Training,Certification,Teacher Collaboration,College School Cooperation

The first few years of teaching are a critical time in the development of expert teaching. However, many universities are missing valuable opportunities to foster diversity and critical thinking by participating in the professional development of new teachers. This literature review explores research into how universities have attempted to support school districts as they work to implement more intensive forms of new teacher induction. The review demonstrates that school-university partnerships have strong potential for connecting theory to practice in meaningful ways in the first years of teaching. The author offers suggestions for implementing successful partnerships for new teacher induction and introduces questions for future research in the field. NAPDS Essentials Addressed: #2/A school-university culture committed to the preparation of future educators that embraces their active engagement in the school community; #3/Ongoing and reciprocal professional development for all participants guided by need; #4/A shared commitment to innovative and reflective practice by all participants; #8/Work by college/university faculty and P-12 faculty in formal roles across institutional settings.
Meeting the Nine Essentials: Winthrop University-School Partnership Network
Author: Johnson, Lisa E.
Date: 2014-00-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,Professional Development Schools,Educational Improvement,Improvement Programs,Teacher Education Programs,Core Curriculum,Teacher Education,Professional Development,Educational Innovation,Administrative Organization,Participation,Responsibility,Shared Resources and Services,Recognition (Achievement),Program Descriptions,Group Dynamics

Johnson and Rakestraw describe the Winthrop University-School Partnership Network (WUSP) as a dynamic, diverse, and growing group of participants from nine school districts, thirty schools, multiple university programs, and community organizations. As a Network, they are working to emulate John Goodlad's (1984) vision &quot;in order to improve schools and the work of teachers, a relationship had to exist between institutes of public education and teacher preparation programs,&quot; thus having shared responsibility for student achievement through teacher preparation and professional learning. These authors state that their work is a model of how to not just blur, but to remove the lines between university and school for the purpose of supporting learners. They address the ''Nine Essentials'' of the National Association for Professional Development Schools and the improvements they have seen in student learning through the dedication and innovation of collaborative partnerships.
Lifting as We Climb: A Citizenship Project in a Professional Development School Setting
Author: Pellegrino, Anthony
Date: 2014-00-00
Type: Journal Articles
Subjects: Middle Schools,College School Cooperation,Professional Development Schools,Citizenship Education,Social Studies,Citizenship,Photography,Poetry,Early Adolescents,Surveys,Teaching Methods,Learning Modalities,Student Motivation,Language Arts,Student Surveys,Interviews

The study of a middle school social studies project this article addresses occurred in the national capital region of the United States, where perceptions of ''patriotism'' and xenophobic immigration policies were the subjects of frequent media reports. With this examination the authors considered the overarching research question ''How do middle school students in a Professional Development School describe and illustrate citizenship when given access to multimodal texts and media (e.g., digital photography and slam poetry)?'' The authors called on young adolescents to create slam poems with incorporated images to address the question ''What does it mean to be a citizen?''; the authors then examined products of this project, including surveys and slam poems, to address this research query. The results of this study revealed that teachers' employment of alternative and multimodal texts--in a context supported by the structures of a PDS partnership--can motivate students to share more expansive perspectives about what they believe makes a ''citizen.'' Such instructional activities, research inquiries, and broad concepts of citizenship are increasingly important in our ever more diverse schools and in our more global world. NAPDS Essentials Addressed: #4/A shared commitment to innovative and reflective practice by all participants; #8/Work by college/university faculty and P-12 faculty in formal roles across institutional settings.