ethanporcaro/eric-fulltext-meta huggingface dataset:
A Study of the Relationship between Demographic Factors and Elementary School Teacher Burnout: The Iranian Case
Author: Mazidi, Mohammad
Date: 2017-09-00
Type: Journal Articles
Subjects: Foreign Countries,Demography,Elementary School Teachers,Teacher Burnout,Measures (Individuals),Teacher Empowerment,Teacher Motivation,Professional Isolation,Marital Status,Gender Differences,Class Size,Correlation,Statistical Analysis,Factor Analysis

The aim of the present study was to investigate the relationship between certain demographic factors and elementary school teachers' burnout. The sample consisted of 144 elementary school teachers (98 male and 76 women) selected through cluster random sampling. Data were collected by: (1) Personal Information Form developed by the researchers, and (2) Dworkin Burnout Inventory (1981). The validity and reliability of the Inventory were confirmed. The results revealed a significant difference between teachers' sense of powerlessness (one of the burnout dimensions) and their marital status and gender. Also a significant relationship was found between meaninglessness (another dimension of burnout) and teachers' number of children.
The Relationship between Academic Achievement, Reading Habits and Critical Thinking Dispositions of Turkish Tertiary Level EFL Learners
Author: Genç, Gülten
Date: 2017-12-00
Type: Journal Articles
Subjects: Academic Achievement,Reading Habits,Critical Thinking,Gender Differences,Self Disclosure (Individuals),Statistical Analysis,English (Second Language),College Second Language Programs,Questionnaires,Student Attitudes,Correlation,Foreign Countries,Measures (Individuals)

The aim of this study was to describe EFL learners' critical thinking levels and to examine the relationship between participants' critical thinking levels and selected variables such as gender, academic achievement in EFL, subject area, and self-reported reading. The overall design of the study was based on the quantitative research method. Data were collected from 280 students of different faculties attending the School of Foreign Languages using the Turkish adaptation of the California Critical Thinking Disposition Inventory (CCTDI) during the 2015-2016 academic year. Measurements of subscales were also used for diagnostic purposes. The results indicated that participants in this research generally have a low critical thinking disposition. Moreover, they have low critical thinking dispositions in five of the scales--analyticity, inquisitiveness, self-confidence, truth-seeking, and systematicity--while they have medium critical thinking disposition in just one subscale--open-mindedness. It was seen that females had higher scores with respect to analyticity and open-mindedness; successful students were more open-minded; the participants reporting that they read every day had higher scores in inquisitiveness and self-confidence than the other groups and finally it was seen that participants' subject areas did not indicate a significant relationship with any of the subscales. Some recommendations were made in accordance with the findings of the research.
The Relationships of Problem Solving Styles to Parenting Styles: Two Studies
Author: Neyen, Julia
Date: 2017-12-00
Type: Journal Articles
Subjects: Correlation,Problem Solving,Parenting Styles,Questionnaires,Hierarchical Linear Modeling,Parent Attitudes,Mothers,Age Differences,Gender Differences,Adults,Parent Child Relationship,Child Rearing,Cognitive Processes,Decision Making,Online Surveys,Multiple Regression Analysis,College Students,Statistical Analysis

Two independent studies were conducted to examine the relationship of problem solving styles to parenting styles. Both studies used VIEW: An Assessment of Problem Solving Style and the Parental Authority Questionnaire (PAQ). Study 1 included 173 adults recruited using Mechanical Turk and Study 2 included 131 adults recruited using Qualtrics. Data were analyzed with stepwise hierarchical multiple linear regression. After controlling for age and gender, individuals who recalled and rated their mothers' parenting styles as more permissive were also those adults who rated their problem solving styles as more Explorer-type, preferring to work with fewer restrictions and preferring more novel responses to problems. Other findings across the two studies were suggestive of additional theoretical relationships among problem solving and parenting styles.
Mistakes Made by Freshman Students of Science Teaching and Their Reasons during the Proving Process
Author: Gökkurt, Burçin
Date: 2017-03-00
Type: Journal Articles
Subjects: Science Instruction,Error Patterns,College Freshmen,Case Studies,Interviews,Scientific Methodology,Content Analysis,Problem Solving,Qualitative Research,Geometry,Numbers,Mathematical Logic,Science Tests,Incidence,Mathematical Aptitude,Mathematics Skills,Foreign Countries

The aim of this study was to examine the mistakes made by freshman students of science teaching during the process of proving and the reasons for these mistakes. To this aim, the study, which was conducted via the case study method, was performed with 52 freshman students who were studying at the department of science teaching in a state university. A test composed of eight open-ended questions was used for data collection, and non-structured interviews oriented towards identifying the reasons for the mistakes made by the students were conducted with eight students. The content analysis technique was utilised in data analysis. It was found that many of the students made mistakes in terms of method, in other words, they used incorrect methods. In this regard, it was detected that more than half of the students regarded assigning numerical values as a method of proof, whereas a few of them made conceptual mistakes, algorithmic mistakes, misunderstood the questions, etc. Furthermore, it was determined that these mistakes resulted from reasons such as the fact that the students did not have any previous experience related to proof; they regarded assigning numerical values as a method of proof; and their lack of knowledge.
A Place for Us? Latino Parent and Student Satisfaction in a Cyber School
Author: Beck, Dennis
Date: 2017-09-00
Type: Journal Articles
Subjects: Hispanic American Students,Hispanic Americans,Student Satisfaction,Parent Attitudes,Parent Surveys,Student Surveys,Virtual Classrooms,Electronic Learning,Grades (Scholastic),Racial Differences,Correlation,Race,Factor Analysis,Statistical Analysis,Secondary School Students

Research indicates that traditional public schools are less effective in serving Latino students. Yet Latino students, but not their parents, exhibit greater school satisfaction than do their counterparts. The purpose of this study was to examine Latino student and parent satisfaction with their cyber school and prior traditional public school using results from surveys of students (53.7% response; n = 269) and parents (n = 232; response = 48.7%). ANOVA indicate that Latino parents rated their cyber school and prior traditional public schools more positively than other parents. Latino students rated the cyber school but not their prior traditional public schools more positively. We discuss implications and directions for further research.
Values and Beliefs Regarding Discipline Practices: How School Culture Impacts Teacher Responses to Student Misbehavior
Author: Atiles, Julia T.
Date: 2017-03-00
Type: Journal Articles
Subjects: Values,Beliefs,School Culture,Teacher Response,Student Behavior,Educational Practices,Self Efficacy,Teacher Attitudes,Punishment,Discipline,Preservice Teachers,Inservice Teacher Education,Early Childhood Education,Developmentally Appropriate Practices,Questionnaires,Classroom Techniques,Predictor Variables,Discipline Policy,Discipline Problems,Elementary School Teachers,Regression (Statistics),Statistical Analysis

The purpose of this study was to determine whether teachers' sense of efficacy influences their attitude towards the use of physical punishment in schools. There were two groups of participants in the study: pre-service and in-service early childhood teachers. The sample was made up of 78 in-service teachers from two different school districts and 61 pre-service teachers from a mid-western university early childhood education preparation program. There were multiple significant findings in the study. Teachers who value developmentally appropriate practices (DAP) significantly use non-punitive responses more frequently. Values about corporal punishment and self-efficacy were not related to non-punitive responses. Teachers in the school district that allows principal-approved corporal punishment were less likely to use non-punitive responses. In-service teachers used more punitive responses than the pre-service teachers. However, overall referral to principal for corporal punishment did not seem to be related to teacher efficacy, thus, leading us to believe that teacher efficacy and teachers' attitudes towards physical punishment are completely unrelated, and may be two different constructs.
Preservice Teachers&apos; Understanding of Children of Divorced Families and Relations to Teacher Efficacy
Author: Atiles, Julia T.
Date: 2017-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Familiarity,Divorce,Self Efficacy,Early Childhood Education,Questionnaires,Stress Variables,Student Teacher Attitudes,Knowledge Base for Teaching,Child Welfare,Teacher Student Relationship,Correlation,Statistical Analysis

Teachers are well-positioned to play a critical role in fostering resiliency in children of divorce and to assist in reducing the risk for adjustment problems. The purpose of this study was to determine whether preservice early childhood teachers have the awareness of the stress responses and effects of parental divorce on their students. Early childhood preservice teachers responded to questionnaires that asked about awareness of the effects of a parental divorce on a child and awareness of the stress responses exhibited by a child due to a parental divorce. Results indicate that preservice teachers had moderate awareness about children's normative stress responses and those who had a high sense of efficacy had a moderate positive correlation with their overall awareness of atypical behaviors in children of divorce. Preservice teachers with personal experience of parental divorce had a lower level of awareness of the stress responses and effects of divorce than those who had not experienced a parental divorce. Participants closer to completing the teacher preparation program had significantly higher awareness of the effects on and stress responses that children can exhibit due to a parental divorce. Discussion and implications for preservice teachers are presented
Female Arab Students&apos; Perceptions of Social Networks as an English Language Learning Environment
Author: Ellili-Cherif, Maha
Date: 2017-06-00
Type: Journal Articles
Subjects: Females,Arabs,Student Attitudes,English (Second Language),Second Language Learning,College Students,Mixed Methods Research,Questionnaires,Likert Scales,Social Networks,Focus Groups,Role,Language Skills,Second Language Instruction,Language Usage,Foreign Countries,Semitic Languages,Familiarity,Internet,Computer Mediated Communication,Interviews

The purpose of this research was to investigate female Arab college students' use of and perceptions about social networking sites (SNSs) as an English language learning environment. A mixed methods approach was adopted for data collection and analysis. First, a questionnaire was used to explore the extent to which participants (n = 182) were familiar with, and used SNSs in general. Using a five point likert scale (5 = Always and 1 = Rarely), the second part of the questionnaire investigated the extent to which participants used SNSs to improve their English language skills. Analysis of quantitative data indicated that participants make limited use of social networks to enhance their English skills. Subsequently, focus group interviews of 34 questionnaire respondents who accepted to be interviewed were conducted to find out the reasons why participants were reluctant to use SNSs to learn English. The interviews focused on respondents' perceptions of the role of SNSs in helping them to improve their English language skills, and their opinion on the value of incorporating SNSs in their English language courses. Qualitative data analysis helped to delineate negative factors affecting the respondents' use of these tools. Implications for the integration of SNSs in Arab higher education contexts are discussed.
Location of Developmental/Remedial Coursework Predicts Successful Completion of College Algebra: A Study of Louisiana&apos;s Developmental Students
Author: Williams, Daphne E.
Date: 2017-06-00
Type: Journal Articles
Subjects: Algebra,Developmental Programs,Remedial Programs,Remedial Mathematics,Success,Predictive Validity,Statistical Significance,School Location,Institutional Characteristics,Community Colleges,Universities,College English,College Mathematics,Student Characteristics,Age Differences,Grade Point Average,Outcomes of Education,Regression (Statistics),School Statistics,Graduation Rate,Grants

Developmental education programs and services have long provided underprepared and unprepared postsecondary students with the academic tools and life-management skills necessary to successfully complete collegelevel coursework. Legislation and policy changes, including implementing statewide minimum admissions requirements and restricting developmental coursework to the campuses of community colleges, have changed the landscape of developmental education within the State of Louisiana. While both four-year and two-year institutions have offered developmental coursework in the past, these policy changes have added to the debate of whether developmental learners are better served on the campuses of four-year institutions or community colleges. Using data from the Louisiana Board of Regents' Statewide Student Profile System, Student Transcript System, ACT Class Profiles, and Financial Aid Data System for AY 2006, this study sought to determine if the location of developmental English and math courses could predict success in college-level English and math courses. Results indicated that students who completed developmental mathematics courses at a four-year university were 20% less likely to successfully complete college algebra than students who completed developmental mathematics at a community college (OR = 0.796; CI95&lt;0.05). Location of developmental English coursework did not predict freshman English performance in a statistically significant manner. Implications for developmental education/remedial education policy and practice are discussed.
Using the TouchMath Program to Teach Mathematical Computation to At-Risk Students and Students with Disabilities
Author: Ellingsen, Ryleigh
Date: 2017-09-00
Type: Journal Articles
Subjects: Disabilities,At Risk Students,Teaching Methods,Mathematics Instruction,Computation,Literature Reviews,Multisensory Learning,Program Effectiveness,Age Differences,Gender Differences,Evidence Based Practice,Student Characteristics,Research Design,Predictor Variables,Intervention,Skill Development,Mathematics Skills,Elementary Secondary Education,Coding

This manuscript reviews the empirical literature of the TouchMath© instructional program. The TouchMath© program is a commercial mathematics series that uses a dot notation system to provide multisensory instruction of computation skills. Using the program, students are taught to solve computational tasks in a multisensory manner that does not require memory retrieval of arithmetic facts or potentially stigmatizing strategies such as finger counting. This review targets two specific research questions: (1) Does TouchMath© improve the computational skill repertoires of students with, and at risk for, disabilities?; and (2) What population of students has the TouchMath© literature included (e.g., age, gender, disability type)? Based on the collected data from the collective literature, this review espouses that the TouchMath© program should be considered an evidence-based practice for teaching math computation to students with, and at-risk for, disabilities. Implications for practice and future research are discussed.
Visualizing the Sample Standard Deviation
Author: Sarkar, Jyotirmoy
Date: 2017-06-00
Type: Journal Articles
Subjects: Sample Size,Sampling,Visualization,Geometric Concepts,Mathematical Formulas,Mathematical Models,Demonstrations (Educational),Research Methodology

The standard deviation (SD) of a random sample is defined as the square-root of the sample variance, which is the &quot;mean&quot; squared deviation of the sample observations from the sample mean. Here, we interpret the sample SD as the square-root of twice the mean square of all pairwise half deviations between any two sample observations. This interpretation leads to a geometric visualization of the sample SD, and a more elementary explanation as to why the denominator in the sample variance is one less than the sample size.
Why Mathematics (Education) Was Late to the Backlash Party: The Need for a Revolution
Author: Gutiérrez, Rochelle
Date: 2017-12-00
Type: Journal Articles
Subjects: Mathematics Instruction,Scholarship,Mathematics Teachers,Minority Group Students,Mathematics,Professional Personnel,Educational Change,Hispanic American Students,African American Students,Blacks,Indigenous Populations,Canada Natives,Eskimos

When the pedagogy or scholarship involves challenging the status quo, the author argues, especially on behalf of students of color, there tends to an extreme backlash to silence it in recent years. She recalls her experience and provides examples of other academic challenges. However in this commentary, she argues that mathematics was late to the backlash party because academics have not been making institutional or structural changes that would impact society. Agendas have been aligned too closely with the status quo, with a system of education that is not meant to support students who are Black, Indigenous, or Latinx (especially women and people who identify as queer). She proposes some considerations for future work in the field of mathematics education including: (1) reframing of scholar; (2) decolonizing readings lists and resources; (3) rethinking programming and professional development; (4) networking among mathematicians and mathematics education researchers; and (5) developing a set of principles to guide the field.
Kentucky Principal Perceptions of the State&apos;s New Teacher Evaluation System: A Survey Analysis
Author: Dodson, Richard L.
Date: 2015-12-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Teacher Evaluation,State Policy,State Standards,Online Surveys,Public Schools,Management Development,Persistence,Coping,Change Strategies,Evaluation Methods,Administrator Education,Program Attitudes,Elementary Secondary Education

This research examines how public school principals in Kentucky perceive their new teacher evaluation system and the proficiency exam they must take and pass in order to evaluate their staff. An online survey was developed and 308 out of an estimated 1,100 working school principals across Kentucky responded, yielding a response rate of 28%. Results showed that most Kentucky principals were not happy with the new teacher evaluation system and the proficiency test they must take. Responses suggested an average of three changes they would make to the evaluation system or the proficiency test; positive comments were rare. Targets for improvement include the software system used to enter teacher evaluations, the evaluation's student growth goals and student voice section, and more training from the state on how to use the new evaluation instrument. A majority of the principals might leave their job earlier than planned because of having to implement the new evaluation instrument; most also might leave earlier than planned because of the increased number of teacher evaluations they have to perform as part of the system or because of the increased emphasis on test scores in teachers' evaluations. Most respondents, however, agreed that using the new evaluation system has improved their school's instructional program and that the new instrument is preferable to their old teacher evaluation instrument. Most respondents felt unprepared to implement the new evaluation system.
Academic Achievement and Extracurricular School Activities of At-Risk High School Students
Author: Marchetti, Ryan
Date: 2016-06-00
Type: Journal Articles
Subjects: Academic Achievement,Extracurricular Activities,At Risk Students,Low Income Students,Lunch Programs,Benchmarking,Rural Schools,College Entrance Examinations,Reading Tests,Mathematics Tests,High School Seniors,Student Participation,Employed Parents,Student Employment,Family Structure,Correlation,Statistical Analysis,Scores

This study compared the employment, extracurricular participation, and family structure status of students from low socioeconomic families that achieved state-approved benchmarks on ACT reading and mathematics tests to those that did not achieve the benchmarks. Free and reduced lunch eligibility was used to determine SES. Participants included 211 high school seniors from a large, rural southeastern high school. Eighty five of the participants met the low SES criterion and were the study's primary focus. The study found that at-risk students from low SES families that met ACT reading and mathematics benchmarks were more likely to participate in extracurricular activities than students that did not meet this benchmark. Unexpectedly, students who met the reading benchmark were statistically less likely to have both parents employed. Student employment status and family structure were not statistically associated with ACT performance. Implications and areas for future study are discussed.
Grading Rigor in Counselor Education: A Specifications Grading Framework
Author: Bonner, Matthew W.
Date: 2016-06-00
Type: Journal Articles
Subjects: Counselor Training,Grading,Student Evaluation,Difficulty Level,Evaluation Methods,Counseling Theories,Behavioral Objectives,Teaching Methods,Evaluation Criteria,Mastery Learning,Competency Based Education,Performance Contracts,College Instruction

According to accreditation and professional bodies, evaluation and grading are a high priority in counselor education. Specifications grading, an evaluative tool, can be used to increase grading rigor. This article describes the components of specifications grading and applies the framework of specifications grading to a counseling theories course.