ethanporcaro/eric-fulltext-meta huggingface dataset:
A Model for Determining Teaching Efficacy through the Use of Qualitative Single Subject Design, Student Learning Outcomes and Associative Statistics
Author: Osler, James Edward, II
Date: 2014-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Models,Teacher Effectiveness,Academic Achievement,Statistics,Case Studies,Observation,Interviews,Surveys,Questionnaires,Data Analysis,College English,Higher Education,English Curriculum,Teaching Methods,Mathematical Models,College Freshmen,Teacher Student Relationship,Qualitative Research

Many universities and colleges are increasingly concerned about enhancing the comprehension and knowledge of their students, particularly in the classroom. One of the method to enhancing student success is teaching effectiveness. The objective of this research paper is to propose a novel research model which examines the relationship between teaching effectiveness and student learning outcomes qualitatively. This new model will use a unique and in-depth qualitative case study methodology especially designed for the instructional setting. The anticipated qualitative data collecting techniques will include, but not limited to the following: observations, personal interviews, qualitative survey questionnaires, research field notes, document review, etc. The proposed Model used assumed data and applied statistical Cross-Tabulation and Chi-Square Tests, including a theoretical analysis of the open-ended responses and field notes recorded from participants (a sample of 32 students presently enrolled in a Semester-long English ENG 1200-01 course at a public university in North Carolina). The associative statistical findings found a positive relationship between the teaching effectiveness and student learning. The outcomes of the study will increase the current lack of information on the use of qualitative research designs by determining teaching efficacy and its effects on student achievement. This new model expands the existing measures by providing new measures to examine the teaching effectiveness and its effect on student learning.
Effectiveness of Video Podcast in Learning Psychology among Bachelor of Education Students
Author: Thiyagu, K.
Date: 2014-00-00
Type: Journal Articles
Subjects: Video Technology,Foreign Countries,Handheld Devices,Undergraduate Students,Experimental Groups,Pretests Posttests,Control Groups,Scores,Comparative Analysis,Teaching Methods,Technology Uses in Education,Psychology,Hypothesis Testing,Statistical Analysis

Most people believe that our schools and colleges are failing to teach kids and youngsters the 21st century skills which they will need in order to succeed in the future (Berger, Edward. 2007). Communication technology, particularly real time and collaborative online communities, represents an enormous draw for teenagers. Doctors no longer use 19th century practices on their patients; likewise educators have a duty to incorporate modern technology into the classroom (Palitha, Chiara. 2007). The present study tries to find out the Effectiveness of Video Podcast in Learning Psychology among Bachelor of Education Trainees. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 48 Bachelor of Education students from Dr. Sivanthi Aditanar College of Education, Tiruchendur, Tuticorin District for the study. According to the scoring of pre-test, 24 students were chosen as Control Group and 24 students were chosen as Experimental Group. Finally the investigator concludes that, (a) 37.5% of the control group students have low level, 58.3% of them have moderate level and 4.2% of them have high level of the gain scores. Among the experimental group students 8.3% of them have low level, 58.3% of them have moderate level and, 33.3% of them have high level of the gain scores. (b) There is a significant difference between control and experimental group students in their gain scores which is the experimental group student is better than the control group students in their gain scores. (c) There is significant difference between control and experimental group students in their gain scores for attainment of the knowledge and understanding objectives which is, the experimental group is better than the control group in attainment of their knowledge and understanding objectives. There is no significant difference between the gain scores of control and experimental group students in attainment of application objectives. (d) There is no significant difference between control group and experimental group students in their pre-test scores. There is significant difference between control and experimental group students in post-test mean scores. According to the &quot;t-test&quot; result the experimental group is better than the control group.
Operational Efficiency of Interactive E-Learning among Post-Graduation Students in Teacher Education
Author: Chellamani, K.
Date: 2014-00-00
Type: Journal Articles
Subjects: Graduate Study,Teacher Education,Learning Strategies,Reflection,Interaction,Electronic Learning,Technology Uses in Education,Skill Development,Teacher Qualifications,Student Participation,Program Effectiveness,Thinking Skills,Critical Thinking,Logical Thinking,Problem Solving,Writing Skills,Teaching Skills,Foreign Countries

This study is set in the context of a Post Graduate course for Teacher Education where the participants were exposed to a systematic reflective learning strategy facilitated by a structured interactive e-learning platform. The e-platform was used for students to share, reflect and they had demonstration of skills in class. The researcher intended to develop generic skills as well as the professional skills of a teacher. e-platform illustrates the roles of students' participation and its impact over the development of both personal and professional skills. The reflections of the students before and after the program reveal the achievement of learning outcomes. It envisages the recommendations of NCFTE (National Curriculum for Teacher Education, 2009) and OECD (2013) at global level. The findings reveal the skill development of the students in terms of generic skills (critical thinking, analytic reasoning, problem solving and written communication) as well as professional skills (knowledge on advanced methods of teaching and delivery in classroom).
Correlations of Symptoms of Dyslexia with Academic Achievement and Behavioral Problems in a Malaysian Primary School
Author: Devaraj, Sheila
Date: 2009-00-00
Type: Journal Articles
Subjects: Symptoms (Individual Disorders),Dyslexia,Academic Achievement,Behavior Problems,Elementary School Students,Correlation,Foreign Countries,Age Differences,Ethnic Groups,Socioeconomic Status,Comparative Analysis,Gender Differences,Screening Tests

The purpose of this study is to determine whether there was any significant correlation between symptoms of dyslexia in Malaysian students and discipline problems. A total of 197 standard 3 and 4 students from a national primary school were involved in the study. Findings show that there was a significant negative correlation between academic achievement and symptoms of dyslexia for both the standard 3 [r = -0.60, p less than 0.01 and the Standard 4 [r = -0.067, p &lt; 0.01], students. The correlation also showed that the relationship between discipline problems and symptoms of dyslexia was higher for the older students. The Standard 3 students had r = 0.39, which is a definite but small relationship, while the Standard 4 students had r = 0.49, which is a substantial relationship. This might indicate a trend where the contribution of symptoms of dyslexia to discipline problems increases as the student progresses through the school system. In the analysis of variance, it was found that there was no significant difference in discipline problems and the occurrence of students with symptoms of dyslexia among the Malays, Chinese and Indians. However there was a difference in terms of the socio-economic status. A comparison was also made between the boys and girls and the findings showed that there was no significant difference in the total dyslexic score between the two sexes.
Exploring Metacognition in Preservice Teachers: Problem Solving Processes in Elementary Mathematics
Author: Sparkman, Dana
Date: 2009-00-00
Type: Journal Articles
Subjects: Metacognition,Preservice Teachers,Problem Solving,Elementary School Mathematics,Early Childhood Education,Student Journals,Undergraduate Students,Methods Courses,Reflection

In Principles and Standards for School Mathematics (2000), the (U.S.) National Council of Teachers of Mathematics recommended that students communicate their mathematical thinking in a logical manner, and use the language of mathematics to express their thinking accurately and logically. Students should not only learn mathematics content, but should learn how to generate ideas, express them in multiple ways, and justify their thinking (Carpenter, Franke, &amp; Levi, 2003). Journals are an effective way for students to communicate their understanding of mathematics content while using the process standards of problem solving, reasoning and proof, connections, and representation. This article describes the use of mathematics journals by undergraduate Early Childhood Education majors in a mathematics methods course. In this course, pre-service teachers are asked to use journals to examine their own problem solving skills, through written and oral reflection. Samples of student reflections of their problem solving processes are included.
Learning Difficulties in Mathematics (LDM) of Secondary School Students with Respect to Their Personal and Background Variables
Author: Sarsani, Mahender Reddy
Date: 2009-00-00
Type: Journal Articles
Subjects: Secondary School Students,Learning Problems,Secondary School Mathematics,Student Characteristics,Mathematics Achievement,Student Surveys,Mathematics Tests,Achievement Tests,Gender Differences,Public Schools,Private Schools,Institutional Characteristics,School Location,Rural Urban Differences,Language of Instruction,Foreign Countries

The investigation was aimed to study the learning difficulties in mathematics among the secondary school students. The study proposed to measure the Learning Difficulties in Mathematics with respect to the students' personal and background variables such as sex, type of school, locality and medium of instruction; and also to explore the relationships of learning difficulties with students' scholastic achievement in mathematics and opinion on the different topics in mathematics. Survey method was adopted and developed three instruments for the study; they are Learning Difficulties in Mathematics (LDM), Mathematics Scholastic Achievement Test (MSAT) and Difficult Topics in Mathematics (DTM). A simple random sampling technique was employed in the selection of 480 students from government and private schools of Warangal district in Andhra Pradesh, India. The study revealed that boys had more Learning Difficulties in Mathematics than girls. It was also found that the students of Government schools, urban and Telugu medium have more learning difficulties in mathematics than their counterparts of private, rural and English medium respectively. Further, it was found that the students who have less learning difficulties in mathematics scored better in mathematics scholastic achievement test and found that the students those who have opined that the topics are easy in mathematics secured highest marks than their counterparts those who have expressed the topics are average and difficult for them. Accordingly, the remedial measures and intervention programmes are suggested to enhance students' performance and to minimise their learning difficulties.
The Complexities of a Third-Space Partnership in an Urban Teacher Residency
Author: Beck, Jori S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Urban Teaching,Teacher Education Programs,Attitude Measures,College Faculty,Teacher Attitudes,Experiential Learning,Master Teachers,College School Cooperation,African American Students,Low Income Groups,At Risk Students,Partnerships in Education,Secondary School Teachers,Case Studies,Interviews,Observation,Documentation,Program Development,Social Justice,Consciousness Raising

Urban teacher residency (UTR) programs have been widely endorsed (National Education Association, 2014; Thorpe, 2014), yet the body of literature on these programs has not definitively identified the benefits of UTRs over and above traditional teacher education programs--if any exist. The current study explored how faculty and staff working in one UTR program recruited, prepared, and supported residents within their program. A secondary goal of the study was to explore stakeholder perspectives on this model of teacher preparation. The current study sought to explore the following research questions in an effort to provide a rich description of a particular residency program's methods of teacher preparation: (1) How do faculty at one UTR program prepare residents for the classroom? (2) What do faculty identify as the unique elements of the Residency that separate it from traditional teacher preparation programs? (3) How were these elements designed for the Residency? and (4) What do these elements look like in action? The author chose the Lewistown Teacher Residency (LTR) as the unit of analysis for this study because it adhered to various criteria for UTR programs. Aside from the innovations which the LTR had introduced to program scheduling and mission and vision, faculty and staff expressed that the LTR was an expensive program that had not yet proven itself to outperform their traditional teacher education program.
Early Childhood Education in Pakistan--Progress and Challenges
Author: Shami, Pervez A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Educational Change,Change Strategies,Educational History,Barriers,Educational Policy,Access to Education,Social Influences,Equal Education,Strategic Planning,Curriculum,Enrollment,Gender Differences,Private Sector,Teacher Competencies,Educational Finance

This paper is on Early Childhood Education (ECE)--a goal of Education For All (EFA), assesses the progress of Pakistan's efforts and strategies mainly during post Dakar period 2001-02 to 2005-06 and the major challenges being encountered. The information includes analysis of National Educational Data on ECE in the light of policies and plans, EFA projections along with the contribution of civil society, private sector and non-profit organizations. National data reflect that Pakistan has made progress in education sector over all and in ECE, keeping in view EFA and Millennium Development Goals (MDGs) in response to the World Education Forum resolutions (1990) and Dakar (2000) resolutions. ECE is encountering multiple challenges which need to be addressed to achieve outcomes during the next phases of the National Plan of Action (NPA) for EFA--2001-2015.
Informing Teacher Education through the Use of Multiple Classroom Observation Instruments
Author: Weber, Nancy Dubinski
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Education,Secondary School Teachers,Teacher Behavior,Comparative Analysis,Beginning Teachers,Experienced Teachers,Classroom Environment,Student Behavior,Classroom Observation Techniques,Teaching Methods,Graduate Students,Masters Programs,Teacher Role,Multivariate Analysis,Teacher Evaluation,Internship Programs

The purpose of the present study is to examine how first-year secondary teaching interns' classrooms compare to those of more experienced teachers. Through the simultaneous use of three unique observation instruments, the authors addressed the following research questions: (a) How do first-year secondary teachers' classroom behaviors compare to those of more experienced teachers? (b) How do first-year secondary teachers' students' behaviors compare to those of more experienced teachers? and (c) How do first-year teachers' overall classroom environments compare to those of more experienced teachers? Each of the instruments revealed a different perspective of the classroom procedures and combined to provide a comprehensive picture that was not otherwise possible through use of any one instrument alone. Overall and across all three instruments, the authors found substantial variability within both groups for many of the observed behaviors and environmental aspects. This large variability may be due to school-related factors and student demographic characteristics that impact classroom instruction. Content-related differences may also account for the wide variation with groups. By dividing the focus of the observations between the three areas, teachers, students, and classroom environments, researchers were able to gain deeper insight into the dynamics of the observed classrooms than would have been possible with a single instrument. By using multiple observation protocols to study the classrooms of both novice and experienced teachers, researchers were able to discern differences in pedagogy and classroom environment that would not have been evident via other data collection methods. It would be prudent to extend this line of research in the future by observing more teachers who fall into each category to build a more robust database with greater reliability.
We Are What We &quot;Say&quot; We Eat: What's on the Menu in the Poetry Classroom?
Author: Getz, Tom
Date: 2008-00-00
Type: Journal Articles
Subjects: Poetry,Food,Teaching Methods

With a nod to Shakespeare, if food be the food of love, eat on. This article discusses the great pleasure teachers can have as careful readers of poetry when sharing poems with students in which the readers are what they &quot;say&quot; they eat. The purpose in focusing on poetic food is to combine a pedagogy with an ethics. To accomplish this, teachers need to emphasize the importance of reading with the mouth and ear--speaking and listening--as a way of actualizing and animating the relationship between mind and body and spirit. Readers learn through performing the poems presented in this paper--saying them, hearing them, and understanding them simultaneously--that language takes its meaning not by referring to external objects-in-themselves but by the experience of speaking, hearing, and &quot;doing&quot; the language. Suggestions for additional poems for the consumption of reading with mouths and minds are included.
&quot;I Didn't Know of a Better Way to Prepare to Teach&quot;: A Case Study of Paired Student Teaching Abroad
Author: Cross, Stephanie Behm
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Study Abroad,Student Teaching,Teamwork,Student Experience,Interviews,Video Technology,Lesson Plans,Reflection,Student Journals,Formative Evaluation,Summative Evaluation,Influences,Foreign Countries,Student Placement,Middle School Teachers,Urban Teaching,Cultural Awareness,Program Effectiveness,Peer Influence,Teaching Skills,Interpersonal Competence,Self Esteem

It has been a year since Sarah and Brian traveled to Malmo, Sweden, as part of a fellowship through their U.S. teacher preparation program. Their experience was unique and life changing, not only because it occurred in another country but because they completed their student teaching in a paired format. They planned and implemented all of their lessons together, worked with the same mentor teacher, and jointly posed and solved problems in the classroom. Their experience of paired student teaching abroad is the subject of this study. Research has shown the positive benefits of completing student teaching abroad (Bradfield-Kreider, 1999; Casale-Briannola, 2005; Cushner &amp; Mahon, 2002; Germain, 1998; Mahon &amp; Stachowski, 1990; Marx &amp; Moss, 2011; Zeichner &amp; Melnick, 1996), including increased cultural sensitivity and competence (Fung King Lee, 2011; Mahon &amp; Cushner, 2002; Phillion &amp; Malewski, 2011), confidence (Cruickshank &amp; Westbrook, 2013; Vall &amp; Tennison, 1992), and global awareness (Fung King Lee, 2011; Romano, 2008). Separate literature has illustrated the potential advantages of paired student teaching, whereby two student teachers work with one cooperating teacher in the same classroom and complete the same required assignments for their entire practicum experience (e.g., Baker &amp; Milner, 2006; Bullough et al., 2003; Dang, 2013; Dee, 2013; Smith, 2004). However, no empirical research to date combines these two interventions to improve traditional student teaching. Our research on paired student teaching abroad fills the gap in the literature, and our findings demonstrate the possibility of using such a model to improve student teachers' experiences and development. Using data from interviews, videos, lesson plans, written reflections, collaborative journals, and formative and summative assessments from Sarah and Brian's placement in Malmo, we explored one central research question: How does paired student teaching abroad influence preservice teachers' experiences while learning to teach?
Reading and Understanding: Tim O'Brien and the Narrative of Failure
Author: Buchanan, Jeffrey
Date: 2008-00-00
Type: Journal Articles
Subjects: Failure,Instruction,Instructional Effectiveness,Teaching Skills,Teaching Styles,Figurative Language,Narration,Educational Practices

Tim O'Brien's &quot;The Things They Carried&quot; is an example of what the author calls a narrative of failure. A narrative of failure is a term for a narrative that both fails in the enactment of its own telling and that takes failure or failing as one of its subjects. This paper discusses how, as a form for telling a teaching story, narratives of failure can be remarkably productive because they suggest alternative values--values like comprehensiveness and seriality, values that resist and elide the heavy-handedness of an educational apparatus and that draw attention to their own institutional, disciplinary, or methodological constitution. By doing so, they continually force us to ask questions about power and desire, about processes of making knowledge, processes at the heart of schooling and teaching. These questions should be at the heart of schooling as they are at the heart of Tim O'Brien's storytelling. By blending content and context, O'Brien illustrates that knowledge cannot be separated from the knower. In such circumstances, one is obligated to ask what is both lost and gained in the process, to ask in whose name and in what interests is knowledge made, and to ask who benefits and who concedes. The notion of failure saturates teacher work. Teachers hold, within the profession, to traditional notions of success that necessarily leave their practices lacking. According to these definitions, all teachers can do as teachers is fail. Even so, that kind of failure more accurately represents the work of teaching and the process of understanding at work; failure is foundational to the nature of what it means to teach. Teachers ought not dwell on their lack of conventional success but rather teach in order to teach again. Reiteration is not a sign of lack of success but a hallmark of the teacher's work. This is one lesson an attentive reader understands from Tim O'Brien.