ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Laberintos y Testimonios&quot;: Latina Faculty in the Academy
Author: Machado-Casas, Margarita
Date: 2013-00-00
Type: Journal Articles
Subjects: College Faculty,Hispanic Americans,Minority Group Teachers,Personal Narratives,Professional Associations,Mentors,Role,Faculty Development,Teacher Persistence,Women Faculty

This special issue of the &quot;Journal of Educational Foundations&quot; explores the struggles faced by Latina faculty. These struggles became evident through an examination of Latina faculty members at a specific Hispanic Serving Institution (HSI). The essays in this special issue examine the experiences and trajectory of several Latina faculty members during their time in the academy. A great deal of research has been conducted on the need to support Latina/o faculty during the early years of their career (Delgado Bernal &amp; Villalpando, 2002; Gonzales, 2013; Murakami-Ramalho, Nunez, &amp; Cuero, 2010; Nieman, 1999; Turner, Gonzalez, &amp; Wood, 2008; Turner, Gonzalez, &amp; Wong, 2011), but few have looked at programs that have been created to specifically mentor Latina faculty. In the quest to illuminate the types of programs that work to support Latina faculty in academia, this special issue examines the role of an organization called the Research for the Educational Advancement of Latinas (REAL). This university-wide collaborative among junior and senior female professors was established to aid in the development and retention of new tenure-track professors in academia. Additionally, this special issue reflects on the impact that collaborating with REAL had, not only on its members' academic trajectory, but also on their personal lives as well. This issue chronicles the experiences of Latina professors with the hope that other faculty members of color (who might be engaged in similar struggles) may discover that they are not alone and that collectives can be created to provide support systems to help navigate their way in the academy. Furthermore, this special issue explores how creating and working with support groups such as REAL can serve as a platform for building community and avoiding the academic, social, and emotional isolation that is often experienced by Latinas in tenure-track positions. Finally, it explores the importance of the experiences and &quot;consejos&quot; (words of wisdom/advice) of Latina and faculty of color who &quot;have been there, and done that&quot; in the development and retention of new Latina faculty in academia.
A Comparison of the Motor Ability of 8 and 9 Year Old Primary School Children in Hamburg, Melbourne and Cape Town--An Exploratory Study
Author: Kretschmer, Jurgen
Date: 2013-00-00
Type: Journal Articles
Subjects: Psychomotor Skills,Foreign Countries,Comparative Analysis,Elementary School Students,Ethnicity,Cultural Background,Statistical Analysis,Profiles,Tests,Motor Development,Metropolitan Areas,Blacks,Physical Activities,Physical Fitness

An increasing worldwide concern about a decline in the quality of the motor ability of children was the motivation for this exploratory comparative study. It involves a comparison of the motor ability of children aged 8 and 9 years from Hamburg (n = 774), Melbourne (n = 141) and Cape Town (n = 81). Since each of these global cities represents a typically culturally diverse modern center of population, data were also tentatively analyzed according to ethno-cultural background, as a potential contributing variable to better understand the results of studies such as these. The children's motor abilities were tested by five items from the &quot;Allgemeiner Sportmotorischer Test fur Kinder&quot; or AST 6-11 (Bos, Opper, Woll, Liebisch, Breithecker, &amp; Kremer, 2001). Results were analyzed in terms of city and sex by means of a two-way Analysis of Variance (ANOVA). A composite motor profile was also constructed using all five items. This was then used in a further comparison of major ethno-cultural groups within each of the three cities. Differences in motor ability were evident between the children of the three cities. The children from Hamburg demonstrated the highest levels of performance overall and those of Melbourne the lowest. Both sex and ethno-cultural background were significant mediating variables in all contexts. Boys scored higher than girls on the AST 6-11 at all locations. For children of a European
background in both Hamburg and Melbourne, a higher performance was identified when compared with their same city peers of Asian origins. The best performing cultural group overall were the Black African (Xhosa) children of Cape Town. The limitations of the study were identified and some suggestions for future comparative studies of motor ability were made. (Contains 8 tables and 2 figures.)
Before the Tenure Track: Graduate School &quot;Testimonios&quot; and Their Importance in Our &quot;Profesora&quot;-ship Today
Author: Sanchez, Patricia
Date: 2013-00-00
Type: Journal Articles
Subjects: Graduate Study,Hispanic Americans,Tenure,College Faculty,Immigrants,Working Class,Socioeconomic Background,Women Faculty,Teacher Attitudes,Socialization,Networks,Minority Group Teachers,Productivity

This article documents how the authors, two Chicana tenured professors from immigrant and working-class backgrounds, drew upon their graduate school experiences as resources for navigating the tenure track. They discuss lessons learned not in the official classroom but in other spaces inhabited by women of color. Such lessons included: networking with other women of color--both from universities and professional organizations, like the collective &quot;Mujeres Activas en Cambio Social&quot; (MALCS); the double standards placed on women of color scholars and their journeys toward becoming pathbreakers; and resisting academia's heavy-handed socialization to gatekeeping.
Learning Strategies Used while Developing Motor Skill Assessment Competency
Author: Kelly, Luke E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Learning Strategies,Motor Development,Psychomotor Skills,Computer Assisted Testing,Kinesthetic Methods,Training Methods,Pretests Posttests,Experimental Groups,Control Groups,Achievement Gains,Time on Task,Physical Education,Undergraduate Students,Regression (Statistics),Competency Based Education,Teacher Education

This study investigated the effectiveness of a web-based assessment training program and whether explicitly guiding the participants toward the recommended learning sequence would improve their performance on assessing the underhand roll compared to participants that were given free choice of their learning sequence. Participants were 48 volunteer pre-service undergraduate kinesiology majors from two universities that were randomly assigned to two treatment groups. The data collected on the participants included pre and post assessment scores, as well as program usage data: the frequency and time spent using each of the training program options. Results revealed a non-significant treatment effect was found between the two treatment groups, but significant overall pre to post performance gain of 24.4 percent (ES = 0.772). Program usage data revealed that participants with higher competency scores significantly used the guided practice option more frequently and for more time and overall used the program for more time than participants with lower competency  scores. (Contains 2 figures and 2 tables.)
Climate and Motivation for Women Athletes in Palestine
Author: Younes, Shima
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Questionnaires,Athletics,Females,Athletes,Athletic Coaches,Team Sports,Statistical Analysis,Surveys,Motivation,Predictor Variables,Measures (Individuals),Parent Attitudes,Regression (Statistics)

The purpose of this study was to investigate the factors that motivate women athletes to participate in sport in Palestine and the motivational climate created by coaches and parents. Additionally, participants' commitment to sport was investigated as well as the social constraints that Palestinian women athletes face. Participants (n = 107) included women athletes who were members of the following sport federations: soccer, volleyball, basketball, table tennis, and track and field. The athletes were asked to
complete the following surveys: 1) Sport Motivation Scale, 2) the Perceived Motivational Climate in Sport Questionnaire-2, 3) the Parent-Initiated Motivational Climate Questionnaire, and, 4) the Sport Commitment Model Scale. T-test and multiple regression analysis were utilized between the variables in the study as well as descriptive statistics. The results indicated women athletes in Palestine reported more intrinsic motivation to play sport
than extrinsic motivation. Also, motivational climate created by the coach was the only factor to predict women's motivation to play their sport. Finally, women athletes in Palestine are highly committed to their sport. (Contains 3 tables.)
Gamesmanship Beliefs of High School Coaches
Author: Strand, Brad
Date: 2013-00-00
Type: Journal Articles
Subjects: High Schools,Athletic Coaches,Comparative Analysis,Gender Differences,Experience,Training,Participation,Attitude Measures,Beliefs,Sportsmanship,Ethics,Values,Sport Psychology,Athletics,Behavior,Rural Schools

This study evaluated gamesmanship beliefs of high school coaches from a rural Midwestern state in the United States. Two hundred and fifty-six coaches participated in this study with comparisons drawn by gender, highest level of participation, formal coaching training, years of experience, and officiating experience. Participants completed a 25-statement survey. The survey consisted of 25 gamesmanship statements that asked subjects to indicate if an action was clearly acceptable (1), acceptable (2), unacceptable (3), or clearly unacceptable (4). Chronbach's Alpha measure (a=0.938) indicated a high consistency and reliability for the statements on the survey instrument. A crosstabs analysis provided Pearson Chi-Square or Fischer Exact tests to identify statistical significance within the variables. For all of the statements, a majority of respondents identified the statements as either unacceptable or clearly unacceptable. In addition, there were very few significant differences based on gender, highest level of participation, years
of coaching experience, formal coaching education, or officiating experience. (Contains 2 tables.)
Self-Regulation of Physical Education Teacher Education Students' Attitudes towards Exercise and Diet
Author: Wilkinson, Carol
Date: 2013-00-00
Type: Journal Articles
Subjects: Self Control,Eating Habits,Dietetics,Physical Education Teachers,Preservice Teachers,College Students,General Education,Gender Differences,Comparative Analysis,Personal Autonomy,Curriculum,Self Determination,Questionnaires,Exercise

The purpose of this study was to assess differences in self-regulation of attitudes towards engaging in exercise and eating a healthy diet between physical education teacher education (PETE) students and general education (GE) students, and between male students and female students. Participants were university students (n = 194) at a university in the Intermountain West in the U.S. Results showed that PETE students were more autonomous in their attitudes towards exercise than other students, all female students were more controlled in their attitudes towards diet than males, and PETE females' attitudes towards diet were more controlled than PETE males. PETE curricula should include experiences to help students internalize exercise and healthy diet values so they will develop attitudes towards engaging in exercise and eating a healthy diet for autonomous reasons. (Contains 3 tables.)
Correlations among Stress, Physical Activity and Nutrition: School Employee Health Behavior
Author: Gillan, Wynn
Date: 2013-00-00
Type: Journal Articles
Subjects: Correlation,Stress Variables,Nutrition,Physical Activity Level,Health Behavior,School Personnel,Surveys,Coping,Gender Differences,Stress Management,Work Environment,Intervention,Program Development,Productivity

Employee health promotion programs increase work productivity and effectively reduce employer costs related to health care and absenteeism, and enhance worker productivity. Components of an effective worksite health program include stress management, exercise and nutrition and/or weight management classes or counseling. Few studies have documented correlates of health behaviors in school-based employees. A multi-component survey was used to examine relationships among stress, physical activity and specific food choices among employees in a southeastern
Louisiana school district. Significant differences were found in coping styles by gender and employee status. Findings also indicated that employees who selected healthful foods were more likely to use task-oriented coping, considered an effective coping style. Further those employees who engaged in vigorous physical activity on a regular basis reported less perceived stress as well as more effective coping strategies. Since these behaviors appear to
be interrelated, those conducting health promotion programs may consider a multi-dimensional approach when planning programs for employees. Intervention studies in a school-based population are needed to examine specific effects of different coping styles and healthy behaviors on employee productivity. (Contains 5 tables.)
Counter-Intuitive Findings from Teacher Education Accreditation Council's Surveys of Candidates and Faculty about Candidate Knowledge and Skill
Author: Murray, Frank
Date: 2013-00-00
Type: Journal Articles
Subjects: Online Surveys,Teacher Surveys,Student Surveys,Teacher Attitudes,Student Attitudes,Accreditation (Institutions),Cooperating Teachers,Grade Point Average,Teacher Education,Teacher Education Programs,Pedagogical Content Knowledge,Teaching Skills,Program Effectiveness,Educational Quality,Teacher Competencies,Student Personnel Services,Knowledge Level,Cultural Awareness,Knowledge Base for Teaching,Multicultural Education,Educational Technology

This article is a report of the findings from a sample of approximately 2,700 students and 1,000 faculty in the first 50 Teacher Education Accreditation	Council (TEAC)-accredited programs for which the online surveys were used. The sample represents nearly all the full-time faculty members surveyed and approximately 30% of the students. On the common questions in the surveys, the findings from all the cooperating teachers' surveys are indistinguishable from those of the sample (Murray, 2011b). The student sample also is representative of all those surveyed, as their grade point averages (GPAs) were insignificantly different from the GPAs of those reported by the programs about all of their students (as verified by the TEAC auditors on site (Murray, 2010). The results show that students and faculty rated all aspects of their programs in the more than adequate to excellent range (4.00-5.00). These results contrast with those of the prevailing narratives that teacher education is broken and that today's new teachers are unprepared for their roles. (Contains 3 tables.)
Investigating Perceptions of Teachers and Teaching Using the Draw-a-Teacher Checklist
Author: Sinclair, Becky B.
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Learning Experience,Teacher Attitudes,Check Lists,Visual Arts,Educational Philosophy,Graduate Students,Undergraduate Students,Measures (Individuals),Statistical Analysis,Teaching Methods,Freehand Drawing

The purpose of this study was to examine differences in the pictorial representations of what teaching &quot;looks like&quot; for undergraduate students, intern teachers and graduate students enrolled in education classes. This new Draw-a-Teacher Checklist instrument was modeled after the Draw-a-Science-Teacher-Test Checklist (DASTT-C) developed by Thomas, Pedersen, and Finson (2001). A scoring checklist was created using 150 pictures drawn by the participants. The data showed that the checklist did accurately measure the content of the drawing on the continuum from teacher-centered to student-centered. In addition, the study found that the majority of the undergraduate and graduate participants drew teacher-centered pictures while the interns, who were undergraduate students working in their first semester of student teaching, recognized the importance of teaching with a more balanced approach. (Contains 5 tables and 3 figures.)
Resolving Ethical Issues at School
Author: Benninga, Jacques S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Ethics,Educational Environment,Guidelines,Teacher Behavior,Moral Values,Standards

Although ethical dilemmas are a constant in teachers' lives, the profession has offered little in the way of training to help teachers address such issues. This paper presents a framework, based on developmental theory, for resolving professional ethical dilemmas. The Four-Component Model of Moral Maturity, when used in conjunction with a professional code of ethics, can help teachers determine and understand the important issues of an ethical situation and can provide guidance for conflict resolution. An example of an ethical dilemma and the mechanism for its resolution is provided. (Contains 1 figure.)
The Professional Educator: Six Steps to Effective Teacher Development and Evaluation
Author: Phillips, Vicki
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Faculty Development,Feedback (Response),Expectation,Evidence,Program Implementation,Alignment (Education),Academic Standards,State Standards,Teacher Administrator Relationship

Teacher evaluation should address the complexity of teaching by assessing individual teachers and by helping them continuously improve. Constructive feedback, evidence from multiple sources, and high levels of support are all essential. The six steps to effective teacher development and evaluation presented in this article are: (1) Match high expectations with high levels of support; (2) Include evidence of teaching from multiple sources; (3) Use information to provide constructive feedback to teachers, as befits a profession, not to shame them; (4) Create confidence in the quality of teacher development and evaluation systems and the school&apos;s ability to implement them reliably; (5) Align teacher development and evaluation to the Common Core State Standards; and (6) Adjust the system over time based on new evidence, innovations, and feedback.
The Lived and Living Bodies of Two Health and Physical Education Tertiary
Educators: How Embodied Consciousness Highlighted the Importance of Their Bodies in Their Teaching Practice in HPE
Author: McMahon, Jennifer A.
Date: 2013-04-00
Type: Journal Articles
Subjects: Physical Education,Physical Education Teachers,College Faculty,Personal Narratives,Teaching Methods,Health Education,Human Body,Preservice Teachers,Teaching Experience,Self Concept,Metacognition,Teacher Attitudes,Teacher Background,Foreign Countries

This paper reports on narrative research that focuses on two tertiary Health and Physical Education (HPE) educators' bodies. In particular, it explores how their lived encounters impacted upon their everyday teaching practice. Narrative accounts are used to present their lived and living bodies in this research. Findings suggest that they were enacting body pedagogies and embodied experiences in various ways influencing pedagogical practice and at times colliding with pre-service teachers' bodies. &quot;Embodied consciousness&quot; highlights an importance for all educators to better understand how their bodies are positioned and thus influence their practice. This research acknowledges the body as a site through which lived experience can be perpetuated and/or enacted in and through the living body.
Strategies to Support Ethical Reasoning in Student Argumentation
Author: Carlton Griswold, Joan
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Strategies,Ethics,Thinking Skills,Classroom Techniques,Controversial Issues (Course Content),Scaffolding (Teaching Technique),Barriers,Teaching Methods,Best Practices,Professional Development,Communication Skills,Skill Development,Decision Making,Student Attitudes,Discussion (Teaching Technique),Case Studies,Stakeholders,Social Attitudes,Teacher Education

This article discusses the importance and benefits of incorporating ethics	into the classroom and presents five strategies that both scaffold students'	understanding of ethical issues and support students' abilities to come to a reasoned and well-supported decision about those issues. (Contains 1 table and 4 notes.)
Attending to Ethical and Moral Dispositions in Teacher Education
Author: Osguthorpe, Richard D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Ethics,Moral Values,Teacher Education,Guidelines,Teacher Education Programs,Teacher Educators,Teacher Attendance,Pedagogical Content Knowledge,Teaching Methods,Self Evaluation (Individuals),Student Teachers,Mentors,Reflection,Caring,Student Behavior,Teacher Behavior,Teacher Effectiveness,Teacher Student Relationship,Student Teacher Evaluation,Student Teacher Supervisors

The purpose of this article is to identify some issues related to ethical and moral dispositions in teacher education programs. My intent is to provide a starting point for gaining a professional consensus on the ways that teacher educators approach the definition, assessment, and development of dispositions in their teacher education programs. To that end, I present six guidelines that can be used to inform various approaches to dispositions and emphasize the importance of attending to dispositions in teacher education as part of the ethical and moral work of teaching.
Dual Language Learners: Effective Instruction in Early Childhood
Author: Goldenberg, Claude
Date: 2013-00-00
Type: Journal Articles
Subjects: Preschool Teachers,English (Second Language),Second Language Learning,Native Language,Teaching Methods,Bilingualism,Educational Opportunities,Language Acquisition

Preschool teachers can best educate youngsters learning their home language and English by using children&apos;s primary language where possible, adopting effective practices for building English language skills, and involving families in supporting children&apos;s learning. This article surveys the growing body of research on improving preschool Dual Language Learners&apos; (DLL) educational opportunities to help inform educators responsible for creating settings for young DLLs. This review of the research is organized around four key topics: (1) Employing children&apos;s home language in the early childhood curriculum; (2)  Comparing effective practices for DLLs and English speakers in English-only programs; (3) Promoting language development in English and the home language; and (4) Involving families in supporting children&apos;s language learning. (Contains 27 endnotes and 1 footnote.)