ethanporcaro/eric-fulltext-meta huggingface dataset:
A Longitudinal Essay Analysis of Noyce Scholars&apos; Growth in Self-View on Teaching Science in High-Needs School Districts
Author: Bischoff, Paul
Date: 2017-00-00
Type: Journal Articles
Subjects: School Districts,Longitudinal Studies,Disadvantaged Schools,STEM Education,Majors (Students),Identification,Teacher Education,Science Teachers,Program Descriptions,Self Concept,Career Choice,Essays,Undergraduate Students,Teacher Orientation,Teacher Attitudes,Educational Experience,Pedagogical Content Knowledge,Knowledge Base for Teaching,Rewards,Barriers,Rural Areas

In the United States, principal investigators of the National Science Foundation's Noyce Scholars program are challenged with identifying college STEM majors who have a fledgling interest in science teaching and preparing them to teach in high-needs school districts. The purpose of this longitudinal research project was to quantitatively and qualitatively identify STEM majors' self-view on becoming a science teacher when they applied to one college campus based, Noyce Scholars program, and to describe how their self-view on becoming a science teacher in a high-needs school district evolved from their college years into their early careers as science teachers. To address the purpose of the study, researchers quantitatively analyzed emergent themes in a series of three reflective essays written by sixteen Noyce Scholars over a five-year period. The first essay was part of their Noyce Scholars program application; the second essay was written approximately three-years later during their undergraduate coursework; and the final essay was written during their induction year as a science teacher in a high-needs school district. Essay analyses revealed that the Noyce scholars' self-view of teaching science in high-needs schools spreads from a narrow focus on personal experiences as students, to an in-service self-view characterized by broad understandings of some of the challenges, rewards and pedagogical competencies needed to teach science in a high-needs school.
A Model to Predict Academic Performance Based on the Components of Emotional Intelligence, Problem Solving Skills and Achievement Motivation among Students of Smart and Ordinary School
Author: Sadipour, Ismail
Date: 2017-00-00
Type: Journal Articles
Subjects: Predictor Variables,Emotional Intelligence,Problem Solving,Student Motivation,Academic Achievement,High School Students,Foreign Countries,Technology Uses in Education

Improving the academic performance of students is one of the main concerns of authorities in education fields. The science of psychology and education experts has tried to help research and studies, to identify factors affecting the academic performance of students. Previously cognitive abilities as one of the most important determinants of academic performance is recognized, but gradually it became clear non-cognitive factors such as emotional intelligence play prominent role in the academic performance of students. Children who have high emotional intelligence, in the use of problem-solving skills show higher abilities, which results in improving the cognitive ability of these students. The aim of this study provide a model predicting academic performance based on the components of emotional intelligence, problem-solving skills and achievement motivation among students of ordinary and smart school. The study in term of method is predictive- correlational. The population in this study consisted of all high school students in Tehran using multi-stage cluster sampling 583 students were selected as sample. The results showed that the direct effect of emotional intelligence and achievement motivation on students 'academic performance is significant, but direct effect of problem-solving skills on students' academic performance is not significant. The direct effect of emotional intelligence and achievement motivation on students' academic performance in smart schools is significantly higher than its impact on the academic performance of students in ordinary schools. There was any significant direct difference between problem solving skills and academic performance of students in smart and ordinary schools. So it can be concluded that the role of smart schools in important variables such as emotional intelligence, achievement motivation and academic performance makes the role of smart schools brighter and stronger.
Conflict in the Multicultural Counseling Classroom: Counselor Educators&apos; Experiences
Author: Milan, Marsha J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Conflict,Counselor Training,Counselor Educators,Teacher Attitudes,Cultural Pluralism,Phenomenology,Systems Approach,Emotional Experience,Teaching Methods,Teaching Experience

We gathered data from counselor educators to study their experiences with emotionally charged exchanges while teaching multicultural counseling. We then used descriptive phenomenology and an ecological systems framework to reveal the emotions counselor educators experienced and the outcomes of the exchanges. We discuss the implications of our findings for counselor preparation programs and educators.
Science-Literacy Integration: Equity and Learning in First-Grade, Urban Instructional Contexts
Author: Stefanski, Angela J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Grade 1,Science Instruction,Elementary School Science,Literacy Education,Urban Schools,Teaching Methods,Elementary School Teachers,Interdisciplinary Approach,Content Area Reading,Reading Materials,Reading Skills,Elementary School Students

Previous research demonstrates that integration of science and literacy instruction in primary grades has positive outcomes for students' science and literacy development. However, variations in how science and literacy are enacted suggest integration may not be sufficient to meet the literacy and science needs of all students in an equitable manner. The purpose of this study was to examine two first-grade teachers' science integration during literacy instruction in one high- and one low-income school context within one urban district. Analysis of field notes, transcripts of lessons, and interviews revealed that expectations to integrate science during time set aside for literacy instruction without consideration of contextual factors perpetuated and concealed ongoing inequities in science education for students from the lowest income school. Further, this study adds to evidence from prior studies demonstrating that reading of science-related texts alone, as a substitute for instruction in science as a discipline, does not provide students with the resources needed to learn to think, talk, and act as scientists. Findings from this study require researchers and policy-makers to address the context-specific factors that shape instructional contexts in ways that limit or expand the potential of integrated science--literacy instruction in urban schools.
A Study on Problems in Learning English among the Secondary School Students in Devakottai Educational District
Author: Kottairaj, A.
Date: 2020-12-00
Type: Journal Articles
Subjects: Learning Problems,English (Second Language),Second Language Learning,Secondary School Students,Private Schools,Public Schools,Gender Differences,Rural Urban Differences,Foreign Countries

The investigator establishes that Knowledge of English is unconditionally necessary if one wants to come up in life. This is more so in the opinion of the circumstance that the advanced countries have opened their doors for recruiting technically qualified people from the third world countries. A language is for correspondence. An individual speaking with others effectively in the language. For establishing the reliability of the tool, the researcher has used the test and retest method. For this, the draft tool was administered to 100 students of a government and a private school, respectively for studying any problem. The calculated 't' value is lesser than the table value (1.96) at a 5% level of significance for the problems in learning English. There is no significant difference between urban and rural secondary school students in problems in learning English. Hence, the null-hypothesis is accepted. The study has helped to know the exact causes which affect the students in learning English.
Diversity and Inclusion in World Language Teachers&apos; Instructional Practices
Author: Dion, Sheri
Date: 2020-11-00
Type: Journal Articles
Subjects: Diversity,Second Language Learning,Second Language Instruction,Secondary School Teachers,Teacher Attitudes,Language Teachers,Cultural Pluralism,Private Schools,Student Interests,Teaching Methods,Inclusion,Student Diversity,Student Evaluation,Evaluation Methods,Professional Identity,Teaching Experience

This narrative inquiry explored how world language teachers interpret, rationalize, and integrate multiple forms of diversity in the instruction of culture. In this investigation, 17 instructors at one independent secondary school in the northeastern United States were interviewed. Findings suggest that most participants (15 of 17) incorporate cultural diversity in their teaching practices, and three participants incorporated the diversity of their student populations in assessments. Further, several teachers draw upon student interests in their teaching practices and some instructors consider the intersection of their social and professional identities in their instructional approach to diversity. These findings, buoyed by empirical literature, contribute to the scholarly investigation of diversity and inclusive practices in world language pedagogies. Practical implications for world language teaching are discussed.
Shifting Culture towards Endorsement and Advocacy of Outdoor Play and Learning: A Collaborative Case Study with KidActive
Author: Stevens, Zachary
Date: 2020-00-00
Type: Journal Articles
Subjects: Environmental Education,Play,Outdoor Education,Playgrounds,Case Studies,Advocacy,Educational Policy,Program Evaluation,Parent Participation,Educational Change

Contemporary environmental crises are often attributable to a growing disconnect between humans and the natural world. One potential solution to this disconnect, as it relates to children, is the naturalizing of school playgrounds. This paper seeks to contextualize the impacts of a school ground naturalization program on the outdoor play and learning ecosystem. Drawing on results of a collaborative and qualitative case study, this paper highlights the ability of an outdoor play and learning spaces program to induce a culture shift toward the endorsement and advocacy of outdoor play and learning among school communities, catalyzing a need for supporting policy and regulation.
Turkish Elementary Students&apos; Classroom Discourse: Effects of Structured and Guided Inquiry Experiences That Stimulate Student Questions and Curiosity
Author: Erdogan, Ibrahim
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 6,Learner Engagement,Personality Traits,Science Instruction,Scientific Concepts,Instructional Effectiveness,Classroom Communication,Physics,Cooperative Learning,Active Learning,Inquiry,Questioning Techniques,Problem Solving,Creative Thinking,Skill Development,Foreign Countries

This study focuses on structured and guided inquiry instruction regarding question asking behaviors and curiosity of elementary students in Turkey. 177 sixth graders in 8 science courses were randomly assigned to treatment groups. Analysis of the data revealed that students in the guided inquiry groups asked higher-cognitive level questions and were more encouraged to go beyond retaining a given body of information or simply following instructions compared with others. Students in the guided inquiry groups were found asking questions about electric circuits and providing explanations for their observations and testing hypotheses related to their observations. Through these experiences, students were afforded opportunities to think creatively and cultivate their imaginative spirits. These are seen as initial steps in attracting students to doing real science. Students became more curious about phenomena; conversely their counterparts in the structured inquiry groups asked lower cognitive level questions and exhibited only slight curiosity about phenomena.
The Well-Being of Novice State School Teachers in the Mentoring Programme in Turkey: A Narrative Inquiry
Author: Karanfil, Ferhat
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Well Being,Beginning Teachers,Mentors,Faculty Development,Educational Planning,Program Design,Teacher Workshops,Inservice Teacher Education,Educational Environment,Educational Facilities

In the midst of different teacher education programmes and teachers from many varied backgrounds, it is essentially necessary to provide mentoring to teachers that have just departed on a teaching career or started working in a new institution. Providing mentors for teachers is a part of their continuing professional development (CPD), and many factors such as the availability of mentors, teaching schedules, financial issues, the well-being of trainers, and in-mentoring teachers should be taken into consideration while discussing the mentoring practices. The timing and content of mentoring seminars, schools' facilities, students' engagement of their lesson affect the well-being of teachers. The study conducted in Turkey with six teachers who are in their first or second year in government schools. It is found that the use of mentoring programmes and teacher involvement should be given priority when planning mentoring CPD programmes. In order to sustain the well-being of teachers, the mentoring programmes should be designed by taking into consideration such as timing and content of the seminars, physical conditions of schools, usefulness and teacher involvement which guides the well-being of the novice state school teachers.
Graduating into a Pandemic: Exploring the Factors Influencing the Anxiety Level of the University Finalists
Author: Ahmmed, Sala Uddin
Date: 2020-12-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Anxiety,College Students,Foreign Countries,At Risk Students,Place of Residence,Urban Areas,Poverty,Family Influence,Time to Degree,Employment,Income,Social Support Groups,Mental Health,Student Characteristics,Family Characteristics

COVID-19 pandemic is a public health emergency of international agony and poses a significant mental health threat among university students in Bangladesh. This study aims to explore the factors influencing the anxiety level of the students graduating into this pandemic. An online study was conducted and we sampled final year university students from Hamdard University Bangladesh by using convenience sampling. They responded to a questionnaire packet that included the 7-item Generalized Anxiety Disorder Scale (GAD-7) and those inquiring about the respondents' demographic and other relevant information. Results indicated that 13.46% of the students were experiencing severe anxiety. Furthermore, living in urban areas (OR = 3.12, 95% CI = 0.95-10.16), being poor (OR = 34.11, 95% CI = 2.52-461.67) and having relatives or acquaintances infected with COVID-19 (OR = 3.21, 95% CI = 0.06-0.69) were risk factors for anxiety. Conversely, living with parents (OR = 0.12, 95% CI = 0.02-0.63) was a protective factor against the anxiety of university finalists. Also, results of correlation analysis indicated that academic delays worry about finding a job, financial condition and influence on daily life were positively related to the level of anxiety symptoms (P &lt; 0.05), whereas social support, was negatively correlated with their anxiety (P &gt; 0.05). It is recommended that the mental health of students graduating amid this pandemic should be monitored to provide crisis-oriented mental services to alleviate the anxiousness of the university finalists.
Teachers&apos; Perceptions and Needs of CLIL: A Collective Case Study from Turkey
Author: Yavuz, Ahmet Cihat
Date: 2020-12-00
Type: Journal Articles
Subjects: Teacher Attitudes,Content and Language Integrated Learning,Foreign Countries,English (Second Language),High School Teachers,Language Teachers

Since the 1990s, CLIL has become a popular and well-established educational approach in English Language and Teaching (ELT) and has been cited for its positive learning outcomes. CLIL's rising popularity in ELT is predicated on the necessity of internationalisation and unprecedented population mobility (Nikula, Dalton-Puffer and Llinares, 2013). Another reason why CLIL has attracted scholarly attention is attributed to CLIL's pedagogical practicality. As Coyle (2006) suggests, CLIL can offer &quot;opportunities involving problem-solving, risk-taking, confidence building, communication skills, extending vocabulary, self-expression and spontaneous talk&quot; (p. 7) because it fuses content and language learning with a dual-approach. Such being the case, the aim of this collective case study was to investigate 5 in-service high school EFL teachers' perceptions about and needs of CLIL. In line with this goal, relevant data were collected through 1) reflective essays written by the participants after reading the article about CLIL, which was distributed to them for raising awareness purposes, 2) semi-structured interviews with them after these lessons. This was a purely qualitative study with the aims of gaining an in-depth insight into the topic at hand from the teachers' points of view and creating a venue for their voices to be heard. Data garnered from these tools were carefully scrutinized, and the pattern coding generated three main themes regarding the research questions, namely CLIL's benefits and challenges and teachers' needs.
Creating Positive Learning Environments in Early Childhood Using Teacher-Generated Prosocial Lessons
Author: Johnston, Callum B.
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Prosocial Behavior,Student Behavior,Elementary School Students,Grade 1,Young Children,Classroom Environment,Positive Attitudes,Teacher Attitudes,Preservice Teachers,Peer Acceptance,Instructional Effectiveness,Teacher Developed Materials

A primary motivation for people to behave as they do is the need to belong socially to a group and to have relevance. A positive learning environment for young students is created when students are recognized and accepted by their peers and their teachers, and studies reveal that in such environments, students perform better academically and tend to have fewer behavioral issues. These environments may also act as a buffer against school dropout rates. This study examined whether teaching prosocial lessons to first-grade students in the southeastern United States would create positive learning environments for children who otherwise may not be recognized and accepted by their peers and also examined the relationship of teacher evaluations of observable classroom behaviors by their students with student recognition by peers. This study confirms the relevance of prosocial lessons in the creation of positive learning environments for young students.
Campus Adaptations of Engineering Undergraduates across Academic Years
Author: Vijayalakshmi, N. S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Engineering Education,Student Adjustment,College Environment,Campuses,Undergraduate Students,College Freshmen,First Year Seminars,Student Experience,Academic Persistence,Academic Achievement,Social Adjustment,Stress Management,Foreign Countries

The study aims to empirically test the relationship between types of campus adaptations across academic years of engineering undergraduate B. Tech students pursuing a four-year study at Indian Institute of Technology (IIT's) and National Institute of Technology (NIT's) in India. The Multivariate Analysis of Variance (Manova) test was run with SPSS vs. 21 to compare the student's campus adaptations of IIT's and NIT's by student's academic year level. Multistage random sampling with n = 1420 students were selected comprising of Multistage random sampling with n = 1420 students were selected comprising of first academic year (n = 160), second academic year (n = 273), third academic year (n = 460) and fourth academic year (n = 561). In academic adaptation, first year and second year students had negative outcomes with third and fourth year students having positive outcomes. In Social Adaptation, first year and fourth year students had negative outcomes with second and third year having positive outcomes. In physical -- psychological and institutional adaptation, only second year students had negative outcomes with first, third and fourth year had positive outcomes driving towards mental well-being and successful completion. Campus adaptations do vary across academic years influencing student's experiences at IIT's and NIT's.
The Relationship between Ethics and Politics in the View of Islam and Muslim Scholars
Author: Shamsaei, Maryam
Date: 2017-00-00
Type: Journal Articles
Subjects: Islam,Muslims,Ethics,Political Issues,Cultural Influences,Religious Cultural Groups,Moral Values,Government Role,Policy,Power Structure,Justice,Governance

For a long time, this question has arisen that: whether the ethics and politics are in agreement or can we do some deeds which are profitable and acceptable at the same time. Some like the Machiavelians believe that to achieve a goal using all the methods and means are liable though they are immoral and unacceptable, because the profitable goal may not be accompanied with moral means. On the other hand, some believe that such goals should be ignored, because the achieve them we may utilize some immoral and illegitimate methods and means, and the human deeds should be moral. Generally, to reach human interest utilizing the moral means not only is possible but also is necessary. In this study, the authors try to find the relationship between ethics and politics and to show its impact on the political destination and prosperity of man in the view of Islamic scholars. The last hypothesis should be proved, because creating and tightening a link between ethics and politics in theory and practice is a vital necessity to save man and human society. The Islamic texts indicate that considering the moral values and ethics by the government may lead to the prosperity and accomplishment of people, otherwise, the society may lead to the downfall and destruction of humanity. Through investing theoretical and practical resources the following results are concluded: the Islamic policy is a special one which is opposite to the world unpopular policies. In political organization of Islam the ethics and politics are in agreement and Islamic policy is based on ethics. In Islam, politics is not a means to acquire power but power is a means to get right and prevail justice in the society to destroy oppression, to serve people and to teach them the human virtue.
Transforming Schools: The Power of Teachers&apos; Input in Professional Development
Author: Martin, Linda E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Change,Teacher Attitudes,Faculty Development,Instructional Improvement,Educational Environment,Administrator Role,Adult Education,Elementary School Teachers,Alignment (Education)

Recent legislative actions have mandated the professional development of teachers in hopes of improved student achievement. However, research has shown that mandated professional development most usually does not lead to a positive outcome. This article describes three aspects that have been identified as contributing to the transformation of instruction in schools: school context, role of the administrator, and cohesion between professional development and needs of students/teachers. Mezirow's adult learning theory supports these important aspects of school reform and has implications for planning and developing educators' professional development.