ethanporcaro/eric-fulltext-meta huggingface dataset:
An Assessment of Availability and Utilization of Laboratory Facilities for Teaching Science at Secondary Level
Author: Pareek, Ram Babu
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Students,Secondary School Science,Science Instruction,Science Teachers,Science Laboratories,Foreign Countries,Science Achievement

The present study aimed to explore the availability and utilization of a science laboratory for the teaching and learning of science. This study was a joint collaboration with India's Ministry of Human Resource Development, the Government of India, and the National Council of Educational Research and Training. The study adopted descriptive survey methodology and random sampling. The instruments used for the study were questionnaires for principals, teachers, and students. The study's findings revealed in most participating schools; there were no separate science laboratories. It was also found that many teachers faced difficulties when conducting science activities due to the large number of students in each class as well as inadequate equipment and materials. The findings highlight that as there was no assessment of science laboratory practical activities, these activities did not contribute directly to the measurement of students' academic performance in science. The study suggested that governments should support laboratory practical activities in science as a part of assessment and specifically for this study's context takes immediate steps to set up science laboratories in all schools for the effective teaching and learning of science.
Environmental Science, Technology, Engineering, and Mathematics Pedagogical Content Knowledge: Teachers&apos; Professional Development as Environmental Science, Technology, Engineering, and Mathematics Literate Individuals in the Light of Experts&apos; Opinions
Author: Kaya, Volkan Hasan
Date: 2019-00-00
Type: Journal Articles
Subjects: Environmental Education,STEM Education,Pedagogical Content Knowledge,Faculty Development,Scientific Literacy,Delphi Technique

This study is based on a Delphi study on environmental literacy which is related to both teachers professional development and environmental science, technology, engineering, and mathematics ([superscript E+]STEM ) literacy. In the light of the expert opinions, the goal is to determine what teachers should do to develop their experiences and qualifications as [superscript E+]STEM literate individuals. In this study, a &quot;mixed method&quot; research design, in which both qualitative and quantitative methods are involved, is used to reveal the expert opinions. The exploratory sequential design, which is one type of mixed method research, is used. In the first step of the Delphi study, qualitative data are collected about teachers' professional development. After analyses of data in the first step of Delphi study, the quantitative form is developed for second step of the Delphi study. Finally, after analyses of the data in the second step, the final quantitative form (3rd step) is prepared again. It is performed in three consecutive steps in Delphi study. The sample consists of the 45 experts who initially accepted to participate in the study. 20 of the 45 experts participated in the first step Delphi. The number of participants in the second and third Delphi study, respectively, is 44 and 26, respectively. It is concluded that there is a consensus about &quot;having and updating content knowledge about environmental issues,&quot; &quot;following the development of environmental technologies, and applying them in class.&quot; There is additional agreement about &quot;having and developing pedagogical competencies for the development of teachers'&quot; experiences and qualifications as [superscript E+]STEM literate individuals. It is suggested that the concept of &quot;environment&quot; should be integrated into the framework of &quot;STEM pedagogical content knowledge (PCK)&quot; for teacher's professional development. By this means, a new educational and environmental concept, [superscript E+]STEM-PCK, would be incorporated in teacher education.
Integrating Biography-Based Video in a Multiplatform Approach to Teach Historical Thinking
Author: Langran, Elizabeth
Date: 2019-00-00
Type: Journal Articles
Subjects: Middle School Students,History Instruction,Social Studies,Thinking Skills,Historical Interpretation,Technology Uses in Education,Interactive Video,Video Technology,Web Sites,Learner Engagement,Primary Sources,Scaffolding (Teaching Technique),Student Centered Learning,Experimental Groups,Control Groups,Outcomes of Education,Biographies,African American History,Slavery

Two teacher educators collaborated with teachers, media designers, and evaluators to utilize a video, an interactive website, and accompanying curriculum to engage middle school students in historical thinking and learning of history content. The resulting multiplatform project, based on a young Frederick Douglass' life, was piloted in three schools of varying demographics. Results indicated that treatment groups had greater gains in historical knowledge and thinking and exhibited greater student engagement than comparison groups. While students empathized with the young Douglass portrayed in the video and in autobiographical texts, their abilities to interpret primary sources required significant scaffolding. Though none of the pilot teachers perceived themselves as technology users, they responded positively to the experience and used more student-centered lessons with treatment groups than with comparison groups.
Preparing Trauma-Sensitive Teachers: Strategies for Teacher Educators
Author: Honsinger, Connie
Date: 2019-00-00
Type: Journal Articles
Subjects: Trauma,At Risk Students,Student Adjustment,Teacher Competencies,Teacher Role,Teacher Education Programs,Resilience (Psychology),Student Needs,Symptoms (Individual Disorders),Responses,Educational Environment,Teacher Student Relationship,Emotional Response

Many children who attend school have or will experience some type of trauma that may impact cognition, behavior, and relationships (Van Der Kolk, 2014). The result of these adverse experiences is often diminished concentration, memory, organization, and language skills that can exacerbate maladjustment in the school setting (Ogata, 2017). According to the National Child Traumatic Stress Network (NCTSN) (2016), difficulties displayed by children impacted by trauma can also include poor social skills, increased aggression, an inability to trust, dysregulation, fearfulness, anxiety, and avoidant behaviors. Despite how common exposure to trauma is and the significant impact it can have on students and the classroom, few teachers are prepared to recognize and respond appropriately. This paper will provide information and resources that can assist teacher educators to better prepare future teachers to address these concerns and build resilience in all students particularly those impacted by trauma.
Investigating the Experiences of First Year Early Childhood and Elementary Teachers: A Pilot Study
Author: Hughes, Michelle
Date: 2019-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Elementary School Teachers,Preschool Teachers,Teaching Experience,Self Efficacy,Teacher Education Programs,Barriers,Teaching Conditions,Teacher Administrator Relationship,Mentors

The purposes of this pilot study were to identify the lived experiences of a small group of first-year early childhood and elementary teachers to determine their levels of confidence (self-efficacy) and to generate ideas for improving the teacher preparation programs these new teachers completed. The researchers used qualitative methodology including focus groups with the teachers, interviews of the principals who hired them, and a self-efficacy survey to gather data. Results indicated that teachers were challenged by the realities of teaching every day compared to their expectations. This included the challenges within the day, the structure of schools, and a disconnect between teachers and administrators. In addition, teachers' self-reported ratings of self-efficacy contradicted their focus group discussions in some cases.
Learning to SURF: Teachers and Researchers Creating Partnerships for Success
Author: Hauth, Clara
Date: 2019-00-00
Type: Journal Articles
Subjects: Teachers,Researchers,Partnerships in Education,Teacher Collaboration,Cooperation,Outcomes of Education,Students with Disabilities,Intervention,Evidence Based Practice,Program Implementation,Teaching Methods

Strong collaborative partnerships between teachers and researchers who are interested in enhancing the outcomes of students with disabilities have the potential to improve student outcomes, facilitating a wave of student success. Teachers and researchers share their unique expertise in this collaborative partnership in order to understand student needs, outline research-based/evidence-based practices to address those needs and implement strategies with fidelity in the classroom. Critical factors in these partnerships include tenets of implementation science (exploration, installation, initial implementation, full implementation), collaboration, effective planning, and practice-based professional development. This article proposes a conceptual framework and examples of how to build a collaborative practice through the SURF model. Responsibilities within these partnerships and a four-step process are proposed. Guidelines for future collaborations are discussed to ensure that quality intervention research in special education is achieved.
Relational Response: Preservice Teachers Providing Writing Feedback in Three Middle School Partnerships
Author: Lehman, Beth M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Writing Evaluation,Feedback (Response),Middle School Students,Public Schools,Partnerships in Education,Computer Mediated Communication,Student Journals,Letters (Correspondence),Tutoring,School Visitation,Teacher Education Programs

Providing meaningful feedback to student writers is a nuanced, fully human endeavor. Thus, teaching preservice teachers, in all disciplines, to respond to students' writing is a complex task, one that requires intentional instruction and practice. In this article, we use practitioner inquiry to analyze our experiences and teaching approaches with preservice teachers who provided feedback to middle school writers through three public school partnerships. The partnerships employed varied modes of communication, including digital platforms, paper notebooks, letter writing, one-to-one tutoring, and face-to-face school visits. Response patterns suggest authentic experiences that explicitly teach and support writing practice spur the ability of preservice teachers in crafting relational, generative feedback to student writers while considering the affective experience.
Working toward Equity: A Framework for Exploring Racial and Ethnic Diversity in Teacher Education Programs
Author: LaCroix, Tiffany J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Preservice Teachers,Teaching Skills,Cultural Awareness,Student Diversity,Racial Attitudes,Culturally Relevant Education,Teacher Student Relationship,Cultural Differences,Cooperative Learning

This paper provides a framework that identifies the understandings and skills preservice teachers need to teach in racially and ethnically diverse K-12 schools. This framework was developed from a literature review from which five key themes emerged: Awareness, Knowledge, Attitudes, Collaboration, and Experiences. Each aspect of the framework is detailed with &quot;I Understand&quot; and &quot;I Can&quot; statements for preservice teachers. Examples of key understandings include: the harm in purporting a colorblind ideology, the need to develop affirming views of all students, and the recognition of the school community as a source of strength. Examples of key skills include: the ability to participate respectfully and receptively in conversations surrounding race/ethnicity, the ability to create instructional experiences that emphasize critical thinking over summative assessment, and the ability to cultivate caring and inclusive classrooms. Ideas for activities consistent with the framework are incorporated.
The Lived Experience of African American Teacher Utilizing Co-Cultural Adaptation at Predominantly White Rural Schools in Central Appalachia
Author: Sweatt, Tony E.
Date: 2018-00-00
Type: Journal Articles
Subjects: African American Teachers,Rural Schools,Teacher Shortage,Teacher Recruitment,Superintendents,Racial Bias,Whites,Teachers,Principals,Barriers,Racial Composition,Elementary Secondary Education,Cultural Influences,Diversity (Faculty),Teacher Motivation,Family Influence,Role Models,Teacher Persistence,Teaching Conditions,Self Motivation,School Districts

The shortage of African American teachers can be traced back to the historic &quot;Brown v. Board of Education Supreme Court&quot; decision in 1954. While recruitment initiatives have been somewhat productive, studies nonetheless reveal a &quot;revolving door&quot; whereby scores of teachers abandon their jobs before retirement. Attrition is the primary factor impacting retention, according to the National Commission on Teaching and America's Future. Retaining African American teachers is an essential part of narrowing this chasm. As an effort to understand the causes of attrition and perseverance among African-American teachers, this study offers several qualitative interviews as part of an inductive, multiple-case study. The findings indicate that White superintendents are consciously or unconsciously supportive of the veils of oppression. Meanwhile, the principals and White faculty in these districts remain purposefully negligent of the needs and issues that African American teachers confront as co-cultural group members at predominantly White school districts. Primary and secondary schools across the nation are becoming increasingly heterogeneous, yet the teacher population remains homogenous. In fairness, this is not a new issue: At the turn of the century, Whites represented a significant aggregate of the teacher population: 73% in the inner city; 81% in suburban schools; 91% in small towns; and 98% in rural areas. The magnitude of this issue is significant since approximately 33% of schools in the U.S. are located in rural areas, which already struggle with recruiting and retaining teachers, much less African-American ones. In fact, Bireda and Chait (2011) found that over 40% of public schools lack a single African American teacher on staff.
Factors That Impact the Evaluation of Teacher Evaluation of Teacher Effectiveness for Reappointment, Tenure and Promotion
Author: Ngoh, Nelson
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Tenure,Teacher Promotion,College Faculty,Teacher Effectiveness

Institutions of learning hire faculty to teach and carry out certain contractual duties. The onus rests on the institution to retain those who are effectively carrying out the job for which they were appointed and to replace those who are not meeting up with the required assignments. The problem now becomes that of choosing the most appropriate instruments and the best qualified personnel to help evaluate these faculty in order to make the most informed decisions in this respect. This author chose some universities and closely examined the instruments used for this purpose as well as the personnel who are involved in determining the effectiveness of the teachers. The results revealed that some of the questions asked in the Faculty Evaluation Forms were ambiguous and therefore not valid for that purpose. Some of the personnel involved in this process of evaluation were not adequately qualified to determine the right faculty for reappointment, tenure and promotion. The article concludes with some recommendations to ameliorate and improve the validity and reliability of the evaluation.
Racial Differences in Anger and Depression as Mediators in the Relationship between Suspension and Juvenile Delinquency: A Test of General Strain Theory
Author: Cottrell, Cicely
Date: 2018-00-00
Type: Journal Articles
Subjects: Racial Differences,Psychological Patterns,Intervention,Suspension,Depression (Psychology),Delinquency,Law Enforcement,Racial Bias,Longitudinal Studies,Structural Equation Models,White Students,African American Students,Discipline Policy,Educational Change,Adolescents,Student Attitudes,Middle School Students,High School Students

While scholars have studied racial bias in the application of out-of-school suspension and its influence on arrest and incarceration for decades, the mechanism that produces juvenile delinquency remains unclear. Guided by general strain theory, this study considers racial group differences in the evaluation of suspension as discriminatory, and how it might enhance the likelihood of negative emotions influencing delinquent behavior. Utilizing national longitudinal survey data, the author conducted generalized structural equation modeling to test the direct and indirect effects of suspension to anger, depression, and nonserious and serious delinquency among Black and White middle and high school students. This analysis--the first of its kind--revealed that suspended Black students were more likely to experience anger, depression, and general delinquency than White students. Unexpectedly, findings show that anger explained involvement in serious delinquency for suspended White students. The findings suggest a need for school administrators to adopt interventions and alternatives to suspension.
Social Justice Simplified: How to Teach a Contested Concept
Author: Tietje, Louis
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Justice,Teaching Methods,Social Differences,Income,Public Policy,Political Attitudes,Cartoons,Moral Values,Conflict,Social Discrimination,Employment,Educational Attainment,Individualism,Collectivism

Social or distributive justice refers to just distributions of income and wealth. Because social justice is an essentially contested concept, it has no true or core meaning, only several conflicting interpretations. This pluralism creates a problem for teachers who must explain to students how the various interpretations differ and underlie policy disputes. We propose that the plurality of interpretations can be understood as differences between a basic set of norms: equality, merit, contribution, effort, and choice. These norms are associated with familiar political ideologies. We illustrate each of these norms in a series of cartoons and suggest that moral opinions about the best norm result in irresolvable conflicts between the norms. We apply our theoretical analysis to these ideological conflicts in the policy areas of income, education, and discrimination in employment.
Addressing Skills, Knowledge and Self-Efficacy in the Online Development of School Leaders
Author: Abernathy, Dixie F.
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Efficacy,Instructional Leadership,Leadership Training,Decision Making,Online Courses,Skill Development,Graduate Students,Program Descriptions,Knowledge Level,Strategic Planning,Academic Achievement,Administrator Effectiveness,Student Surveys,Student Attitudes,Mastery Learning,Internship Programs,Stress Variables,Elementary Secondary Education,Pedagogical Content Knowledge

Self-efficacy in school leaders is critical: Without a strong sense of purpose and focus, school leaders will fail at performing the difficult task that it takes to ensure student success and school performance. Competence without confidence may lead to school leaders who are hesitant, full of self-doubt, and inconsistent with their decisions. For school leaders, self-efficacy is critical to the success of the 21st Century school leader and the potential for effective facilitation of the development of such by online educational leadership programs. This study and review will explore the early steps associated with knowledge, skill and efficacy development in the leader, the perceptions of such by current educational leadership candidates, and the potential implications and next steps for further research and discussion.
Why Bother Teaching Public Policy Analysis?
Author: Tietje, Louis
Date: 2018-00-00
Type: Journal Articles
Subjects: Public Policy,Policy Analysis,World Views,Gun Control,Beliefs,Ideology,Political Attitudes

In the textbooks, public policy analysis is a rational process in which policies are formulated to address social problems perceived by the public to be unacceptable. Effectiveness is one of the major criteria of policy evaluation. Consensus on effectiveness is difficult to achieve because underdetermined causes are the occasion for conflicting beliefs about the causes and solutions of problems, which Kahan (2016) calls &quot;fact polarization.&quot; Fact polarization can be explained by political ideologies, which are expressions of cultural worldviews. These worldviews are based on incompatible beliefs about how society should be organized. Using gun violence as an example, this article shows how beliefs about the causes of gun violence, associated values, and policy solutions vary among liberals, libertarians and economic conservatives, and social conservatives. If policy is ideologically determined, the textbook presentation of policy analysis as a rational process that will help policymakers make better decisions may be wishful thinking.
Diversity beneath the Skin: Using DNA Tracing to Explore Cultural Identity and Awareness
Author: Seigler, Timothy J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Genetics,Cultural Differences,Ethnicity,Identification (Psychology),Racial Identification,Ethnic Stereotypes,School Culture,Color,Ethnic Diversity,College Students

The article describes an inductive exploratory initiative in which DNA tracing was incorporated into cultural diversity courses and how the participants responded to the results. Supported by an $8,500 resource grant from AncestryDNA, a sample of some thirty participants enrolled in cultural diversity courses, embarked on an exploratory journey and challenged presumptions about their ethnic identities. Within a cultural diversity course framework, the participants consulted the literature and various theories regarding cultural identities. They also took an AncstryDNA cultural tracing test in order to discover more about their own individual ancestral heritage. The collection of individual cultural ethnic data yielded a striking collective discovery regarding the plethora of ethnicities that existed beneath six skins: &quot;Black&quot; &quot;Brown&quot; &quot;White&quot; &quot;Yellow&quot; &quot;Tan&quot; and &quot;Red, &quot; as well as, surfaced new cultural identities and countries with which the participants could subsequently associate and re-acculturate. The article also discusses the implication of DNA tracing on &quot;White&quot; identity theory and &quot;Black&quot; identity theory, stereotypes and presumptions of skin pigmentation, as well as implications for school culture, extended cultural family associations and character formation.
Academic Mentoring: A Prerequisite for Faculty at HBCUs
Author: Conway, Cassandra
Date: 2018-00-00
Type: Journal Articles
Subjects: Mentors,Prerequisites,College Faculty,Black Colleges,Cultural Context,Peer Relationship

This article provides a perspective on faculty mentoring at Historically Black Colleges/ Universities (HBCU). The purpose of this effort is to: 1) establish a useful dialogue on providing academic mentoring to faculty as professionals, and 2) generate some recommendations that are effective and critical to faculty's academic mentoring, especially at HBCUs. HBCUs are important because of their unique challenges with distinct cultural contexts, and yet their faculty members are expected to produce quality professional experiences comparable to the other majority institutions.