ethanporcaro/eric-fulltext-meta huggingface dataset:
One Busy Day! A Critical Analysis of New Faculty Orientation Programs
Author: Miller, Michael T.
Date: 2021-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Teacher Orientation,College Faculty,Research Universities,Program Design,Program Effectiveness,Teacher Effectiveness,Expectation

New faculty orientation programs can serve as an important introduction to an academic community. They can create expectations, provide exposure to technical assistance, and welcome faculty members to new communities. The current study explored new faculty orientation programs, cataloging their activities to identify the most common practices in research-centered universities. Findings revealed a strong reliance on one-day programs that often host a variety of speakers from different offices, yet they rarely were found to have any sort of outcomes based approach to their design. To be effective, these programs should possibly incorporate longer activities that might last an entire semester or academic year. Further, these programs might include virtual as well as in-person opportunities to learn about the institution, the students they serve, and the offices and other tools that the institution provides to help faculty be successful. Further study on the effectiveness of different models is also recommended.
Preparation, Expectations, and External School Contexts: Navigating the COVID-19 School Closures
Author: Fancera, Samuel F.
Date: 2021-06-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Teacher Attitudes,Readiness,Enrollment,Educational Attainment,Poverty,Racial Differences,Counties,Correlation,Socioeconomic Status,Elementary Secondary Education,Barriers,Online Courses,Educational Technology,Educational Needs,Access to Computers,Internet,Faculty Development,Technological Literacy

The purpose of this study was to examine educators' perceptions of their preparation and expectations for teaching and learning during the COVID-19 school closures through the lens of context-responsive leadership theory. School enrollment, educational attainment, poverty, and race were the county-level external school contexts we studied. The sample includes 270 participants from 13 New Jersey counties. Findings provide evidence for a positive, moderate relationship between school enrollment and perceptions of preparedness for the COVID-19 school closures. School leaders may improve teaching and learning during school closures when using their external school context literacies in certain situations.
Will They Be Welcomed In? The Impact of K-12 Teachers&apos; and Principals&apos; Perceptions of Inclusion of Students with Disabilities
Author: Smith, Emily
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Teacher Attitudes,Administrator Attitudes,Students with Disabilities,Inclusion,Administrator Role,Teacher Role,Regular and Special Education Relationship,Educational History,Desegregation Litigation,School Desegregation,Disabilities,Educational Legislation,Equal Education,Educational Quality,Court Litigation,Barriers,Teaching Experience,Professional Development,Leadership Styles,Preschool Education,Cognitive Processes,Affective Behavior,Teacher Behavior

The purpose of this study is to investigate the perceptions K-12 principals and teachers have of inclusive education in a school district in western Pennsylvania school district. The dependent variables are the teachers' and principals' perceptions of inclusion and the independent variables are years of educational experience, extent of special education background, and level of support by district administrators. Instrumentation for this study is the Multidimensional Attitudes toward Inclusive Education Scale (MATIES) survey. Data were analyzed for correlational relationships using the Statistical Package for the Social Sciences (SPSS). Findings suggest an average to high level of support by administration in supporting inclusive practices. A statistically significant, small negative relationship between the years teaching and responses on the affective and behavioral factors surfaced. No significant relationship was demonstrated between teachers' perceptions of inclusion and the level of reported support they receive from administrators.
Exploring the Effects on Fifth Graders&apos; Concept Achievement and Scientific Epistemological Beliefs: Applying the Prediction-Observation-Explanation Inquiry-Based Learning Model in Science Education
Author: Zhao, Li
Date: 2021-00-00
Type: Journal Articles
Subjects: Grade 5,Elementary School Students,Preadolescents,Concept Formation,Scientific Concepts,Scientific Literacy,Science Achievement,Light,Active Learning,Inquiry,Science Instruction,Instructional Effectiveness,Foreign Countries

The inquiry-based learning model can facilitate students' understanding of scientific concepts. Scientific epistemological beliefs (SEBs) are related to students' beliefs about the nature of the process of knowledge in science education. However, whether the &quot;prediction-observation-explanation&quot; (POE) inquiry-based learning model can facilitate fifth graders' concept achievement and SEBs in science education has not been extensively studied. This study selected the unit of Light Refraction to explore the effects of POE learning on fifth graders' science concept achievement and SEBs. The Light Refraction Test and Scientific Epistemological Beliefs measurement were applied to the two groups prior to and following the experiment. The experimental group (N=86) participated in POE inquiry-based learning, whereas the control group (N=88) participated without POE inquiry-based learning. The results revealed a significant difference between the two groups, with the experimental group learners performing better than the control group in the concept achievement. In addition, the results showed better positive effects of POE on experimental group learners' SEBs in the scales of Source and Certainty. Findings suggested that learners achieved better concept achievements and SEBs with the approach of POE inquiry-based learning, which pointed to certain implications for inquiry-based teaching, as well as in education of future science instructors.
Literary Musings and Critical Mediations: Interview with Rev. Fr. Professor Amechi N. Akwanya
Author: Bula, Andrew
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Foreign Countries,Literary Criticism,Teaching Methods,English Literature,Poetry,Clergy,Recognition (Achievement),Discourse Analysis,Theater Arts,Drama,Semantics,Departments,Interviews,Teacher Attitudes,World Literature,Aesthetics,Phenomenology,Second Language Learning,Second Language Instruction,English (Second Language),Universities

Reverend Father Professor Amechi Nicholas Akwanya is one of the towering scholars of literature in Nigeria and elsewhere in the world. For decades, and still counting, Fr. Prof. Akwanya has worked arduously, professing literature by way of teaching, researching, and writing in the Department of English and Literary Studies of the University of Nigeria, Nsukka. To his credit, therefore, this genius of a literature scholar has singularly authored over 70 articles, six critically engaging books, a novel, and three volumes of poetry. His PhD thesis, &quot;Structuring and Meaning in the Nigerian Novel,&quot; which he completed in 1989, is a staggering 734-page document. Professor Akwanya has also taught many literature courses, namely: European Continental Literature, Studies in Drama, Modern Literary Theory, African Poetry, History of Theatre: Aeschylus to Shakespeare, European Theatre since Ibsen, English Literature Survey: the Beginnings, Semantics, History of the English Language, History of Criticism, Modern Discourse Analysis, Greek and Roman Literatures, Linguistics and the Teaching of Literature, Major Strands in Literary Criticism, Issues in Comparative Literature, Discourse Theory, English Poetry, English Drama, Modern British Literature, Comparative Studies in Poetry, Comparative Studies in Drama, Studies in African Drama, and Philosophy of Literature. A Fellow of Nigerian Academy of Letters, Akwanya's open access works have been read over 109,478 times around the world. In this wide-ranging interview, he speaks to Andrew Bula, a young lecturer from Baze University, Abuja, shedding light on a variety of issues around which his life revolves.
Pre-Service Teachers&apos; Views about Ecosystem-Based Fieldwork in Terms of the Nature of Environmental Education, Investigations, Skills and Processes
Author: Molefe, Leonard
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Student Attitudes,Environmental Education,Ecology,Skill Development,Science Process Skills,Lifelong Learning,Critical Thinking,Problem Solving,Water,Natural Resources,Investigations

Today science teachers are expected to understand the nature of environmental education, and be competent in skills, methods, and procedures relevant to a science discipline. The purpose of this research was to explore pre-service science teachers' views with regard to environmental education, investigation conducted during a freshwater ecosystem studied, skills developed and the associated stepwise scientific process. Data were collected through a five-item questionnaire that included the characteristics of environmental education, types of scientific investigations, science process skills and the scientific process. 94 students that registered for a Bachelor of Education degree participated in this research. The results from statistical analysis of the teachers' responses showed the importance of lifelong learning, involvement of community in environmental education and development of critical and problem-solving skills. However, most teachers could not provide correct scientific investigation they conducted during the freshwater study. Although there were no correlations between the investigation, science process skills and the associated scientific process, influence of the stepwise scientific process recommended in the science curriculum was evident in the teachers' linking of form a hypothesis to observation. The findings imply that teachers face potential challenges in understanding of scientific investigations and the scientific process.
The Problem of Reliability of Information in the Global Network
Author: Kazimi, Parviz Firudin Oqlu
Date: 2021-00-00
Type: Journal Articles
Subjects: Information Sources,Reliability,Credibility,Classification,Student Interests,Information Seeking,Selection

The reliability of information in the global information space is one of the most important problems of globalization. The credibility of various information resources is currently being studied and considered in different ways. In some cases, the problem of the reliability of information can be assessed as harmful and dangerous. This article, looks at the problem of information reliability in a general theoretical context. Efforts are also made to classify information arrays and categorize information consumers. The &quot;general picture&quot; of the results of a sociological survey of 100 students shows that the problem is significant. In many cases, young people are not &quot;interested&quot; in the reliability of the information, and in some cases they resign themselves to this situation.
Relationship between Reflective Teaching and Teacher Autonomy among Iranian EFL Experienced and Novice Teachers
Author: Moslehi, Parvinsadat
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Reflective Teaching,Professional Autonomy,Language Teachers,English (Second Language),Second Language Instruction,Experienced Teachers,Beginning Teachers,Foreign Countries

The present study was an attempt to examine the relationship between reflective teaching and teacher autonomy among Iranian EFL experienced and novice teachers. The study was conducted with a sample of 100 EFL teachers that were selected by convenience sampling from language institutes in Isfahan, Iran. In order to neutralize the role of gender, as an intervening variable, an equal number of male and female participants were invited to take part in the study. Out of participants, 50 of them were experienced and 50 were novice teachers (those teachers who had fewer than five years and more than five years of teaching experience were considered novice and experienced participants). The participants were requested to fill out two questionnaires measuring reflective teaching and teacher autonomy. The descriptive statistics as well as inferential statistics were employed to analyze the data. The findings showed that there was a strong positive relationship between the experienced teachers' reflective teaching and their teacher autonomy and there was a moderate positive relationship between the novice teachers' reflective teaching and their teacher autonomy. The results of the present study will be useful for EFL teachers to have effective teaching. Obviously, reflective teaching would help teachers to foster their independence.
Prospective Teachers&apos; Beliefs about Mathematics: An Overview
Author: Baker, Katherine
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Student Attitudes,Beliefs,Mathematics Instruction,Pedagogical Content Knowledge,Preservice Teacher Education,Teaching Methods,Mathematics

The Mathematics Enthusiast Special Issue (2014) presented an extensive review of the literature around the content knowledge of prospective elementary teachers (PTs). The issue excluded articles around PTs' beliefs. Understanding research around PTs' beliefs is important to understanding how to design and support their teaching preparation. Attending to PTs' beliefs helps to ensure their content knowledge and instructional methods are aligned with reform-based mathematics. This article highlights a literature review that addressed the omission of beliefs and explored how teacher preparation might address PTs' held beliefs.
Collaboration between Scientists and Teachers Using Twitter
Author: Norville, Kayla
Date: 2018-12-00
Type: Journal Articles
Subjects: Cooperation,Scientists,Science Teachers,Social Media,Authentic Learning,Faculty Development,Science Education,Participatory Research

To address the lack of communication among scientists and teachers, the social media platform, Twitter, could be a useful tool. Over the years, Twitter has become an informal learning space for teachers (Rehm &amp; Notten, 2016). Teachers use hashtags such as #scichat to collaborate with each other, share resources, stay informed about current educational practices, and hold conversations with people and organizations from around the world. Personal learning networks have emerged from these conversations. Twitter could be an excellent platform for science teachers to connect with scientists in order to assist them with their research via citizen science, but are they using it? In this investigation, the author explored the extent to which those involved in science teacher social networks are also involved in citizen science social networks. An overarching research question is &quot;In what ways are K-12 science teachers involved in citizen science on Twitter?&quot; The question was investigated with two sub-questions as follows: (1) What kind of overlaps exists between participants using science educator hashtags and citizen science hashtags?; and (2) What kind of overlaps exists between top influencers using science educator hashtags and citizen science hashtags? Findings from this study could assist researchers in determining the next steps for Twitter usage among science teachers who are interested in collaborating with scientists and pursuing citizen science in their classrooms.
Professional Development That Changes Teaching and Improves Learning
Author: Germuth, Amy A.
Date: 2018-12-00
Type: Journal Articles
Subjects: Faculty Development,Elementary School Teachers,Secondary School Teachers,STEM Education,Summer Programs,Student Projects,Active Learning,Labor Force Development,Conferences (Gatherings),Teacher Leadership,Teacher Attitudes,Teacher Persistence,Models,Program Evaluation,Best Practices

In 2015 WakeEd Partnership and Wake County Public School System (WCPSS), North Carolina's largest school system, designed an engaging, results-oriented professional development opportunity for elementary and secondary educators -- SummerSTEM. SummerSTEM is a hands-on professional development experience that addresses the needs of educators -- adult learners -- and brings real-world lessons to the classroom. As part of SummerSTEM, teachers receive seven days of professional development (five in the summer and two in the fall) in project-based learning (PBL) following the Buck Institute for Education Gold Standard model. Additionally, they are immersed in STEM businesses and industries to experience work processes and workforce development needs. Teachers, who participate as teams of two, remain focused on integrating the components of PBL with lessons learned from their immersion, as they create PBL units and transform their classroom culture. SummerSTEM culminates in STEMposium, a public event in which teachers and their students share their PBL outcomes. To evaluate SummerSTEM, EvalWorks, a local firm with experience evaluating national/federal, state, and local STEM initiatives conducted surveys, focus groups, and teacher and student interviews to understand impacts. Many participants indicated that they saw themselves increasingly as teacher leaders, which led them to take on new responsibilities and roles, and positively affected not only their view of teaching, but also, for over half of the participants, their decision to remain teaching. The PBL units benefitted students by increasing their opportunities to collaborate and lead, and, as a result, encouraging them to assume greater ownership of their learning. Taken together, findings are that SummerSTEM is a model for effective teacher professional development that positively impacts students by changing teachers' practices and mindsets.
Understanding Quality Work in Mathematics: Supporting Teachers in Leading Professional Development
Author: Ruchti, Wendy P.
Date: 2018-12-00
Type: Journal Articles
Subjects: Educational Quality,Faculty Development,Teacher Effectiveness,Educational Environment,Teacher Collaboration,Mathematics Instruction,Teaching Methods,Kindergarten,Elementary School Teachers,Middle School Teachers,Charter Schools,Teacher Leadership,Program Implementation,Thinking Skills,Models

Teacher leaders are often responsible for providing professional development to improve teacher effectiveness and student learning. Leading professional development for teachers can be highly effective when the focus is on student learning in on-going and relevant contexts. This article describes a school-based, teacher-led collaborative process conceptualized and facilitated by two teacher leaders using a modified protocol for examining students work in mathematics. The focus of the professional development aligned with a school-wide initiative of increasing the quality of students' mathematical work across a kindergarten through eighth-grade school. This paper shares the structure of the professional development, the nature of the protocol, and how it was implemented followed by a discussion for teacher leaders who are interested in facilitating a similar type of collaborative professional development experience within their own schools. Findings suggest that the use of a well-developed protocol helped focus teachers' attention to specific attributes expected in quality work and served as a reference point for considering how important structures of learning such as whole-class discourse could be evident in individual students' quality work.
Supporting Youth with the Most Need
Author: Korman, Hailly T. N.
Date: 2021-09-00
Type: Journal Articles
Subjects: Access to Education,Disadvantaged Youth,Student Needs,Educational Quality,COVID-19,Pandemics,Elementary Secondary Education,Educational Change,Equal Education

An estimated five million young people were experiencing disruptions to their education through experiences like a placement in foster care, an experience with homelessness, or incarceration. Despite these students' different circumstances, the root causes of their educational challenges are consistent: interrupted learning, barriers to enrollment, and disconnected care. The impact is also the same: inconsistent, disjointed learning experiences. As a result, they are more likely to achieve far below grade level, be excluded from postsecondary opportunities, drop out of high school, become early parents, be employed in low-wage and insecure jobs, grow increasingly reliant on the social safety net over time, and enter (or return to) the criminal justice system. Local efforts to plan and coordinate more intentionally, like collective-impact efforts or cross-agency task forces, are a step in the right direction but often fall short when designed around the &quot;average&quot; or &quot;typical&quot; student--the 80 percent at the center of a bell curve. Newer approaches to designing systems for learning or policy--universal design for learning, design for accessibility, targeted universalism, and human-centered design--suggest that the right starting place is at the middle of concentric circles of layered needs. Design methods like these center the perspectives of people who are experiencing problems and give them the power to generate solutions. Designing for students with the greatest needs does two things simultaneously: (1) it addresses the needs of students who otherwise are afterthoughts or &quot;someone else's job;&quot; and (2) in doing so, it meaningfully advances equity for all students and solves for other less dire or less complex needs.
Primary Students&apos; Performance of STEM Domain-Specific Self-Efficacy Belief and Expectancy-Value Belief
Author: Zhou, Shao-Na
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,STEM Education,Self Efficacy,Values,Expectation,Student Attitudes,Gender Differences,Instructional Program Divisions,Correlation,Intellectual Disciplines,Age Differences,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Foreign Countries

Most studies have concentrated in assessing students' overall attitudes towards science, mathematics, and engineering/technology or the attitude towards individual STEM domain. The present research aims to explore primary students' gender and grade differences of their STEM domain-specific attitudes including self-efficacy and expectancy-value beliefs, as well as their correlations. The results showed no detected significant effects among these different STEM domains in the overall attitudes, the overall self-efficacy beliefs, and the overall expectancy-value beliefs for primary students. The correlations between self-efficacy and expectancy-value were much stronger for the science domain and engineering/technology domain than the mathematics domain. No gender difference of the self-efficacy beliefs was detected except in the mathematics domain, and the result that lower primary students performed significantly better than upper primary students in the self-efficacy was also mainly contributed by the grade difference in the mathematics domain. Whereas no different expectancy-value beliefs existed across genders and grade levels in various STEM domains. The present results reported some unique performances by the primary school students compared to the elder group.