ethanporcaro/eric-fulltext-meta huggingface dataset:
Multivocal Didactic Modelling: Collaborative Research Regarding Teaching and Co-Assessment in Swedish Preschools
Author: Roth, Ann-Christine Vallberg
Date: 2019-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teaching Methods,Preschool Education,Cooperation,Evidence Based Practice,Municipalities,Video Technology,Research Methodology,Critical Thinking,Concept Formation,Foreign Countries,Knowledge Base for Teaching,Researchers,Feedback (Response),Theory Practice Relationship,Teacher Attitudes,Administrator Attitudes

In Swedish preschools teachers seem to struggle with the concept of &quot;teaching&quot; in their day-to-day practices. A three-year collaborative research project involving preschool teachers, managers and researchers therefore aimed to describe and further develop knowledge about what could characterize teaching and co-assessment based on scientific grounds and proven experience. The research was carried out in between 93 and 137 preschools/or preschool departments in ten municipalities in Sweden between 2016 and 2017. The method was based on a praxiographic approach where preschool teachers tested four different theory-informed teaching arrangements. The material consisted of about 895 coplans, 740 co-evaluations and 110 hours of video. Analysis was based on a didactic premise and can be methodologically described in terms of abductive analysis. The analysis was merged and tested in a communicable entity through the &quot;multivocal didactic modelling&quot; concept. The results indicated that teaching is modelled through co-assessment. Multivocal traces related to didactic questions and didactic levels emerge from theory-informed teaching arrangements. The research stands to make a highly significant contribution to knowledge development concerning teaching and co-assessment in preschool. Theory-informed teaching arrangements, with integrated didactic models, have been tried and shown to support teachers in conducting teaching that is based on scientific grounds and proven experience. The concept &quot;multivocal didactic modelling&quot; paves the way for alternative (meta)theoretical trajectories for critical reflection and for more cohesive and finely tuned teaching. In conclusion, the contribution to the development of knowledge can be described in terms of theory-informed practical development and practically grounded conceptual development.
Exploring the Barriers to Effective Cooperative Learning Implementation in School Mathematics Classrooms
Author: Mukuka, Angel
Date: 2019-00-00
Type: Journal Articles
Subjects: Barriers,Cooperative Learning,Instructional Effectiveness,Curriculum Implementation,Mathematics Teachers,Secondary Schools,Grade 11,Public Schools,Resistance (Psychology),Teacher Attitudes,Teaching Methods,Class Size,Time Management,Student Evaluation,Student Characteristics,Foreign Countries

Literature is replete with research confirming the benefits of cooperative learning on students' academic achievement and attitude towards mathematics. Despite these benefits, cooperative learning implementation in most Zambian secondary school mathematics classrooms has remained a challenge. An explanatory sequential mixed methods research design was employed to determine the causes of teacher-resistance to cooperative learning implementation in selected schools. A cluster random sampling method was used to select 62 teachers (43 male and 19 female) of mathematics from six public secondary schools in Ndola district of Zambia. A questionnaire was administered to all the 62 teachers followed by lesson observations in six randomly selected grade 11 mathematics classrooms, whose teachers later attended a focus group discussion. Research findings revealed that the majority of participants prefer expository teaching to cooperative learning. More than 64% of the participants indicated that they resisted implementing cooperative learning in their classrooms due to shortcomings in; assessing learners, ensuring a disciplined class environment, completing the already bulky syllabus, handling large classes, students' low reasoning abilities and preparation time versus high teaching loads. These results provide evidence on the need for more attention to how the identified challenges could be addressed not only in Zambian mathematics classrooms but in other educational settings elsewhere
Induction of Women Beginner Teachers at Two South African Community Secondary Schools
Author: Ngwira, Happy
Date: 2019-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Beginning Teacher Induction,Women Faculty,Community Schools,Secondary Schools,Barriers,Classroom Techniques,Teaching Conditions,Crowding,Behavior Problems,Parent Teacher Cooperation,At Risk Students,Educational Resources,Mentors,Collegiality,Foreign Countries

The quest of beginner teachers becoming experienced teachers remains a major issue within the educational terrain. Induction experience(s) of beginner teachers particularly women in selected community secondary schools in South Africa was the focus of this research. In this research, the problems that women beginner teachers face at some selected schools, as well as the types of induction programmes used to support them, as they grappled with the problems, were explored. A qualitative research approach involving semi-structured interviews and non-participant observation was used in the collection of the requisite data. A sample comprising two community secondary schools and four women beginner teachers were selected to take part in the research. To make meaning of the data which were collected, inductive analysis of the data was conducted. Communities of Practice was used as the theory that underpinned the research findings reported in this paper. Based on the data analysis and the communities of practice theory that served as the framework, the paper among other findings reports that induction programmes used in sampled/selected schools were highly ineffective in supporting the women beginner teachers to overcome the problems revealed. The research contributes to the body of knowledge on the lived experiences of beginner teachers at the beginning of their teaching career and provides recommendations on classroom management and dealing with ill-disciplined learners.
Principals&apos; Role in Managing Teacher Professional Development through a Training Needs Analysis
Author: Ngema, Millicent
Date: 2019-00-00
Type: Journal Articles
Subjects: Principals,Administrator Role,School Administration,Management Systems,Professional Development,Elementary School Teachers,Educational Needs,Needs Assessment,Teacher Competencies,Teacher Effectiveness,Educational Quality,Leadership Effectiveness,Role Perception,Context Effect,Foreign Countries

Despite South Africa's high spending in education compared to other sub-Saharan countries, its education system is often criticized as ineffective as evidenced by poor student outcomes in both national and international assessments. This educational inefficiency is often linked to poor teacher quality, particularly in mathematics and science where some teachers are considered to have content knowledge below the level at which they are teaching. The researchers interviewed five primary school principals in KwaZulu-Natal on the training needs analysis methods they used to identify the training needs of foundation phase teachers. They all reported that they only used the Integrated Quality Management System template provided by the Department of Basic Education. However, they did not use it optimally due to a lack of comprehensive knowledge of how it should be implemented. In order to address this, it is recommended that principals should receive thorough training on the implementation of the Integrated Quality Management System, and that training needs analysis should be conducted on a quarterly basis rather than once a year.
South African Teachers&apos; Mathematical Knowledge: Reflections from Short Learning Intervention Programme (SLIP)
Author: Jita, Loyiso C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Program Length,Mathematics Teachers,Mathematical Concepts,Professional Development,Workshops,Portfolios (Background Materials),Instructional Improvement,Peer Evaluation,Observation,Teacher Collaboration,Lesson Plans,Feedback (Response),Public Schools,Elementary School Teachers,Secondary School Teachers,Foreign Countries

This qualitative research reports the results of a short learning intervention programme conducted by South African National Roads Agency Limited (SANRAL) Chair in Science and Mathematics Education to enhance the mathematical knowledge of teachers in some South African schools. The short learning programme comprised the fostering of teachers' mathematical knowledge and the formation of lesson study groups to apply the knowledge gained from the intervention programme in different schools in the country. The sample comprised 53 male and 72 female Mathematics teachers who were nominated from several school districts in the country. The participants were trained using Mathematical Knowledge for Teaching (MKT) which included the topics of probability/ratio and proportion (grades 1-9). The MKT consisted of these sets of expertise: Common Content Knowledge (CCK), Specialised Content Knowledge (SCK), Knowledge of Contents and Students (KCS), and Knowledge of Content and Teaching (KCT). The lesson study groups applied the knowledge acquired from the short learning intervention programme to engage in group activities, lesson studies, and to report the major challenges in doing the lesson studies. This model research comprised three stages: the first stage involved active participation in the workshops that took place at the University of the Free State; the teachers that attended the training workshops implemented the knowledge gained in the respective schools in their districts in the second stage; and the third stage involved the compilation and submission of a Portfolio of Evidence (PoE) by the teachers that participated in the training workshops.
Determinants of Faculty-Student Engagement for Southeast Asian Men in Community College: An Exploratory Analysis
Author: Xiong, Soua
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Teacher Influence,Community Colleges,First Generation College Students,Males,Hmong People,Laotians,Vietnamese People,Cambodians,Young Adults,Predictor Variables,Stress Variables,Academic Advising,Career Counseling,Academic Achievement,Attention

The purpose of this study was to examine determinants of faculty-student engagement for Southeast Asian men in community colleges. Using data derived from the Community College Survey of Men (CCSM), this study investigated faculty-student engagement for 140 Southeast Asian men attending community colleges in the United States. Five groupings of predictor variables were examined: background/defining, campus ethos, environmental, academic, and non-cognitive factors. Backwards multiple linear regression was employed to identify variables with significant contributions to the model. The final model converged on the eighth iteration and significantly predicted the outcome, accounting for 38% of the variance in faculty-student engagement. Findings indicated that faculty validation, stressful life events, action control, and use of academic advising and career counseling services were significant predictors of faculty-student engagement. Implications for community college practice and research are discussed.
Teachers&apos; Understanding towards Portfolio Assessment: A Case Study among Malaysian Primary School Teachers
Author: Arumugham, Kalai Selvan
Date: 2019-00-00
Type: Journal Articles
Subjects: Portfolio Assessment,Alternative Assessment,Elementary School Teachers,Teacher Attitudes,Learning Processes,Curriculum Implementation,Feedback (Response),Student Improvement,Teaching Methods,Grading,Foreign Countries

Alternative assessment plays an important role in gathering information about students' learning. Introduction of new curriculum in Malaysian primary school education namely Standard Curriculum of Primary School has highlighted portfolio as an assessment tool. Therefore, research has been conducted to examine teachers' understanding towards this new alternative assessment method. The qualitative data used in this research were gathered from three interview sessions and classroom observations. Five primary school teachers were selected as participants of this research. They are teaching core subject such as English, Mathematics and Science. Thematic analysis was conducted to examine the themes emerged to represent their understandings towards portfolio. Teachers' understandings towards portfolio were grouped into three major themes: As students' work collections, as feedback and improvement tools and as teaching, learning and grading tools. They used portfolio in classroom as they understood. Different understandings were revealed as these teachers are also teaching different subjects. This may be the reason why these teachers were having different understandings towards portfolio assessments. This research is significant to teachers, stakeholders, school administration and even society about portfolio assessment.
Teaching Research Methods in Master&apos;s-Level LIS Programs: The United States Perspective
Author: Matusiak, Krystyna K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Research Methodology,Courses,Masters Programs,Library Education,Information Science Education,Research Skills,Teaching Methods,Teaching Models,Course Descriptions,Course Objectives,Student Attitudes

Training in research methodology is an essential component of educating twenty-first century information professionals and library practitioners. Traditionally, competencies in library and information science (LIS) education emphasized the fundamental knowledge of research methods and critical skills in evaluating the findings. However, librarians are not only consumers of research; they are also active contributors to scholarship and need practical skills in designing and carrying out research projects. Research competencies, including the fundamentals of quantitative and qualitative research methods, are listed in the American Library Association's (ALA) Core Competences of Librarianship. Courses in research methods are offered in many LIS programs in the United States but are not always considered part of the core curriculum. Training in research methodology is inconsistent across LIS programs and in Master's-level courses rarely goes beyond an overview of methods and terminology. This article summarizes the findings of a study that examined the current state of research methods training in LIS Master's-level education in the United States and investigated how future library professionals are being prepared to be consumers of research and practitioner-researchers from the perspective of the faculty who teach the courses. The data for this study were collected using multiple techniques, including content analysis of documents, questionnaires, and semi-structured interviews. Teaching faculty, selected from ALA-accredited LIS programs, contributed their perspective through questionnaires and semi-structured interviews.
Supporting Science Learning for English Language Learners
Author: Morrison, Judith
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Instruction,Elementary School Science,Elementary School Students,English Language Learners,Grade 4,Student Needs,Teaching Methods,Spanish Speaking,Language Usage,Language of Instruction,Learner Engagement,Student Interests,Bilingual Education,Elementary School Teachers,Classroom Environment,Low Income Students,At Risk Students,Immersion Programs

This study focused on two fourth-grade science classrooms with English learners (ELs), exploring how teachers supported students' science and language/literacy learning in different language contexts. Three a priori research-based practices recommended for supporting science learning framed our exploration: (a) negotiation, opportunities for individual and social construction and critique of knowledge; (b) embedded language, opportunities for language and literacy learning as a natural aspect of science; and (c) nonthreatening learning environments, opportunities for social apprenticeship and interaction. We provide insights into how science instructional practices supported ELs' science and language learning. One key implication is that enacting these three principles of practice in students' first language (Spanish), when less linguistic scaffolding is required, creates more opportunities to focus on disciplinary content and exploration of students' ideas. The second key implication is that using open-ended questions and extending prompts and questions through exploration-based lessons was an effective way to support and guide ELs (and all students) to rich understandings of key concepts. A third key implication is that although teachers delivered instruction in two different languages, when they enacted these principles, they fostered student engagement and interest in science. Effective implementation of these practices outweighed the language of delivery.
Determination of Differential Item Functioning (DIF) According to SIBTEST, Lord&apos;s [Chi-squared], Raju&apos;s Area Measurement and Breslow-Day Methods
Author: Ayva Yörü, Fatma Gökçen
Date: 2019-00-00
Type: Journal Articles
Subjects: Test Bias,Mathematics Tests,Test Items,Gender Differences,Institutional Characteristics,Differences,Test Theory,Item Response Theory,Statistical Analysis,Grade 8,Public Schools,Private Schools,Foreign Countries,High Schools,Tests,Student Placement

The aim of this study is to examine whether the items in the mathematics subtest of the Centralized High School Entrance Placement Test [HSEPT] administered in 2012 by the Ministry of National Education in Turkey show DIF according to gender and type of school. For this purpose, SIBTEST, Breslow-Day, Lord's [chi-squared] and Raju's area measurement methods were used to determine the DIF of the 20 items in the mathematics subtest of HSEPT in 2012, and it was determined whether the items show DIF according to these methods or not. The research was conducted on the basis of the data obtained from HSEPT that the eighth grade students took in 2012. After the missing data were removed from the data set, DIF analyses were performed for the mathematics subtest of 1,063,570 (n[subscript female]=523,939 and n[subscript male]=539,631; n[subscript state school]=1,025,979 and n[subscript private school] =37,591) in total. Since it is aimed to examine the current situation, this study is based on a descriptive research design. According to the methods used, the number and DIF levels of the items with DIF differed depending on the variables of gender and type of school. In line with the findings, this research suggests the researchers to use at least two methods to determine the DIF.
Motivated for STEM: Developing an Understanding of Highly Motivated Students&apos; Self-Concept in STEM Education
Author: Franks, A. Dean
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Motivation,Learner Engagement,Self Concept,Self Efficacy,STEM Education,High School Students,High Achievement,Resident Camp Programs,Informal Education,Summer Programs,Research Universities,Scientists,Science Careers,Career Choice,Problem Solving,Psychological Patterns,Creativity,Science Interests

Self-concept, self-efficacy, and interest are inextricably tied together. Researchers collected data from high school students' (n=44) responses to 4 short answer questions taken from a National Institute of Education interest inventory survey. These students were Texas science and engineering fair winners awarded the opportunity to attend a weeklong residential STEM camp on the campus of a research-intensive university. The researchers analyzed responses through descriptive coding to determine how these participants imagined themselves as scientists. Results revealed participants saw themselves first based on career options then in more generalized imaginings based on solving problems and helping humanity, being creative or curious about the world, perceiving science as an integral part of life inseparable from other experiences, and finally, perceiving science as a personal source of joy and excitement. Recommendations are included for educators in order to motivate all students who have an interest in STEM to make decisions that will inform their possible career choices within the STEM field.
How Positive Is Positive Psychology in an Enabling Program? Investigating the Transformative Power of Positive Psychology for Enabling Students
Author: James, Trixie
Date: 2020-07-00
Type: Journal Articles
Subjects: Psychology,Well Being,Program Effectiveness,College Readiness,Foreign Countries,College Students,Transitional Programs,Student Adjustment,Student Development,Age Differences,Nontraditional Students,Mental Health,Physical Health,Success

Positive psychology is one of the newest branches of psychology to emerge, and there is a growing research base of scientific study to validate the significance of this psychological approach in people's lives. This research investigates a unit of study that was developed for students entering university through an enabling program in order to introduce them to proactive solutions and strategies to develop their strengths, capacity and virtues rather than focusing on past weaknesses. Currently, only anecdotal evidence exists indicating that this unit is having a positive impact on the students who have completed the unit. As this research wants to identify the effectiveness of this unit in facilitating change in a student's life, the core tenets of Appreciative Inquiry guided the overall process of formulating the research approach and designing the questions for the survey. Past students became the change actors and their voice and experiences became the data.
Never Neutral, Never Alone
Author: Lankes, R. David
Date: 2020-00-00
Type: Journal Articles
Subjects: Library Education,Educational Change,Program Effectiveness,Evaluation Criteria,Library Schools,Lifelong Learning

Library science is getting harder to teach. The variety in libraries of all types is increasing as more and more mold themselves to their communities rather than field-wide norms. How can library science education change to meet the new variety, and the variety in a post-neutrality world? The author proposes new metrics for evaluating the effectiveness of LIS programs: (1) Agility--What ongoing methods are in place to identify, evaluate, and prepare students for developments in a rapidly changing profession? (2) Connectedness--Who are the partners networked with the program and its faculty to ensure direct connection of the classroom to the field? (3) Embeddedness--What is the program's ability to deliver authentic field experiences to students that allow them to contextualize theory and research methods? and (4) Resilience--How prepared are librarians to face, understand (i.e., analyze), and solve the problems in a community in line with the professional mission and values of librarianship?