ethanporcaro/eric-fulltext-meta huggingface dataset:
Self-Determination Theory as a Lens to Explore Motivational Factors and Leadership Influences in Sustainable School Improvement: A South African Case
Author: van der Vyver, C. P.
Date: 2022-02-00
Type: Journal Articles
Subjects: Foreign Countries,Self Determination,Motivation,Educational Improvement,Sustainability,Leadership Styles,Low Achievement,Principals,School Administration

Many South African schools are underperforming academically and are labelled as trapped or yo-yo schools. The motivation and commitment of school leadership and educators play a critical role in realising improved academic results and sustainable improvement. In the study reported on here a 2-fold perspective was used to explore the problem of motivation: (a) motivational factors influencing sustainable improvement in performing, trapped and yo-yo schools and (b) how the self-determination theory (SDT) can cast light on the issue of motivation and sustainable improvement in schools. Following a qualitative, exploratory, descriptive design, purposive sampling was used to select 6 secondary schools. We conducted individual and focus group interviews with the 6 school principals and 36 educators and heads of department who participated in the study. The findings reveal external factors that operate as negative and positive influences on the participants' controlled motivation, amotivation and autonomous motivation. Reactions to the labelling of the schools and the motivation brought about by the school leadership styles enabled the participants to internalise the goals of the interventions of the Department of Basic Education for school improvement. One-size-fits-all interventions for school improvement are not effective in all trapped schools. Interventions should be based on individual analyses of root causes of problems and not on the symptoms.
Exploring the Factors Affecting Pre-Service Science Teachers&apos; Actual Use of Technology during Teaching Practice
Author: Habibi, Akhmad
Date: 2022-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Education,Educational Technology,Foreign Countries,Technology Integration,Pedagogical Content Knowledge,Technological Literacy,Preservice Teacher Education,Experiential Learning

The primary objective of the research reported on here was to decide whether a combined framework of the theory of planned behaviour (TPB) and technological pedagogical and content knowledge (TPACK) could be a valid and reliable model to predict Indonesian pre-service science teachers' (PSTs') actual use of technology (AUT) during teaching practice. A survey instrument consisting of attitudes (ATs), subjective norms (SN), perceived behavioural control (PBC), technological pedagogical knowledge (TPK), technological content knowledge (TCK), technological pedagogical content knowledge (TPCK), and AUT was adapted from previous studies and validated through face and content validity. Thereafter, the instrument was piloted to 135 PSTs and validated through exploratory factor analysis (EFA). The sample (n = 457) completed the instrument during the main data collection. The data analysis was done through the steps of partial least square structural equation modelling (PLS-SEM), t-test, and analysis of variance (ANOVA). Through the measurement model phase, the combined framework was reported to be reliable and valid. SN was the strongest predictor ([beta] = 0.445) of AUT, followed by PBC ([beta] = 0.281). Meanwhile, AT, TPK, TCK, and TPCK were reported to be insignificant. Additionally, significant differences regarding AUT were reported based on gender and institution. An insignificant relationship emerged based on information and communication technology (ICT) -based courses.
Becoming a Teacher of English Learners: A Case Study
Author: Russell, Felice Atesoglu
Date: 2022-00-00
Type: Journal Articles
Subjects: Case Studies,English Language Learners,Beginning Teachers,Teacher Role,Teacher Responsibility,Preservice Teacher Education,Teacher Education Programs,Elementary School Teachers,Literacy Education,Methods Courses,Second Language Learning,Second Language Instruction,English (Second Language),Educational Needs,Teaching Methods,Academic Language,Interpersonal Communication

This qualitative case study presents findings from research focused on the preparation of elementary teacher candidates (TCs) and the instruction of English learners (ELs) in the general education classroom. Set within the context of a literacy methods course on second language acquisition, this inquiry goes on to explore the influence of such experiences as TCs move into their roles as novice classroom teachers. Utilizing praxis as a means of supporting TCs as they move from preservice to novice teachers, this research examines the impact of course-embedded opportunities to learn about the instructional needs of ELs. Findings revealed that course-embedded opportunities supported teachers in developing capacity for the awareness and tensions in teaching ELs, reinforced understandings related to both social and academic language, and provided occasions to own the role and responsibility as a teacher of ELs. Implications for novice teachers, teacher education, and research are discussed.
Examining the Role of Self-Reflection as an Impetus for Cultivating Equitable Practices for Multilingual Learners
Author: Koubek, Ekaterina
Date: 2022-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Graduate Students,Tutoring,Reflection,Teacher Education Programs,Community Organizations,Multilingualism,Second Language Learning,Migrants,English (Second Language)

Scholars and teacher educators continue to research ways to effectively promote culturally responsive practices (Gay, 2010; Lucas &amp; Villegas, 2013; Villegas &amp; Lucas, 2007) and culturally sustaining pedagogies (Paris &amp; Alim, 2017) with pre- and in-service teachers. Daniel (2016) postulates that teacher preparation programs need to strive to guide teacher candidates to enact culturally responsive practices across their coursework and field-based experiences. We complemented Daniel's (2016) research by implementing self-reflection practices as graduate students learned about and strived to implement culturally responsive and sustaining strategies with their tutees. The purpose of our study was to investigate how tutoring students in a community-based field placement and reflecting on these experiences affected graduate students' understandings about culturally and linguistically responsive teaching practices. Key themes emerged pertaining to asset-based perspectives, relationship building, and equity, reflecting key concepts from both culturally responsive practices and culturally sustaining pedagogies.
A Qualitative Study: Examining Students&apos; Involvement in a Career and Technical Student Organization and Practicing and Promoting Mental Wellness
Author: Beck, Cindy
Date: 2022-05-00
Type: Journal Articles
Subjects: Vocational Education,Student Participation,Mental Health,Wellness,Student Organizations,Consciousness Raising,Risk,Stress Variables,Resilience (Psychology),Career Readiness,College Readiness,Civics,High School Students,Prevention,Early Intervention

This study aims to explore career technical education (CTE) students' involvement in practicing and promoting mental wellness in schools and communities. Specifically, this study focused on students enrolled in a career and technical student organization (CTSO) leading youth-defined activities raising awareness of risk factors and protective factors associated with psychological distress and wellness. This study is grounded in resilience theory expounding on the resilience of HOSA students and their motivation to thrive and overcome adversities as they advance their career and college readiness and their civic engagement. Purposive sampling was used to select 94 students from seven high schools with a CTSO (i.e., HOSA) and participating in a prevention and early intervention project. Semi-structured interviews were done with these 94 students enrolled in a CTSO. Our findings revealed three key implications: (1) a CTSO can serve as a protective factor that mitigates the many risk factors to which young people are exposed; (2) a CTSO is able to promote and focus on student's early signs of mental health issues; and (3) exposing students to leadership and training opportunities may facilitate a career path into mental health fields.
Exploring the Nature of Teacher Educator Attitudes and Engagement within an Anti-Bias Community of Practice
Author: Blain, Charlotte
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Educators,Teacher Attitudes,Bias,Communities of Practice,Faculty Development,Teacher Collaboration

This study explored how members of a community of practice of teacher educators from a diversity of institutions across one state engaged in and expressed (dis)comfort during a two-day workshop on anti-bias teacher education. Using a qualitative, single-case embedded design, we found that there was a range of engagement with the workshop content that is consistent with how most people engage with anti-bias content: Participants who came into the workshop eager to reflect and adapt their practice were apt to do so, while those with initial hesitations tended to display some resistance. We also observed a shared desire to find common ground, support each other, and collaborate in service of professional improvement. This work has implications for the development of teacher educators who are prepared to teach anti-bias content to future teachers.
Technical Skill Assessments as a Predictor of Agriculture Students&apos; Success after High School
Author: Pantleo, Michael
Date: 2022-05-00
Type: Journal Articles
Subjects: High School Graduates,Agricultural Education,Agricultural Skills,Evaluation,Scores,Student Characteristics,Placement,Success

This study was conducted using quantitative methods to determine if a relationship exists between former Agriculture Career and Technical Education (CTE) concentrators' Technical Skills Assessment (TSA) performance and their attaining related placement after high school. The study included data from 13,581 agriculture students who graduated during the years 2015-2019. To investigate the relationship between TSA assessment performance and attaining related placement, multiple descriptive models were run and disaggregated by gender, race/ethnicity, Individuals Education Plan (IEP) status, and Socioeconomic Status (SES). The data revealed students who pass their TSA assessment are more likely to attain related placement compared to those not passing their assessment. Agriculture students' rates of passing the TSA assessment and attaining related placement were high. Additional analysis to determine the relationship between TSA assessment performance and attaining related placement involved multiple binary logistic regression models. The logistic regression models helped determine how passing the TSA assessment and student demographics interacted and influenced students attaining related placement. Statistically significant findings were determined for TSA assessment, Black students, and those not disadvantaged in the SES category. The findings from this study may add merit to the numerous secondary CTE agriculture education programs in the United States.
Examining the Validity of a Student Teaching Evaluation Instrument
Author: Hylton, Sarah P.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Teaching,Test Validity,Evaluation Methods,Teacher Competencies,Rating Scales,Teaching Skills,Professionalism,Teacher Education,Cooperating Teachers,Supervisors,Student Teachers

This study examines the validity of a student teaching evaluation instrument used in a teacher preparation program. Grounded in research-based conceptualizations of teaching and aligned to standards from relevant professional associations, the instrument is used to evaluate teacher candidates during their student teaching experience. To determine the instrument's validity, we used exploratory factor analysis and structural equation modeling to study responses from cooperating teachers, university supervisors, and student teachers. Findings partially confirm the validity of the instrument and indicate that the 30 competencies of the instrument comprise an invariant structure of four domains: planning, onstage teaching, assessment, and professionalism. Implications include instrument revision, the need for rater training, and further exploration of curricular alignment.
Interrupting Microaggressions, Bias, and Injustice in Social Studies Pre-Service Teachers&apos; Field Experiences
Author: Thacker, Emma S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Social Studies,Student Experience,Student Teaching,Conflict,Aggression,Interpersonal Relationship,Interaction,Cultural Differences,Gender Differences,Racial Differences,Racial Bias,Teacher Response,Equal Education,Social Action

This manuscript shares how one teacher education program is working to interrupt racist, xenophobic, homophobic, antisemitic, ableist, and sexist microaggressions and other forms of discrimination that occur in P-12 field experiences. In this article, we share our context, actions, and examples (i.e., critical cases) of microaggressions from pre-service social studies teachers' field experiences. Drawing upon microaggressions theory, we frame our work with equity literacy to analyze pre-service teachers' field experiences and connect to microinterventions. We argue that teacher education programs must prepare teachers to respond to and interrupt microaggressions, and move toward curricular interventions in the social studies in an effort to transform schools to be more equitable in the curriculum and institutionally. We hope practitioners will engage with the ideas and practices presented and reflect on connections and applications to their schools, communities, and contexts.
&quot;I Wished I Could Have Higher Scores&quot; Guided Study Groups to Prepare Prospective Teacher Candidates for High-Stakes Teacher Licensure Exams
Author: La Croix, Leslie
Date: 2022-00-00
Type: Journal Articles
Subjects: Study,Group Activities,Preservice Teachers,High Stakes Tests,Licensing Examinations (Professions),Communities of Practice,Test Preparation

Preparing for high-stakes licensure exams can be daunting for teacher candidates and particularly intimidating for aspiring teachers who speak English as a second language, those with exceptionalities, and members of historically marginalized communities (Petchauer, 2015; Nettles et al., 2011; Tyler, 2011). University-based teacher educators are well positioned to support teacher candidate populations enrolled in or seeking to enroll in teacher education programs. This study explored preservice teachers' experiences engaging in study groups within a supportive learning community. The study groups were facilitated by university-based teacher educators leveraging socio-cognitive strategies to help preservice teachers navigate a high-stake licensure exam. The findings show students who engaged in these study group sessions reported higher affect levels, found the study group structure relevant, and articulated specific strategies for navigating the test in the future.
Preparing Teacher Candidates for Successful Communication with Diverse Families Using Simulations
Author: Henry, Julie J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Student Attitudes,Parent Teacher Cooperation,Interpersonal Communication,Simulation,Self Concept,Virtual Classrooms

This study examined concerns that teacher candidates have about communicating with families and studied the use of three simulation techniques to enhance candidates' confidence and perception of preparedness for communicating with diverse families. Twenty-five teacher candidates in a senior-level education class participated in three simulation conditions: Peer-to-Peer role playing, parent actors, and technology-based simulation using avatars in TeachLivE™. Data were collected using surveys before, during, and after the simulation sessions. A t-test revealed that candidates felt more confident in their abilities after the simulations, and inspection of means revealed that the parent actors were found to be the most preferred simulation condition. Inductive analysis was used to establish themes in the qualitative responses, showing that candidates were most concerned about appearing confident and discussing difficult topics. Based on the findings, the authors recommend the inclusion of structured simulations involving parent and teacher interactions during teacher preparation programs.
Investigation of Occupational Burnout Levels of Physical Education and Sports Teachers in Terms of Various Factors: The Case of Bayburt and Gümüshane Provinces
Author: Karatas, Ismail
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Burnout,Physical Education Teachers,Athletics,Predictor Variables,Gender Differences,Well Being,Exercise,Marital Status,Teacher Responsibility,Geographic Location,Income,Teaching Experience,Emotional Response,Age Differences,Public School Teachers

This research examines the occupational burnout levels of physical education and sports teachers in terms of various factors. In this context, the general survey model, which is consistent with the main purpose of the study, is used in this quantitative study. The survey pool of the research consists of a total of 67 physical education and sports teachers, 5 females and 62 males, working in Bayburt and Gümüshane provinces. Convenience sampling method, one of the non-probability sampling approaches, is used in the selection of the research group. Data collection tool is a questionnaire form which consists of two parts. In the first part of the questionnaire, there is the &quot;Personal Information Form&quot;, and in the second part, there is the &quot;Maslach Burnout Inventory-Educator Form&quot;. Difference and correlation tests are used in statistical evaluations. Accordingly, significant differences are present in the factors of gender, perceived welfare level and exercise status. However, within the scope of marital status, status of being a manager at the current school, current level of duty, location of the current school, perceived personal income level, perceived family income level (including personal income), active sports status and the type of the active sport, there is no significant difference in the sub-dimensions of the scale. However, the research concludes that there are positive and significant relationships between the participants' total years of service in the teaching profession and the mean scores of the sub-dimensions of emotional exhaustion and depersonalization. On the other hand, there is no significant relationship between the factors of age and years of service in the teaching profession for the school where they are currently employed, and the sub-dimensions of the scale. As a result, occupational burnout levels of physical education and sports teachers within the scope of various factors are described as they exist.
Teacher Education in Novel Times: Designing Comic Strips to Explore Elementary Learners&apos; Experiences during COVID-19
Author: Gierhart, Aaron R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Elementary School Teachers,Methods Courses,Design,Cartoons,COVID-19,Pandemics,Elementary School Students,Student Experience,Assignments,Change Agents

This case study was conducted in Fall 2020 with two Elementary Education pre-service teaching candidates. The goal of the study was to better understand how students in this course developed new insights about teaching during the COVID-19 pandemic through their successful design of comic strip narrative artwork. The students created comic strips depicting the experiences of diverse elementary students during the pandemic, which were displayed in a campus art gallery. Data sources included two focus group interviews, written reflections, participants' final comics from the gallery, and other artifacts. Analysis was framed using Eisner's (1985/2005) concept of 'aesthetic knowing.' Findings regarding the insights the participants developed through this assignment were presented in the following themes: pedagogical perspectives, dialoguing, and audience. Conclusions and implications include a call for greater uptake of and research about arts-based teacher education assignments to better prepare candidates to enter the field as agents of change.
(Re)turning to &quot;Study&quot; Abroad: Reimagining Global Education in the Aftermath of Pandemic
Author: Geis, Paul
Date: 2021-00-00
Type: Journal Articles
Subjects: Study Abroad,Global Education,COVID-19,Pandemics,Distance Education,Computer Simulation,Educational Change,Educational Philosophy,Educational Theories,Learning Processes,Student Mobility,College Students,Criticism

While its purported aims are noble, the field of study abroad -- or education abroad as it is increasingly known -- is not immune from, and indeed embraces, discourses and practices that are, to use Gert Biesta's term, &quot;learnified.&quot; Biesta defines learnification as &quot;the translation of everything there is to say about education in terms of learning and learners,&quot; which he posits as problematic in its emphasis on individualistic and process aspects of education, over or at the expense of relationships and content. While the COVID-19 pandemic brought the field of study abroad to a virtual stop, these dire circumstances provide a unique opportunity for leaders in the field -- and for philosophers and theorists of education -- to rediscover and renew study abroad. As they are called upon to reimagine and restructure academic experiences abroad for intra- and post-pandemic contexts, practitioners and scholars should consider a re-turn to the field's core, to which it has been shaken. &quot;Study&quot; itself has been a subject of increased interest within philosophy of education in recent years, standing in opposition to or in tension with learning. In the first section of this paper, Paul Geis introduces Biesta's and others' critiques of the learning regime and then aligns key aspects of contemporary study abroad with them. Geis engages different critiques of the problem of learning, including Biesta's ideas on individualistic or individualizing framings, and the emphasis on the qualification domain in education, along with Tyson Lewis's critique of operativity in education. Second, Geis builds a case for study as a promising and attainable form of educational engagement abroad. Finally, he turns to Lewis's engagement with Walter Benjamin's work to explore two specific forms of study -- collecting and wandering -- within the study abroad context. Geis discusses how practitioners in study abroad can be attentive to opportunities for these forms of study without having to root out all leaning.