ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Role of Social Reasoning and Self-Efficacy in the Mathematics Problem-Solving Performance of Lower- and Higher-Income Children
Author: Butler, Allison G.
Date: 2013-00-00
Type: Journal Articles
Subjects: Socioeconomic Status,Socioeconomic Influences,Problem Solving,Mathematics Skills,Self Efficacy,Equations (Mathematics),Word Problems (Mathematics),Social Influences,Grade 5,Elementary School Students,Mathematics Tests,Multiplication,Symbols (Mathematics),Achievement Gap,Low Income Groups,Public Schools,Standardized Tests,Language Arts,Grade 4,Scores,Academic Achievement

Research documents an income-based achievement gap in mathematics, yet children from lower-income backgrounds do not lag behind their more advantaged peers in high-level social reasoning tasks. The purpose here was to investigate whether modifying mathematics word problems to make them more socially based would impact the mathematics performance and/or mathematics self-efficacy of lower- versus higher-income children. Research questions regarding (1) the relative difficulty of symbolic equations versus word problems, (2) the impact of socially modifying word problems on children's accuracy and self-efficacy, and (3) the relation between children's mathematics performance and mathematics self-efficacy were explored. Participants were 164 5th graders. Children completed a mathematics problem-solving test comprised of multiplication problems representing four different problem formats (two social, two abstract). Three types were word problems, and one was a symbolic (abstract) presentation. The three word problem types were everyday activity (social), social-cognitive (social), and traditional textbook (abstract). Participants also completed a mathematics self-efficacy measure. Children performed better on symbolic problems than on any of three word problem types. The lower-income group performed better on innovative social-cognitive word problems than on decontextualized word problems. Word problem variations did not have an effect for the higher-income group. Overall, mathematics self-efficacy was shown to predict mathematics performance. While problem format is only one aspect of a highly complex instructional system, findings suggest that capitalizing on social-cognitive strengths in mathematics may be valuable for improving the academic achievement of lower-income children.
The Tech-Savvy Teacher: Instruction in a 1:1 Learning Environment
Author: Corn, Jenifer O.
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Technology,Technological Literacy,High Schools,High School Students,Secondary School Teachers,Administrators,Surveys,Observation,Focus Groups,Teaching Methods,Communication Strategies,Teacher Role,Educational Environment,Laptop Computers,Computer Uses in Education,Principals,Teacher Competencies

A research team conducted an evaluation of a laptop initiative in 18 North Carolina high schools through administrator, teacher, and student focus groups; teacher and student surveys; and classroom observations. The study aimed to provide information about the value of the laptop initiative in enhancing student learning. In addition, it intended to identify challenges to the successful implementation of 1:1 programs, strategies for meeting those challenges, and services and supports needed to enable successful 1:1 programs throughout the state. This paper explores how the initiative affected instructional practice in areas such as technology use, communication, the role of the teacher, and the learning environment. It also discusses unique challenges for teachers in a 1:1 environment, as well as implications for educators and administrators.
The Virtual Research Lab: Research Outcome Expectations, Research Knowledge, and the Graduate Student Experience
Author: Stadtlander, Lee
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Research,Educational Technology,Technology Uses in Education,Laboratories,Mixed Methods Research,Doctoral Programs,Graduate Students,Student Attitudes,Student Surveys,Research Skills,Comparative Analysis,Conventional Instruction,Instructional Effectiveness,Student Journals,Computer Mediated Communication,Social Science Research,Questionnaires

This paper examines the complexities of working with student researchers in a virtual lab setting, logistics, and methods to resolve issues. To demonstrate the feasibility of a virtual lab, a mixed-methods study consisting of quantitative surveys and qualitative data examined changes in doctoral students' confidence as measured by research outcome expectations and changes in a self-assessment of research knowledge and skills test in a 3-quarter virtual psychology research lab. In the lab, 10 doctoral students conducted a faculty-designed project, analyzed data, and cowrote a literature review. Findings indicate lab students' research knowledge and research outcome expectations improved significantly over nonlab comparison students. Student journals provided qualitative evidence of the student experience in a virtual research lab. Students reported individual growth, self-learning, and appreciation of the shared group experience with a common goal. Students related that the application of skills learned in classes to a research setting was more difficult than anticipated.
A Framework for Evaluating Learning Progressions on Features Related to Their Intended Uses
Author: Kobrin, Jennifer L.
Date: 2015-00-00
Type: Journal Articles
Subjects: College Readiness,Career Readiness,Learning Processes,Student Development,Common Core State Standards,Academic Standards,Curriculum Development,Summative Evaluation,Formative Evaluation,Faculty Development,Educational Assessment,Mathematics,Academic Achievement,Misconceptions,Usability,Problem Solving,Validity,Pedagogical Content Knowledge

In recent years, learning progressions (LPs) have captured the interest of educators and policy makers. There have been numerous efforts to develop LPs aligned to college and career readiness standards, to unpack these standards, and to provide more clarity on the pathways students follow to reach them. There is great variation, however, in the structure, content, and features of LPs, and these have implications for the LP's most appropriate use. The purpose of this research was to devise a framework to understand and evaluate key features of an LP, including its structure, content, usability, and validity evidence. We maintain that educators and other stakeholders should understand these key features so they can evaluate whether an LP is appropriate for an intended use.
Reflective Thinking in Elementary Preservice Teacher Portfolios: Can It Be Measured and Taught?
Author: Pennington, Rebecca
Date: 2011-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Preservice Teachers,Reflection,Evaluation Methods,Elementary School Teachers,Portfolio Assessment,Test Validity,Test Reliability,Experimental Groups,Control Groups,Scores,Scoring Rubrics,College Seniors,Early Childhood Education

This study examined whether teacher portfolios can be validly and reliably assessed by investigating the effect of an instructional tool on increasing the level of reflective thinking in elementary preservice teachers' portfolios. It also examined whether reflective thinking in preservice teachers' electronic portfolios represented sufficient quality to make them useful in practice. The &quot;Rubric for Evaluating Portfolio Reflective Thinking&quot; instrument developed for this study demonstrated moderate levels of interrater reliability (r = 0.66) and sufficient content validity to be used to measure reflective thinking. Also, members of the treatment group scored significantly higher on five of the six portfolio domains and on the total portfolio reflective score than members of the control group. Overall percentage levels of reflection were substantially higher for the treatment group (47%) than for the control group (6.7%). Implications for practice and further research are provided.
A Mixed-Methods Study Assessing Special Education Preservice Candidates' Preparedness for Their First Year of Teaching
Author: Tillman, Beverly A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Special Education,Feedback (Response),Cooperating Teachers,Guidance,Likert Scales,Special Education Teachers,Student Teachers,Student Evaluation,Supervisors,Teacher Education,Accreditation (Institutions),Program Improvement,Teacher Educators,Beginning Teachers,Teacher Evaluation,Student Surveys,Student Attitudes

This study employed a Likert-type survey, &quot;Praxis/Pathwise&quot; written observations, as well as guided and open-ended reflections to assess the perceptions of preparedness for the first year of teaching for special education student teaching candidates. Cooperating teachers completed the survey and &quot;Praxis/Pathwise&quot; observations. University supervisors completed &quot;Praxis/Pathwise&quot; observations and responded to and analyzed guided and open-ended reflections. The survey instrument was based on the research literature and included responsibilities typically required of special educators (e.g., completing paperwork, planning, assessment, etc.). Results indicated general congruence among the three data sources, but also indicated that two cooperating teachers were reluctant to provide negative feedback, indicating to university supervisors a need to provide guidance and assurance of the value of providing less positive assessments of their student teachers' preparedness. This ongoing research study supports efforts toward accreditation and program improvement. The methods may be generalized to other programs, even when the actual data collection instruments may differ.
Phenomenological Investigation of Elementary School Teachers Who Successfully Integrated Instructional Technology into the Curriculum
Author: Walker, Lori Raquel
Date: 2011-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Technology Integration,Educational Technology,Technology Uses in Education,Barriers,Teaching Methods,Public Schools,Phenomenology,Coping,Motivation,Faculty Development,Semi Structured Interviews,Coding,Self Motivation,Peer Influence,Teacher Collaboration,Qualitative Research,Teacher Attitudes,Teacher Competencies

Technology integration in school curricula promotes student achievement, yet many teachers are not successfully integrating technology for learning. This phenomenological study explored the strategies of 10 elementary teachers in Georgia who overcame barriers to technology integration to successfully incorporate lessons within the public school curriculum. To understand the successes, we assessed strategies for overcoming barriers, intrinsic and extrinsic motivators, and professional development experiences. Rogers's innovation-decision process provided the theoretical foundation and data sources consisted of an open-ended questionnaire and two in-depth, semistructured interviews. Data were coded for preliminary categories, and themes were generated using open coding. Despite common barriers, the findings suggested that critical factors for successful integration included moderate technical skills, self-motivation to engage in instructional technology, supportive peer communication channels, and flexibility in approaches for planned lesson.
The Story of Mentoring Novice Teachers in New York
Author: Roff, Kimberly A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Mentors,Beginning Teachers,Case Studies,Qualitative Research,Semi Structured Interviews,Educational Benefits,Lesson Plans,Teacher Collaboration,State Legislation,Educational Legislation,Elementary Secondary Education

This case study addressed a gap in literature by focusing on how teachers perceived the impact of mentoring programs on the support and collaboration of first-year teachers. A qualitative case study design was conducted using semistructured interviews and documents. A sample of 16 teachers from two different school districts in New York State participated. The main findings indicated that mentoring benefitted all of those involved in the program. Mentees and mentors in both school districts benefitted from lesson planning, collaborating, and supporting each other. Findings of this study may foster additional support and collaboration for mentees and mentors and possible improvements to existing mentoring programs. These improvements may promote social change by providing teachers with a positive environment where collaboration among all educators is encouraged.
Improving the Use of Data in Early Reading Intervention Programs in Northwest Florida
Author: Thompson, Carla J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Early Intervention,Reading Instruction,Reading Programs,Data Collection,Data Analysis,Databases,Kindergarten,Grade 1,Grade 2,Grade 3,Statistical Analysis,Reading Strategies,Observation,Models,Reading Achievement,Feedback (Response),Faculty Development,Response to Intervention,Achievement Tests,Standardized Tests,State Standards,Pretests Posttests,Individualized Instruction

Improving student performance for high-need student populations by improving the use of data in decision-making for early reading intervention programs in northwest Florida is the focus of this research to practice effort. The study is conceptually based on using a relational-feedback intervention (RFI) database model in early learning environments. The innovative use of data is the incorporation of trained classroom observers who performed over 2,000 observations (30 minutes each) in randomly selected reading (K-3) classrooms over a 2-year period using a quantitative observation tool that depicts 85 differentiated reading strategies. The RFI database model aligns classroom observation data to student achievement data with feedback interventions provided to schools. Empirical results that lend support for the use of the RFI database model include increased student achievement in early reading, closing of achievement gaps, increased informed decision making, and improved quality of professional development and communications about early learning for teachers/principals, stakeholders, and parents.
&quot;I'm Teaching What?!&quot;: Preparing University Faculty for Online Instruction
Author: O'Hara, Susan
Date: 2012-00-00
Type: Journal Articles
Subjects: Online Courses,Teacher Competencies,College Faculty,Technological Literacy,Masters Programs,Documentation,Meetings,Content Analysis,Computer Mediated Communication,Faculty Development,Nontraditional Education,Distance Education,Technology Uses in Education,Educational Technology,Portfolio Assessment

The percentage of higher education students enrolled in online courses has increased from 9.6% in fall 2002 to 33% in fall 2010. Due to the increased importance of online courses and programs on university campuses, there is a need to better prepare novice technology faculty for the delivery of these courses. This article provides a description of the process through which a group of faculty with low to high technology skills prepared to deliver an online master's program. Meeting minutes, documents produced, online discussion transcripts, and informal conversations were all used as data to analyze outcomes of the process. The paper concludes with the presentation of practical recommendations, derived from documentation of the process, for preparing novice technology faculty for the delivery of online programs.
Assessing Content Knowledge and Changes in Confidence and Anxiety Related to Economic Literacy in a Professional Development Program for History Teachers
Author: Rollison, Julia M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Anxiety,Professional Development,History Instruction,Teaching (Occupation),Economics Education,United States History,Teacher Attitudes,Mixed Methods Research,Item Response Theory,Factor Analysis,Correlation,Pretests Posttests,Elementary Secondary Education,Elementary School Teachers,Secondary School Teachers,Intervention

The purpose of this study was to determine the impact of a Teaching American History professional development program on content knowledge and confidence and anxiety associated with teaching economic literacy. Two content assessments and a confidence and anxiety instrument were administered to teachers prior to and immediately following a 2-week institute. Statistically significant findings included an increase in economics content knowledge and an increase in confidence combined with a decrease in anxiety. The scale and measurement model employed to examine status and subsequent change should be useful for similar professional development initiatives and evaluations.
The Learning Experience: Training Teachers Using Online Synchronous Environments
Author: Woodcock, Stuart
Date: 2015-00-00
Type: Journal Articles
Subjects: Learning Experience,Online Courses,Synchronous Communication,Preservice Teacher Education,Preservice Teachers,Blended Learning,Qualitative Research,Interviews,Statistical Analysis,Student Experience,Use Studies,Competency Based Teacher Education,Technological Literacy,Pedagogical Content Knowledge,Teaching Methods,Usability,Self Efficacy,Educational Environment,Student Surveys,Student Teacher Attitudes,Likert Scales,Questionnaires,Preferences,Interaction,Foreign Countries

This study examined the effectiveness of an online synchronous platform used for training preservice teachers. A blended learning approach was implemented. Fifty-three students participated in the course. Qualitative interview data and quantitative survey data were collected about students' experiences using the platform, and analyzed via thematic content analysis and statistical analysis, respectively. The findings show that e-learning synchronous technology is an effective learning tool in enhancing preservice teachers' e-learning competency in subject matter and information communication technology skills. However, preservice teachers' competency to learn and implement e-learning for students is dependent on four hierarchical conditions (a) ease of use, (b) psychologically safe environment, (c) e-learning self-efficacy, and, (d) competency. Implications from the findings and future research recommendations are also presented.
English Language Learner Disproportionality in Special Education: Implications for the Scholar-Practitioner
Author: Linn, Diana
Date: 2011-00-00
Type: Journal Articles
Subjects: English Language Learners,Special Education,Disproportionate Representation,School Districts,Risk,Enrollment Trends,Population Distribution,School Statistics,Performance Based Assessment,Progress Monitoring,Disabilities

This study examined the representational patterns of English language learners (ELLs) receiving special education services in school districts in a southeastern Texas region over a 7-year period. Results indicated that although relative risk ratios have decreased over time, the region as a whole continued to show overrepresentation of ELLs in special education. Additionally, the percentage of districts demonstrating overrepresentation decreased by almost half over the 7 years. Finally, the relative risk ratios for some districts in the study indicated variability over time. Awareness of the representational patterns of ELLs at the national, state, regional, district, and campus levels continues to be the first step in providing students who are ELLs an education that meets their academic needs.
Effectiveness of a Constructivist-Based Science Camp for Gifted Secondary Students
Author: Wilson, Hope E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Secondary School Students,Academically Gifted,Science Instruction,Biology,Biomedicine,Secondary School Science,Knowledge Level,Scientific Concepts,Self Concept,Constructivism (Learning),Mixed Methods Research,Summer Programs,Resident Camp Programs,Pretests Posttests

Constructivist-based pedagogy is particularly applicable to gifted secondary students in the sciences due to the increased background knowledge of the population and the nature of the study of science. This research was an investigation of the effectiveness of a residential constructivist-based summer learning experience in aquatic biology and biomedicine for gifted secondary students. Both quantitative and qualitative approaches were used to analyze the data. Quantitative analyses showed that the program significantly increased both scientific knowledge and conceptual understanding of science among participants. There was no change in academic self-concept of the participants. Qualitative results supported these findings and demonstrated the importance of social relationships for program effectiveness. These results have implications for researchers in constructivist theory, science, and gifted education.
Revisiting Retrospective Miscue Analysis to Support Students and Teachers during an Action Research Project
Author: Bradshaw, Stephanie
Date: 2016-00-00
Type: Journal Articles
Subjects: Miscue Analysis,Action Research,Reading Achievement,Grade 3,Self Evaluation (Individuals),Progress Monitoring,Self Concept Measures,Reading Attitudes,Likert Scales,Pretests Posttests,Teaching Methods,Instructional Effectiveness,Elementary School Students,Emergent Literacy,Reading Fluency,Reading Tests,Measures (Individuals),Reading Motivation,Surveys,Interviews,Observation

In this article, we describe an action research project conducted by the first author in her third-grade classroom over the course of one academic year as she documented four students' reading growth during a modified version of Retrospective Miscue Analysis (RMA). We highlight an additional step in the RMA process, which includes providing students with the opportunity to self-assess and monitor reading performance prior to the teacher conference. Findings highlight how through the implementation of this additional step, students were able to self-regulate their reading behavior and improve their perception of themselves as readers. We suggest the importance of using RMA with this additional step in today's classrooms with readers as a way to support and empower students. We discuss implications for educators and teacher educators.
Exploring the Literacy Beliefs of Refugee Mothers: Implications for Research and Practice
Author: Taylor, Nicole
Date: 2016-00-00
Type: Journal Articles
Subjects: Refugees,Mothers,Parent Attitudes,Parent Surveys,Preschool Children,Family Literacy,Literacy Education,School Role,Parent Role

The aim of this study was to utilize an exploratory and descriptive lens to examine the literacy beliefs of refugee mothers of preschool aged children, who were enrolled in a refugee family literacy program (n = 19). Through use of a survey, mothers' literacy beliefs as related to the home literacy environment and schooling were examined. Results indicated that on average, even though the mothers expressed beliefs that parents should be somewhat involved in their children's education, they also expressed it was more the role of the school to prepare children academically. The results of this study indicate a contrast between the literacy beliefs of the refugee mothers who participated in the study and the traditional parent/family involvement paradigm prevalent in many U.S. schools. Implications for research and educational practice are discussed.
Building a Negotiation Mechanism in EFL Classroom in Chinese Context: Concepts and Strategies
Author: Jiang, Shiyong
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Classroom Techniques,Classroom Environment,Interaction,Teaching Methods,Concept Teaching,Educational Strategies,Educational Practices,Classroom Communication,Foreign Countries

Foreign language teaching is a bilateral process in which both the teacher and students must play their roles effectively. However, lack of interaction is the problem many EFL teachers in China face. To make the teaching more effective, negotiation in the classroom becomes a must. This paper, based on the current situation of English teaching in China, probes into negotiation mechanism in EFL classroom and provides suggestions on how to apply negotiation mechanism in EFL classroom in China.