ethanporcaro/eric-fulltext-meta huggingface dataset:
Sustainable School Improvement: Suburban Elementary Principals&apos; Capacity Building
Author: Clark, Alison J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Principals,Suburban Schools,Capacity Building,Elementary Schools,Administrator Attitudes,Leadership Responsibility,Leadership Qualities,Sustainable Development,Interviews,Documentation,Case Studies

The increase of intense pressures to ensure long-term education reforms have created a challenge for school leaders as they direct and nurture the abilities of others. The purpose of this research was to understand and describe suburban elementary principals' practices and perceptions as change leaders related to capacity building through the leadership categories of setting directions, developing people, redesigning the organization, and managing the instructional program and subsequently how the principals reacted to the changing environment within the reciprocal effects model. The following research questions guided the study: (1) How do elementary school principals who have led sustainable school improvement initiatives build capacity in their schools? (2) What experiences have shaped these elementary school principals' leadership related to building capacity? and (3) How do these elementary school principals' capacity building practices align with the reciprocal effects model?
Influence of Self-Concept, Study Habit and Gender on Attitude and Achievement of Secondary School Students in Mathematics
Author: Kamoru, Usman
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Concept,Student Attitudes,Mathematics Achievement,Mathematics Instruction,Study Habits,Correlation,Gender Differences,Secondary School Students,Foreign Countries,Achievement Tests,Questionnaires

This study examined the relationship between self-concept, attitude of the students towards mathematics, and math achievement. Also, this study investigated the influence of study habits on achievement; study habits on attitude of students to mathematics. The influence of gender and self-concept and study habit group on achievement and attitude towards mathematics were separately investigated. The method adopted was correlation design. Two hundred (200) Senior Secondary School 2 students (Male = 74 Female = 126) were used in the study. They were selected from six secondary schools from Ibadan Metropolis. Random sampling was used to select the local government, while stratified sampling technique was used to select 200 students, (male and female) used in the six schools. Data were collected using 20 items Mathematics Self Concept Questionnaire (MSCQ r = 0,86) and 20 items Mathematics Study Habit Questionnaire (MSHQ, r = 0.70) and 30 items multiple-choice Mathematics Achievement Test (MAT, r = 0.76) respectively and analyzed using Pearson Product Moment Correlation (PPMC) and t-test statistics tested at 0.05 level of significance. The result showed that there was a positive relationship between students' attitude and mathematics (P[subscript 200] = 0.976; P &lt; 0.05), study habit and academic achievement (P[subscript 200] = 0.563; P &lt; 0.05) for both self-concept and study habit groups. Also, there was no significant difference in gender for both self-concept and study habit group. However, it was suggested that teachers should develop in their students a positive self-concept towards Mathematics including good study habits and pleasant teaching experience to enhance higher self-concept, good study habit and better performance in Mathematics.
A Case Study of Preservice Science Teachers with Different Argumentation Understandings: Their Views and Practices of Using Representations in Argumentation
Author: Namdar, Bahadir
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Persuasive Discourse,Case Studies,Student Attitudes,Graduate Students,Semi Structured Interviews,Content Analysis,Visual Aids,Preservice Teacher Education,Foreign Countries

Representations are fundamental tools to support argumentation in science learning. However, little is known about how preservice science teachers (PSTs) with different argumentation understandings view and use representations in argumentation. Therefore, the purpose of this case study was to explore the views and practices of PSTs' use of representations for argumentation purposes. The participants were six graduate students enrolled in an argumentation course in a northeastern university in Turkey. Data was collected through videotaped lessons, the PSTs' artifacts and semi-structured interviews. Video analysis and content analysis were used to investigate research questions. Results indicated that with the increased argumentation understandings the PSTs showed a sophisticated understanding of using representations for argumentation. Moreover, with the increased argumentation understanding the PSTs used representations for multiple purposes during argumentation and used visual-graphical representations as rebuttals and counterarguments. Implications include the explicit teaching of the purpose of multiple representations in argumentation, integration of representational and argumentation practices in teacher education programs, and enriching argumentation experiences by providing learners with multiple representations.
An Examination of Pre-Service Primary School Teachers&apos; Comprehension of the Concept of Physics through Metaphors
Author: Aykutlu, Isil
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Comprehension,Physics,Figurative Language,College Freshmen,College Science,Student Attitudes,Phenomenology,Qualitative Research,Content Analysis,Scientific Attitudes,Classification

The aim of this study is to lay bare pre-service primary school teachers' perception of &quot;physics&quot; through metaphors. The study was realized with the participation of 38 freshmen pre-service teachers taking General Physics at a public university. Data of the study were obtained with participants filling the blanks in the following sentence: &quot;In my opinion physics is like a/an … because …&quot; The study was designed in phenomenological method, which is one of the qualitative research methods. In the analysis of data, content analysis method was used. As a result of the obtained data, it was determined that pre-service primary school teachers constructed 31 valid metaphors in relation to the concept of physics. It was determined that the highest frequency among these metaphors belongs to the &quot;nightmare&quot;. Metaphors generated by the pre-service teachers were grouped under seven different conceptual categories in terms of the meanings they contain. As a result of the study, it was determined that most of the metaphors generated by the pre-service teachers consist of a negative perception.
Latino Parent Perspectives: How to Promote and Implement Additive Bilingualism
Author: Enstice, Emily M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Hispanic Americans,Elementary School Students,Language Usage,Family Environment,Bilingualism,English (Second Language),Spanish Speaking,Language Maintenance,Immigrants,Questionnaires,Participatory Research,Action Research,Homework,Biculturalism,Siblings

There is limited research that investigates parent perspectives with respect to their early elementary school children's home language use. The findings reported in this article are part of a dissertation study on parent perceptions of bilingualism conducted in Northern California. To fill the gap in research, this study investigates how first generation Latino parents create an additive bilingual (English and Spanish) environment in the home. The findings include home language maintenance strategies that, in some cases, contributed to children's increased use of Spanish. Limitations to the study include selection of subjects was not random, the number of participants was limited to six parents, and the study took place in the researcher's school.
Growing Lemon Trees from Lemons: Lessons Reaped from a SoTL Faculty Learning Community&apos;s Research &quot;Failures&quot;
Author: Dich, Linh
Date: 2017-10-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Failure,College Faculty,Action Research,Interdisciplinary Approach,Communities of Practice

Failure can be central to faculty research; however, failure produces a vehicle for learning. Through an interdisciplinary faculty community, the authors supported each other in facing, learning from, and overcoming &quot;failed&quot; aspects of research projects. This article reports obstacles encountered in conducting Scholarship of Teaching and Learning research and the role of a faculty learning community in overcoming these challenges. Research pitfalls included lack of student participants, non-significant findings, expectations for understanding related course content, technology issues, use of deception, determining the research question, and managing bias. Ultimately, the faculty learning community engendered a foundation for successful research projects by shared inquiry into these research &quot;failures.&quot;
An Examination of the Epistemological Views and Learning Styles of Pre-Service Teachers
Author: Günes, Gökhan
Date: 2017-00-00
Type: Journal Articles
Subjects: Epistemology,Cognitive Style,Preservice Teachers,Statistical Analysis,Foreign Countries,Correlation,Undergraduate Students,Early Childhood Education,Engineering Education,Science Education,Elementary Education,Mathematics Education

Epistemology is the branch of philosophy that investigates human knowledge, in particular its source, nature, limitations, system, and accuracy. The most critical issues in epistemology are considered to be belief in the nature of knowledge and belief in the nature of knowing. Since epistemology involves the structuring processes of knowledge, it assumed to be associated with individual differences, which are influential in determining an individual's ability to organize their thoughts and behaviors as well as personal choices. In addition, the most typical reflections of individual differences are observed in learning styles. Therefore, in this research, we aimed to examine the relationship between the epistemological views and learning styles of pre-service teachers. The study was based on a quantitative design and the epistemological views of the pre-service teachers were determined using the Scientific Epistemological Beliefs Scale developed by Elder (2002) and adapted to Turkish by Acat, Tüken and Karadag (2010). In addition, the index of learning styles developed by Felder and Soloman (1996) and adapted to Turkish by Samanci and Keskin (2007) was used to identify the participants' learning styles. A total of 698 pre-service teachers from two state universities in Turkey constituted the sample of the research. According to the overall results, the preservice teachers adopted philosophical skepticism and were inclined towards an active/sensing/visual/sequential learning style. Furthermore, a statistically significant relationship was found between the participants' learning styles and their epistemological views.
Pre-Service Social Studies Teachers&apos; Views about the Teaching Knowledge Test
Author: Beldag, Adem
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Social Studies,Student Attitudes,Case Studies,Qualitative Research,Semi Structured Interviews,Foreign Countries,Achievement Tests,Knowledge Base for Teaching

The aim of this study is to determine pre-service social studies teachers' views about the Teaching Knowledge Test (TKT). The study was conducted within the framework of case-study which is one of the qualitative research methods. The study-group consists of 13 pre-service teachers. Two semi-structured interview forms were used to collect data. Descriptive analysis approach was utilized for the analysis of the collected data. Upon reviewing of the results, it was seen that during the interviews both before and after the exam, pre-service teachers were of the opinion that the content knowledge test should be continued to be conducted; that the number of questions in the exam is not sufficient to measure the content knowledge; that giving weight to undergraduate academic lessons will have an affirmative contribution to this exam.
Minding the Gap: Mentor and Pre-Service Teachers&apos; Ability Perceptions of Content-Area Literacy Instruction
Author: Bogard, Treavor
Date: 2017-10-00
Type: Journal Articles
Subjects: Mentors,Preservice Teachers,Preservice Teacher Education,Content Area Reading,Content Area Writing,Literacy,Mixed Methods Research,Student Teacher Attitudes,Teacher Expectations of Students,Clinical Supervision (of Teachers),Skill Analysis,Multivariate Analysis,Academic Ability,Questionnaires,Student Surveys,Teacher Role,Reading Strategies,Predictor Variables

This mixed method study compared how student teachers rated their ability in implementing components of content-area literacy compared to their clinical educators' perceptions of the student teachers' actual performance. The researchers collaborated with preK-12 clinical educators to develop a scaled survey to rate level of skill in four components of content literacy instruction. 112 clinical educators (CEs) and 183 student teachers (STs) representing five teacher licensure programs completed the survey. A two-way multivariate analysis of variance measured the effect of Role (CE and ST) and Teacher Licensure Program on ability perception. Results indicated that Role and Program each significantly affected ratings of the four content literacy component skills measured, but the effect of Role did not significantly differ based on Program. Participants' written explanations of their ability ratings revealed how their mental models of content literacy accounted for differences in ability perception by Role. Implications are provided for enhancing pre-service teachers' perceptual and qualitative awareness of the practices that underlie highly effective content-area literacy instruction.
The School-Parent Relationship across Different Income Levels
Author: Matthews, Alison
Date: 2017-00-00
Type: Journal Articles
Subjects: Parent School Relationship,Volunteers,Outreach Programs,Interpersonal Communication,Poverty,Middle Schools,Parent Surveys,Socioeconomic Influences,Comparative Analysis,Family Income,Low Income Groups,Communication Strategies,Cultural Relevance

The purpose of this study was to investigate how the school-parent relationship (volunteering, outreach, and communicating) in schools differs among the poverty level of students. One hundred eighty-nine middle school parents answered a parental involvement survey. Comparisons were made between the poverty level of students (free and reduced lunch) and the school-parent relationship. Parent respondents represented high and low poverty groups. The school-parent relationship was categorized into three different variables: volunteering, outreach, and communicating. An independent sample t-test was conducted to compare the three variables. It was found that there was a significant difference in how schools communicate with parents from different income levels. Low income parents were less satisfied with the manner in which their child's school communicated with them. There was no significant difference in the other two variables (volunteering and outreach) across income levels. Cultural sensitivity training is recommended.
Examining Graduate Student Engagement in Counseling Services with Diverse Populations in P-12 Education
Author: Minton, Shyrea J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Graduate Students,Counseling Services,Student Diversity,Counselor Training,Multicultural Education,Social Justice,Competency Based Education,Intercultural Communication,Interpersonal Competence,Student Experience,Alignment (Education),Phenomenology,Focus Groups,Check Lists,Relevance (Education),Qualitative Research

Given the continued diversification of P-12 education, it is imperative for professional school counselors to possess multicultural counseling competency in order to effectively engage diverse students in counseling. Thus, it is relevant to examine the preparation of professional school counselors-in-training related to multicultural and social justice counseling competency. This study explores the multicultural counseling competence of five professional school counselors-in-training and offers recommendations for counselor educators teaching cross-cultural counseling courses and coordinating school counselor training programs.
&quot;Let His Voice Be Heard&quot;: A Community&apos;s Response to Inclusion of an Indigenous Counter-Narrative in the District Curriculum
Author: McCarthy, Glenda
Date: 2017-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Inclusion,Case Studies,Content Analysis,Observation,Interviews,Multicultural Education,Curriculum Design,Social Action,Personal Narratives,American Indian Education,Diaries,Secondary School Students,Student Attitudes,Teacher Attitudes,Parent Attitudes,Educational Practices

Curricular counter-narratives can affirm the experiences of marginalized youth, but, given their complexity and unfamiliarity, they can also generate discord between community members. This case study analyzes documents, observations, and interviews to explore ways an Indigenous counter-narrative can create space for multicultural education within a Montana school district. The findings demonstrate both positive and negative community responses to the focus novel, the importance of teaching about context and multiple perspectives, and the potential for student agency and social action. The results also provide cautionary notes about the complexity of critical pedagogy and the importance of community consultation.
Pathway to the Presidency: The Perceived Impact of Identity Structures on the Journey Experiences of Women College Presidents
Author: Oikelome, Gloria
Date: 2017-00-00
Type: Journal Articles
Subjects: Whites,African Americans,College Presidents,Women Administrators,Females,Gender Differences,Racial Differences,Administrator Characteristics,Mentors,Leadership Training,Career Development,Professional Identity,Qualitative Research,Phenomenology,Experience,Attitude Measures,Semi Structured Interviews,Barriers,Racial Bias,Gender Bias

This phenomenological study utilizes the framework of Intersectionality to explore the perceived impact of race, gender, and other identity structures on the journey experiences of seven White and six African American women college presidents. Findings suggest that while gender is becoming more peripheral, the interlocking tensions of race and gender often shape the journey experiences of African American women, with race appearing to be a salient factor. Despite challenges resulting from these social constructs, the women employed various strategies for navigating the presidential pipeline including mentorship, leadership development programs, and firm assurance of institutional fit.
Multicultural Ethnic Music Education in Communist China
Author: Zhang, Wenzhuo
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Systems,Political Issues,Educational Policy,Student Diversity,Minority Group Students,Government Role,Politics of Education,Elementary Secondary Education,Music Education,Textbooks,Cultural Relevance,Multicultural Education

The Central Communist Party (CCP) of the People's Republic of China (PRC) describes China as a unified multinational country. National policies advocate cultural diversity in the educational system with particular emphasis on the notion that diverse ethnic minorities contribute to &quot;zhonghua minzu&quot;--a single united Chinese nationality. Drawing upon the theoretical frameworks of musical authenticity as well as two tenets of liberalism theory, equal concern and cultural neutrality, the study aims to understand how government-designed national K1-9 music textbooks represent the Chinese ethnic minority's musical and cultural traditions.
Response to Intervention (RTI) for Students Presenting with Behavioral Difficulties: Culturally Responsive Guiding Questions
Author: Abou-Rjaily, Kathleen
Date: 2017-00-00
Type: Journal Articles
Subjects: Response to Intervention,Eligibility,Special Education,Emotional Disturbances,Behavior Disorders,Behavior Modification,Student Diversity,Family School Relationship,Faculty Development,Curriculum,Instruction,Teacher Attitudes,Student Evaluation,Cultural Relevance

Response to Intervention (RTI) is a tiered intervention that assists school personnel in determining eligibility for special education services. Studies support the use of RTI as an early intervention for addressing significant learning disabilities (SLD) and social emotional behaviors, as well as for students who are culturally and linguistically diverse (CLD) and not making progress through general interventions. However, recommendations for implementation are not explicitly provided, especially for culturally responsive implementation. While proposed as a model for students with challenging behaviors, there is an absence of culturally responsive methods to support CLD students. This article will discuss the use of culturally responsive guiding questions in an RTI framework.
Towards a Framework for Virtual Internationalization
Author: Bruhn, Elisa
Date: 2017-00-00
Type: Journal Articles
Subjects: International Education,Higher Education,Distance Education,Computer Simulation,Guidelines,Cultural Awareness,Information Technology,Online Courses,Cooperative Learning

Internationalization and digitalization--how do these two higher education trends go together? Projects dealing with virtual mobility, collaborative online international learning (COIL), or virtual transnational education (TNE) have shown that the link between the international and the digital is not only a theoretical possibility but already a reality in many higher education institutions. There is a considerable amount of literature about Open and Distance Education and Massive Open Online Courses (MOOCs) crossing national borders, and about supporting students in gaining intercultural competence and global awareness with the help of virtual media. Still, there remains a gap in the literature when it comes to conceptualizing a framework encompassing the manifold ways in which information and communications technology (ICT) can be used to internationalize higher education. In order to address this gap, this paper proposes an approach of drafting a framework for &quot;virtual internationalization&quot; in higher education, by focusing on its global, intercultural, and international dimensions.