ethanporcaro/eric-fulltext-meta huggingface dataset:
Upping the Ante: Video and Tagging Software to Improve Teacher Candidate Performance
Author: Ruebel, Kim K.
Date: 2013-00-00
Type: Journal Articles
Subjects: Courseware,Preservice Teachers,Preservice Teacher Education,Student Improvement,Performance Based Assessment,Learning Processes,Protocol Materials,Protocol Analysis,Teaching Experience,Metadata,Teaching Methods,Self Evaluation (Individuals)

This pilot study resulted in changes to how we support and understand the teacher candidate learning process. Student teachers recorded videos of several teaching segments and later both researchers and student teachers utilized software to identify, tag, and analyze teaching performances. The study was based on the following assertions: teacher candidates need to own their professional growth, and teaching behaviors can be identified, rated for proficiency and analyzed as a collection of techniques to enhance student learning. The findings suggested that use of the software has expanded our ability to document candidate performance and proficiency. Candidates not only became critically self-evaluative but also identified missed opportunities in teaching segments.
The Evolution of a Middle Level Education Program: Where We Have Been and Where We Are Going
Author: Thompson, Nicole L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Practices,Teacher Education Programs,Alternative Teacher Certification,Qualitative Research,Interviews,Content Analysis,Middle School Teachers,Field Experience Programs,Residential Programs,Curriculum Development,Standardized Tests,Student Teacher Attitudes,Program Descriptions,Preservice Teacher Education,Case Studies

Tennessee began its movement toward Middle Level Licensure during the 2002-2003 school year. Only 14 years later, in 2016, Middle Level Licensure in Tennessee will change. In this article, the background and experiences of seven middle level education teacher candidates at the University of Memphis who were the first candidates to complete the Residency model for student teaching and the program's evolution from traditional to the new program are described. From its inception until today, the middle level teacher preparation program has adapted to state mandates and made changes to better meet the needs of teacher candidates committed to educating young adolescents. Tailoring to the needs of the students, the new program offers a year-long residency allowing candidates to spend more time in the classroom, a balanced assessment course, and adoption of the edTPA to assess candidates' overall aptitude for teaching. These changes have added rigor to the program. This qualitative case study discusses the &quot;how and why&quot; associated with changes, and what the course of action was in order to meet candidates' needs. Despite its growth and success, the future of the program and how middle level licensure will be awarded in the state of Tennessee remains unknown.
Connecting Math Website Evaluation to an Authentic Learning Activity for Teaching Candidates
Author: Ziegenfus, Robert G.
Date: 2015-00-00
Type: Journal Articles
Subjects: Learning Activities,Preservice Teachers,Preservice Teacher Education,Mathematics Instruction,Web Sites,Computer Software Evaluation,Usability,Knowledge Base for Teaching,Teaching Methods,Information Literacy,Technological Literacy,Evaluation Criteria,Thinking Skills,Elementary Education,Middle Schools

This article will discuss two teacher training functions: One function is to give the teacher candidates practice in evaluating currently available mathematics websites used in grades K-8 for mathematics instruction. The second function is the evaluation of data by teaching candidates of 13 commonly used math sites by middle and elementary teachers. Research and data collection are combined with the authentic activity of evaluating mathematics websites using critical review and evaluation tools. The usage of technology to assist in the education process was been increasing with the advent of more complicated technologies and relevant software (e.g., mathematics based websites). Creating new ideas on how to potentially aid learning is important, but so is the evaluation of such sites and programs in order to determine that they (e.g., mathematics based websites) are pragmatic, user-friendly, and able to make a positive impact.
Metaphorical Perceptions of Prospective Music Teachers towards &quot;Traditional Turkish Classical Music Course&quot; Concept
Author: Eldemir, Abdurrahim Can
Date: 2016-01-10
Type: Journal Articles
Subjects: Foreign Countries,Music Teachers,Classical Music,Music Education,Figurative Language,Preservice Teachers,Student Attitudes,Phenomenology,Qualitative Research,Content Analysis,Courses,Classification

The purpose of this study is to determine the perceptions of prospective music teachers towards Traditional Turkish Art Music course by means of metaphors. Phenomenological design, one of qualitative study methods, was used in the study. The study group of our research consists of juniors and seniors studying in the Music Education Division, Department of Fine Arts Education, Faculty of Education, Çanakkale Onsekiz Mart University in the spring term of the academic year 2014-2015. Fifty-five students participated in the study, and study data were obtained after the students filled in the expression &quot;Traditional Turkish Art Music course is like/similar to .….. because ……&quot; Obtained data were analyzed by using the content analysis technique, and the metaphors produced, their frequencies and percentages were determined and categorized. Within the scope of the study, it was observed that students produced 74 metaphors for Traditional Turkish Art Music. Metaphors produced by the participants were arranged under 7 categories in the light of the statements made and their perception towards the course was assessed.
A Snapshot of Teacher Candidates' Readiness for Incorporating Academic Language in Lesson Plans
Author: Lim, Woong
Date: 2014-00-00
Type: Journal Articles
Subjects: Lesson Plans,Career Readiness,Middle Schools,Preservice Teachers,Pedagogical Content Knowledge,Content Area Writing,Student Surveys,Academic Discourse,Student Teacher Evaluation,Student Developed Materials,Familiarity,Teacher Role

With the national rollout of edTPA that champions language supports in content lessons, there is a renewed interest in academic language across disciplines and related pedagogy in the U.S. This study examines current knowledge of academic language demonstrated by teacher candidates at middle grades. An analysis (n = 42) of teacher candidates' lesson plans suggests that most teacher candidates associate academic language with content vocabulary only and are not prepared for planning mathematics instruction with academic language demands and supports. In particular, teacher candidates (1) were unfamiliar with the language function and how to conceptualize process and use of language in content lessons and (2) struggled to recognize the teacher's role to provide support for all students with differing language needs.
Analysis of Social Sciences High School Students' Remarks on Underground Resources--Kütahya Sample
Author: Hilmi, Sahin Suleyman
Date: 2016-01-10
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Social Sciences,Student Attitudes,Figurative Language,Resources,Content Analysis,Phenomenology,Qualitative Research

The purpose of this study is to explain secondary school students' perceptions of underground resources through metaphors. 154 students studying at Social Sciences High School of Kütahya during 2014-2015 educational year are included in this study. Questions asked in this study are (1) Which metaphors did the secondary school students use in order to express their perceptions of the underground resources? (2) Under which categories these metaphors are grouped by their common features? Data are compiled through students' answers to the sentence &quot;Underground resources are like…, because…&quot;. Data are analyzed using content analysis method on phenomenology design. Findings show that the secondary school students produced 74 valid metaphors on the concept of underground resources. These metaphors are allocated to four different sections by their common features. As a result of this study, it is seen that Social Sciences High School students perceive the concept of underground resources as Source of Economic Value and Wealth (47%), Future Guarantee (22%), Life Source (19%) and Expression of Love (12%). Metaphors created in relation with the concept of underground resources may be used as a strong research element to explain how secondary school students perceive and comprehend the concept of underground resources.
Assessing Teacher Change in Facilitating Mathematizing in Urban Middle Schools: Results of an Effective Professional Development Program
Author: Tarlow, Lynn D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Mathematics Teachers,Educational Change,Educational Practices,Urban Schools,Teaching Methods,Concept Formation,Mathematics Instruction,Case Studies,Faculty Development

This study documents the change in teaching practices of a group of mathematics teachers in urban middle schools as they participated in a program of professional development to promote standards-based learning environments. The teachers made a shift in their classroom practice from a traditional, didactic lecture approach towards a role of facilitating conditions suitable for students' explorations and mathematizing. The stages of development the teachers experienced are described with regard to three critical domains: Pedagogy, Use of Mathematical Tasks, and Focus on Mathematics.
Examination of Pre-Service Science Teachers' Activities Using Problem Based Learning Method
Author: Ekici, Didem Inel
Date: 2016-01-10
Type: Journal Articles
Subjects: Preservice Teacher Education,Science Activities,Problem Based Learning,Student Teacher Attitudes,Pretests Posttests,Case Studies,Student Developed Materials,Semi Structured Interviews,Performance Factors,Educational Strategies,Educational Practices,Foreign Countries

In this study, both the activities prepared by pre-service science teachers regarding the Problem Based Learning method and the pre-service science teachers' views regarding the method were examined before and after applying their activities in a real class environment. 69 pre-service science teachers studying in the 4th grade of the science education participated in the study. This study was designed as a case study. In the result of analysis, it was determined that the pre-service science teachers could develop activities using the features of the problem based learning method. However, it was concluded that pre-service science teachers faced difficulties in some phases during the activity development process such as generating scenarios related to daily life and finding problems to direct the students to inquiry. In the result of semi-structured interviews conducted with pre-service science teachers, it was determined that they had positive and negative views regarding the PBL method before and after the implementation in a real class setting.
Embracing a Common Focus: A Framework for Middle Level Teacher Preparation
Author: Faulkner, Shawn A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Models,Position Papers,Best Practices,Developmentally Appropriate Practices,Teacher Behavior,Curriculum Development,Instructional Effectiveness,Student Evaluation,Classroom Techniques,Pedagogical Content Knowledge,Organizational Climate,Middle Schools,Preservice Teacher Education

As more and more states make a commitment to specialized middle level teacher preparation, teacher education programs across the country must make the necessary adjustments to ensure middle level teachers are prepared to be successful. Unfortunately, individual state and institutional requirements often make this challenging and can result in inconsistent experiences, expectations, and requirements. In an effort to provide a common focus for middle level teacher preparation, this piece proposes the Framework for Effective Middle Level Practices through the analysis of three key documents in middle level teacher preparation--National Middle School Association's position statement on the &quot;Professional Preparation of Middle Level Teachers&quot; (2006), National Middle School Association's &quot;This We Believe: Keys to Educating Young Adolescents&quot; (2010), and Anfara and Schmid's (2007) synthesis of research on effective teaching practices at the middle level. Illustrative practices are suggested for the use of the Framework in middle level teacher preparation.
Separation-Individuation of Late Adolescents : A Longitudinal Study
Author: Aslan, Sevda
Date: 2016-01-10
Type: Journal Articles
Subjects: Late Adolescents,Longitudinal Studies,College Students,Statistical Analysis,Attachment Behavior,Separation Anxiety,Foreign Countries,Likert Scales,Parent Child Relationship,Teacher Student Relationship

The aim of this study was to demonstrate the change in separation-individuation between late adolescents in the first, second, third and fourth year of higher education. The study sample used for this longitudinal study consisted of 148 students attending class studies, computer education and science education departments of Kirikkale University. The Separation-Individuation Test of Adolescence (SITA) Scale was used. The study was performed using data collected annually over a period of four years, and the analysis of variance (ANOVA) test was used to compare the results. Based on the study results, significant differences were identified between the yearly mean scores of the late adolescents' attachment to a caregiver, attachment to teachers, and separation anxiety dimensions.
In the Middle: Do We Share the Vision? Do Principals and Teachers Agree about the Middle School Concept?
Author: Watts, Cherry
Date: 2013-00-00
Type: Journal Articles
Subjects: Middle Schools,Administrator Attitudes,Teacher Attitudes,Educational Principles,Program Implementation,Fidelity,Correlation,Child Development,Governance,Beliefs,Instructional Effectiveness,Pupil Personnel Services,Educational Practices,Curriculum Development

In 2009, the Tennessee Professors of Middle Level Education (TPOMLE) examined how Tennessee schools implemented the middle school concept. Of concern was the impact that emphasis on accountability and achievement had on the middle school concept which emphasizes the development of the whole child. A survey was developed based on the tenets of middle level reform presented by George and Anderson (1989). The survey was then distributed to all Tennessee schools which contained middle level grades. The intent of the survey was to determine the degree to which the principles and tenets of the middle school concept were considered important and implemented in Tennessee schools. The results indicated that middle level educators considered the principles of the middle school concept to be important and that most felt that their school implemented these principles. The researchers then examined if teachers and administrators agreed or disagreed on the importance and implementation of the middle school concept.
The Philosophical Dispositions of Pre-Service Teachers and Teacher Educators
Author: Saçli Uzunöz, Fatma
Date: 2016-01-10
Type: Journal Articles
Subjects: Preservice Teachers,Educational Attitudes,Educational Philosophy,Measures (Individuals),Teacher Educators,Teacher Attitudes,Student Attitudes,Teacher Education,Comparative Analysis,Statistical Analysis,Scores,Gender Differences,Progressive Education,Educational Quality,Foreign Countries

The purpose of this study was to examine and compare the educational philosophical dispositions of preservice teachers and teacher educators. Voluntary participants were 206 preservice teachers and 32 teacher educators from a faculty of education at a public university in central Turkey. The mean age was 20.2 ± 1.6 for pre-service teachers and it was 33.7 ± 5.9 for teacher educators. Data were gathered during the fall semester of 2014-2015. After permissions were attained from the university institutional review board, each participants completed &quot;The Educational Belief Scale&quot;. The scale consists of 40 items with the following five dimensions: Perennialism, Essentialism, Progressivism, Existentionalism, Reconstructionalism. Cronbach's Alpha coefficients ranged between. 68 and 0.90 for each subscale in this study. Descriptive statistics and Mann-Whitney U test were used for data analysis. The results showed that the most internalized educational philosophical dispositions were progressivism and existentialism, while the least one was essentialism for both groups. When comparing the mean scores of philosophical dispositions it was found that teacher educators received higher scores on progressivism and existentialism, while preservice teachers scored higher on essentialism (p&lt;0.05). As regarding gender, males were significantly more essentialist in both group, while females were more progressivist for preservice teachers (p&lt;0.05).
Evaluating a Middle Level Master's Program at Southeastern University: Recommendations and Outcomes
Author: Armstrong, Abbigail J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Graduate Students,Masters Degrees,Academic Persistence,Teacher Education,Graduation Rate,Middle Schools,Program Evaluation,Feedback (Response),Student Attitudes,Focus Groups,Graduation,Data Analysis,Data Collection,Program Effectiveness,Educational Assessment,Student Surveys,Interviews,Followup Studies,Mixed Methods Research,Case Studies

This article describes original research to determine reasons graduate students do not complete requirements for a Master's (M.Ed.) in Middle Level Education degree at the Southeastern University. Since the program's initial cohort the graduation rate has decreased. Program faculty was concerned about the increasing difference between the number of applicant completers, as well as the decreasing number of applicants. In the original study, the data revealed that the most favorable outcome of completing a Master's in Middle Level Education degree was receiving a pay raise. The analysis also revealed barriers to the Master's in Middle Level Education program such as limited provisions of financial assistance. In 2014, the researcher completed a follow-up comparison of numbers of applicants and completers to determine if the downward trend of numbers had continued. The number of applicants had steadily declined. The author revisits the original recommendations for the faculty and discusses courses of actions for the future of the degree.
Technology Student Characteristics: Course Taking Patterns as a Pathway to STEM Disciplines
Author: Asunda, Paul A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Characteristics,STEM Education,Intellectual Disciplines,Technological Literacy,Technology Education,High School Students,Grade Point Average,Comparative Analysis,Academic Records,Population Trends,Statistical Significance,Course Selection (Students),Enrollment,Sampling,Participation

Rising concern about America's ability to maintain its competitive position in the global economy has renewed interest in STEM education. The power and the promise of STEM education is based on the need for technological literacy. Technology education is a discipline devoted to the delivery of technological literacy for all. Nevertheless, a decision to pursue a STEM major is a longitudinal process that builds during secondary education and carries into postsecondary studies. When analyzed appropriately, course-taking patterns may offer valuable insight into a student's academic history and momentum through college as well as illuminate patterns that effectively and wisely engage academic resources that may shape students' entrance in STEM related careers. This study utilized High School Transcript Study data to examine and compare the patterns of STEM courses taken by technology students and those of high school students as a whole, the patterns of courses taken by technology students and those of high school students as a whole, and the GPAs of technology students with the GPAs of other high school student GPAs. Findings revealed that there was a significant difference in overall GPA between technology students, as defined in this study, and the general student population of the data set. There was also a significant difference in GPAs between technology students and the general student population in STEM courses.
Perceptions about the Role of Race in the Job Acquisition Process: At the Nexus of Attributional Ambiguity and Aversive Racism in Technology and Engineering Education
Author: Niemann, Yolanda Flores
Date: 2015-00-00
Type: Journal Articles
Subjects: Mentors,Technology Education,Engineering Education,Race,Racial Factors,Ambiguity (Context),Racial Bias,African American Employment,African American Students,Doctoral Programs,African Americans,Disproportionate Representation,Negative Attitudes,College Graduates,Professional Development,Tokenism,Gender Bias,Equal Opportunities (Jobs),Comparable Worth,Semi Structured Interviews

This study explored the role of race in the negative job acquisition outcomes of African American graduates of a federally funded multi-institution doctoral training program. Because the credentials of African American graduates were similar, equal to, and/or, in some cases, exceeded those of their white peers, qualifications were ruled out as contributing to negative job outcomes. Further examination indicated that among the likely factors accounting for job acquisition outcomes were: tokenism; aversive racism; microaggressions; and inadequate professional development for graduates entering a White-male-dominated field. Recommendations for practice suggest amending graduate programming to include anticipatory socialization relative to being a member of a historically underrepresented group in the field, and mentorship that can help diffuse the impacts of tokenism and facilitate career success in academia.
Developing Instrumentation for Assessing Creativity in Engineering Design
Author: Denson, Cameron D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Creativity,Engineering Education,Engineering,Creative Thinking,Interrater Reliability,Test Reliability,Construct Validity,Validity,Models,Factor Analysis,Grade 9,Grade 10,Secondary School Teachers

A perceived inability to assess creative attributes of students' work has often precluded creativity instruction in the classroom. The Consensual Assessment Technique (CAT) has shown promise in a variety of domains for its potential as a valid and reliable means of creativity assessment. Relying upon an operational definition of creativity and a group of raters experienced in a given domain, the CAT offers the field of engineering education an assessment method that has demonstrated discriminant validity for dimensions of creativity as well as for technical strength and aesthetic appeal. This paper reports on a web-based adaptation of the CAT for rating student projects developed during a weeklong engineering camp. Images of resulting scale models, technical drawings, and poster presentation materials were displayed on a website which was accessed by a team of seven independent raters. Online survey software featuring a series of Likert-type scales was used for ratings. The raters viewed project images on larger computer screens and used iPads to input their assessments. This effort extended the accessibility of the CAT to raters beyond limitations of geographic location.