ethanporcaro/eric-fulltext-meta huggingface dataset:
A Comparative Study of Urban, Rural and Remote Teachers&apos; Deprivatised Practices
Author: Mohan, Parmeshwar Prasad
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Teacher Attitudes,Privatization,Urban Schools,Rural Schools,Educational Practices,Teaching Methods,Geographic Location,Educational Change,Communities of Practice,Team Teaching

De-privatisation of classrooms is characterised by formal and informal invitations to colleagues to access classroom management, pedagogical approaches and teaching practices. This case study of six secondary schools examined the perceptions and practices of de-privatised practice amongst Fijian urban, rural and remote area teachers. Quantitative and qualitative data was generated from a total of 197 online questionnaires and 48 face-to-face semi-structured interviews. Key findings of the research were, firstly, that school geographical locations had no impact on teachers' perceptions and practices of classroom de-privatisation. Secondly, de-privatised practices are impacted on by individual, group, school and governmental factors. Thirdly, in Fiji the consistent drive to de-privatise classrooms is lacking, as the policies do not support such reforms. Nonetheless, teacher perceptions validated the belief that classroom de-privatisation enhances teacher professional growth that promotes improved student learning. These findings have implications for the design of teachers' professional learning communities (PLCs) in Fiji and beyond.
&quot;Spider Man Does Not Get Lost&quot;: Examining Transitional Objects in Supporting a Child&apos;s Transition to School
Author: Woodhouse, Hazel Maxine
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Adjustment,Early Childhood Education,Visual Stimuli,Student School Relationship,Play,Transitional Programs,Familiarity,Self Concept,Role Playing,Coping,Foreign Countries

In their move to school, children and their family are faced with significant changes in their relationships, environment and routine. In this article, the experiences of a group of children transitioning into a new entrant (NE) school classroom from their early childhood centre (ECE) are discussed. As they began adapting to the new social and geographical climate of school, the use of digital images and transitional objects became a foundational tool to support them in forming a connection and sense of belonging in this new place. Through the combination of these images and transitional objects there is potential to support their roleplay, enabling them to rehearse social and geographical scenarios that are affecting them in their world. This article will discuss that play is the medium through which children can show teachers where they are in their understandings, in effect planning their own next steps in their transition journey. This emphasises the importance of the NE teacher observing children's play to provide a thorough and responsive transition plan.
The ABCs of Collaboration in Academia
Author: Amundsen, Diana
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Researchers,Teacher Collaboration,Psychological Patterns,Emotional Response,Creativity,Group Dynamics

The occurrence of research collaboration among multiple researchers is becoming more widespread within the academic research community. Research collaboration endeavours offer many benefits yet are not without challenges. This think piece draws on our lived experiences as educators and university researchers to evaluate a research collaboration journey. The process prompted us to deeply question and critically reflect on what enables and supports research collaboration in academic research partnerships. We undertook a critical reflective-in-action study collecting and analysing data for a period of 15 months. We uncovered three elements we propose are integral to supporting effective research collaboration practice and outcomes in academia. These are Acknowledging the Affective, Becoming Bolder, and Cultivating Creativity in what we term, the 'ABCs of collaboration in academia.
166 Effective Factors on the Acceptance of Electronic In-Service Training by High School Teachers; Formulating Some Action Plans to Develop E-Training Case Study: Bandar Abbas High School Teachers
Author: Shams, Naser
Date: 2014-09-00
Type: Journal Articles
Subjects: Inservice Teacher Education,High School Teachers,Electronic Learning,Teacher Attitudes,Foreign Countries,Teacher Characteristics,Technological Literacy,Adoption (Ideas),Technology Integration

The development of information technologies and the impact of the telecommunication devises on the societies has changed and evolved the training methods as well. These changes are being occurred so that every person can do learning anywhere anytime through any device he/she prefers. The development of the technology and its cheap costs has made the man to approach newer tools for transferring the knowledge in societies. This research aims to study the synergies of electronic training technologies in inservice programs for high school teachers. In this regard, this study attempts to explain the effective social, cultural, technical, technological and economic factors on the acceptance of such trainings, and to offer some action plans for promoting this type of trainings in high schools. To fulfill this objective, a questionnaire was formulated and distributed between the high school teachers in Iranian Bandar Abbas City to discover the most effective factors. After the reliability and validity of the questionnaire were confirmed, the collected data were analyzed using SPSS software. Obtained results show that the effectiveness of socio-cultural, technical-technological, and legal factors is confirmed but the economic factors don't show any effect on the acceptance of electronic in-service trainings by high school teachers.
Evaluation by the Curriculum Graduates and Employers. Case: Engineer Works and Services University Center of South Coast - University of Guadalajara
Author: Ortiz, Claudia Leticia Preciado
Date: 2014-12-00
Type: Journal Articles
Subjects: Foreign Countries,College Graduates,Job Skills,Employment Qualifications,Employers,Engineering,Employees,Attitudes,Outcomes of Education,Curriculum,21st Century Skills

This work is part of the experience of tracking graduates and curriculum evaluation, derived from an international accreditation process conducted by the European agency AQU Catalunya University Center South Coast (South Coast CU) at the University of Guadalajara. Because of this, we conducted a Follow-up Study, which included generic skills (PROFLEX, 2010) of graduates demanded from the labor market, complemented by the Study of Employers who evaluated the same competency. In this study, generic skills in graduates of Career Engineer Works and Services are analyzed, contrasting perceptions of graduates and employers. The methodology is described and a method for the comparative analysis is proposed, the results and their implications for curriculum design career competencies are discussed.
Using the Scout Method in Healthcare Software Engineering
Author: Pastrana, José L.
Date: 2015-06-00
Type: Journal Articles
Subjects: Computer Software,Higher Education,Colleges,Health Services,Information Science,Computer Science Education,Foreign Countries,Informal Education,Citizenship Education,Physical Fitness,Outdoor Education,Youth Programs,Experiential Learning

European universities are involved in a process of change to ensure they are more comparable, compatible and coherent systems of higher education inside the European Higher Education Area (EHEA). In addition, scouting takes more than 100 years educating young people around the world. This non-formal education is based on values and its method is near the same for more than 30 million people along more than 100 years. The main goal of this paper is to show the analogy and the relationship between the educational model proposed by scouting and the educational model proposed by the EHEA, as well as to present a real case study where the scout method has been implemented in a health care software engineering subject at the informatics and computer science school in the University of Malaga. Along this paper, educational models, their analogies and relationships will be presented. Finally, the case study will be presented, developed and evaluated.
Teachers&apos; Pedagogical Belief and Its Reflection on the Practice in Teaching Writing in EFL Tertiary Context in Bangladesh
Author: Uddin, Md. Eftekhar
Date: 2014-09-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,College Students,Foreign Countries,Teacher Attitudes,Language Teachers,Private Colleges,College Faculty,Educational Practices,Teaching Methods,Writing Instruction,Barriers,Learner Engagement,Writing Processes,Student Motivation,Technology Integration,Educational Technology

Writing is the most focused but the least developed English language skill among the learners in Bangladesh. At tertiary level the situation is not different. Surely, alternative approach(es) different from the current practices in teaching writing is/are the timely need to alter the poor standard in English writing of tertiary level students. Cognition or belief related literature suggests what teachers think and believe has a great impact on classroom practices. So, this study investigates teachers' pedagogical belief in teaching writing assuming it as a vital first step to bring innovations in teaching practices. A mixed-method study was carried out in this regard. 15 teachers from a private university responded to the questionnaire used for this study and two teachers from the same institution were interviewed. The results show a marked discrepancy between teacher belief and practice. Teachers' lack of orientation in different approaches to teaching writing and contextual constraints are, the study finds out, the major causes behind it. Despite the findings need further extensive research to be validated, the results in this study are definite pointers to the dire necessity of teacher education featuring pedagogical orientation on different approaches to teaching writing, techniques of more student engagement in writing process, ways to increase student motivation in writing and procedures of technology integration and using in teaching writing.
The Implications of Idealism as an Educational Philosophy in Jordan as Perceived by Elementary Teachers
Author: Momany, Mohammad A.
Date: 2014-06-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Theories,Public Schools,Elementary School Teachers,Teacher Attitudes,Beliefs,Educational Philosophy

The purpose of this study was to identify the educational philosophical implications of idealism as an educational theory throughout the Jordanian public schools from elementary teachers' perspectives. The researchers used a questionnaire consisted of thirty two statements as a quantitative method to collect data as one of the techniques and descriptive due to its appropriateness for this study. The study sample consisted of (103) elementary teachers randomly selected from Irbid district schools of whom (47) males, and (57) females. The study findings showed that the Jordanian elementary teachers rated the implementing of the idealistic educational views throughout schools were unenthusiastic (somewhat negative) with a mean of (2.13). The content domain occupied the first rank with a mean of (2.3), while the teacher domain ranked last with a mean of (1.9).
Using High-Stakes Standardized Examinations for ESL Students: Challenges &gt; and Implications
Author: Masoodi, Sepideh
Date: 2014-06-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Achievement Tests,Standardized Tests,English Language Learners,Second Language Learning,Public Schools,Outcomes of Education,Culture Fair Tests,Alternative Assessment,Test Preparation,Academic Achievement,High Stakes Tests,Disadvantaged,Testing Accommodations

While Alberta is serving a considerable number of English as a Second Language (ESL) 1 students, these students have been documented to be academically underrepresented compared to their native speaking peers. Within the framework of language policy and planning, this study examines the interplay between the macro and micro levels of the education system in relation to ESL students' educational outcomes. Through a one-year ethnographic study, the perceptions and practices of ESL students and their educators in a public school in Alberta were explored. The study explores the implications of using high-stakes standardized examinations as a key indicator of students' outcomes in Alberta. The study suggests that the provincial achievement tests are not the most appropriate assessment tools to be used for ESL students due to the linguistic and cultural components of the tests. Moreover, these tests continue to impose undesirable changes in school programming and classroom instruction as long as they are dominantly applied in the education system to determine the students' outcomes and evaluate the performance of their schools. There is a need for alternative evaluation measures that could accommodate all students with different linguistic and cultural backgrounds.
Work Motivation of Teachers: Relationship with Organizational Culture
Author: George, Louis
Date: 2014-06-00
Type: Journal Articles
Subjects: Teacher Motivation,Work Attitudes,School Culture,College Faculty,Foreign Countries,Correlation,Incentives,Collegiality,Work Environment,Psychological Needs

In the modern world of competitive higher education the role of motivated teachers is undeniable. This study aims to find the importance of the organizational culture in motivating the teachers. Data was collected from 450 degree college teachers of Bangalore city. Analysis of data and the discussion is included. The results showed a positive relationship between work motivation and the organizational culture. Teachers working in organizations with high culture were found to be more motivated. Implications of the findings and limitations of the study are given.
Students&apos; Discourse in a Science Classroom; Makes Better Learning: A Different Approach
Author: Chowdhury, Pinaki
Date: 2014-06-00
Type: Journal Articles
Subjects: Classroom Communication,Teaching Methods,Science Education,Disadvantaged,Barriers,Rural Schools,Negative Attitudes,Student Centered Learning,Crowding,Thinking Skills,Misconceptions,Concept Mapping,Prior Learning,Physical Sciences,Grade 10,Foreign Countries,High School Students,Student Participation

Being a class room teacher in rural areas for more than two decade's author has observed that rural area learners are suffering from multi faced learning barriers. Conceptual understanding and reasoning capacity is very poor and they are performing poorly in their school based examinations. Aim of this paper is to present a suitable, cost effective and result oriented method that can help to impart better science education to the rural learners who are otherwise underprivileged.
Keeping Sites in Sight: Conversations with Teachers about the Design of Toolkits Peculiar to a Continuous Professional Development Initiative
Author: Gierdien, Faaiz
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,Mathematics Teachers,College School Cooperation,Algebra,Fractions,Discourse Analysis,Grade 8,Grade 9,Teacher Educators,High School Teachers,Disadvantaged Schools,Foreign Countries,Semantics,Mathematics Instruction,Problem Solving,Teacher Student Relationship,Universities,Educational Environment

The aim of this article is to shift the notion of 'sites' as places of work peculiar to continuous professional development (CPD) to a theoretical level, independent of, yet intimately connected to, their physical meanings, for example universities and schools. Most CPD initiatives have to contend with at least one of these two sites, in which university-based mathematics educators and school teachers can have different and at times overlapping ways of talking about the same mathematics. Using research on number and operations, non-visually salient rules in algebra and algebraic fractions, and analytic tools and notions peculiar to conversation analysis and ethnomethodology, the authors identify and analyse site-related issues in the design of particular problem sets in Grade 8 and Grade 9 toolkits and related conversations between a mathematics educator and participating teachers. The article concludes with the implications of 'keeping in sight' ways in which universities and schools talk and work when it comes to designing and discussing toolkits.
School Improvement Strategies: A Case Study to Understand Teacher-Self-Reported Experiences with Effective Leadership Approaches Used in Primary and Secondary Schools in Zimbabwe
Author: Madhlangobe, Lewis
Date: 2014-06-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Improvement,Educational Strategies,School Effectiveness,Change Strategies,Elementary Schools,Secondary Schools,Instructional Leadership,Leadership Styles,Teamwork,Teacher Collaboration,Data Collection,Teacher Participation,Holistic Approach,Information Dissemination,Inclusion,Parent Participation,Teacher Student Relationship

The &quot;purpose&quot; of this mixed methods study was to understand and describe self-reported experiences with effective School Improvement strategies used by school heads in primary and secondary schools. Focus group interviews and surveys with parents, school heads and teachers helped to inform the research questions identified for this study. The overall &quot;findings&quot; reveal that schools' organizational efficacy is collectively achieved when school headmasters practice and implement instructional leadership strategies and behaviors gleaned through the following five broad professional growth-oriented themes emerging from this study: (a) using inclusive leadership strategies; (b) encouraging team-work among teachers; (c) teacher participating in collective information gathering to create a shared school vision; (d) and leadership helping to fulfill contractual agreements among teachers, students and parents; and (e) ensuring availability of instructional resources and technology. From the findings of the current study, we reached the general &quot;conclusion&quot; that information availability and processing at school level will always allow for increased collective participation by teachers in the school improvement (SI) agenda through the enhancement of holistic organizational learning power. Schools that learn as organizations improve fast.
Students&apos; Perceptions on Education Internship Program in Rwanda: Effectiveness and Challenges
Author: Otara, Alfred
Date: 2014-06-00
Type: Journal Articles
Subjects: Foreign Countries,Internship Programs,Preservice Teacher Education,Preservice Teachers,Teacher Education Programs,Student Attitudes,Program Effectiveness,Career Development,Supervision,Mentors,Supervisors,Action Research,Student Needs,Student Teaching

The paper focuses on the experiences and perceptions of student internees in the College of Education under the University of Rwanda. The primary aim of the study was to reveal how internees perceive the internship program that was newly introduced. Findings reveal that where as internees consider the internship program as being beneficial in their career development, the level of supervision by both mentors and supervisors in regard to action research needs improvement. In addition emphasis given to action research during training was not sufficient. They also expressed their dissatisfaction by saying that they receive supervision on writing their action research report too late and that there is no harmony in presentation as there seems to be different viewpoints from supervisors.
Impact of School Locality on Teaching and Learning: A Qualitative Inquiry
Author: Chand, Deepa Dewali
Date: 2019-00-00
Type: Journal Articles
Subjects: School Location,Geographic Isolation,Foreign Countries,Rural Urban Differences,Poverty,Student Participation,Developing Nations,Cultural Influences,Classroom Techniques,Parent Role,School Funds,Educational Quality,Class Size,Conventional Instruction,Teacher Attitudes,Secondary Schools

This research examined the impact of school location on teaching and learning through a case study of two urban, two rural and two remote Fijian secondary schools. A total of 48 semi-structured interviews were conducted: 16 from each category of urban, rural and remote. Each school was represented by three teachers, three heads of department and two administrators. The study established that rural and remote schools often face different challenges to their urban counterparts: geography, poverty and funding influence the quality of education. Leadership support and adequate resources are the key to breaking the over-reliance on traditional methods of teaching and enhancing student classroom interest and participation. Finally, just as schools serve different communities, geographical location impacts on external links, cooperation and professional exchange and development. Understanding the impact of school locality on teaching and learning in Fiji should benefit other developing nations and the educational community at large.
Technology-Supported Global Education: A Mixed Method Study = Teknoloji destekli küresel egitim: Bir karma yöntem çalismasi
Author: Egüz, Sule
Date: 2019-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Telecommunications,Information Technology,Global Education,Social Studies,Academic Achievement,Secondary School Students,Grade 6,Foreign Countries,Achievement Tests,Outcomes of Education,Experimental Groups,Control Groups,Retention (Psychology),Instructional Effectiveness,Teaching Methods

The purpose of this study was to investigate the effects of using communication technologies in teaching of attainments related to global education in social studies course on students' academic success, knowledge retention and their opinions on teaching practice. The research was carried out on the 6th grade students in a secondary school in the province of Samsun. In the research, exploratory order model, one of the mixed method research designs, was used. There were 44 students in the experimental group and 41 students in the control group. &quot;Academic achievement test&quot; was used for data collection. The second phase of the study was designed as a case study and a semi-structured interview form was used to collect data. The interview form prepared for 10 students in the experimental group was applied. One-factor ANOVA was used for the repeated measures of the relationship between pretest, post-test and retention scores of the experimental and control groups to determine the retention of the program in learning. Descriptive analysis method was used in the analysis of qualitative data. At the end of the research, it was found that the technology supported teaching program applied to the experimental group was more effective in increasing students' academic achievement and learning retention compared to the teaching application in the control group which was not supported by communication technologies and where teacher-centered teaching--straight expression method--was used.