ethanporcaro/eric-fulltext-meta huggingface dataset:
Self-Efficacy Beliefs of Novice French as a Second Language Teachers: A Case Study of Ontario Teachers
Author: Cooke, Shelley
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Efficacy,Language Teachers,French,Second Language Learning,Second Language Instruction,Teacher Attitudes,Foreign Countries,Beginning Teachers,Immersion Programs,Teaching Methods,Language Proficiency,Cultural Awareness,Teacher Effectiveness,Teaching Skills,Case Studies,Elementary School Teachers

The purpose of this study was to examine the self-efficacy beliefs of novice elementary French as a second language (FSL) teachers. A mixed methods approach was used to investigate self-efficacy appraisals of core French (n = 14) and French immersion (n = 13) teachers in delivering instruction in FSL programs. A questionnaire was administered that explored teachers' self-perceived efficacy in four categories: general teaching methodology, second language pedagogy, language proficiency, and cultural knowledge. Findings revealed that both groups of participants did not perceive themselves to be particularly confident in delivering instruction upon completion of their teacher education programs. The self-perceived confidence in FSL teaching abilities of both groups increased with classroom experience. However, French immersion teachers reported a higher sense of efficacy than their core French colleagues in all four categories. Implications of the findings for core French and French immersion programs as well as FSL teacher preparation programs are discussed.
A Co-Lab on Developing Cyborg Arts -- Interdisciplinary Collaboration and Practice Based Solutions
Author: Pearlman, Ellen
Date: 2018-00-00
Type: Journal Articles
Subjects: Art Education,Group Activities,Cooperation,College Students,Problem Based Learning,Interdisciplinary Approach,Group Dynamics,Cybernetics

A co-lab in Cyborg Arts was conducted at Parsons/New School University, a leading design school in New York City, over the course of sixteen weeks. This paper discusses the use of Bruno Latour's Actor Network Theory (ANT) (Latour, 2007) in facilitating creative collaboration solutions. Previously, an open call had been placed in targeted venues such as Art and Education, as well as a number of technology user groups in the New York City area to solicit ideas and participants. With the assistance of the Cyborg Foundation three teams were chosen to build prototypes of a new cyborg sense: Team Glass, Team Radiation, and Team Haptics. Team Glass strove to make a cyborg sense detecting the rhythm of changes in the sun's solar flares. Team Radiation made a sense that distinguished between, and alerted the user to different types of organic and inorganic radiation in the environment. Team Haptics used the team leader's own body as a site environment to correct a medical problem by developing a new cyborg sense. Students from Parsons chose which team to work with. Experts and guests either visited the co-lab in person, or used Skype to converse with the participants throughout the course of the semester. Registered Parsons students stayed committed to the lab in order to receive a grade. Other participants had various reasons to remain involved, such as learning new skills, seeing their ideas realized, or stepping outside of their core discipline. The major conduits of communication for the teams outside of lab time were the web-based Slack application that logged a history of their thoughts and interactions, as well as a private student Tumblr to document their progress. This paper discusses how an ANT analysis of practice based learning led to incremental breakthroughs such as starting, stopping, abandoning, and resuming developing these sensing techniques. This resulted in proof of concept artworks, and showcased new aspects of cyborg art.
Interactive Art, Performance and Scientific Research into Corporeal Empathy
Author: Da Silva, Alexsandro Almeida
Date: 2018-00-00
Type: Journal Articles
Subjects: Scientific Research,Problem Based Learning,Empathy,Interdisciplinary Approach,Dance,Design,Interaction,Aesthetics,Audience Awareness,Art Activities,Medicine,Physiology

This paper presents the evaluation of a design research project that combines artistic practice and academic theory to demonstrate how problem-based learning (PBL) can bridge the gap between those fields. &quot;Researching Empathy Through Staged Performance&quot; was a master's thesis project in the field of interaction design and consisted of an artistic performance titled &quot;My Body, Your Room.&quot; The live performance functioned as a site for conducting scientific research into corporeal empathy. The project investigates how embodied methodologies that combine dance performance and interactive technologies can strengthen empathic relationships between the audience, performer and the environment. &quot;My Body, Your Room&quot; was developed at the Design School Kolding (Denmark), and utilised cross-disciplinary theories, concepts and methods from interaction design, performance studies and neuroscience. The working methodology drew on artistic approaches and scientific research methods such as quantitative and qualitative analysis, including video documentation, ethnography, surveys and interviews.
Peer Tutoring as an Improvement Strategy for School Exploitation
Author: Guerrero Flores, Denisse Ibeth
Date: 2018-00-00
Type: Journal Articles
Subjects: Peer Teaching,Tutoring,Foreign Countries,Experimental Groups,Control Groups,High Achievement,Low Achievement,Academic Achievement,English (Second Language),Second Language Learning,High School Seniors,College Seniors,Intervention,Educational Improvement

To determine the effectiveness of a peer tutorial strategy in the school achievement of English to high school students, whose mother tongue is not English, we made a comparison of two groups; in one, peer tutoring was carried out through the support of high average students and compared with the results of a group that did not receive the intervention. The tutors were 121 students who scored higher than 80 points in the initial exam and accepted to participate in the program. The group of tutees was formed by those who obtained scores lower than 65 and accepted to be tutored (101 formed the experimental group and 112 the control group). The peer tutoring was done in the classroom with the monitoring of the teacher, lasted 11 weeks, and focused on taking class notes and comparing them, giving feedback and clarifying doubts for 30 minutes after the teacher's explanation. The results of the midterm exam and final exam were analyzed through the Student's t-test, showing significant differences in the group that was tutored compared to the low-performing students who did not receive the intervention. The procedure was effective, finding that the use of peer support can improve school performance. It is necessary to monitor the profile of the tutors and systematize the tutorial strategy.
Investigating Childhood Fears during Preschool Period in Terms of Child, Mother and Teacher Opinions
Author: Onder, Alev
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Preschool Teachers,Mothers,Fear,Teacher Attitudes,Opinions,Child Behavior,Mother Attitudes,Educational Environment,Family Environment,Childhood Attitudes,Parent Child Relationship

In this study, it is aimed to discover childhood fears of 60-72-month-old children through the opinions of preschool children, preschool teachers and mothers. Study group of the investigation consists of 52 participants; 18 children aged 60-72 months, 16 teachers and 18 mothers with preschool children, in Istanbul. An &quot;Interview Form&quot; which consists of 9 questions, was developed by the researchers. According to the findings, there are not significant differences in fear types among preschool children in different socioeconomic levels. In general, the most common fear types among all children are animals, robbery, natural events and nightmares. According to the mothers in lower and middle socioeconomic levels, children are mostly afraid of the dark and loneliness and to the mothers from upper socioeconomic level, they are afraid of strangers and unfamiliar settings, animals and loneliness. According to the teachers working in lower socioeconomic level schools, children are mostly afraid of animals; to the teachers from middle socioeconomic level schools, children are mostly afraid of the dark, strangers and unfamiliar settings; and according to the teachers working in high socioeconomic level schools, children are mostly afraid of separation, strangers and unfamiliar settings and loneliness.
Gender Gap in Science Achievement for Jordanian Students in PISA2015
Author: Ababneh, Emad G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Science Achievement,Achievement Tests,Secondary School Students,International Assessment,Student Characteristics,Geographic Location,Socioeconomic Status,Parent Background,Educational Attainment

The gender gap in achievement is one of the main challenges that face the educational system in Jordan. Since 1989, educational reform plans have attempted to reduce gender gap in achievement. However, the gender gap in science achievement according to PISA 2015 was higher than that of other participating countries. This study aimed to show the trends, and determine the factors associated with the gender gap in science achievement. The data were obtained from 7267 students, who participated in PISA 2015. Descriptive statistics and multiple regression methods were used, for which the results showed that the gap became wider with the same direction since 2006. In addition to that, the study findings suggested that environmental awareness, and sense of belonging to school are the most important factors associated with gender gap among other personal factors.
Factors Revealed While Posing Mathematical Modelling Problems by Mathematics Student Teachers
Author: Kula Unver, Semiha
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Models,Problem Solving,Diaries,Mathematical Logic,Preservice Teachers,Secondary School Mathematics,Foreign Countries

The purpose of this study is to reveal factors considered by mathematics student teachers while posing modelling problems. The participants were twenty-seven mathematics student teachers and posed their modelling problems within their groups. The data were obtained from the modelling problems posed by the participants, their solutions on these problems and the groups' reflective diaries regarding their problem posing and solution processes. The data were analyzed by using content analysis and the codes were constructed according to the problems' contents. The participants' diaries were examined in terms of generated codes and the expressions supporting/relating the codes were determined. While designing the problems, the participants considered the factors such as being interesting, understandable, appropriateness to real life and modelling process, model construction, and usability of different mathematical concepts. Their solutions were generally handled in terms of usage of the mathematical statements, appropriateness to the modelling process and being meaningful for real life. Modelling training should be provided to enable the student teachers to develop modelling problems and their designs should be examined and the feedbacks should be given.
Future Time Perspective and Reduction in Motivation for Recreation Department Students in Turkey
Author: Ustun, Umit Dogan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Recreation,Time,Student Attitudes,Student Motivation,Correlation,Negative Attitudes,Dropouts

The aim of this study was to explore future time perspective and the reduction in motivation among recreation department students in Turkey. A cross-sectional method was used in the study. The study sample consisted of 258 recreation department students from two different universities. In order to collect data, Turkish versions of Husman and Shell (2008)'s &quot;Future Time Perspective Scale&quot; and Beck, Weissman, Lester, and Trexler (1974)'s &quot;Hopelessness Scale&quot; were used. To evaluate data, the SPSS for Windows 20 package program was used. To analyze the differences between participants' future time perspective and the reduction in motivation, MANOVA and independent samples t-tests were used. Additionally, the Pearson correlation was used to identify correlations. As a result, it can be said that reduction in the motivation forms a barrier to the attainment of future goals and to valuing them. Consequently, reduction in motivation prevents students from achieving distant future goals.
Teaching Science through Inquiry Based Field Experiences Using Orientation and Mobility
Author: Fast, Danene
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Visual Impairments,Visually Impaired Mobility,Blindness,Inquiry,Multisensory Learning,Scientific Concepts,Student Needs,Concept Formation

Instruction in science can be difficult for students with visual impairments due to the use of visual instruction that is often used for conceptual understanding. Pedagogical approaches to teaching science continue to evolve, with inquiry-based science instruction as a primary instructional method used in current classrooms. In teaching students with visual impairments, inquiry is a strategy that has been traditionally been used in orientation and mobility (O&amp;M) instruction, in an effort to teach students with vision loss to explore and make conclusions about their environments through the use of all senses. The purpose of this review is to outline how orientation and mobility (O&amp;M) lessons can reinforce early science concepts for students who are blind or visually impaired through inquiry based experiences.
The Effect of the 2008 Recession on Gifted Education Funding across the State of Texas
Author: Hodges, Jaret
Date: 2018-00-00
Type: Journal Articles
Subjects: Academically Gifted,Economic Factors,Educational Finance,Financial Support,Economic Climate,School Districts,Educational History,Suburban Schools,Budgets,Resource Allocation,Urban Schools,Rural Schools,Federal Aid

The effect of the 2008 Recession has reverberated throughout public education in the United States. This paper examines how the gifted education funding in the state of Texas changed following the Great Recession. The framework of a generalized longitudinal mixed effect model was used to explore this topic. Data acquired from the Texas Education Association included financial and demographic information on Texas School districts (n = 1,025) between the 1999-2000 and 2014-2015 academic school years. The primary finding was that the Great Recession adversely affected suburban school districts. These districts saw a greater percentage point reduction of budget allocated toward gifted programming (-0.24) than rural (-0.08), town (-0.05), or urban (-0.08) school districts (t = 2.72, p &lt; 0.01).
Integrative Learning in Award-Winning Student Writing: A Grounded Theory Analysis
Author: Youngerman, Ethan
Date: 2018-00-00
Type: Journal Articles
Subjects: Integrated Activities,Learning Activities,Essays,Grounded Theory,Correlation,College Freshmen,Periodicals,Awards,Writing (Composition)

Integrative learning is a cognitive outcome that reveals students making intellectual connections, bringing sources together, and integrating them into one. What are the kinds of sources integrated by students in writing, and what are the categories or forms that characterize those integrations? How are the sources integrated by students in writing, and what are the strategies, habits of mind, or processes that characterize those integrations? I analyzed 32 student essays using grounded theory. Three categories of what students integrate emerged: two sources, multiple sources, and metacognitive sources. Such sources ranged from published texts to personal experiences. How students integrate also fell into three categories: connection, application, and synthesis. Students integrate through connections via equivalencies, contrasts, bridges, and intellectual problems. Applications may apply an idea to the &quot;real world&quot; or one source to another. Synthesis often takes the form of idea, judgment, gathering, and/or implications. A revised empirical definition of integrative learning emerged from the typologies of what and how students integrate.
A New Approach to Defining and Measuring Family Engagement in Early Childhood Education Programs
Author: Sabol, Terri J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Quality,Early Childhood Education,Quality Control,Educational Improvement,Family Involvement,Parent Education,Family Programs,Social Capital,Human Capital,Program Effectiveness,Evidence Based Practice,Early Intervention,Urban Schools,Immigrants

Almost every state-level Quality Rating and Improvement System (QRIS) in the country includes family engagement as an indicator of early childhood education quality. Yet, most QRIS measure family engagement using a uniform, narrow set of parent involvement activities at the center. We propose an alternative approach that emphasizes a range of direct services for parents, including: (1) parenting classes, (2) family support services, (3) social capital activities, and (4) human capital services. In our proposed rating systems, states would assess how well centers address the highest ranked needs of families and employ evidence-based practices across one or more of the center-selected direct parent service categories. We explore the feasibility of this approach through a qualitative study (n = 14 centers) and case examples. We discuss how this new rating system could be used to monitor quality and as a tool for program improvement to support child development.
Black Teachers&apos; Retention and Transfer Patterns in North Carolina: How Do Patterns Vary by Teacher Effectiveness, Subject, and School Conditions?
Author: Sun, Min
Date: 2018-00-00
Type: Journal Articles
Subjects: African American Teachers,Elementary School Teachers,Whites,Racial Differences,Teacher Persistence,Racial Composition,African American Students,Faculty Development,Instructional Leadership,Middle School Teachers,Teaching Conditions,Teacher Effectiveness,Barriers,Educational Attainment,Teaching Experience,Faculty Mobility

Despite public interest and government action toward diversifying the teaching workforce in U.S. public schools, our knowledge about the retention and transfer patterns of Black teachers lacks specificity and clarity. In this study, I find that Black teachers' annual retention rate was about 4 percentage points lower than that of White teachers in North Carolina elementary and secondary schools from 2004 to 2015. This Black-White teacher retention gap can largely be explained by Black teachers' experience and education and the challenging school and community contexts in which these teachers worked. Compared with White teachers who had similar professional attributes and worked in similar school settings, Black teachers were more likely to stay in schools serving a larger proportion of Black students and to move to a school that served a higher proportion of Black students. The marginal probability of Black teachers' retention received an additional boost with an increase in teachers' observational ratings and math value-added scores. Stronger school leadership and higher-quality professional development predict a higher retention rate of more effective Black teachers.
Open Education Science
Author: van der Zee, Tim
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Education,Teaching Methods,Educational Technology,Technology Uses in Education,Scientific Research,Open Education,Educational Research,Research Methodology,Researchers,Shared Resources and Services,Access to Information,Electronic Publishing

Scientific progress is built on research that is reliable, accurate, and verifiable. The methods and evidentiary reasoning that underlie scientific claims must be available for scrutiny. Like other fields, the education sciences suffer from problems such as failure to replicate, validity and generalization issues, publication bias, and high costs of access to publications--all of which are symptoms of a nontransparent approach to research. Each aspect of the scientific cycle--research design, data collection, analysis, and publication--can and should be made more transparent and accessible. Open Education Science is a set of practices designed to increase the transparency of evidentiary reasoning and access to scientific research in a domain characterized by diverse disciplinary traditions and a commitment to impact in policy and practice. Transparency and accessibility are functional imperatives that come with many benefits for the individual researcher, scientific community, and society at large--Open Education Science is the way forward.
Investigating Science Education Effect Sizes: Implications for Power Analyses and Programmatic Decisions
Author: Taylor, Joseph A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Education,Statistical Analysis,Effect Size,Intervention,Educational Research,Research Design,Computation

A priori power analyses allow researchers to estimate the number of participants needed to detect the effects of an intervention. However, power analyses are only as valid as the parameter estimates used. One such parameter, the expected effect size, can vary greatly depending on several study characteristics, including the nature of the intervention, developer of the outcome measure, and age of the participants. Researchers should understand this variation when designing studies. Our meta-analysis examines the relationship between science education intervention effect sizes and a host of study characteristics, allowing primary researchers to access better estimates of effect sizes for a priori power analyses. The results of this meta-analysis also support programmatic decisions by setting realistic expectations about the typical magnitude of impacts for science education interventions.
Changes in the Demographics, Qualifications, and Turnover of American STEM Teachers, 1988-2012
Author: Nguyen, Tuan D.
Date: 2018-00-00
Type: Journal Articles
Subjects: STEM Education,Teacher Competencies,Teacher Qualifications,Public School Teachers,Teacher Characteristics,Poverty,Labor Turnover,Teacher Recruitment,Teacher Persistence,Elementary Secondary Education,Racial Differences,Ethnicity,Gender Differences

Qualified science, technology, engineering, and mathematics (STEM) teachers are critical in the provision of high-quality STEM education for all students. Through descriptive and regression analysis, we document how demographic characteristics, qualifications, and turnover rates of a nationally representative sample of public school STEM teachers have changed from 1988 to 2012. Over this time period, STEM teachers are more likely to be female, attend selective colleges, have graduate degrees, and have STEM qualifications. Although STEM teachers are no more likely to turn over than other teachers, this masks differential rates between high- and low-poverty schools. Moreover, our results highlight the importance of recruiting qualified STEM teachers to work in high-poverty schools and providing supports to help them thrive and remain in the classroom.