ethanporcaro/eric-fulltext-meta huggingface dataset:
Participatory Concept Mapping as an Integration Tool in Mixed Methods Research: Exploring Preservice Teachers&apos; Epistemic Cognition and Teaching Orientation
Author: Bendixen, Lisa D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Concept Mapping,Mixed Methods Research,Preservice Teachers,Orientation,Cognitive Processes,Participatory Research,Knowledge Level,Educational Research

Our goal for this article is two-fold: 1) to examine the efficacy of participatory concept mapping as an integration tool for mixed methods research (MMR), and 2) to explore, using concept mapping, pre-service teachers' epistemic cognition (EC) and its relationship to teaching orientation (TO). Using a combined developmental and dimensional framework, preservice teachers' (N=48) concept maps about their (EC) and (TO) were investigated. Analyses revealed that the majority of the participants were consistent with the EC profiles of either: 1) absolutist, 2) multiplist, or 3) evaluativist. Participants' EC and TO were clearly linked and implications for learning, instruction, and teacher education are discussed. Finally, concept mapping was deemed an effective tool for MMR especially as it pertains to integration.
A Study on Art Interests and Critical Thinking Dispositions of Students in Fine Arts Department of the Faculty of Education
Author: Taskesen, Selma
Date: 2019-00-00
Type: Journal Articles
Subjects: Critical Thinking,Fine Arts,Art Education,College Students,Music Education,Painting (Visual Arts),Student Interests,Gender Differences,Intellectual Disciplines,Correlation,Inquiry,Self Esteem,Cognitive Development,Foreign Countries

In this study, it was aimed to investigate the relationship between the art interests and critical thinking dispositions of the students who study fine arts education in the faculty of education. The sample of the research consisted of 236 fine arts education students including 123 from the department of painting teaching and 113 from the department of music education. In the research, relational survey method was used. It was found in the research that the art interests of the students were at the level that can be considered as good. In addition, it was noticed that the average scores of critical thinking dispositions of the students were at moderate level. One of the findings obtained from the study was that there was no significant difference between the scores of art interest and critical thinking according to gender. Another finding was that art interests of the students in the music department were significantly higher compared with the scores of the students in the department of art education. In addition, a positive moderate level of relationship was found between the art interest and critical thinking, analyticity, inquisitiveness sub-dimensions; significantly low positive relationship with self-confidence, systematicity, searching truth and cognitive maturity sub-dimensions.
Developing an Entrepreneurship Scale for 5th Grade Students
Author: Sontay, Gokhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Construction,Grade 5,Entrepreneurship,Business Skills,Test Validity,Test Reliability,Secondary School Students,Self Esteem,Success,Leadership,Responsibility

The aim of this study is to develop an Entrepreneurship Scale to measure the entrepreneurial skills of 5th grade students and to conduct the reliability and validity of the scale. This research is a descriptive survey method. The pilot application was made with 432 students in Amasya City in Turkey. SPSS 23 and LISREL 8.80 programs were used to analyze the data. Exploratory and confirmatory factor analysis was performed to construct the validity. As a result of exploratory factor analysis, a 4-factor structure emerged on the scale. Confirmatory factor analysis confirmed the structure, and it was determined that the developed model was in compliance with the criteria in the literature. These sub-factors were identified as meaningful in terms of self-confidence, need for success, personal benefit and leadership and responsibility. The Cronbach Alpha internal consistency coefficient of the scale was determined as 0.77. At the end of the research, a reliable and valid measurement scale about entrepreneurship was developed for the 5th grade students.
Quantifying the Value Teachers Place on Non-Monetary Factors When Evaluating Job Opportunities
Author: Gunther, Jeffrey
Date: 2019-04-29
Type: Journal Articles
Subjects: Teacher Attitudes,Teaching Conditions,Teacher Characteristics,Teacher Recruitment,Teacher Persistence,Educational Environment,Secondary School Teachers,Preferences,Administrators,Policy Formation,Incentives,Disadvantaged Schools,Compensation (Remuneration),Achievement Gap,Context Effect,Teacher Salaries,Public Schools,Employment Opportunities,School Effectiveness,Class Size,Correlation,Job Security,Intellectual Disciplines,Individual Differences,Experienced Teachers,Institutional Mission,Charter Schools,School Districts,Evaluative Thinking,Educational Opportunities

How working conditions, personal characteristics, and school factors influence teacher recruitment and retention is an oft-studied topic in the field of education finance and policy. Through decades of research, it has become increasingly clear that teachers respond to a set of monetary and non-monetary factors when making decisions in the teacher labor market. What is less clear is the relative or absolute value teachers place on factors such as salary, student demographic factors, school conditions, and other working conditions such as class size, curricular autonomy, and principal support, to name a few. This project introduces the use of a novel survey methodology, Adaptive Choice-Based Conjoint (ACBC) analysis, to quantify the relative importance of various monetary and non-monetary job factors to practicing teachers as they consider the desirability of various hypothetical schools. The use of ACBC estimates the value placed on various working condition factors by secondary teachers in Utah and how those valuations vary with personal and demographic factors. This research provide practical recommendations for administrators and policymakers that aim to make schools more desirable for teachers and demonstrates the use of ABC to answer outstanding questions in the field of teacher recruitment and retention.
Policy Field and Policy Discourse: The American Federation for Children Network
Author: Ellison, B. Scott
Date: 2019-05-00
Type: Journal Articles
Subjects: Educational Policy,Networks,Advocacy,Marketing,Politics of Education,Neoliberalism,Educational Change,School Choice,Equal Education

This article presents findings from an analysis of the American Federation for Children Network (AFC) policy network using tools from network ethnography and qualitative content analysis. Specifically, we examined tax forms and carried out extensive web searches to spatialize and map the AFC network, mined text from policy-actors in the AFC network, and analyzed the policy discourse promoted by these network actors to achieve their political goals. The task for this study was to use AFC as a heuristic device to explore the complexity of the education policy field and to understand how network policy-actors work to achieve their policy goals through advocacy and marketing. Findings from the study indicate that the AFC network demonstrates a hierarchical ordering, this hierarchical ordering is reflective of the elite planning and social engineering associated with neoliberal reforms, and that the policy-actors in the AFC network employ discursive strategies to frame an elite political project to advance school choice policies as an anti-elite movement oriented toward political empowerment and educational justice.
Community-Engaged Research through the Lens of School Closures: Opportunities, Challenges, Contributions, and Lingering Questions
Author: Agard, Claudette
Date: 2019-05-20
Type: Journal Articles
Subjects: Educational Research,School Closing,Participatory Research,Action Research,Community Involvement,Community Action,School Community Relationship,Educational Change,Educational Researchers,Role,Power Structure,Racial Bias

This article expands upon and problematizes the practice of community-engaged research (CES) through the lens of school closings. Rather than employ a one-dimensional view of CES that portrays university researchers and community partners as collaborating equally on all stages of the research, we suggest a broader, more flexible understanding that incorporates various contextual factors. Drawing on local examples, from New York City and Baltimore, and one national effort to resist school closings, we present three forms of CES: participatory action research (PAR), in which university researchers and community partners collaboratively engaged in almost all aspects of the process; the engaged learner, in which the researcher documented a community organizing campaign with the full support of the campaign organizers; and a grassroots listening project implemented without university partners. In each case, participants had to navigate the thorny issues of power differentials, race and racism, ownership and voice, and presentation and representation. Difficulties notwithstanding, CES has made important contributions to both the literature on and practice of school closings. We conclude the article with a discussion of some of the lingering tensions that characterize community - engaged scholarship.
Research, Action, Activism: Critical Solidarities &amp; Multi-Scalar Powers
Author: Su, Celina
Date: 2019-05-20
Type: Journal Articles
Subjects: Activism,Networks,Urban Areas,Social Justice,Power Structure,Futures (of Society),Epistemology,Research

In this essay, I draw upon my work with the Urban Research Based Action Network (URBAN) to argue for several key principles in research for social justice: reflexivity, especially regarding our work in fraught academic institutions, and engaging multiple ways of knowing. These principles are essential to forming critical solidarities across constituencies, to recognizing and addressing issues of power at multiple scales--local, national, global, and to imagining ourselves as protagonists in our collective futures.
Evaluation of a MOOC Design Mapping Framework (MDMF): Experiences of Academics and Learning Technologists
Author: Kerr, John
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Educational Technology,Online Courses,Synchronous Communication,Facilitators (Individuals),Technological Literacy,Curriculum Design,Foreign Countries,Teamwork,Sequential Learning,Student Centered Learning

With the increasing strategic importance of Massive Online Open Courses (MOOCs) in higher education, this paper offers an innovative approach to advancing discussions and practice around MOOC learning design, in the context of staff development. The study provides a deeper understanding of staff (academic and learning technologists') experience when designing MOOCs, through the evaluation of a novel MOOC design mapping framework (MDMF) at one higher education institution. The MDMF was developed to enhance the MOOC design process for staff involved, providing dedicated, tailored support in this area. This study considers and contributes to the literature on learning design, differences between face-to-face and online learning and the role played by academic staff and learning technologists in the design of MOOCs. The study is based on rich qualitative data drawn from 12 semi-structured interviews with nine academics and three learning technologists who used the framework for constructing MOOCs. This study evaluates: (1) how the framework was used and supported; (2) benefits of the framework to support good practice in learning design and the design process; and (3) limitations of the framework. We also considered suggested enhancements to the framework. The study highlighted new areas that could influence the design process, such as the importance of the learning technologist as a facilitator of the MDMF, the benefits of the visual aspects of the framework, technological challenges, and users' level of digital literacy.
A Corpus Tools-Assisted Evaluation of Three ESP Textbooks in China
Author: Ou, Chuying
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,English for Special Purposes,Computer Science,Advertising,Undergraduate Students,Difficulty Level,Electronic Publishing,Language Skills,Facilities,Storage,Discourse Analysis,Repetition,Vocabulary,Listening Skills,Speech Skills,Learning Strategies,Textbook Content,Computational Linguistics,Word Frequency,Word Lists,Information Retrieval

ESP textbook plays an important role in facilitating students to develop their profession-related language skills. However, ESP textbooks published in China are less developed and often criticized as ignoring the training of language skills. This research aims to reveal the specific problems of China's ESP textbooks by conducting a multiple-case study. Three ESP textbooks used by ESP courses participants from G University in China were selected: &quot;Computer Professional English Course&quot; &quot;Advertising English&quot; and &quot;Logistics English&quot;. The research investigated their performance focusing on six aspects: coverage of language skills, text features, coverage of discourse functions, recycling, organization and difficulty. The content was analyzed by three different corpus tools. It is found that the three textbooks place too much emphasis on reading and vocabulary, lacking the training of listening skill, speaking skill, as well as the delivery of certain learning strategies. All three textbooks involve a wide range of discourse functions. The texts are informative academic texts, but organized by subject matter only, rather than a synthesis of subject matter, language points and language skills. There is scarce recycling of language points in two of the books and texts through all of them do not indicate a rising difficulty. It is concluded that the drawbacks of the three ESP textbooks far outweigh their merits. By uncovering problems of three ESP textbooks in China the research provides useful reference for future ESP textbook compilation.
Authentic Materials to Foster Writing Skills in College EFL Learners
Author: Chamba, Mercedes
Date: 2019-00-00
Type: Journal Articles
Subjects: Writing Skills,Teaching Methods,College Students,English Language Learners,English (Second Language),Authentic Learning,Instructional Materials,Foreign Countries,Second Language Learning,Language Skills,Student Attitudes,Vocabulary,Grammar,Spelling,Punctuation,Reading Comprehension,Listening Comprehension,Oral Language,Cultural Awareness

Since it is a productive skill, writing is considered one of the most crucial abilities in communication; nonetheless, EFL learners have difficulty composing texts which are both communicatively and linguistically competent. This study intends to explore the benefits of using authentic materials in EFL learners, with an emphasis on writing skills. To pursue this objective, fifty-two participants were chosen randomly from a B1 level (following the Common European Framework of Reference for Languages). The participants were distributed into two groups: an experimental group and a control group. The students were majoring in various degrees at the Pontifical Catholic University of Ecuador (PUCE). In this case study, in which the application of authentic materials covered fifty percent of daily two-hour classes, data was collected through a structured pre-test, a post-test, and an opinion survey. All data was analyzed using a rubric designed for this purpose. This research, which is based on the Communicative Language Teaching Approach, also deals with various concepts regarding authentic materials and researchers' perceptions. The findings elicited positive results for students' writing skills with the use of authentic materials and shed lights on participants' opinions.
Grammatical Equivalence of Animal Science Terms Translation
Author: Aryani, I Gusti Agung Istri
Date: 2019-00-00
Type: Journal Articles
Subjects: Translation,Animal Husbandry,Grammar,Vocabulary,English,Indonesian,Nouns,Phrase Structure,Higher Education,Morphemes,Foreign Countries

Translating specific language for a special subject such as animal science terms should have an understanding of the knowledge. The results of translation in their forms also give effect to their meaning in order to obtain the equivalence and adaptation from the source language (SL) into the target language (TL). This study aims at finding equivalence in the form of translation including their effect of meaning translated from English (SL) into Indonesian (TL). Qualitative method is used to analyze the translation of languages with a descriptive explanation. Both languages have their own grammatical rules which have varieties of translation, especially for the result of findings in TL. The grammatical equivalence found in numbers of nouns and noun phrases. Majorly, they were found with the suffix --s for the plural form in SL and translated without reduplication in TL to show their adaptation as a scientific language. In some cases, the terms in SL were translated into collective words and conjunction. It showed in scientific languages, both languages have their own rules to give equivalence of forms in SL and TL including their meaning.
A Sage on a Stage, to Express and Impress: TED Talks for Improving Oral Presentation Skills, Vocabulary Retention and Its Impact on Reducing Speaking Anxiety in ESP Settings
Author: Salem, Ashraf Atta M. S.
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Speeches,Oral Language,Business English,Vocabulary Development,Majors (Students),Business Administration Education,Anxiety,Communication (Thought Transfer),Retention (Psychology),Comparative Analysis,Teaching Methods,Information Technology,Student Motivation,English for Special Purposes,Management Development,College Students,Foreign Countries,Linguistic Input

This study explores the impact of using TED Talks on improving oral presentation skills of Business English students and vocabulary uptake/retention. It also assesses the impact of improving such hard cognitive skills on increasing Business majors' speaking anxiety level. Sequential explanatory mixed method was used, which includes both quantitative and qualitative data collection and analyses. Business students' oral presentation skills were assessed through Oral Presentation Skills Sheet (OPSS), vocabulary retention was assessed through Vocabulary Uptake/Retention Test (VURT), and speaking anxiety level was assessed through Personal Report of Public Speaking Anxiety (PRPSA) (Mörtberg, Jansson-Fröjmark, Pettersson, &amp; Hennlid-Oredsson, 2018). Participants in the study consist 49 students, who were divided into two groups; experimental group consisting of 24 students, and control group that includes 25 Business English majors. Findings of the study revealed that oral presentation skills and vocabulary uptake/retention levels were improved due to the use of TED talks as an ICT tool. Also, it was revealed that Business majors in the experimental group are more enthusiastic, energetic and motivated to give killer presentations as they became more confident and free of anxiety and tension.
The Importance of Dynamic Geometry Computer Software on Learners&apos; Performance in Geometry
Author: Adelabu, Folake Modupe
Date: 2019-00-00
Type: Journal Articles
Subjects: Geometry,Computer Software,Academic Achievement,Foreign Countries,Information Technology,Mathematics Instruction,Mathematics Achievement,Mathematical Concepts,Experimental Groups,Control Groups,Mathematics Tests,Achievement Tests,Grade 9,Secondary School Students,Secondary School Mathematics,Computer Uses in Education

The use of dynamic geometry computer software (DGCS) is important in educational environment, and it is more advantageous for learning mathematics comprehensively. This study examined the importance of dynamic geometry computer software on learners' performance in geometry. A quasi experimental, non-equivalent control group was used. The instrument used in this study was geometry achievement mathematics test (GMAT) that comprised 15 multiple choices items. The GMAT was administered to 87 grade nine learners in two secondary schools in Tshwane south district, Gauteng Province South Africa. One school was used as experimental group and the second school was used as the control group. Data analysis employed the use of the statistical t-test independent sample. The result of the study shows that using DGCS is important in geometry whereby it improves the performance of learners. In addition, the results show that the software affects the female learners' mathematics performances more positively than the male learners. Hence, the results of this study showed that there is great potential in using the DGCS (GeoGebra) to teach secondary schools mathematics. The study recommends that the use of technology in teaching and learning of mathematics should be a priority in the schools.
Finnish Principals: Leadership Training and Views on Distributed Leadership
Author: Lahtero, Tapio Juhani
Date: 2019-05-00
Type: Journal Articles
Subjects: Principals,Foreign Countries,Leadership Training,Instructional Leadership,Teacher Administrator Relationship,Administrator Attitudes,Administrator Surveys,Grade 7,Grade 8,Grade 9,Educational Administration

This study looks at the views of Finnish comprehensive school principals on distributed leadership and presents discussion on the leadership training required by principals and looks at it in relation to the views of principals. In Finland the qualification requirements for principals are based on their experience as teachers, and studies in educational administration. In general, studies in leadership are not mandatory. In terms of distributed leadership, one relevant question is the way distribution happens. Is it based on delegation of tasks or does it happen in interaction between teachers and principal? The data were principals' responses to an electronic survey (n=71). The respondents represented 71 schools around Finland. The results showed that principals viewed distributed leadership differently depending on the type of question. In the Likert-scale questions they (n=71) emphasised distributed leadership as an interaction between principal and teachers and their situations, whereas in open-ended answers (n=44) the delegation had a bigger role. In terms of training background, the results indicate that principals (n=13) having university studies in educational leadership and administration emphasised more distributed leadership as an interaction than principals having other types of training. This paper poses questions concerning the content and structure of educational leadership training. Further, this study implies that there is a growing need to examine educational leadership in terms of training, and views concerning leadership structures and practices in schools.
Amplifying Youth Voice and Cultivating Leadership through Participatory Action Research
Author: Gardner, Rachele
Date: 2019-05-20
Type: Journal Articles
Subjects: Action Research,Participatory Research,Youth,Student Empowerment,Neighborhoods,Leadership,Models

This article presents the story of Youth Hub, a grassroots, neighborhood-based initiative in Boston, Massachusetts, highlighting its use of participatory action research (PAR) to amplify youth voice, cultivate leadership, and promote change. The article includes an explanation of the need from which Youth Hub emerged; a discussion of Youth Hub's use of PAR, including benefits and challenges of the approach; a summary of key research findings; an examination of PAR's usefulness for knowledge creation, including benefits and challenges; and an analysis of youth leadership and ownership in Youth Hub's model, also including benefits and challenges. The article concludes with suggestions for how Youth Hub's approach can be useful for amplifying youth voice and building youth leadership more broadly.