ethanporcaro/eric-fulltext-meta huggingface dataset:
Hearing Ancestral Voices through Creative Art--A Tool for Environmental Education for Sustainability
Author: Silo, Nthalivi
Date: 2016-04-14
Type: Journal Articles
Subjects: Foreign Countries,Participant Observation,Workshops,Story Telling,Environmental Education,Indigenous Knowledge,Culturally Relevant Education,Teaching Methods,Rural Schools,Elementary Education,Older Adults,School Community Programs,Drama,Visual Arts,Interdisciplinary Approach,Art Activities

The research presented in this paper draws on a study in the Kgalagari region of Botswana where participant observation workshops were conducted to illustrate the impact of using the Arts in Education approach (AiE). This approach was used through traditional storytelling in lessons on environmental issues in a rural primary school in the Kgalahari region of Botswana. The BaKgalagari Standard 4 children participated in lessons in which community elders were invited to tell them stories. The lessons conducted offered the participants exemplary activities in conducting a teaching unit incorporating story-telling, dramatizing and visual art, whereby the story was embedded within the learners' contexts and in the idea of environmental appreciation. The outcome of the study demonstrated that this approach can enhance learning by yielding a more egalitarian and communicative environment, which takes into account the voices of previously socially excluded learners, into the teaching and learning process.
Academic English Teaching for Postgraduates Based on Self-Regulated Learning Environment: A Case Study of Academic Reading Course
Author: Zhao, Wei
Date: 2016-00-00
Type: Journal Articles
Subjects: Reading,Reading Instruction,Case Studies,Independent Study,Classroom Environment,Language Teachers,Teaching Models,Higher Education,English (Second Language),Second Language Learning,Academic Discourse,Reading Skills,Graduate Students,Observation

This study selects postgraduate students in the first grade as the participants, based on their needs analysis, classroom presentations and performance of assignments completion, through the methodology of case study, the results show that students at the university level even the graduate levels still struggle with academic English. Thus, this study focuses on foreign language teachers how to guide postgraduate students in academic reading course, so as to implement students' self-regulated learning strategies and enhance their motivations, as well as how the students to adjust to experience and respond to the teaching process through the adjustment. Accordingly, we theoretically construct self-regulated teaching and learning environment, expectations for enlightenment to the teaching practices of academic English instructions, especially in reading academic journal articles in English. The future direction should be towards to assessing and applying the learning environment model.
The Future of Homegrown Teaching Artists? Negotiating Contradictions of Professionalization in the Youth Arts and Humanities Fields
Author: Winkler, Hannah
Date: 2016-04-14
Type: Journal Articles
Subjects: Artists,Art Teachers,Youth Programs,Self Determination,Informal Education,Case Studies,Professionalism,Professional Development,Experience,Educational Opportunities,Interviews

Youth arts and humanities programs are providing invaluable learning opportunities for youth participants to become what we term &quot;homegrown teaching artists.&quot; After several years of artistic and pedagogic development, these alumni teach youth in the same programs where they were once participants. This phenomenon has emerged at the same time that the teaching artist field has become professionalized with new credentialed pathways through higher education. This simultaneity presents a paradox. Professionalization introduces formal standards and barriers to entry into the teaching artist field at the same time that teaching artists train youth who are racialized and low-income to become teaching artists through informal pathways in youth arts and humanities programs. In other words, the professionalization of the field is at odds with its aspiration to expand and sustain youth's right to cultural self-determination. We address this contradiction by investigating the pathways and practices of three homegrown teaching artists before turning to implications for policy and practice.
Adaptation of Distributed Leadership Scale into Turkish: The Validity and Reliability Study
Author: Ersozlu, Alpay
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Leadership Styles,Power Structure,Participative Decision Making,Likert Scales,High Schools,Secondary School Teachers,Factor Analysis,Validity,Reliability,Item Analysis,Scores,Statistical Analysis

The purpose of this study was to adapt &quot;Distributed Leadership Scale&quot; originally developed by Davis into Turkish Language. A total of 386 participants including teachers employed in high schools in Tokat participated in the study. Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were performed to test the structural validity of the scale. EFA results illustrated that adapted scale consisted of seven factors. In the light of the original scale form, these factors were named as &quot;School Organization,&quot; &quot;School Vision,&quot; &quot;School Culture,&quot; &quot;Instructional Program,&quot; &quot;Artifacts,&quot; &quot;Teacher Leadership,&quot; &quot;Principal Leadership.&quot; The scale consisted of 34 items and reliability coefficients for the subscales from 0.75 and 0.92. Results finally revealed that Distributed Leadership Scale-Turkish Adapted Form is a valid and reliable measurement tool to be used in describing the distributed leadership behaviors in schools.
An Equitable Balance: Designing Quality Thinking Systems in Art Education
Author: Ingalls Vanada, Delane
Date: 2016-04-14
Type: Journal Articles
Subjects: Art Education,Intelligence,Student Centered Learning,Educational Environment,Thinking Skills,Personality,Constructivism (Learning),Mixed Methods Research,Middle School Students,Visual Arts,Theories,Self Concept

Dynamic learning environments in the arts that nurture all students' capacities for deep meaning, synthesis and connection-making have the best chance of standing in the gap toward educational justice. New paradigms for teaching and learning are needed that elevate all students' capacities--not just the select few who excel in narrow subsets of intelligence. This article argues for a more socially just and equitable education that can be realized through and within cultures of thinking that develop students' balanced intelligence. A mixed model, research study conducted in visual art classrooms is highlighted, reporting the positive effect of balanced, learner-centered pedagogy and environments on the development of students' quality thinking and dispositions. More learner-centered classrooms also positively affected students' self-beliefs. This study resulted in new assessments for measuring students' balanced thinking skills and dispositions, as well as an emerging theory of &quot;Quality Thinking Systems&quot; (Ingalls Vanada, 2011).
The Pre-Service Science Teachers' Mental Models for Concept of Atoms and Learning Difficulties
Author: Kiray, Seyit Ahmet
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Science Instruction,Cognitive Processes,Models,Science Process Skills,Scientific Concepts,Nuclear Physics,Difficulty Level,Knowledge Level,Freehand Drawing,Semi Structured Interviews,Incidence,Schemata (Cognition),Foreign Countries,Phenomenology

The purpose of this study is to reveal the pre-service science teachers' difficulties about the concept of atoms. The data was collected from two different sources: The Draw an Atom Test (DAAT) and face-to-face interviews. Draw an atom test (DAAT) were administered to the 142 science teacher candidates. To elaborate the results, the researcher conducted face-to-face interviews with 15 students. The students' drawings were analyzed and grouped into eight different categories. These categories were: (1) Rutherford atomic model; (2) Bohr atomic model; (3) Probability orbit model; (4) Probability model; (5) Electronium model; (6) Electronium orbit model; (7) Orbital model; and (8) Wave orbit model. Based on the results, the Bohr atomic model was the most drawn model by the students while probability atomic model, the wave orbit model, and Electronium orbit model were the least drawn. Moreover, the study demonstrated that the pre-service science teachers had difficulty in grasping atom, electron cloud, and orbital concepts as well as the atom models, the probable nature of quantum physics, and wave-particle duality.
Generalists to Specialists: Transformative Evidences and Impediments to Student-Centered Practices of Primary Music and Art Teachers in Singapore
Author: Costes-Onishi, Pamela
Date: 2016-04-07
Type: Journal Articles
Subjects: Foreign Countries,Student Centered Learning,Primary Education,Elementary School Teachers,Music Teachers,Art Teachers,Specialists,Professional Development,Pedagogical Content Knowledge,Self Efficacy,General Education,Educational Practices,Teacher Education,Training,Outcomes of Education,Questionnaires,Likert Scales,Observation,Focus Groups,Comparative Analysis,Mixed Methods Research

This article fills in the knowledge gap in the student-centered practices of generalist music and art teachers to prepare 21st century learners. The study shows that generalists, after completing a specialist professional development program, struggle the most in connecting subject matter knowledge to pedagogical knowledge, specifically student-centered classroom pedagogy. The study confirms previous literature on the shortfall of professional development training in adequately preparing generalists in the arts and supports the recommendations that advisory teachers and continuous professional development support are needed to increase the self-efficacy of generalists.
Instrumental Appropriation of a Collaborative, Dynamic-Geometry Environment and Geometrical Understanding
Author: Alqahtani, Muteb M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Computer Software,Geometric Concepts,Geometry,Mathematics Instruction,Electronic Learning,Cooperative Learning,Middle School Teachers,High Schools,Secondary School Teachers,Content Analysis,Concept Formation,Teaching Methods,Computer Mediated Communication,Faculty Development,Technology Integration,Technological Literacy

To understand learners' appropriation of technological tools and geometrical understanding, we draw on the theory of instrumental genesis (Lonchamp, 2012; Rabardel &amp; Beguin, 2005), which seeks to explain how learners accomplish tasks interacting with tools. To appropriate a tool, learners develop their own knowledge of how to use it, which turns the tool into an instrument that mediates an activity between learners and a task. The tool used in our study is the Virtual Math Teams with GeoGebra (VMTwG) environment. It contains a chat panel and multiuser version of GeoGebra. The learners are seven middle and high school mathematics teachers who participated in a professional development course in which they collaborated synchronously in VMTwG to solve geometrical tasks. We use conventional content analysis to analyze the work of a team consisting of two high school teachers. Our analysis shows that the teachers' appropriation and application of the dragging feature of VMTwG shaped their understanding of geometrical relations, particularly dependencies. This informs the broader question of how and what mathematical knowledge learners' construct using certain technologies.
A Sample WebQuest Applicable in Teaching Topological Concepts
Author: Yildiz, Sevda Goktepe
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Web Sites,Inquiry,Lesson Plans,Internet,Science Instruction,Scientific Concepts,Topology,Web Based Instruction,Usability,Elementary School Teachers,Preservice Teachers,Interviews,Instructional Materials,Undergraduate Students,Qualitative Research,Content Analysis,Program Implementation,Design

In recent years, WebQuests have received a great deal of attention and have been used effectively in teaching-learning process in various courses. In this study, a WebQuest that can be applicable in teaching topological concepts for undergraduate level students was prepared. A number of topological concepts, such as countability, infinity, and sets were incorporated into the WebQuest developed. The WebQuest consists of six stages: introduction, task, process, resources, evaluation and conclusion. After the WebQuest activity was applied, the usability of the WebQuest was evaluated, taking into account students' views. The study was carried out with 29 elementary mathematics pre-service teachers. The data was collected in written form using an interview form that was developed by the researchers. The results indicated that the pre-service teachers have not previously encountered such WebQuest activities however; they display a keen interest in learning about this technology-aided activity and the opportunities to use it in their further lessons.
Applying a Grief Response Framework to Death/Loss in Schools
Author: Jarvis, Thomas M.
Date: 2015-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Role,Coping,Grief,Death,Administrator Role,School Counseling

School counselors play a crucial role when schools face any type of tragedy or loss, many times learning from experience because response plans are not in place. School counselors are called upon to help shape and provide the response to students, staff, and parents. The demands of managing all of the aspects of school tragedy, in addition to the tragedy itself, can be overwhelming. This article provides a framework that will guide school counselors in providing a comprehensive response to death or loss in schools.
School Counselors and Multiracial Students: Factors, Supports, and Interventions
Author: White, Marie M.
Date: 2015-00-00
Type: Journal Articles
Subjects: School Counselors,School Counseling,Counselor Role,Student Diversity,Racial Differences,Intervention,Ethnic Groups,Cultural Differences,Counseling Techniques

Multiracial students represent a growing population in school systems today. This diverse group of students and their families may encounter many challenges and race-specific issues in the school setting. School counselors are in a unique position to assist these students and their families to become successful in meeting these challenges. The following identifies some of their potential challenges and issues, identifies the role of the school counselor, and provides information on interventions and supports.
An Action Research Study on the Influence of Gangsta Rap on Academic and Behavioral Issues of 5th Grade African-American Males
Author: Lewis, Shaun
Date: 2015-00-00
Type: Journal Articles
Subjects: Action Research,Popular Culture,African Americans,Males,Grade 5,Elementary School Students,Suburbs,Correlation,Academic Achievement,Influences,Mentors,Music,Identification (Psychology),Child Development,Behavior Development

This small action research study (ARS) began with a review of the literature examining the relationship of gangsta rap in regards to academic achievement, self-esteem, decision-making, identity issues and development of young African American males. The purpose of the ARS was to examine the correlation between gangsta rap and its influence on 5th grade students at one elementary school in suburban Atlanta. The ARS also examined the relationship between gangsta rap and inclination towards school, asking if gangsta rap is a deterrent to academic achievement. Dyson (1996) noted a strong correlation between high school dropouts, incarceration rates and gangsta rap; therefore a mentoring program was designed to address academic achievement and behavioral development for 5th grade African American males. The results led to a discussion of the appropriate use of music as an influence on students as used by the professional school counselor.
Teaching Mathematical Modeling in Mathematics Education
Author: Saxena, Ritu
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Models,Secondary School Mathematics,College Mathematics,Word Problems (Mathematics),Problem Solving,Grade 10,Mathematical Concepts,Foreign Countries

Mathematics is not only a subject but it is also a language consisting of many different symbols and relations. Taught as a compulsory subject up the 10th class, students are then able to choose whether or not to study mathematics as a main subject. The present paper discusses mathematical modeling in mathematics education. The article provides models for high school, secondary, and higher mathematics education.
Implementation and Effectiveness of the Response to Intervention (RTI) Program
Author: Hite, Jessica Elaine
Date: 2015-00-00
Type: Journal Articles
Subjects: Standardized Tests,Scores,Criterion Referenced Tests,Response to Intervention,Elementary School Students,Hypothesis Testing,Grade 5,Program Effectiveness

The purpose of this research study was to determine whether or not student test scores on the Georgia Criterion-Referenced Competency Test (CRCT) were positively impacted by the implementation of the Response to Intervention (RTI) program. This paper will review the implementation and effectiveness of the RTI method.
School Counselors Role in College Readiness for Students with Disabilities
Author: Temple, Michell
Date: 2015-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Role,Self Determination,Skill Development,Disabilities,Student Adjustment,High School Students,Intervention,College Readiness,Grade 9,Transitional Programs

This article discusses the importance of the professional school counselors' participation in the development of self-determination skills students with disabilities need to transition from high school to college. An intervention is proposed to guide high school counselors' involvement. Strategies to promote college readiness through the development of skills associated with self-determination (i.e., self-awareness, identifying social supports, and effective social skills) are offered. Implications for school counseling practice are discussed.
Developing the Scale of Teacher Self-Efficacy in Teaching Process
Author: Korkmaz, Fahrettin
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Self Efficacy,Test Construction,Measures (Individuals),Reliability,Teacher Competencies,Elementary School Teachers,Factor Analysis,Construct Validity,Goodness of Fit,Rating Scales,Statistical Analysis,Foreign Countries

The purpose of this study is to develop a reliable and valid measurement tool which will reveal teachers' self-competence in education process. Participants of the study are 300 teachers working at state primary schools in the province of Gaziantep. Results of the exploratory factor analysis administered to the scale in order to determine its construct validity, indicated that it has four sub-dimensions. In accordance with the results of confirmatory factor analysis RMSEA was measured 0.050 level fit index. The determined levels for GFI is found to be 0.88, whereas for AGFI, 0.85 for NFI, 0.94 for CFI 0.98, and 0.94 for RFI. Also, non-normed fit index, (NNFI) has been observed as 0.97. Four dimensions of the scale which was composed of 23 items account for approximately 54% of the total variance. Cronbach's alpha coefficient of internal consistency was counted 0.86 for the first dimension, 0.82 for the second dimension, 0.67 for the third dimension, 0.70 for the fourth dimension, and 0.92 for the entire scale. The scale, developed in order to measure teachers' self-efficacy in the teaching process, proved to be valid and reliable based on the results of the related analyses.
Examination of Science Achievement in the 8th Grade Level in Turkey in Terms of National and International Exams Depending upon Various Variables
Author: Atalmis, Erkan H.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Characteristics,Science Education,Gender Differences,Tutoring,Grade 8,Standardized Tests,International Assessment,Science Achievement,Elementary Secondary Education,Biology,Socioeconomic Status,Statistical Analysis,Scores,Parent Background,Educational Attainment

The aim of the present study is to examine the effect of demographic characteristics of students in Turkey upon their performance in TIMSS, an international assessment exam and Secondary Education Transition Examination which is a national exam (OGS). One of the fields of sciences, biology is taken into account as student performance. As a result of the t-test analysis, it was determined that gender has a statistically significant effect on the students' TIMSS and TEOG exam results; besides, it was found that female students are more successful compared to boys Whether students receive private tutoring which refers to the economic characteristics of the students has not statistically significant effect on TIMSS biology scores, while it has a positive and significant impact upon OGS biology scores. Moreover, findings revealed that parental educational level has a positive and significant effect on TIMSS and OGS scores of the students.
Student Perception of Academic Achievement Factors at High School
Author: Bahar, Mustafa
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Graduates,Student Attitudes,Educational Attitudes,Academic Achievement,College Students,Gender Differences,Study Habits,Technology,Teacher Influence,Family Influence,Educational Environment,Economic Factors,Peer Influence,School Effectiveness,Questionnaires,Grounded Theory

Measuring the quality of the &quot;product&quot; is elemental in education, and most studies depend on observational data about student achievement factors, focusing overwhelmingly on quantitative data namely achievement scores, school data like attendance, facilities, expenditure class size, etc. But there is little evidence of learner perceptions. 553 students from two different universities, who graduated from 3 high school types, were asked to respond to two fundamental questions to reflect on school and classroom level achievement factors. 2,294 responses produced eight categories in question one, teacher factors being the most preferred (n = 424), followed by individual factors (n = 404) and then family factors (n = 395). As for liking towards a course, 1,362 responses were produced, most frequent one being teacher's attitude (n = 205). Results indicate student perspective of causes of achievement is somewhat different from those expressed in quantitative studies. Girls attributed more achievement to study habits, family support whereas boys attributed more to school and technology. More emphasis is needed on perceived achievement factors for a sound evaluation of effectiveness in school.