ethanporcaro/eric-fulltext-meta huggingface dataset:
Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes
Author: Herman, Keith C.
Date: 2018-04-00
Type: Journal Articles
Subjects: Anxiety,Stress Variables,Teacher Burnout,Self Efficacy,Coping,Outcomes of Education,Statistical Analysis,Positive Behavior Supports,Prevention,Intervention,Academic Achievement,Elementary School Students,Elementary School Teachers,Behavior Problems,Burnout,Measures (Individuals),Achievement Tests

Understanding how teacher stress, burnout, coping, and self-efficacy are interrelated can inform preventive and intervention efforts to support teachers. In this study, we explored these constructs to determine their relation to student outcomes, including disruptive behaviors and academic achievement. Participants in this study were 121 teachers and 1,817 students in grades kindergarten to fourth from nine elementary schools in an urban Midwestern school district. Latent profile analysis was used to determine patterns of teacher adjustment in relation to stress, coping, efficacy, and burnout. These profiles were then linked to student behavioral and academic outcomes. Four profiles of teacher adjustment were identified. Three classes were characterized by high levels of stress and were distinguished by variations in coping and burnout ranging from (a) high coping/low burnout (60%) to (b) moderate coping and burnout (30%), to (c) low coping/high burnout (3%). The fourth class was distinguished by low stress, high coping, and low burnout. Only 7% of the sample fell into this Well-Adjusted class. Teachers in the high stress, high burnout, and low coping class were associated with the poorest student outcomes. Implications for supporting teachers to maximize student outcomes are discussed.
Collaborative Learning with PeerWise
Author: Duret, Denis
Date: 2018-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Undergraduate Students,Tests,Drills (Practice),Communities of Practice,Educational Technology,Technology Uses in Education,Multiple Choice Tests,Program Effectiveness,Peer Teaching,Foreign Countries,Regression (Statistics),Questionnaires,Student Attitudes,Statistical Analysis,Qualitative Research

Building effective and supportive communities of practice in an asynchronous environment can enable students to learn from each other at their own convenient times without the need to meet for discussing concepts. In an undergraduate course with a large amount of content to learn, working collaboratively to answer practice exam questions can help encourage deeper learning and understanding. This project examined whether exam performance can be positively influenced by online collaboration during revision and suggests that the quality of an individual's contribution has a direct effect on his/her subsequent exam performance. We compared two student cohorts' exam marks from their previous 3 years of exams with how they performed in Year 4 after using PeerWise (an online repository of multiple-choice questions that are created, answered, rated and discussed by students). In addition, we looked at the quantity and quality of their contribution in PeerWise to evaluate how this affected their fourth year exam performance. We confirmed that exam performance is improved by authoring questions in PeerWise, but found it is further enhanced by replying to, and commenting on, others' posts as well.
Development of Course Inspection Skills of Secondary and High School Headmasters in Bartin Province
Author: Sahan, Gülsün
Date: 2018-03-23
Type: Journal Articles
Subjects: Foreign Countries,Principals,Mixed Methods Research,Content Analysis,Inspection,Teacher Effectiveness,Secondary Education,High Schools,Semi Structured Interviews

Headmasters are responsible for many things that take place in the school. One of the main duties of a headmaster is the task of teacher inspection. This study aims to evaluate education inspection skills of secondary and high school headmaster who work in the center of Bartin Province with the aim of also developing suggestions by identifying encountered problems during inspection. For this purpose, an audit seminar is given to 42 secondary and high school headmasters who work in Bartin province center, and study data is collected from headmasters at the end of seminar. The opinions of headmasters were obtained by &quot;Headmaster Educational Inspection Behaviors Scale&quot; prepared by Ilgan. In addition, problems encountered by the headmasters during inspection as well as their solutions were taken in written form using semi-structured forms prepared by experts. The data were analyzed using content analysis method. At the end of the research, it is understood that there is no difference between the opinions of the headmasters according to school type, age, branch and seniority. Headmasters think inspection is necessary. Inspection is mostly carried out in the form of class visits, and additionally teachers are evaluated by observation, yearlong watching and evaluation of the obtained data. There are some ambiguities about how inspection can be done according to some headmasters. It is stated that headmasters, experts, and inspectors can take part in inspection and the opinion of all stakeholders should be taken in into consideration. Inspection forms should have tangible criteria, encountered problems should be solved together, managers should have the right to give reward and punishment, they should focus on positive things more, be fair and objective, and results should have sanctions.
Digital Literacy: A Palestinian Refugee Perspective
Author: Traxler, John
Date: 2018-00-00
Type: Journal Articles
Subjects: Technological Literacy,Refugees,Foreign Countries,Educational Policy,Theory Practice Relationship,Technology Education,Information Technology,Semitic Languages,Arabs,Muslims,Islamic Culture,Cultural Influences,Computer Software,Telecommunications,Handheld Devices,Written Language,Antisocial Behavior,Learning Strategies,Teaching Methods,Technology Integration

This paper is the first attempt to explore digital literacy in the specific context of the Palestinian refugee community in the Middle East by looking at the cultural specificity of digital literacy theorising and practice, by analysing current digital education policy in the countries hosting the Palestinian refugee community and by documenting the digital environment of the Palestinian refugee. It identifies the distance or deficit between the community's current access to digital literacy education, appropriately defined, and its digital environment, needs and opportunities. Finally, the paper provides a brief agenda for further empirical research.
ResearchGate and Academia.edu as Networked Socio-Technical Systems for Scholarly Communication: A Literature Review
Author: Manca, Stefania
Date: 2018-00-00
Type: Journal Articles
Subjects: Literature Reviews,Social Networks,Scholarship,Electronic Publishing,Online Systems,Online Vendors,Information Networks,Knowledge Management,Demography,Research Methodology,Research Needs,Units of Study

ResearchGate and Academia.edu have been increasingly acknowledged as the most popular academic social network sites (ASNS) for scholarly communication. Along with their benefits for supporting communication and knowledge sharing within academic communities, concerns over quality and credibility remain a pertinent issue. In terms of research investigation, ASNS have attracted strong attention for new scholarly practice and their potential for building, maintaining and enhancing reputation. However, a thorough understanding is still lacking of how these sites operate as networked socio-technical systems reshaping scholarly practices and academic identity. This article analyses 39 empirical studies published in peer-reviewed journals with a specific focus on ResearchGate and Academia.edu. The aim is to describe the status of the research and to identify gaps and priorities in the areas of scholarly networked learning and shared knowledge. Results show that the number of studies focusing on ResearchGate was more than double those dedicated to Academia.edu. While both sites have attracted attention in the library and information sciences as deployments for reputation building and alternative ranking systems, such as ResearchGate metrics, there is a dearth of research investigating practices and new modes of communication in the light of a networked participatory approach to scholarship. Most of the studies analysed focused on the general uptake or impact assessment of alternative metrics, while very few investigated individual and collective scholarly practices. This study points to the need for specific research on open and distributed learning achieved in ASNS according to a networked learning perspective.
Haberman Star Teacher Interview as a Predictor of Success in Urban Teacher Preparation
Author: Waddell, Jennifer H.
Date: 2018-03-12
Type: Journal Articles
Subjects: Urban Education,Teacher Education Programs,Student Attitudes,Interrater Reliability,Regression (Statistics),Scores,Prediction,Validity,Beliefs,Values,Teacher Effectiveness,Standards,Teacher Selection,Urban Universities,Reliability,Dropouts,Screening Tests,Web Sites,Factor Analysis,Academic Persistence,Interviews,Statistical Analysis

In urban schools, along with skills for effective teaching, successful teachers must also possess values and belief systems conducive to teaching effectively in diverse settings (Becker, Kennedy, &amp; Hundersmarck, 2003; Haberman, 2008; Metzgar &amp; Wu, 2008). As demonstrated in CAEP standard 3, there is a critical need for EPPs to admit candidates who have both the dispositions to be effective teachers in urban schools and the propensity for success within the preparation program. The Haberman Star Teacher Interview is a commercial teacher selection instrument designed for use in selecting teachers for urban schools. This study examines the validity of the instrument as a selection instrument for teacher preparation programs. The selection instrument was administered to 109 students before entry into an urban teacher preparation program at an urban university in the U.S. Midwest. Inter-rater agreement and principle components analysis provided evidence of reliability and structural validity of the multi-part Haberman scores. Logistic regression analyses supported the validity of using the Haberman scores to predict later program attrition, but not in the manner recommended by its developers. Within this paper, the authors recommend the cautious use of the instrument in urban teacher preparation. Application of scoring and program implications are discussed.
Evaluating the Tennessee Higher Education Commission&apos;s Report Card on the Value-Added Estimates of Teacher Preparation Programs
Author: Gulosino, Charisse
Date: 2018-03-12
Type: Journal Articles
Subjects: Value Added Models,Preservice Teacher Education,Teacher Education Programs,Program Evaluation,Public School Teachers,College Graduates,Beginning Teachers,State Policy,Scores,Achievement Gains,Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Accuracy,Reliability,Validity,Usability,Institutional Characteristics,Statistical Analysis,Teacher Effectiveness,Elementary Secondary Education

Evaluations of teacher preparation programs (TPPs) based in part on the performance of program completers have emerged as an education reform strategy in several states and have become central features of the Race to the Top (RTTT) grant competition. The objective of this policy review is to examine how the state of Tennessee measured and reported the extent to which teacher preparation programs (TPPs) explain the variation of the test score gains for public school students taught by program graduates. This review breaks down the findings by institution and certification pathway, comparing statistically significant outcomes at the state level produced by teachers from each TPP. An analysis of Tennessee's report card reveals considerable variation in the value-added estimates of beginning teachers, depending on the institution where they were trained. These results, however, should be interpreted with caution. This review offers several technical considerations associated with the interpretation of Tennessee's report card on the effectiveness of TPPs and explains how these considerations may affect the interpretation of the findings.
Uses of Extra-Legal Sources in &quot;Amicus Curiae&quot; Briefs Submitted in &quot;Fisher v. University of Texas at Austin&quot;
Author: Marin, Patricia
Date: 2018-03-19
Type: Journal Articles
Subjects: Court Litigation,Affirmative Action,Higher Education,College Admission,Constitutional Law,Advocacy,Information Sources,Research Utilization

As the political arena becomes increasingly polarized, the legal arena is playing a more important role in the creation of education policy in the United States. One critical stage in the legal process for such efforts is at briefing where &quot;amici curiae,&quot; or friends-of-the-court, may introduce additional arguments for the court to consider through the filing of &quot;amicus curiae&quot; briefs. To explore the use of extra-legal sources by &quot;amici,&quot; we focus on the 2013 U.S. Supreme Court case &quot;Fisher v. University of Texas at Austin&quot; and ask the questions: (1) What are the types, and relative use by &quot;amici,&quot; of extra-legal sources cited in the briefs submitted in &quot;Fisher I?&quot;; and (2) What is the relative use of extralegal sources cited in &quot;amicus&quot; briefs by supporting party and by category of &quot;amici?&quot; Our findings reveal the wide-range of extra-legal sources used in &quot;amicus&quot; briefs, and that the type of extra-legal sources incorporated may be associated with who the &quot;amici&quot; are and which party they support. Ultimately, we discuss potential reasons for the differences observed in the use of extra-legal sources and offer recommendations to more effectively engage in the policy briefing process.
Self-Efficacy of Teacher Candidates for Teaching First Reading and Writing
Author: Gündogmus, Hatice Degirmenci
Date: 2018-03-23
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Preservice Teachers,Reading Instruction,Writing Instruction,Elementary School Teachers,Gender Differences,Instructional Program Divisions,Student Surveys,Teacher Competencies

The purpose of this study is to determine by different variables the self-efficacy of a teacher candidate for teaching first reading and writing in their 3rd and 4th year in the department of primary school teaching. In line with the purpose of the study, the self-efficacy levels of teacher candidates for teaching first reading and writing were analyzed on the basis of gender and academic year. The screening model was used in the study. The study group is made up of 165 teacher candidates in their 3rd and 4th year in the department of primary school teaching. The &quot;Self-Efficacy Scale for Teaching First Reading and Writing&quot; developed by Delican (2016) was used as the data collection tool. Descriptive statistics and independent samples t-test were used for data analysis. It was found in the study that self-efficacy of teacher candidates for teaching first reading and writing is intermediate, the self-efficacy for teaching first reading and writing shows a statistically significant difference and female teacher candidates have higher self-efficacy for teaching first reading and writing than male teacher candidates; however the academic year does not have any significant effect on the self-efficacy for teaching first reading and writing. Based on the study, suggestions were made to ensure that teacher candidates teach first reading and writing effectively.
Mental Health and Inclusion Seen from the Children&apos;s and Teachers&apos; Perspectives: A Case Study in Spain
Author: Pérez-Parreño, Miriam
Date: 2018-03-23
Type: Journal Articles
Subjects: Foreign Countries,Mental Health,Inclusion,Case Studies,Elementary Schools,Semi Structured Interviews,Questionnaires,Attitude Measures,Mental Disorders,Psychopathology,Teacher Attitudes,Elementary School Teachers,Elementary School Students,Special Needs Students,Student Attitudes

Inclusive school requires the coexistence of what is perceived as normal and what is seen as pathologically different. Considering the growing pathologization of childhood, attempt is made to know the view of the students that do not have any diagnosed mental disorder on the ones that do have and the teachers' view on the inclusion of these children. A case study was conducted in a Spanish public primary school that has an inclusive pedagogical project. Semi-structured interviews and questionnaires were used to explore the participants' views on the inclusion of children with mental health disorders. The results show that the psychopathological disorders work as differentiating elements, although most of the children have shown an openly integrative and empathic attitude. The teachers pinpoint the difference in the children that have a diagnosis of mental disorder and fail to recognize or question the pathologization of the childhood, its consequences and the role of the school.
The Pre-Service Teachers&apos; Value Orientations
Author: Akin, Mehmet Ali
Date: 2018-03-23
Type: Journal Articles
Subjects: Preservice Teachers,Values,Gender Differences,Mixed Methods Research,Questionnaires,Foreign Countries,Semi Structured Interviews,Intellectual Disciplines

It is important to note that social scientists have recently concentrated on the issue of values. People's thoughts, decisions, behaviors etc. values that have an important place in the explanations constitute the subject of this research. The main purpose of the research is to analyze whether the value orientations of the pre-service teacher' differ according to gender and branch variables. In the context with this research, the value orientations of the pre-service teachers attending the Pedagogical Formation Training Certificate Program which was held at Mardin Artuklu University in 2015 to 2016 academic year were revealed according to gender and branch variables. A mixed-methods approach incorporating both quantitative and qualitative methods was implemented in this research. The quantitative data were collected through the Portrait Values Questionnaire with the 40 questions developed by Schwartz and Bilsky, and the qualitative data were obtained by the means of semi-structured interview technique. A significant difference occurred in favor of the female participants with regard to gender variable. The pre-service teachers' value orientations also differed significantly taking into account their subject area variables.
Meaning That Social Studies Teacher Candidates Give to Value Concept and Their Value Rankings
Author: Aysegül, Tural
Date: 2018-03-23
Type: Journal Articles
Subjects: Social Studies,Preservice Teachers,Foreign Countries,Values Education,Values,Qualitative Research,Content Analysis,Phenomenology

This work determines the role that value education plays in shaping people's personal and social life. This research aims to put forward meaning that social studies teacher candidates give to value concept and its value ranking. To achieve this aim, the opinions of 12 social studies teacher candidates were obtained. During the data collection period, phenomenology pattern, that is, one of the qualitative research methods was used, and the data were analyzed using content analysis. At the end of the research, it was understood that social studies teacher candidates give positive meaning to value concept and adopt national values.
Framing Teacher Education: Conceptions of Teaching, Teacher Education, and Justice in Chilean National Policies
Author: Fernández, M. Beatriz
Date: 2018-03-12
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Policy Analysis,Educational Policy,National Standards,Neoliberalism,Educational History,Social Stratification,Social Justice,Instruction,Educational Practices,Administrative Principles

Chile shows high inequity and socioeconomic stratification in both K-12 education and teacher preparation. Drawing on the notion of frames, this critical policy analysis examines how teaching, teacher education, and justice were conceptualized in Chile's teacher preparation policies between 2008-2015. It also analyzes the narrative stories implicit in these policy documents. Analysis of the documents shows that national policies emphasize a content knowledge for teaching and teacher education and conceptualize justice as an issue of access to quality teachers. These approaches to teaching, teacher education, and justice are similar to predominant discourses in countries like the US. However, Chilean national policies are promoted using a narrative of development instead of the narrative of decline or crisis usually used in developed countries. These findings contribute to the understanding of national teacher education policies and their connection to the process of policy borrowing. The paper shows both the particularities of frames and narratives used in teacher education policies in developing countries like Chile and their similarities to those in countries that implement neoliberal policies in teacher education.
Using Correction Codes to Enhance Understanding of 4-Parts Harmony
Author: Engür, Doruk
Date: 2018-03-23
Type: Journal Articles
Subjects: Music Education,Error Correction,Music,Feedback (Response),Instructional Effectiveness,Teaching Methods,Pretests Posttests,Preservice Teachers,Preservice Teacher Education,Qualitative Research,Statistical Analysis,Student Attitudes,Interviews,Foreign Countries

The effective ways of error correction in teaching musical harmony have been neglected. Making students realize their mistakes and have them think over them are assumed to be helpful in harmony teaching. In this sense, correction code technique is thought to be beneficial for students to realize their mistakes and solve them on their own. Forty eight volunteer participants took a harmonization test and the experimental group received written corrective feedback via correction codes whereas the control group was corrected traditionally. This study was conducted to evaluate the efficacy of correction code technique on enhancing their understanding of 4-parts harmony. The results showed that experimental group improved more than control group between pre-test and post-test, F (1, 46) = 4.719, p &lt; 0.035, ?2 = 0.051. Finally, students were asked open-ended questions allowing them express their feelings and reflect on the process. The data acquired from qualitative and quantitative parts of the study suggested that correction code technique was an effective way of error correction in 4-parts harmony.