ethanporcaro/eric-fulltext-meta huggingface dataset:
Professors&apos; Attitudes and Perceptions about Technology Use in the Classroom
Author: Loague, Averil
Date: 2018-08-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,College Faculty,Black Colleges,Teacher Attitudes,Technical Support,Telecommunications,Handheld Devices,Laptop Computers,Cooperative Learning,Integrated Learning Systems,Computer Software,Access to Computers,Help Seeking,Online Courses

Since the 1970's the implementation of technology into instruction in K-12 schools and higher education has been an uneven process of acceptance and use despite the fact that digital literacy and computer skills are now an accepted requirement for anyone to participate in today's society. This uneven flow of adoption moves along a continuum that can be described by the Technology Acceptance/Use Continuum (Loague, 2003). This study aims to provide information regarding faculty technology acceptance and use for instruction at a Historically Black College and University (HBCU). Preliminary data was collected from a questionnaire administered to 50 faculty members from two different colleges. Findings indicate an overall positive attitude toward using technology in instruction, and that the university and colleges do not provide enough tech support (both hardware and training). The types of technology being used most are the course management system, desktop applications, and presentation software. The data appears to indicate that the faculty as a whole is operating at the intermediate level or slightly below on the technology acceptance/use continuum.
An Examination of the Effect of the University of Michigan Cases on the Complexion of Higher Education
Author: Davenport, Elizabeth K.
Date: 2018-08-00
Type: Journal Articles
Subjects: Affirmative Action,Court Litigation,College Admission,Universities,Law Schools,Undergraduate Students,State Action,School Policy

Some of the nation's most prominent colleges and universities have abandoned their affirmativeaction-based admission policies and adopted race-neutral affirmative action as a result of twolawsuits against the University of Michigan, which threaten the availability of undergraduate andgraduate program access to applicants of color. In this article, an overview &quot;Grutter v. Bollinger&quot;and &quot;Gratz v. Bollinger&quot; is provided. Futhermore, the authors identify how &quot;Grutter v. Bollinger&quot; hasspecifically impacted other institutions.
Teacher and School Characteristics: Predictors of Student Achievement in Georgia Public Schools
Author: Mayer, Alisande F.
Date: 2016-07-00
Type: Journal Articles
Subjects: Public Schools,Predictor Variables,Teacher Characteristics,Institutional Characteristics,Elementary School Students,Grade 5,Reading Achievement,Mathematics Achievement,Educational Legislation,Federal Legislation,Teaching Experience,Educational Attainment,Class Size,Computer Uses in Education,Disadvantaged Schools,Elementary Secondary Education,Low Income Students,Teacher Effectiveness

Student achievement of fifth-grade students in 106 Georgia public schools in CRCT reading and mathematics was examined as a function of five characteristics of teachers and schools. The five independent variables used as predictors of CRCT scores were Title I status, teachers' education level, teachers' average years of experience, class size, and computer to student ratio. Designation as a Title I school was the strongest predictor of student achievement. When compared to non-Title I schools, Title I school status resulted in a higher percentage of students meeting CRCT standards in both reading and math and a lower percentage of students exceeding standards in both reading and mathematics. However, Title I school status also resulted in a higher percentage of students meeting standards on both the CRCT reading and mathematics. Class size seemed to have very little relationship to the overall achievement of fifth-grade students. Teacher quality revealed mixed, though generally positive results when correlated with student achievement. Even though Title I designation is indicative of positive outcomes for CRCT scores, these positive outcomes do not hold for every predictor.
Job Satisfaction in School Psychology Graduate Preparation: A Pilot Study
Author: Tysinger, P. Dawn
Date: 2013-00-00
Type: Journal Articles
Subjects: Job Satisfaction,School Psychology,Counselor Training,Graduate Students,College Faculty,Compensation (Remuneration),Counselor Role,Teacher Role,Teacher Persistence,Tenure

This pilot study investigated the status of job satisfaction among school psychology faculty with the hope of gaining insight in to factors that may encourage doctoral-level graduates to pursue jobs in academia. A second purpose of the study was to discover areas of improvement in job satisfaction to support current faculty members in continuing in their chosen careers. Finally, the study sought to establish the reliability of a job satisfaction instrument for use in larger-scale studies. A total of 94 school psychology faculty members in specialist-level and/or doctoral-level National Association of School Psychologists (NASP)-approved programs completed an author-designed survey. The 34-item survey was clustered into the following categories: Compensation, Role/Function, Personal Fulfillment, Colleagues, Graduate Candidates, and Administrative Support/Resources. At an item level, participants reported overall satisfaction with their jobs and satisfaction in most areas of their employment. Exploratory analyses revealed only a few significant differences in individual item satisfaction. Specifically, participants ranked as Full Professor reported significantly higher satisfaction with the tenure and research expectations than those participants who identified themselves as Assistant Professors. Additionally, participants indicated job satisfaction in four out of six categories. Cronbach's alpha for the overall instrument was 0.92 with the current sample.
Hopscotch Building: A Model for the Generation of Qualitative Research Designs
Author: Abellán, Iván M. Jorrín
Date: 2016-07-31
Type: Journal Articles
Subjects: Research Design,Models,Researchers,Qualitative Research,Novices,Teaching Methods

In this article we describe the process followed in the creation of the &quot;Hopscotch Model,&quot; a tool to help novice researchers thoroughly design qualitative research studies while learning the philosophical underpinnings of this particular form of research. The model helps to incorporate the theoretical background behind any qualitative study, as well as the intrinsic complexity of the multiple technical procedures that could be followed within the many different traditions in the field. Hopscotch is supported by an easy to use web-tool that drives potential users through the design of qualitative studies. In this article we describe the phases followed to generate the conceptual model and the web-tool. We conceived the Hopscotch model as a &quot;boundary object,&quot; plastic-enough to adapt to local needs and constraints of the stakeholders using it, yet robust enough to maintain a common identity across different communities, frameworks and possible scenarios in which it could be employed. Therefore, the proposed model is not intended to be complete nor prescriptive, but a flexible tool that can evolve and be completed by anyone. Even though a formal evaluation of the model and web-tool has not been conducted, in this work we present usage data supporting the usefulness of our proposal.
The Effects of Inquiry Project-Based Learning on Student Reading Motivation and Student Perceptions of Inquiry Learning Processes
Author: Johnson, Sarah A.
Date: 2016-07-31
Type: Journal Articles
Subjects: Active Learning,Student Projects,Reading Motivation,Inquiry,Student Attitudes,Learning Processes,Reading Attitudes,Comparative Analysis,Pretests Posttests,Control Groups,Experimental Groups,Correlation,Critical Thinking,Thinking Skills,Middle School Students,Grade 6,Grade 7,Grade 8

Inquiry-based learning approaches have been promoted as an instructional method for students at all levels. An inquiry approach requires students to discover or construct knowledge through relevant activities and personal investigations. Due to the student driven nature of inquiry learning, it is reasonable to believe that students will become more motivated to read and to engage in critical thinking after participating in the inquiry approach. This quantitative study observes the effects of inquiry project based learning (PBL) on reading motivation and students' perceptions of higher order thinking processes in a middle school language arts classroom. By comparing inquiry project based learning to fully guided instruction using an experimental study design, it was hypothesized that reading motivation and perceptions of inquiry thinking processes would increase after eight weeks of implementing the inquiry PBL model. The control and treatment group's reading motivation was compared using pre-tests and post-tests of the Motivation for Reading Questionnaire (MRQ) (Wigfield and Guthrie 1997), and student perception of the type of learning and the learning processes they have experienced in the class was measured with an instrument created by Spronken-Smith, Walker, Batchelor, O'Steen, &amp; Angelo (2012). An Analysis of Covariance (ANCOVA) was run to determine any change in groups after the treatment, and Pearson Correlations were run to examine relationships between motivation constructs and perceptions of learning processes. There was no indication that inquiry PBL had any significant effects on the treatment group in terms of reading motivation or perceptions of critical thinking.
What Is the Impact of Stress-Coping Skills on Levels of Motivation in Adolescents?
Author: Hudson, Tanya M.
Date: 2015-06-00
Type: Journal Articles
Subjects: Test Anxiety,Coping,Adolescents,Stress Variables,Student Attitudes,Student Motivation,Stress Management,Grade 10,High School Students

Stress-coping strategies are identified by researchers as conditions used suitable to a situation when adolescents have a change in their environment or a stressor that they cannot control. The purpose of this manuscript is to explore the impact of stress-coping strategies on perceived levels of intrinsic motivation. According to the research, stress results from an imbalance between the requirements of the environment and one's ability to cope with it (Aldwin, 2007). The inquiry was conducted in a high school of convenience where the researcher had access to the students available to participate in quantitative research design. Research has shown that adolescents often benefit when they can combine one or more coping strategies to address the stressor. Since strategies have benefits and costs associated with them, it is necessary to identify the long lasting stressors adolescents face in order to find a response related to or based on the context of the stressor. The descriptive analysis of the pre-survey and post-survey, implementation of strategies was analyzed to determine the impact stress-coping strategies have on perceived stress levels of intrinsic motivation. A ChiSquare Goodness of Fit was used to indicate the distribution of responses along with the percentage of agreement between respondents on the whole item. The pre-survey and post-survey design was performed to determine a correlation between perceived levels of and motivation. The data from the quantitative design was reviewed to determine a relationship using a Pearson correlation and t-test. Results, strengths of the study and limitations are discussed.
The Continuing Professional Development of School Psychologists in Georgia: A Comparison to National Practices and Preferences
Author: Tysinger, P. Dawn
Date: 2015-06-00
Type: Journal Articles
Subjects: School Psychologists,Professional Development,Professional Continuing Education,Preferences,Satisfaction,School Psychology,Credentials,Certification,Continuing Education Units,Costs

The current study investigated Georgia school psychologists' continuing professional development (CPD) practices and preferences for comparison to a national study of school psychology professional development by Armistead, Castillo, Curtis, Chappel, and Cunningham (2013). Utilizing the same instrument as Armistead et al., a survey was emailed to 442 members of the Georgia Association of School Psychologists (GASP). Ninety-five surveys were completed at a 21.5% response rate. Both Georgia school psychologists and national school psychologists reported receiving a median of approximately 40 hours of professional development in the previous year. Georgia school psychologists differed from the national sample with a higher percentage expressing satisfaction with the amount of professional development provided by their state professional association, with lower personal costs associated with CPD, and with greater participation in online professional development opportunities.
The Imperative of the School Choice Option of NCLB: In Whose Interest?
Author: Jones, Teri
Date: 2015-06-00
Type: Journal Articles
Subjects: School Choice,Educational Legislation,Federal Legislation,Charter Schools,Public Schools,Urban Schools,Equal Education,School Restructuring,Enrollment,Barriers,Institutional Autonomy,Program Proposals

Since No Child Left Behind (NCLB) became law, educators have faced challenges trying to protect the common good of a public education while, at the same time, developing and/or reviewing proposals to provide for the school choice option of NCLB. In the debate over market-driven education versus traditional public education, many times, the ideologies behind each approach come into direct conflict. Educators and legislators need to be able to identify when privileged interests are at the core of reforms or if the education of each student is the primary interest being served. This project provides a real life portrait of the performance of a charter school and a traditional school situated in the sprawling metro Atlanta area. Additionally, the denial of two charter petitions was evaluated. The denials revealed educators who could recognize charter petitions that, as a result of class privilege, might compromise the educational choice of less privileged students. Furthermore, the review of these denials could inform educators of the red flags that might arise from conflicting interests. The study indicates that only by placing students first in the debate between charter schools versus traditional public schools can there be assurance that public educational goals are equitably met among the two.
Exploring Students&apos; Perceptions of the Connection between Personal Effort and Academic Performance
Author: Mannahan, Kimberly Kinsey
Date: 2015-12-00
Type: Journal Articles
Subjects: Student Attitudes,Academic Achievement,Student Behavior,College Students,Grades (Scholastic),Prediction,Student Motivation,Attendance,Attention,Reading Assignments

The goal of this study was to explore the relationship between students' perceptions of the link between personal effort and academic performance to promote effective pedagogy, contributing to the potential for increased retention/progression/graduation rates. Based on Treisman's (2013) assertion that students do not connect hard work with success, the researchers hypothesized that students would fail to connect the level of effort (as measured by motivation, effort, attendance, attention/engagement, and reading the textbook) they invested in a course with performance in the course (as measured by expected course grade). A mixed-methods survey containing both quantitative and qualitative measures of effort was administered before and after the first graded course assignment in each class. Results supported our hypotheses, but not exactly as expected. Students connected hard work with success in the first administration of the survey; however, the link between personal effort and academic performance disappeared in the second administration of the survey. Qualitative findings were explored to further illuminate students' phenomenological experiences in the classroom.
Exploration of Classroom Seating Arrangement and Student Behavior in a Second Grade Classroom
Author: Simmons, Kate
Date: 2015-06-00
Type: Journal Articles
Subjects: Student Behavior,Grade 2,Elementary School Students,Check Lists,Behavior Problems,Classroom Design,Educational Environment,Furniture

The purpose of this study was to determine if a specific classroom seating arrangement can contribute to students being on or off-task while completing independent work within the general education setting of an inclusive second grade class. In this study, three classroom seating arrangements were compared in a second grade classroom. These seating arrangements were cluster seating, horseshoe seating, and row seating. There were specific targeted off-task behaviors that were to be observed: inappropriate talking, students out of their seats without permission, students not following directions, and students not starting independent work promptly. Data were collected using three methods: observation/ anecdotal record, teacher behavior checklist, and a behavior tally sheet. Data revealed the number of students who displayed off-task behaviors as well as the specific amount of times these behaviors happened during each seating arrangement. It was determined that row seating had the fewest off-task behaviors for this particular second grade class was row seating. It was also determined that inappropriate talking was the most frequent occurring off-task behavior and not following directions was the least off-task behavior observed. For this particular classroom, row seating was the best classroom arrangement. Implications of differing seating arrangements will be discussed.
Teacher Perceptions of the Common Core Performance Standards
Author: Cochrane, Sandra
Date: 2015-06-00
Type: Journal Articles
Subjects: Common Core State Standards,Teacher Attitudes,Teacher Morale,High Stakes Tests,College Readiness,Career Readiness,Educational Improvement,Teacher Characteristics,Educational Legislation,Federal Legislation,Faculty Workload,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,High Schools

The Common Core State Standards were implemented in the state of Georgia in the 2012/2013 school year replacing NCLB. Previous studies indicated that teachers and administrators viewed NCLB negatively, and the purpose of this study was to gauge teachers' perceptions of the new standards after they had been in effect for one and a half years. Findings revealed that while teachers did see some improvements with CCGPS, such as preparing students for college and/or a job and increasing creative and critical thinking skills, they did not feel that CCGPS would improve student achievement or raise standardized test scores. Teacher morale was also not improved by the new standards, primarily due to the increased workload, and negative opinions of standardized testing remained firmly in place. Teachers indicated that while they did see some advances with CCGPS, they did not feel that it represented a significant improvement over NCLB.
Perceptions of Preservice Teachers&apos; E-Portfolios for Hiring Decisions
Author: Zhou, Molly
Date: 2015-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Electronic Publishing,Portfolios (Background Materials),Portfolio Assessment,Decision Making,Teacher Selection,Job Search Methods,Employment Potential,Job Skills,Selection Criteria,Principals

Preservice teachers often build E-portfolios of their work prior to graduation, but their use beyond the college classroom is not clear. To identify if E-portfolios are used during the teacher hiring process, 170 administrators from 84 (K-12) schools in eight North Georgia districts were surveyed regarding their use of E-portfolio materials. Based on the mixed methods used, E-portfolios were not strongly favored for use in decision-making. To increase their usefulness, preservice teachers should actively provide access to artifacts valued by potential employers including certification documents and classroom management plans. In addition, prospective teachers should also provide evidence of work with Individualized Educational Plan (IEP) students, their ability to work with families, and their ability to use technology in the classroom.
Analyzing Mathematics and AP Statistics Assessment Items in Terms of the Levels of Thinking Skills They Assess
Author: Chitsonga, Shadreck S.
Date: 2015-12-00
Type: Journal Articles
Subjects: Taxonomy,Mathematics Tests,Advanced Placement,Statistics,Thinking Skills,Test Items,Mathematics Teachers,Guidelines,Recall (Psychology),Teaching Methods,Mathematics Instruction,Case Studies,Secondary School Teachers,High School Students

This study is a part of a large study that investigated the Assessment Practices of Mathematics Teachers who also teach AP Statistics. In this paper I investigate the thinking skills that assessment items used mathematics and AP Statistics classroom assess. Two teachers who were teaching mathematics and AP Statistics participated in this study. Each teacher was observed 12 times in class. Artifacts were also collected from each teacher, mainly oral questions and written questions. A mathematics taxonomy framework was used to analyze the characteristics of the assessment items. The results of the study indicated that assessment questions (oral and written) in AP Statistics and mathematics mostly assessed recall of factual information, comprehension of factual information and routine use of procedures.
Gang Risk Factors and Academic Readiness in a Southern Middle School
Author: Martinez, James
Date: 2014-12-00
Type: Journal Articles
Subjects: Middle School Students,Juvenile Gangs,Grade 8,Suburban Schools,Student Characteristics,Readiness,Ethnicity,Racial Differences,At Risk Students,Prevention,Intervention,Low Achievement,Student School Relationship,Hispanic Americans,Grade 7,Neighborhoods,Family Influence,Grade Point Average,African American Students

The current Georgia study examines middle-school-aged gang and non-gang members regarding the risk factors of gang membership and potential effects of these risk factors on academic achievement. Participants, 406 eighth grade students from a suburban middle-school, completed a 42-item survey assessing an array of demographic and risk factor variables. In addition, students provided self-report information regarding their success on national standardized testing used to measure academics readiness. Of the 28 variables analyzed, lower academic readiness was associated with ethnicity and/or gang membership. Findings are discussed in light of the complexity of the gang issue and the importance of recognizing the specificity associated with demographic predictors. Researchers are encouraged to continue exploring gang involvement in a variety of settings investigating differences in locality, school structure, and race/ethnicity. Teachers, parents, school administrators, and other key stakeholders may examine the aforementioned differences to collaboratively develop and share prevention and intervention successes and failures to enhance academic readiness and reduce gang involvement among youth.