ethanporcaro/eric-fulltext-meta huggingface dataset:
A Comparison of Practitioners&apos; Perceptions about Professional Identity at Higher Secondary Level
Author: Tabassum, Farkhanda
Date: 2017-12-00
Type: Journal Articles
Subjects: Comparative Analysis,Professional Identity,College Faculty,Faculty Development,Foreign Countries,Teacher Attitudes,Teacher Role,Public Colleges,Private Colleges

The study was conducted to compare practitioners' perception about professional identity at higher secondary level. The purpose of the study was to equate practitioners' perception about three components of professional identity (1) Who am I? (2) What is my role? (3) How I should be? The population of the study comprised male and female practitioners teaching at higher secondary level. Data was collected from 633 public and private sector college practitioners through disproportionate stratified sampling technique. Major findings of study were that there was no significant difference in professional identity of public and private sector practitioners; however, private sector college practitioners were found more concerned about improving themselves. It was concluded that the teachers from both sectors had same views about their description as a teachers and their role as a teacher but teachers of private sector were more concerned about how they should be. It was suggested that practitioners at higher secondary may be provided training for enhancing professional identity through collaboration with universities and international donor agencies which are interested to raise the quality of education in Pakistan. It can be made mandatory to promote the college teachers to next grade within training courses and professional development programs.
Special Education and Enlightened Reform
Author: Neuville, Thomas
Date: 2017-00-00
Type: Journal Articles
Subjects: Special Education,Educational Change,Intervention,Value Judgment,Stereotypes,Social Attitudes,Cultural Influences,Institutionalized Persons,Therapy,Punishment,Student Evaluation,Student Characteristics,Individual Needs,Student Empowerment,Equal Education,Educational Methods,Disabilities

The author of this opinion piece provides what he believes to be a definition of the present special education system at it's worst. Special education is described as a team of professionals gathered to plan for the individual. They assess, interpret, break down deficiencies into categories and divide those deficiencies to distribute among a variety of therapies and programs. The process has many names: Individualized Education Plan, Individualized Program Plan, or Personal Future Plan. The name changes, the process evolves, but the unconsciousness remains. The author states that the result, even if unintentional, is to break a whole child into perceived parts and cause the child to become known as those labeled imperfect fragments. The effect on the professional as an acquired assignment, is discussed which is often seen to be unsolvable and as a result harmful to both the professional and the student.
Changes in Students&apos; Beliefs: A Case of Mathematics
Author: Zafar Iqbal, Muhammad
Date: 2017-12-00
Type: Journal Articles
Subjects: Student Attitudes,Attitude Change,Grade 8,Mathematics,Team Teaching,Intervention,Foreign Countries,Difficulty Level,Student Interests,Relevance (Education),Mathematical Concepts,Mathematical Formulas,Problem Solving

Investigation of change in 8th grade students' beliefs about mathematics in Punjab through the intervention of collaborative teaching (CT) was the main purpose of the study. Semi-structured interviews were conducted at the start, middle, and end of intervention. The researchers developed an interview protocol and validated it through expert opinion and piloting. The data were analyzed using descriptive coding, percentages and line graph. A clear positive shift was found in the beliefs of students occurred about mathematics in collaborative settings of teaching.
Development and Empirical Evaluation of Indecisiveness Scale for Adolescent Students
Author: Nawaz, Sehrish
Date: 2017-08-00
Type: Journal Articles
Subjects: Foreign Countries,Test Construction,Test Items,Test Validity,Test Reliability,Psychometrics,Student Characteristics,Decision Making,College Students

This study was conducted to develop a valid and reliable indigenous self-report measure of indecisiveness and its empirical evaluation. Sample was consisted of 300 students. The items were constructed on the bases of previous literature and information received by focus groups. The whole Item pool of Indecisiveness Scale was subjected to principal component analyses and two factors were extracted including trait indecisiveness and state indecisiveness. The item total correlation for the items of both factors state Indecisiveness and trait indecisiveness ranged from 0.50 to 0.72 (p &lt; 0.001). Reliability analyses proved that over Indecisiveness Scale and both its subscales have excellent alpha reliability. In order to test the construct validity, Indecisiveness Scale and its subscales were correlated with indecisiveness scale by Germeijes and De Boeck (2002).
Pre-Service Differently: Supporting Teacher Candidate Efficacy with Mentorship and Coaching
Author: Everett, Ingrid T.
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mentors,Coaching (Performance),Preservice Teacher Education,Partnerships in Education,Cooperating Teachers,Higher Education,Grants

Teachers leave the profession for reasons including lack of teacher preparation and inadequate mentorship. To better support candidates in the final stages of teacher preparation, a Pennsylvania state university partnership led a process to implement supports to enhance the mentoring process during teacher candidate's final field experience. This article describes the foundational facets of the Pre-Service Differently grant and its development and implementation in order to provide a framework which others can replicate.
Future Trends in Professional Education in the Middle Class Society of Karachi
Author: Siddiqua, Naila
Date: 2017-08-00
Type: Journal Articles
Subjects: Foreign Countries,Middle Class,Professional Education,Parents,Career Choice,Parent Attitudes,Career Counseling,Secondary Education,Expenditures,Salaries,Parent Role,Role Models,Income,Labor Market,Careers,College Students

The study was carried out to explore the trends in professional education in the middle class society of Karachi. The present study not only reviews the indicators of a middle class society of Karachi but also explores the interest and aptitude of parents belonging to this social class regarding the selection of professional education for future endeavors of their child. The data was collected from parents through a questionnaire to discover their views about trends, factors affecting the decision of career choice and the awareness about different programs of professional studies. The stratified random sampling technique was used to identify sample and proportional allocation method for sample size. Three hundred and fifteen (315) parents participated in the study. The study explored that Accountancy, Medicine and Engineering are more demanding these days whereas Teaching and Humanities are less demanding. A majority of parents preferred to choose Medicine or Engineering and their children were also aiming for the same profession. The study strongly recommended the appointment of qualified career counselor in secondary schools and those serious measures be taken by the government to make sure of provision of opportunities for the students preparing to join professional learning institutes.
Growing through Field-Based Experiences
Author: Creasy, Kim
Date: 2015-00-00
Type: Journal Articles
Subjects: Field Experience Programs,Teacher Education Programs,Preservice Teacher Education,Preservice Teachers,Theory Practice Relationship,Teacher Collaboration,Faculty Development,Educational Resources

This paper discusses the importance of field-based experiences in the preparation of teacher candidates. The author cites the research and experienced opinions of experts in the field of teacher preparation. Included in this discussion of the importance of field-based experiences is the ability of teacher candidates to link theory to practice, understand the importance of collaboration, participate in continued professional development, and utilization of resources.
Testing the Factorial Equivalence of the Collegiate Learning Assessment Performation Task Diagnostic Instrument across Lower Class and Upper Class Predominantly Black College Students
Author: Mongkuo, Maurice Y.
Date: 2017-00-00
Type: Journal Articles
Subjects: Diagnostic Tests,Measures (Individuals),Disadvantaged,Social Class,Advantaged,African American Students,College Students,Academic Achievement,College Outcomes Assessment,Critical Thinking,Thinking Skills,Problem Solving,Testing

Objective: This study was aimed at determining the external validity of the psychometric properties of a two-factor Collegiate Learning Assessment Performance Task Diagnostic Instrument (CLAPTDI) for use in assessing learning skills among predominantly black college students. The construct validity of the two factors CLAPTDI had been established in a previous study exploratory and confirmatory factor analyses. Establishing the external validity involved conducting a multi-group test of the measurement instrument's factorial scores equivalence across panels of lower class and upper class students from a predominantly black college. Method: The study relied on a strict test of equivalence categorization by focusing on tests for invariance across the two groups with respect to factor loadings, intercepts, and error factor loadings by estimating the difference in chi-square goodness-of-fit statistic and comparative fit index (CFI). Sets of measurement and structural parameters were put to the test in a logically ordered and increasingly restrictive manner. Results: The analyses found that the CLAPTDI scale's factorial measurement structure was invariant across lower class and upper class PBC students. Conclusion: The collegiate learning assessment performance task diagnostic instrument with two latent factors and five observed variables is a valid measurement scale for assessing the level of analytic reasoning and problem solving learning among predominantly black college students. Contribution/ Originality: The study is one of very few studies which have investigated the external validity of the psychometric properties of a two-factor Collegiate Learning Assessment Performance Task Diagnostic Instrument (CLAPTDI) for use in assessing learning skills among predominantly black college students.
E-Learning: Students&apos; Perspectives about Asynchronous and Synchronous Resources at Higher Education Level
Author: Malik, Misbah
Date: 2017-08-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Technology,Student Attitudes,College Students,Asynchronous Communication,Synchronous Communication,Access to Computers,Gender Differences,Instructional Effectiveness,Intellectual Disciplines,Foreign Countries

The substantive purpose of this study was to identify the students' preferences to use asynchronous and synchronous e-learning resources. Asynchronous means that there is no set time for the learning to be occurring. Learners can learn anywhere and can consume their time to gain knowledge of what they want to know and when they need to know. Synchronous e-learning is related to structure and time bounded activities, which are offered through web conferencing and chatting options. E-learning resources give option to do one, or both. Population of the study comprised all the students of two public universities situated in Lahore. Subjects of the study comprised purposively selected 128 Male and 158 Female students. Data were collected only from those students who were having experience of synchronous along with asynchronous e-learning activities. A self-developed instrument was used to collect data. To validate the instrument a pilot study was done, which showed statistically significant reliability index (Cronbach Alpha) = 0.83. SPSS was used for data analysis. Independent sample t-test was used to find out difference in male and female students' opinions. Descriptive statistics were used to present students' responses related to different aspects of e-learning. Findings revealed statistically significant difference in students' responses regarding effectiveness of synchronous and asynchronous e-learning activities. Male students preferred synchronous as well as asynchronous e-learning activities more than female students at higher education level. Students' were found to have greater interest in synchronous activities when they had credit in terms of marks.
The Patriotism of Dissent Civic Education for a Disposition of Critical Allegiance
Author: Osborn, Daniel
Date: 2014-00-00
Type: Journal Articles
Subjects: Patriotism,Dissent,Activism,Civics,Citizenship Education,Citizen Participation,Student Participation,Nationalism,Political Attitudes,United States History,Democracy,Group Unity

There are perennial debates in civic education regarding the definition, rights and responsibilities of citizenship while failing to address the issue of civic dispositions. Underpinning the discourse is a consensus that a democracy can only function when citizens are knowledgeable of and adept at exercising their rights (Weissberg, 2001). Yet the aptitudes and dispositions required of citizens in order to be active participants in civic life presents another dilemma for educators implementing a civic education regimen meant to stimulate sustained student interest in politics and society. By binding acts of dissent to a patriotic outlook, patriotism is defined according to more nuanced criteria and transcends national apologetics, triumphalism, and conflation between obedience and allegiance. By casting dissent as a manifestation of a patriotic framework, citizens can conduct their civic affairs unencumbered by political passivity, indiscriminate veneration for country, and a superficial sense of national infallibility. As such dissent is not abnegation, indignant nonconformity, uncouth activism or dangerous subversion. Civic education should be constructed around imbuing the classroom with an awareness of what the American ethos entails, how the country has struggled to achieve its social and political aims, and how dissent is a form of sociopolitical diagnostics to ensure the country acts in accordance to this foundational set of principles.
The Rwandan Secondary School Competence-Based Curriculum: Knowledge, Skills and Attitudes to Incorporate in the University of Rwanda-College of Education Programs to Align Them with the Current Curriculum
Author: Tabaro, Cyprien
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Students,Competency Based Education,Foreign Countries,Schools of Education,Universities,Governing Boards,Educational Change,Alignment (Education),Knowledge Level,Curriculum Design,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Course Descriptions,Communicative Competence (Languages)

Since its insertion in 1998, Kigali Institute of Education, currently known as College of Education under the University of Rwanda, henceforth &quot;The University of Rwanda-College of Education (UR-CE)?, it`s first mission has been training and producing teachers for secondary schools in Rwanda. To a certain extent, bearing in mind that Rwanda Education Board (REB), an institution in charge of education in Rwanda from kindergarten to secondary education, in designing its programmes, UR-CE curricula from Rwanda Education Board (REB) were taken into account. Recently, REB has introduced a new Competence-Based Curriculum (CBC) replacing the knowledge-based one that has been in practice for many years. Hence, the UR-CE is also obliged to revise its programmes and align them with the new CBC designed for secondary schools so that the UR-CE graduates are equipped with required knowledge and practical skills to cope with the demands of the newly introduced secondary school competence-based curriculum. Relying on existing documentation supported with our observations and critical analysis, this analytical paper attempts to highlight some of the knowledge, skills and attitudes deemed important to be incorporated in new UR-CE revised programmes in a way to align them with the secondary school Competence-based curriculum designed by REB. It also seeks to point out some of the challenges that might be associated with the teaching of such suggested knowledge, skills and attitudes; and provide measures to mitigate such challenges
Perspectives of Public School Head Teachers about a Foreign Funded Capacity Development Program in Northern Pakistan
Author: Khan, Asif
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Capacity Building,Financial Support,Intervention,Public Schools,Principals,Administrator Attitudes,Training,Program Effectiveness,Educational Quality,Professional Development,Elementary Secondary Education,Skill Development

Very limited research focusing on the implementation processes of foreign funded educational interventions has emerged from Pakistan. Therefore, the present study examined a foreign funded capacity development program of government head teachers in Pakistan. While integrating the perspectives of head teachers and project staff, the study exclusively focused on five factors: the role of implementing agencies; the training need assessment processes; the knowledge level of resource personnel; and the content of training. The study noted that due to the weak institutional capacities of the implementing agencies and the absence of monitoring and evaluation on behalf of the donor agency, the productivity of the intervention was questionable. Trainees were explicit while expressing their reservations about the quality and standard of this project. Although the program was initiated to enable the head teachers to bring changes in the teaching and learning processes of their schools, the content, teaching methodologies, and knowledge level of resource persons were not instrumental in developing these competencies. It seemed that the program was initiated without proper planning and designing. This study recommends that both the aid agencies and recipient countries need to explore new actors and entities in order to make such interventions productive. Additionally, a comprehensive professional development program focusing on the instructional dimension of school leadership needs to be introduced through the application of intensive empirical research.
A Study of Narrative Teaching in Pakistani Universities in the Backdrop of Critical Pedagogy
Author: Akbar Khan, Muhammad
Date: 2017-04-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Higher Education,Critical Thinking,Reflection,College Students,College Faculty,Lecture Method,Teacher Role,Student Role

This paper highlights one of the key pitfalls of Pakistani educational system i.e. the pedagogical process based on narrative teaching that makes learners incapable of thinking critically which ultimately converts them into memorizing machines. In the backdrop of critical pedagogy as presented by Freire (2005), the pedagogical process prevalent in some of the selected Pakistani universities has been analyzed critically. Based on these theoretical underpinnings, the researchers observed some class-rooms of the selected universities. They found that the pedagogical process in Pakistan lacks the enhancement of the critical thinking and self-reflection among students along with their teachers who seem to ignore such elements in their pedagogical process. Thus, education can only serve its basic purpose of humanization by developing critical consciousness of learners; otherwise, it will merely keep on producing passive robots.
Effects of In-Service Training Opportunities on Sense of Achievement of Employees of Public Sector Universities of Punjab, Pakistan
Author: Nudrat, Saira
Date: 2017-04-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Public Colleges,College Faculty,Faculty Development,Foreign Countries,Program Effectiveness,Teacher Attitudes,Achievement,Gender Differences

The research was designed to assess the effect of In-service training on development of sense of achievement among employees serving in the universities of Punjab. Analysis in the study was carried out with employees' gender and their work experience. Purpose behind this extended focus was to have an idea about training as key motivator. All faculty members in public sector universities of the Punjab were considered as population of the study. A sample of 200 faculty members was selected through convenient sampling technique and data was collected with the help of a questionnaire based on two major sections (training &amp; sense of achievement). Professional training of faculty in this study was taken as an independent variable while sense of achievement was as dependent variable. The scale found reliable with reference to both sections at 0.95 and 0.91 respectively at Cronbach Alpha. The data proved that training has significant effect on sense of achievement of employees. Finally the study reflected interesting results that males were more satisfied with opportunities of training provided while amazingly female faculty was having high sense of achievement.
Principals&apos; Leadership Styles and Teachers&apos; Job Satisfaction: A Correlation Study at Secondary Level
Author: Ch, Abid Hussain
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Leadership Styles,Job Satisfaction,Teacher Attitudes,Secondary Schools,Teaching Conditions,Democracy,Cooperation,Correlation,Participative Decision Making

The core purpose of the research was to explore the relationship between leadership styles of the principals' and teachers' job satisfaction. A sample of two hundred teachers (100 male and 100 female) was selected randomly from Public Secondary Schools of Lahore. A Questionnaire was developed to collect the data from the research respondents. The questionnaire was consisted of three sections. The first part of the questionnaire was consisted of demographic variables. The second part was related to the ten statements of principals' leadership styles (Autocratic and Democratic) and last part contained the fifteen statements regarding the job satisfaction of teachers. The researchers visited the secondary schools and took permission from principals for data collection from teachers. Mean, SD, Pearson product moment for correlation and independent sample t-test were applied to analyze the data. The major findings of the study indicated that mostly principals decide the operational objectives and standards of the school by themselves. It is also revealed from the study that most of principals use democratic leadership style because they take suggestions from teachers, cooperate and support with them in any matter. Findings of the study also proved that there is a significant relationship between democratic leadership style and job satisfaction of teachers. The school principals should enhance the participation of faculty in decision making.