ethanporcaro/eric-fulltext-meta huggingface dataset:
The Possible Impact of Problem-Solving Method of Instruction on Exceptional Students' Creativity
Author: Fard, Adnan Eshrati
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Mild Mental Retardation,Creativity,Teaching Methods,Problem Solving,Pretests Posttests,Predictor Variables,Scores,Junior High School Students,Males,Statistical Distributions,Statistical Analysis

The current study aimed at investigating the possible impact of the problem-solving method of instruction on the exceptional students' creativity. A sample of 50 male exceptional (Mild intellectual disability) students studying in the third grade of junior high school was chosen and divided into two equal groups. Both groups filled out the Torrance Test of Creative Thinking (TTCT) in pre- and post-test stages. They also completed the Raven Standard Progressive Matrices (RSPM) as a covariate variable. The results of covariance analysis revealed that the mean value for creativity score was higher for the students provided with the problem-solving method of instruction than that of their counterparts provided with the traditional method of instruction while the effect of intelligence was controlled. The scores obtained for the factors including fluency, flexibility, originality, and elaboration also increased through problem-solving method of instruction.
Development and Validation of Assessing Quality Teaching Rubrics
Author: Chen, Weiyun
Date: 2014-07-00
Type: Journal Articles
Subjects: Scoring Rubrics,Teacher Evaluation,Teacher Effectiveness,Test Construction,Test Validity,Psychometrics,Physical Education Teachers,Elementary School Teachers,Multivariate Analysis,Factor Analysis,Test Reliability,Construct Validity

Purpose: This study aimed at examining the psychometric properties of the Assessing Quality Teaching Rubric (AQTR) that was designed to assess in-service teachers' quality levels of teaching practices in daily lessons. Methods: 45 physical education lessons taught by nine physical education teachers to students in grades K-5 were videotaped. They were all Caucasians (5 females and 4 males) with their teaching experience ranging from 6 years to over 20 years. Four investigators coded the taped lessons using AQTR assessment sheet. Results: The total scale and the four sub-scales of the AQTR had satisfactory Cronbach's alpha coefficients. The results of t-test and the MANOVA revealed that the AQTR was a valid instrument to differentiate quality levels of the Overall Quality Teaching, Task Design, Task Presentation, Management, and Instructional Response among each teacher, and between the above-average and the below-average groups. The confirmatory factor analysis further confirmed the establishment of the construct validity of the AQTR. Conclusions: The AQTR was a reliable and valid measure that can be used to assess in-service teachers' quality levels of teaching practices.
A Comparative Analysis of User Preferences for for Major Internet Based Education Media in China
Author: Wan, Chunyang
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Internet,Web Based Instruction,Questionnaires,Multivariate Analysis,Predictor Variables,Online Courses,Large Group Instruction,College Students,Foreign Students,Educational Media

Internet based education media are developing at an amazing rate and being seen as an upstart that will likely take the place of traditional education means worldwide in the future. This paper presents the results of a comparative analysis on user preferences for four major categories of internet-based media used in China. In this paper, we first sort the current pervasive media into four different types and summarize their different characteristics, then we classify the users by two-step clustering analysis, based on which we finally figure out the preference of each user cluster and identify the major influencing factors.
&quot;Conducting Is Everywhere!&quot; A Case Study of the Development of Preservice Music Teacher Occupational Identity in a Beginning Conducting Course
Author: Johnson, Erik
Date: 2014-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Music,Music Education,Music Teachers,Musicians,Music Activities,Leadership,Professional Identity,Qualitative Research,Case Studies,Socialization,Communities of Practice,Expertise,Teacher Education,Musical Instruments,Undergraduate Study,Observation

Research on pre-service music teacher occupational identity often highlights two competing identities: performer and teacher (L'Roy, 1983; Roberts, 1991; Pellegrino, 2009). Of the many factors that contribute to the occupational identity of the pre-service music teacher (Woodford, 2002), conducting has the potential to integrate performer and teacher identities. Previous research indicates that high school and college ensemble conductors have an influence on the occupational identity of the pre-service music teacher (L'Roy, 1983; Bauer &amp; Berg, 2001; Isbell, 2008), yet little is known about how socialization to the norms of a conducting community influences the development of pre-service music teacher occupational identity. The present investigation used qualitative case study methodology (Stake, 1995) to describe the status of pre-service music teacher occupational identity at one institution during a first-semester beginning conducting course. Using a community of practice framework (Wenger, 1998), I examined the following questions: (1) how does conducting instruction influence the development of pre-service music teacher occupational identity; (2) how does a student's perceived trajectory relate to their approach to conducting instruction; (3) how does a student's previous and current socialization impact the awareness and participation in a conducting community of practice? Data analysis suggested four primary themes: (a) conducting as teaching; (b) conducting as performing; (c) participants learn by watching others conduct; (d) participants seek to assume the role of the expert. Findings suggest that a pre-service music teacher's occupational identity is affected by their perceived trajectory (Wenger, 1998) as they interact in or move through a community of practice.
Striving and Thriving in a Foreign Culture: A Mixed Method Approach on Adult International Students' Experience in U.S.A.
Author: Chen, Dianbing
Date: 2014-07-00
Type: Journal Articles
Subjects: Student Adjustment,Acculturation,Adult Students,Foreign Students,Study Abroad,Mixed Methods Research,International Education,College Students,Interviews,Surveys,Student Attitudes,Cultural Awareness,Accountability,Student Personnel Services,College Faculty,Teacher Characteristics,Administrator Characteristics

In this mixed method study, we examined the experience of a sample of international students in four American universities to identify the factors that might enhance their ability in surviving and thriving in a foreign country within the context of university internationalization. The research explored the concepts of cultural values, behaviors, perceptions, and strategies related to international students' cultural adaption. The findings of this study indicate that while benefiting from the oversea study experience, international students faced a number of challenges associated with their unique and unfamiliar surroundings. Moreover, this research suggests that while personal and psychological factors are important in the process of being successful in American universities, the availability of supportive resources on campus and community are also critical. The recommendations for university faculty and staff were discussed.
Organizational Structures and Processes to Support and Sustain Effective Technical Assistance in a State-Wide Multi-Tiered System of Support Initiative
Author: Morrison, Julie Q.
Date: 2014-07-00
Type: Journal Articles
Subjects: Technical Assistance,Response to Intervention,Models,Needs Assessment,Student Needs,Focus Groups,Qualitative Research,Special Education Teachers,School Psychologists,Teacher Attitudes,Counselor Attitudes,Problem Solving,School Districts,Content Analysis,Telecommunications,Pedagogical Content Knowledge,Skill Development,Student Behavior,Academic Achievement,Outcomes of Education,Semi Structured Interviews

Despite the national proliferation of technical assistance as a driver for school reform and as a model for embedded and sustained professional development, very little is known about the organizational structures and processes needed to support technical assistance. The purpose of this paper is to describe a structured needs assessment process whereby three organizational supports were identified by technical assistance providers. The context for the provision of technical assistance was a state-wide multi-tiered system of support initiative that integrated Positive Behavioral Interventions and Supports and Response to Intervention. The results of this study are informed conceptually by the Instructional Hierarchy Model and the need to match organizational structures and processes to address the identified needs.
Teacher Use of Computer-Assisted Instruction for Young Inattentive Students: Implications for Implementation and Teacher Preparation
Author: Murray, Desiree W.
Date: 2014-04-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Attention,Intervention,Grade 1,After School Programs,Computer Software Selection,Technology Integration,Classroom Techniques,Preservice Teacher Education,Inservice Teacher Education,Faculty Development

Teacher preparation and training appear limited in the area of computer-assisted instruction (CAI) as well as more general instruction and management for students with disabilities including those with attention problems. Research suggests that CAI is a promising intervention for young inattentive students, with several inherent advantages; however, there are a number of implementation challenges that may interfere with more extensive and effective use in the classroom. Lessons learned from a recent randomized controlled trial of a CAI intervention highlight some of these challenges and suggest strategies for addressing them. Implications for instruction are discussed with regard to selection of appropriate CAI programs, integration into the classroom, and strengthening teachers' more general management skills for inattentive students. Recommendations for pre-service training and professional development in CAI are provided.
I Love to Learn, but I Hate to Be Taught
Author: Gao, Perry
Date: 2014-07-00
Type: Journal Articles
Subjects: Student Motivation,Learning,Cognitive Development,Intellectual Development,Culturally Relevant Education,Teacher Expectations of Students,Sociocultural Patterns,Cultural Differences,Individual Differences,Positive Reinforcement,Students,Teachers

Children naturally love to learn, but might not like to be taught in certain ways. Teachers' improper ways of teaching might make a child shut down his or her willingness to learn, which is called &quot;not-learning&quot;. Not-learning does not refer to an incapability to learn, but is rather a choice a child intentionally or unintentionally makes to resist learning. This paper explains how not-learning is a major obstacle for children's development and argues that teachers should be responsible for avoiding not-learning. This paper also discusses how teachers can use culturally relevant teaching to avert not-learning and help children have effective learning experience.
Education for Developing a Global Omani Citizen: Current Practices and Challenges
Author: Al-Maamari, Saif
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship Education,Developing Nations,Educational Practices,Global Approach

Oman is a developing country which reformed its educational system in 1998 in order to meet the challenges of the 21st century, especially economic challenges. Strength of national identity and developing a sense of global citizenship were among the priorities of the new educational reform. This paper is based on a review of current practices regarding global citizenship education in educational system. The purpose of this theoretical study was to explore the current provision of the aspects of global citizenship education in Omani schools. Specifically, the study attempts to identify the current practices that are implemented by Omani schools to help Omani students to develop a sense of effective global citizenship. The study indicates that Omani education is not nationally centered as it aims to develop students who have global awareness. The study shows employing different approaches to develop a sense of global citizenship, namely, a separate school subject; integrated theme in social studies education, participation in some international initiatives in global citizenship education, and celebrating the international days and decades.
The Readiness of Lecturers in Embedding Soft Skills in the Bachelor's Degree Program in Malaysian Institutes of Teacher Education
Author: Hassan, Aminuddin
Date: 2014-07-00
Type: Journal Articles
Subjects: College Faculty,Skill Development,Case Studies,Mixed Methods Research,Questionnaires,Readiness,Bachelors Degrees,Teacher Education Programs,Barriers,Holistic Approach,Foreign Countries,Teacher Competencies,Teaching Skills,Interpersonal Competence,Personality Traits,Collegiality,Cooperation,Teamwork

This is a preliminary research to obtain information to formulate a problem statement for an overall study of the embedding of soft skills in the program courses in higher learning institutions. This research was conducted in the form of single case and multi-case studies. The research data was attained through mixed methods; the quantitative method by utilizing questionnaires and the qualitative method utilizing open-ended questionnaires. Qualitative data were used as supporting data in this research. This research sought to study two main issues; the readiness of lecturers and problems encountered in embedding soft skills into teachers' bachelor's degree courses in the institutes of teacher education in Malaysia. Quantitative data was processed manually to show frequency, while qualitative data was processed according to themes. Research findings indicated that a majority of lecturers are interested and ready to embed soft skills in the core courses. However, lecturers lamented about problems encountered in embedding soft skills in teaching and learning of courses even though the curriculum of the programs have been designed holistically to fulfill the needs to develop soft skills within trainee teachers.
Music Cultural Pedagogy in the &quot;Network Society&quot;
Author: Sakai, Winfried
Date: 2014-04-00
Type: Journal Articles
Subjects: Music Education,Liberal Arts,Democratic Values,Sociology,Cultural Influences,Educational History,Culturally Relevant Education,Networks,Educational Technology,Information Technology,Informal Education,Educational Research

The present contribution to theory construction in music educational research focuses on the contemporary requirements for general music education. One starting point are the normative claims of a democratic liberal education as to find in the field of critical pedagogy and the sociology of education. Another point of departure is provided by cultural sociological and rather descriptive reflections. The latter takes concern on the increasing ephemeral sociocultural contexts in postmodern &quot;network&quot; societies. Leitmotiv questions are how to retain the democratic function of criticism in the fluxes of everyday digital music culture. Thus, a music cultural orientated concept of learning in general education is envisaged as one that takes into account both the postmodern (post-democratic) developments as well as the modern educational requirements in the frame of democratic principles. At least, the music computer and the social (cultural) network appear as an appropriated toolkit in a music cultural pedagogy. Moreover, these tools seem to provide convenient possibilities to initiate democratic and informal music learning processes that should be accompanied by continuous critical reflection. The article closes with an outlook on further needs and teaching praxis
Transformative Performing Arts and Mentorship Pedagogy: Nurturing Developmental Relationships in a Multidisciplinary Dance Theatre Program for Youth
Author: Kane, Kevin M.
Date: 2014-04-00
Type: Journal Articles
Subjects: Theater Arts,Dance Education,Mentors,Transformative Learning,Youth Programs,Summer Programs,Creative Teaching,High School Students,Social Development,College Students,Peer Teaching,Interdisciplinary Approach,Case Studies,Colleges

A multidisciplinary dance and theatre arts program geared for high school-aged youth can result in both short-term and the long-term outcomes for its students if it seeks to offer a life-changing peak experience as part of the arts training and performance process. By integrating a combination of dance, movement, theater, music, creative and reflective writing, as well as identity exploration and creative collaborations, performing arts programs can provide participants an experience that is truly transformative. In particular, such a program can help initiate and support meaningful mentoring and developmental relationships. A summer performing arts program set at a university site is an ideal opportunity to implement a sequence of strategic creative and social activities that offer high school youth daily activities that can establish a foundation for these significant relationships to emerge. By including college-aged program counselors who attended the program when they were in high school, acting as &quot;step-ahead&quot; peers, a program model such as this one provides potent possibilities for burgeoning leaders and mentors to emerge and meaningful relationships to take hold. Furthermore, the performance material generated in such a program can directly represent the personal evolutions of the students and the developmental relationships that are originated throughout the program's creative and social processes. This article uses the UCLA Summer High School Dance Theater Intensive program as a case study of a progressive, multidisciplinary, summer performing arts program that positions the initiation of developmental relationships as one of its core values.
Does Emotional Self-Efficacy Predict Teachers' Self-Efficacy and Empathy?
Author: Goroshit, Mariana
Date: 2014-07-00
Type: Journal Articles
Subjects: Self Efficacy,Emotional Response,Teacher Attitudes,Empathy,Predictor Variables,Teacher Characteristics,Foreign Countries,Questionnaires,Likert Scales,Correlation

Research has shown that teachers' self-efficacy and empathy are two of the most important variables consistently related to outcomes of positive teaching and student learning. Emotional self-efficacy refers to peoples' judgment regarding their own capacity to process emotional information accurately and effectively. It is considered a powerful variable affecting the emotional state of individuals and their performance. The main objective of the present study was to examine to what extent emotional self-efficacy predicts teachers' self-efficacy and empathy in teachers. Findings indicated that emotional self-efficacy predicts both empathy and teachers' self-efficacy. These results contribute to the growing body of literature maintaining that in order to practice and succeed in the complex and demanding school milieu, teachers must develop not only their teaching skills, but the emotional capacity required to enhance their resilience, their survival and their ability to innovate.
The &quot;Good Professor&quot; as Perceived by Experienced Teachers Who Are Graduate Students
Author: Miron, Mordechai
Date: 2014-07-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,College Faculty,Foreign Countries,Qualitative Research,Phenomenology,Teacher Characteristics,Questionnaires,Teacher Student Relationship,Teaching Methods,Knowledge Level,Knowledge Base for Teaching,Expectation,Masters Programs,Feedback (Response)

The aim of this study was to uncover our graduate students' perceptions of who is a good professor. Although the data were collected and analyzed on an Israeli sample, the findings can contribute to the planning of graduate programs for experienced teachers and can extend the theoretical understanding of how to promote learning among experienced adult learners in general. The qualitative phenomenological study examined ninety experienced teachers, who were students at a graduate college of education. They were asked to indicate three characteristics and describe classroom events that reflect a &quot;good professor.&quot; In addition, we analyzed the feedback questionnaires that were administered at the end of each semester. The data presented students' perceptions of the &quot;good professor.&quot; The findings revealed three domains of characteristics: first, the &quot;relationship&quot; between professor and students; second, &quot;methods of instruction&quot;; and third, the professors' &quot;knowledge&quot;. The same domains were found in the students' descriptions of the teaching events and in their feedback at the end of the semester. Their expectations and needs are different from those of undergraduate students.
An Efficiency Analysis of U.S. Business Schools
Author: Sexton, Thomas R.
Date: 2010-09-00
Type: Journal Articles
Subjects: Efficiency,Business Administration Education,Scores,Factor Analysis,Factor Structure,Governance,School Effectiveness,Performance Technology,Strategic Planning,Measurement,Measurement Techniques,Institutional Characteristics,Data Analysis,School Statistics,Colleges,Statistical Significance

In the current economic climate, business schools face crucial decisions. As resources become scarcer, schools must either streamline operations or limit them. An efficiency analysis of U.S. business schools is presented that computes, for each business school, an overall efficiency score and provides separate factor efficiency scores, indicating the extent to which the school can reduce each resource and increase each output. Using data envelopment analysis and AACSB data, the model rates the managerial performance of 438 U.S. business schools. For 21.5% of the schools, the analysis finds no evidence that they can improve their performance. For each remaining school, the analysis identifies the extent to which it can improve its overall efficiency and its efficiency within specific areas. The results are useful to business schools in developing long-term strategic plans, making resource allocation decisions, preparing for AACSB accreditation review, and improving overall performance.