ethanporcaro/eric-fulltext-meta huggingface dataset:
Secondary School Teachers&apos; Job Satisfaction: A Mixed Method Research Study
Author: Özcan, Mehmet
Date: 2022-07-00
Type: Journal Articles
Subjects: Secondary School Teachers,Job Satisfaction,Gender Differences,Intellectual Disciplines,Teaching Experience,Instructional Program Divisions,Foreign Countries,Teaching Conditions,Teacher Motivation,Achievement,Professional Recognition,Teacher Promotion,Teacher Responsibility,Educational Policy,Governance,Supervision,Educational Administration,Teacher Salaries,Collegiality

This study aims to investigate secondary school teachers' job satisfaction levels with the convergent method, one of the mixed research methods. The quantitative part of the study was conducted with 330 participating teachers, and the 'Minnesota Job Satisfaction Scale', developed by Weiss, Dawis, England and Lofquist (1967) and adapted to Turkish by Baycan (1985), was used. In the qualitative part of the study, a semi-structured interview form was used consisting of 4 questions to reveal the intrinsic and extrinsic job satisfaction factors of the participants. In addition, the gender, branch, professional experience, and educational level variables were used in the study. As a result, the general job satisfaction and intrinsic job satisfaction levels of the participants were &quot;satisfied&quot;, and their extrinsic job satisfaction levels were &quot;uncertain&quot;. When the qualitative data were analyzed, appreciation, success, promotion, merit, recognition, motivation, and responsibility were respectively factors affecting the participants' intrinsic job satisfaction, payment, management, working conditions, justice and living standards were respectively factors affecting the participants' extrinsic job satisfaction.
A Literature Review of the Project-Based Teaching Method in the Education of Vietnam
Author: Duc, Ca-Nguyen
Date: 2022-00-00
Type: Journal Articles
Subjects: Literature Reviews,Active Learning,Student Projects,Foreign Countries,Teaching Methods,Educational Research,Instructional Effectiveness,Elementary Secondary Education,Learning Activities

The teaching method is one of the main aspects to make a huge contribution to the success of any education system, and project-based teaching (PBL) is an important aspect to contribute to the success of education also. This research was conducted through a review of project-based teaching that has been used in the education system of Vietnam, including a sample, and setting that included imperial and theoretical literature selected from the fields of education. Findings show that this method has been applied to various sectors of education, from kindergarten education to higher education, in many disciplines and subjects, in schools and educational settings, and has become more widely popular than ever. This method, however, has its drawbacks because it takes time to master and teachers need more skills to manage the learning atmosphere. This method has been commonly accepted as one that can help teachers and learners understand more and get more benefits in the learning and teaching process.
The First-School Retention of Black and Latinx Community-Insiders and Elite College Graduates: Implications for the Recruitment, Selection, and Training of Urban Mathematics Teachers
Author: Brantlinger, Andrew Morgan
Date: 2022-08-02
Type: Journal Articles
Subjects: Mathematics Teachers,Fellowships,College Graduates,Selective Admission,Blacks,African American Teachers,African American Community,Hispanic Americans,Teachers,Community Involvement,Teacher Persistence,Beginning Teachers

This quantitative study was designed to investigate teacher preparation as an interactive system and examine whether individual approaches to preparation are associated with differential retention benefits across different teacher subgroups. Drawing on longitudinal data on mathematics teachers who entered teaching through the New York City Teaching Fellows (NYCTF) program, the study focused specifically on the first-school retention of two policy-relevant teacher subgroups, namely, (1) the graduates of very selective colleges and (2) Black and Latinx community-insiders. Whereas the latter all attended city high schools, the former generally did not. In part because the field lacks a well-substantiated theory of the relationship between teacher initial preparation and their retention, we drew on intersectionality theory and incorporated two-way interaction effects in quantitative models of the teachers' first-school retention. We found significant relationships between NYCTF's initial training and the teachers' retention and, further, that single approaches to initial training appeared to bestow different retention benefits to different teacher subgroups. We also found that the Black and Latinx community-insiders exhibited significantly higher rates of firstschool retention than the elite college graduates and, for that matter, other NYCTF mathematics teachers. This result has clear implications for teacher recruitment and training and, in particular, the promise of developing community-based mathematics teachers who resemble the students they teach.
Applying Peer Tutor Learning and Interactive Case Methods in Online Learning: Its Effect on Student Activities and Learning Outcomes
Author: Nurkhin, Ahmad
Date: 2022-00-00
Type: Journal Articles
Subjects: Peer Teaching,Tutors,Interaction,Case Method (Teaching Technique),Electronic Learning,Learning Activities,Outcomes of Education,Videoconferencing,College Students,Foreign Countries,Accounting

The purpose of this study was to increase student activity and learning outcomes by applying peer tutor learning methods combined with interactive case methods in online learning mode through Electronic Learning Aid (ELENA) and Zoom meeting. This study was carried out with a classroom action research (CAR) design in three cycles of implementation. This study was carried out in the even semester of 2020/2021 in the Cost Accounting course. Data collection methods used are documentation, observation, and tests. Student learning activities in online learning through ELENA and Zoom meetings have been recorded to show changes and improvements in the quality of student learning activities. The data analysis method used is quantitative descriptive analysis. The application of the peer tutor learning with the interactive case methods has been going well through the Zoom meeting and ELENA and is able to have an impact on student activities and learning outcomes in the Cost Accounting course. The increase in student learning activities can be seen in the increased ability of students to ask questions, provide responses or answers, and express opinions or ideas during lectures. Student learning outcomes also experienced a significant increase, which was 7.5%. Students who act as tutors can carry out their duties well.
The Rise and Fall of Missouri&apos;s Performance Assessment of Student Teachers: A Policy Network Analysis of the Missouri Pre-Service Teacher Assessment
Author: Cuenca, Alexander
Date: 2022-02-01
Type: Journal Articles
Subjects: Performance Based Assessment,Student Teachers,Policy Analysis,Educational Policy,Elementary School Teachers,High Stakes Tests,Teacher Certification,Preservice Teacher Education,Standards

This article examines the adoption and abandonment of the Missouri Pre-Service Teacher Assessment (MoPTA). Our analysis draws on policy network theory to argue that the divergent rationales of Missouri's primary teacher education policy network actors led to confusion, conflict, and disagreement, which contributed to the abandonment of the MoPTA as a policy prescription. Charting the rise and fall of Missouri's high-stakes performance assessment provides important lessons for state education agencies, local school districts, and teacher education programs.
A Convenient Rhetoric or Substantial Change of Teacher Racial Diversity? A Text Mining Analysis of Federal, State, and District Documents
Author: Lee, Sing Hui
Date: 2022-06-07
Type: Journal Articles
Subjects: Teacher Characteristics,Diversity (Faculty),Race,School Districts,Minority Group Students,Educational Policy,Policy Analysis,State Policy,Teacher Recruitment,Teacher Persistence,African American Students,Hispanic American Students,Asian Americans,Professional Associations,Teacher Student Relationship,Student Diversity,Student Characteristics,Elementary Secondary Education

Teacher racial diversity has been widely considered important in education. However, it remains unclear to what extent and how teacher racial diversity has been addressed at the federal, state, and district levels. In this study, we employed text mining to collect and analyze over three million documents at the federal, state, and district levels. We found that while students of color had disproportionately less access to racially diverse teachers, the documents under our analysis insufficiently discussed the recruitment and retention of racially diverse teachers. Our findings also reveal that education agencies at the federal, state, and district levels paid scant attention to recruiting and retaining Hispanic teachers. For the states and districts that discussed the recruitment of racially diverse teachers, they primarily recruited teachers from institutions and organizations that primarily serve people of color, such as Historically Black Colleges and Universities, the Columbia Latino/a Law Student Association, the National Association of Asian American Professionals, and the National Black MBA Association. Given the findings and the projected growth of Black and Hispanic student enrollment in the United States, we provide five policy recommendations for policymakers and leaders to racially diversify the teacher workforce amid shifting student demographics, particularly Hispanic students.
Self, Peer, and Teacher Assessment of Oral Presentations: An Investigation of Reliability and Validity
Author: Salehi, Mohammad
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Peer Evaluation,Student Evaluation,Public Speaking,Test Reliability,Test Validity,English (Second Language),Second Language Learning,Gender Differences,Individual Differences,College Students,Foreign Countries

While there is a burgeoning of short-term research in self, peer, and teacher assessment, there is a paucity of longitudinal studies in this kind of assessment. Furthermore, oral assessment in English as a foreign language (EFL) context is relatively underexplored. The current study was designed to investigate the reliability and validity in 30 oral presentations that spanned over a period of four months, including variables such as the students' gender, ability, and the topic of presentations. The results indicated that reliability indices of all 30 oral assessments were high, ranging from 0.70 to 0.95 as measured by Cronbach Alpha. In addition, validity indices improved over time, with the later presentations enjoying higher validity indices than the preceding ones. The gender of the assessors did not affect the total mean score of the presentations. Also, students' self-assessments were not significantly different from the scores of the teacher, although they appeared slightly higher. There was no significant correlation between self-assessment and teacher-assessment.
Nature of Science Conceptions and Identity Development among Science Education Doctoral Students: Preparing NOS Teacher Educators
Author: Phillips, Andrea
Date: 2022-00-00
Type: Journal Articles
Subjects: Scientific Principles,Doctoral Students,Science Teachers,Teacher Educators,Professional Identity,Influences,Barriers,Persistence,Science Education,Student Attitudes,Knowledge Level,Context Effect,Educational Resources,Cultural Relevance,Evaluation Methods,Science Curriculum

Research on Nature of Science (NOS) conceptions and identity development for NOS contains a gap in the realm of examining doctoral students aiming to be science teacher educators. This research examines the NOS identity development of participants in a course focused on the philosophy of science and research about NOS education. The data analyzed for this study were recordings and notes taken during class discussions in a NOS seminar, as well as NOS research and teaching assignments associated with the course. These data sources were analyzed for development of four influences on identity development for NOS: (1) personal influences on NOS identity, (2) contextual influences on NOS identity, (3) competing identities with NOS, and (4) persistence in overcoming barriers to development of a NOS identity. Findings emphasize the need to target NOS identity development among teacher educators, as they hold the primary responsibility for instilling a NOS identity in their own students, who are future teachers.
Teachers&apos; Effective Use of Time in Scientific Inquiry Lessons
Author: Bektas, Onur
Date: 2022-00-00
Type: Journal Articles
Subjects: Time Management,Inquiry,Science Instruction,Preschool Teachers,Faculty Development,Science Activities,Foreign Countries,Inservice Teacher Education,Kindergarten,Grade 4,Grade 8

This study was aimed to calculate teachers' effective use of time in scientific inquiry lessons. The research was designed as a case study. The study group of the research consists of 5 pre-school teachers determined by the convenient sampling method. Before the study, the participants were taken in-service training program on scientific inquiry. A timetable, developed by the researchers, was used as a data collection tool. The tool consists of two main themes, &quot;academic time&quot; which has three sub-themes, and &quot;non-academic time&quot;. The academic time definition for this research is the process of scientific inquiry interventions that are consist of &quot;building on ideas&quot;, &quot;supporting investigation&quot;, and &quot;supporting analysis and conclusion&quot; sub-themes. Teachers' classroom videos were the data source of the research. Each video was analyzed in terms of the timetable by the authors. Results of the study stated that the teacher, who uses too much time in one process of the scientific inquiry, could not take enough time to the other processes. In conclusion, teachers need development in the effective use of time in their classrooms. For future studies, it is suggested that mentors' observation and feedback will contribute to the teachers' use of effective time in their scientific inquiry lessons.
Teaching and Learning Second Language Creative Writing in a Taiwanese University: The Issues with Language Ideology and Creativity
Author: Reynolds, Barry Lee
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Writing Instruction,Creative Writing,Content Analysis,English (Second Language),Foreign Countries,Course Descriptions,Elective Courses,Language Attitudes,Nonmajors,Language Variation,Portfolios (Background Materials),Native Speakers,Teaching Methods,State Universities,Case Studies,Writing Teachers,Learning Processes,Accuracy,Journal Writing,Course Evaluation,Teacher Attitudes,Student Attitudes

University level second language (L2) creative writing courses are widespread around the world. However, little empirical research has been done to document teachers and students' experiences with courses whose main focus is to develop students' creativity. In response, this case study was conducted to explore how an English native-speaking (NS) creative writing teacher and non-English majors at a Taiwanese public university evaluated an elective L2 creative writing course through the investigation of the teachers' language ideology, assessment strategies, and learning activities. Data included the course syllabus, the teacher's and the students' reflection reports, and the students' L2 creative writing portfolios. Through qualitative content analysis, it was found that this creative writing course did focus on teaching creative writing skills. Despite the NS identity of the teacher, in resonance with the spirit of the world Englishes pedagogical paradigm, the notion of conforming to NS linguistic norms and accuracy was not introduced to students. Lecturing, sharing, and workshopping were found to be effective learning and assessment activities, while students experienced the most difficulty with keeping a creative writing journal. We argue that creativity should and can be pursued as the main objective in English creative writing courses even by NS teachers. Lastly, implications for research and pedagogy were considered.
To Translate or Not to Translate: The Case of Pedagogic Translation in the Foreign Language Classroom
Author: Banitz, Brita
Date: 2022-00-00
Type: Journal Articles
Subjects: Translation,Second Language Learning,Second Language Instruction,Grammar,Teaching Methods,Direct Instruction,Communicative Competence (Languages),Native Language,Language Usage,Language of Instruction,Instructional Effectiveness,Transfer of Training,Task Analysis

In the present article, I revisit the ongoing controversy surrounding the use of translation in the foreign language classroom in general. I begin by defining the concept of 'translation' arguing that translation can be understood either as a method or as a means and that it is exactly the ambiguity of the term that has led to the current debate over whether or not it is pedagogically sound to use translation in the language classroom. Next, I review the role of translation in the Grammar Translation Method, the Direct Method, and Communicative Language Teaching outlining the root causes for the current insecurity, in some cases even animosity, towards translation in language teaching before discussing the most common arguments against and in favor of the use of translation in language teaching brought forth in the relevant literature. Finally, drawing on the literature presented and my own experience, I conclude that translation is indeed a valid means to use in the foreign language classroom while also suggesting that a solid research agenda be established that investigates the most effective uses of pedagogic translation in the foreign language classroom.
Voicing the Current Challenges Faced by EFL Teachers: The Case of Iranian Junior and High School
Author: Aliakbari, Mohammad
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Junior High School Teachers,High School Teachers,Language Teachers,English (Second Language),Second Language Instruction,Barriers,Teaching Conditions,Textbooks,Educational Facilities,Teaching Methods,Classroom Techniques,Educational Administration,Student Behavior,Student Needs,Student Characteristics,Social Influences,Context Effect

This study aimed at investigating job-related challenges faced by Iranian EFL junior and high school teachers during their professional jobs as English language teachers. To this end and to develop a valid questionnaire for investigating the Iranian EFL teacher challenges, researchers first asked a representative group of teachers for their views on the challenges they have confronted during their professional jobs. Then the data were classified into seven main challenges including textbooks, teachers, learners, social problems, spaces and educational facilities, educational systems, and social contexts. After developing the instrument, the participants who were 93 Iranian EFL junior and high school teachers were required to respond to open-ended items related to each classification. The findings demonstrated that Iranian EFL teachers have a wide range of challenges concerning their professional careers understanding of which can exert a great impact on EFL teaching and learning process. The results have different theoretical as well as practical implications for students, teachers, policymakers, learners, and curriculum developers.
Beyond &quot;Best Practices&quot;: Centering Equity in Teacher Preparation Evaluation
Author: Cochran-Smith, Marilyn
Date: 2022-05-10
Type: Journal Articles
Subjects: Best Practices,Equal Education,Educational Policy,Educational Assessment,Teacher Education,Evaluation Criteria,Accountability

Over the last decade, there have been multiple recommendations for evaluating, assessing, or holding teacher preparation accountable. This article analyzes recent policy proposals regarding &quot;best practices for evaluating teacher preparation programs&quot; by critiquing 19 major reports explicitly focused on evaluation. The analysis revealed that the reports' primary goal was identifying preferred evaluation metrics using rigorous criteria for accuracy and utility. The majority of reports did not position equity as a central goal of evaluation and actually said little about equity explicitly, although some assumed equity was a by-product of rigorous evaluation systems. Building on previous efforts to focus on equity in teacher education, the article advocates an equity-centered approach to teacher preparation evaluation that acknowledges long-standing inequities in educational opportunity and attainment in the United States. Rejecting the idea of &quot;best practices,&quot; which are by definition decontextualized and inattentive to local contexts, the article offers 11 guiding principles for researchers, policymakers, and practitioners, to make &quot;strong equity&quot; the center of evaluation. These recommendations include: making equity an explicit goal during the entire process of evaluation and working at a systems/structural level; utilizing assessment models and tools that focus on equity; including all stakeholders, especially those from the minoritized communities served by programs, in decisions about evaluation criteria; and, supporting internal professional accountability.
An Examination of Pre-Service Teachers&apos; Metaphorical Perceptions about Turkish Language Lessons Taught through Distance Education
Author: Bulut, Mesut
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Preservice Teachers,Distance Education,Student Attitudes,Figurative Language,COVID-19,Pandemics,School Closing,Language Skills,Undergraduate Students,Listening Skills,Speech Skills,Reading Skills,Writing Skills,Native Language Instruction

This study aims to determine the mental images created by pre-service teachers regarding Turkish lessons taught within the framework of four basic language skills (listening, speaking, reading and writing) depending on the distance education practices carried out during the COVID-19 epidemic. In this study, phenomenology design, one of the qualitative research designs, was used. Criterion sampling, which is one of the purposive sampling methods, was used to determine the sampling method of the research. The study group of the research consists of 90 teacher candidates, 78 women and 12 men, who participated in the research voluntarily. Pre-service teachers' views on &quot;Turkish lessons taught in the distance education process&quot; were determined through metaphors. In this context, pre-service teachers &quot;Turkish lessons in the distance education process… like/similar; because…&quot; They were asked to fill in the open-ended question form. Content analysis technique was used in the analysis of the obtained data. The general findings of the research are 80 different metaphors related to the Turkish lesson of the teacher candidates participating in the research, and these metaphors were collected in 10 different categories. As a result of the analysis of the findings obtained from the research, it was determined that the pre-service teachers explained Turkish lessons with metaphors that could be described as positive for them, but they also produced some negative metaphors. Especially in the distance education process, it has been determined that negative metaphors are produced due to the problems related to application, communication, interaction, lack of motivation and technological infrastructure arising from systemic problems.