ethanporcaro/eric-fulltext-meta huggingface dataset:
Facilitating Meaningful Collaboration between Special and General Education Teachers through Synchronous Online Learning
Author: Fogo, Brad
Date: 2020-00-00
Type: Journal Articles
Subjects: Regular and Special Education Relationship,Synchronous Communication,COVID-19,Pandemics,Web Based Instruction,Pedagogical Content Knowledge,Preservice Teachers,Videoconferencing,Cooperative Learning

This essay presents a case of collaborative learning and lesson design between general and special education teacher candidates through a synchronous online class during the COVID-19 pandemic. We propose a theoretical framework of Pedagogical Content Knowledge (PCK) for inclusive history-social studies teaching and detail how we used the framework to organize and facilitate this collaboration. We focus on strategies and tools for online group activities in which candidates work together to develop subject matter knowledge, understanding of students, and pedagogical strategies for teaching and learning in inclusive elementary classrooms. We use teacher candidates' evaluations, reflections, and lesson materials to highlight the utility of online learning environments for engaging general and special education teachers in meaningful collaboration.
Guanxi Social-Network Ties: Predicting Graduate Employment with Internship Host-Organisations in China
Author: Rose, Philip
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Networks,Predictor Variables,College Graduates,Young Adults,Undergraduate Study,Business Administration Education,Employment Potential,Internship Programs,Personnel Selection,Recruitment,Context Effect,Cultural Context,Asian Culture,Supervisors,Foreign Countries

Globally internships are utilized to enhance the university learning experience and improve graduate employment. The expanding application of internships in the graduate recruitment and selection process has traditionally received less attention in the literature, and whilst this trend has crossed national borders, the transferability of this practice has largely been assumed rather than empirically substantiated. Hence, this study investigates how a culturally specific form of social-networking, namely guanxi, impacts on employment outcomes from internships, for graduates within the Chinese context. This study involved the collection of longitudinal data at two time intervals from intern-supervisor dyads (N=303), in order to determine the role of guanxi in predicting the conversion of an intern into an employee with their internship host-organisation. These findings highlight the role of cultural context in shaping and potentially undermining desired graduate employment outcomes from Work-Integrated Learning initiatives such as internships.
Improving Instruction for English Learners: A Professional Development Study Using SIOP
Author: Piazza, Susan V.
Date: 2020-00-00
Type: Journal Articles
Subjects: English Language Learners,Teaching Methods,Classroom Observation Techniques,Sociocultural Patterns,Learning Theories,Comparative Analysis,Faculty Development,Graduate Study,Inservice Teacher Education,Lesson Plans,Classroom Communication,Student Evaluation,Teacher Student Relationship,Linguistic Input,Elementary Secondary Education,Instructional Improvement,Coaching (Performance),Video Technology

This quasi-experimental study examined an eighteen-month professional development project focused on improving instructional practices for emerging bilingual and multilingual English learners (ELs). The study is grounded in sociocultural and interactive learning theories related to teaching ELs. Professional development activities included seven graduate-level courses, practical field experiences in schools, instructional coaching from peers and a qualified instructional coach, video demonstrations and observations, and participation in a one-day conference. The research team conducted pre and post classroom observations for 23 in-service teachers and corroborated findings with participant reflections about instructional practices using the Sheltered Instruction Observation Protocol (SIOP). Results reveal that participants made statistically significant increases in seven of the eight areas of instruction: lesson preparation, building background, strategies, interaction, practice/application, lesson delivery, and review/assessment, and no significant change in the area of comprehensible input. The control group showed no significant increases. The discussion identifies strong areas of improvement, moderate areas of improvement, and discusses the one area that showed no significant improvement. Implications for teacher education and professional learning with teachers of ELs are shared along with considerations for future research.
Neuroleadership: A Conceptual Analysis and Educational Implications
Author: Gocen, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Neurosciences,Leadership,Social Cognition,Psychological Patterns,Brain,Leadership Styles,Definitions,Educational Administration

Interpreting findings in neuroscience by field experts and educators regarding educational processes and transferring them to a practical context is gaining importance. From this aspect, neuroleadership studies with the development of social cognitive neuroscience started to serve as a guide for making sense of educational leaders? behaviors at the biological level. In this study, the term of neuroleadership is analyzed conceptually and its implications for the educational leadership field are explored. To do so, a systematic literature analysis method was employed. Forty-four studies (published between January 2010 and May 2020) were examined as they relate to neuroleadership and its educational and managerial implications. In the light of these studies, the analysis of basic concepts related to neuroleadership has been made, and the neuro-educational leadership implications are listed. In those studies, it is seen that neuroleadership is generally conceptualized as &quot;applying the findings of neuroscience to the leadership area.&quot; In addition, the educational and managerial implications of neuroleadership, some of which are multi-tasking, emotion management, optimum learning, psychological basis, are explained under the themes. The findings of this study can help schools take advantage of the opportunities offered by neuroscience and coordinate educational processes with evidence-based approaches.
Reflective Conversation and Knowledge Development in Pre-Service Teachers: The Case of Mathematical Generalization
Author: Aparicio Landa, Eddie
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematical Concepts,Mathematics Instruction,Geometry,Algebra,Arithmetic,Pedagogical Content Knowledge,Preservice Teachers,Mathematics Teachers,Multiplication,Generalization,Teaching Skills,Teaching Methods,Teacher Student Relationship,Classroom Communication,Teacher Education Programs,High School Teachers,Secondary School Teachers,Video Technology,Audio Equipment

This article examines the development of professional knowledge in pre-service mathematics teachers. From the discussion of a task associated with the multiplication of consecutive integer numbers, generalization is recognized as a process that allows to explore, to explain, and to validate mathematical results, and as an essential ability to develop in the teaching of arithmetic, algebra, and geometry by using various representations. The study was conducted during three sessions of a didactic mathematics course, in which the instructor and ten students participated. The conversations of each session were recorded on audio and video. It was found that the reflective conversation fosters this knowledge from questions about the nature and processes of construction of mathematical concepts from a mathematical and didactic point of view.
Early Intervention for Struggling Online Graduate Students: Processes and Short-Term Outcomes
Author: Lehan, Tara J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Early Intervention,At Risk Students,Graduate Students,Online Courses,Academic Achievement,Needs Assessment,Academic Persistence,Coaching (Performance),Academic Support Services,Grades (Scholastic)

With the proliferation of online course and program offerings at institutions of all types, there is significant competition for students. To remain viable, many institutions are launching programs to attract new students, such as those of non-normative ages (e.g., working adults), enrolling less qualified students, and/or creating distance programs to attract students from beyond the local area (Sapiro, 2019). Online education can be attractive for myriad reasons, including its accessibility (Sutton, 2014). However, retention can be a challenge for many online programs (Mulijana &amp; Luo, 2019). In particular, online graduate programs might struggle to retain students to an even greater extent than undergraduate programs (Sutton, 2014), as these students often have responsibilities that can impede continuous enrollment (Howell, Laws, &amp; Lindsay, 2004). With the rising popularity of online master's (Blagg, 2018; Fain, 2018) and doctoral (Kumar &amp; Coe, 2017) programs, graduate students (40%) are more likely than four-year (34.5%) and two-year (33.8%) undergraduate students to take at least some of their courses online (Lederman, 2019b). While enrolling more working adult students who have numerous (and sometimes competing) responsibilities and/or might be less prepared for success in the current higher education system, institutions are now putting more and different types of supports in place to promote learning and success among students at all levels from diverse backgrounds. However, if struggling students do not seek learning assistance on their own or after encouragement or a referral by a faculty member as appropriate, another mechanism for connecting them with these services might be needed (Babcock et al., 2019). It is possible that some students do not make satisfactory academic progress because they do not access the amount and/or type of ongoing assistance that they need to learn and succeed at a sufficiently early stage (Babcock et al., 2019). Although many different early-alert or early-intervention programs exist, research on their effectiveness is scarce. Without such investigations, institutions are at risk of wasting valuable resources and/or missing opportunities to support students as effectively as possible. The research in this article aims to fill a gap in the literature by describing the process and outcomes associated with an early intervention implemented at one open-access graduate-focused online university. This intervention can be adapted as appropriate and employed at institutions offering co-curricular learning assistance for online students to improve educational opportunities for all.
Self-Assessment Based Counseling: A Further Study Planning Service in High School
Author: Dahlan, Syarifuddin
Date: 2021-01-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Counseling Techniques,Counseling Effectiveness,School Counseling,Career Counseling,Career Planning,Personality Measures,Vocational Interests,Majors (Students),Decision Making,High School Students,Gender Differences,Foreign Countries

This study aims to test the effectiveness of Self-Assessment Based Counseling services using Quasi-Experimental Pretest-Posttest Nonequivalent Group Designs. Research subjects totaled 105 high-school students consisting of 53 male students and 52 female students. Subjects were divided into two groups, 55 students in the experimental group, and 50 students in the control group. The research data on the form of a certainty score of students' further study plan was measured using the Certainty Scale of Further Study Plan. The results indicate that self-assessment counseling services are effective to help high school students improve their further study plan certainty. The average score of students from the experimental group increased significantly compared to students from the control group. The scores of male and female students did not differ significantly, and their mean scores showed equal improvement. The use of self-assessment in further study counseling does not depend on the sex of the students, both for men and women equally effectively.
The Quality Improvement Indicators of the Curriculum at the Technical and Vocational Higher Education
Author: Mohammad Shafi, Mahboobe
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Quality,Educational Improvement,Technical Education,Higher Education,College Curriculum,Educational Indicators,Educational Objectives,Teaching Methods,Student Evaluation

The present study seeks to develop and investigate the quality improvement indicators of the curriculum of vocational higher education in technical and vocational universities. The study employed the mixed methods research design. Two qualitative and quantitative research methods were employed for data collection. In the qualitative section, the population consisted of curriculum experts, faculty members of Iranian technical and vocational universities, and employers. In the quantitative section, the population consisted of all instructors in Shariaty Technical College in Tehran. The research data were collected through semi-structured interviewing technique and a researcher-made questionnaire. The results of qualitative research showed that in order to improve the quality of technical and vocational higher education curricula, solutions such as tailoring curricula to the professional needs of businesses, emphasizing professional standards and competencies, paying attention to focal competencies, link between employers and planners, content modulation, content applicability, work-based teaching, real-time teaching, science and practice integration, group-based and participatory teaching, performance-based assessment, student-based assessment of students' roles and tasks in learning groups, emphasis on practical work and team projects are effective on assessment. the quantitative section results indicate that the indicators obtained in the qualitative phase are valid and endorsed by the participants.
The Comparison of Item Test Characteristics Viewed from Classic and Modern Test Theory
Author: Subali, Bambang
Date: 2021-01-00
Type: Journal Articles
Subjects: Test Items,Item Response Theory,Item Analysis,Comparative Analysis,Elementary School Students,Scientific Research,Mastery Learning,Science Instruction,Difficulty Level,Multiple Choice Tests,Foreign Countries

This research aims at comparing item characteristics of instruments for assessing the level of mastery in scientific method for elementary students as they were analyzed using Classical Test Theory (CTT) and Item Response Theory (IRT). The two analyses are usually done separately, for difference object, in this moment it was analyzed simultaneously for the same issue, that up two know it has not be done yet. This to ensure weather or not both the models of item analysis get the same result. The tests were developed in two different types namely a true-false and multiple choice. The multiple choice test consists of items with two and three options. Sample students from grade 1 to 6 were chosen consist of 234 school classes. The item responses were analyzed using a Quest Program. Results of the analysis show that item difficulty indexes for CTT and IRT are identical such as easy items on CTT are also identified as easy items on IRT, or vice versa. Based on CTT analysis results, three-option items are more difficult than the two-option items while IRT analysis results show that the three-option and two-option have similar difficulty indexes. The item difficulty indexes analyzed by CTT and IRT shows similar patterns. This research may reveal further information on the characteristics of test items which can contribute to the test development.
Understanding and Applying Writing Strategies in Third Cycle of Primary School
Author: Popovic, Dušanka
Date: 2021-01-00
Type: Journal Articles
Subjects: Writing Strategies,Process Approach (Writing),Creative Writing,Literary Genres,Elementary School Students,Student Attitudes,Self Efficacy,Competence,Instructional Effectiveness,Foreign Countries

In the light of the fact that the activity of writing as a basic and generic educational ability is of paramount importance for lifelong learning, i.e. for life and work of each individual, and bearing in mind the notion that writing as a complex activity requires a whole corpus of knowledge and skills necessary for successful realization, we deemed it significant to explore whether third-cycle students from twelve primary schools Montenegro recognize and apply writing strategies to gain competence in this field of mother tongue and literature teaching. This paper presents the results of the research which examined the understanding and application of primary writing strategies, as well as the assessment of their significance in respect to oneself as a writer. The research focused on the creation of prose texts based on literary-artistic texts (novellas and short stories), i.e. a descriptive and narrative type of creative writing. Based on the results produced by the study, students recognize and apply the offered writing strategies to a greater or lesser extent, which is especially corroborated by the fact that they ranked each of them first in a certain percentage. Moreover, the results of the research indicate that a significant number of research participants assess themselves as a successful creator of a written text, naming the strategies that have particularly contributed to this, as well as those whose application should be enhanced.
The Mediating Effects of Self-Efficacy and Classroom Stress on Professional Development and Student-Centered Instruction
Author: Hwang, Sunghwan
Date: 2021-01-00
Type: Journal Articles
Subjects: Self Efficacy,Anxiety,Faculty Development,Student Centered Learning,Mathematics Instruction,Structural Equation Models,Teaching Conditions,Middle School Teachers,Factor Analysis,Foreign Countries

Professional development (PD) has been widely implemented to shift mathematics instruction practices from teacher-centered (traditional practice) to studentcentered. As such, a study examining mediating factors on the relationship between PD and student-centered instruction is of great importance in enhancing the effectiveness of PD and shifting teacher practice. Although studies examining the mediating effects of contextual factors (e.g., administrative support) on the relationship between PD and instruction abound, studies exploring the effects of teachers' psychological factors on this relationship are relatively scarce. In this study, we examined the mediating effects of mathematics teachers' self-efficacy beliefs and classroom stress on the relationship between PD and student-centered instruction. We used a secondary data set collected for the 2015 Trends in International Mathematics and Science Study (TIMSS). For this data set, 317 teachers of eighth-grade mathematics, selected from 150 schools in Korea, were surveyed, and an analysis was conducted using structural equation modeling. Our findings revealed significant mediating effects of self-efficacy beliefs on the relationship between PD and student-centered instruction. However, the mediating effects of classroom stress were not significant. Moreover, we found significantly positive direct effects of PD and self-efficacy on student-centered instruction.
Knowledge, Education and Use of Teaching Styles in Physical Education
Author: Fernández, María
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education Teachers,Teaching Styles,Elementary School Teachers,Secondary School Teachers,Knowledge Level,Faculty Development,Academic Degrees

Teaching styles in physical education are important for achieving teaching objectives. Therefore, the goal of this research was to analyse the knowledge, education and use of physical education teachers about these styles based on their teaching degree. The size of the sample was determined using the formula for finite populations physical, being a sample of 455 randomly chosen which are physical education teachers in primary and secondary schools in the Community of Madrid. An inferential analysis was carried out using correlation coefficients such as ANOVA and Welch. The results show significant differences in the use of different teaching styles regarding degree, such as command style (p=0.011), task assignment (p=0.033), guided discovery (p=.000), solving problem (p=0.000) and free exploration (p=0.000). One of the most significant conclusions reached, pointed out that the command style is the style most commonly used by graduate teachers in Physical Activity and Sport Sciences, while teachers with degree in Physical Education or teachers with both degrees use more the others styles. It is important to know what teaching styles are used by physical education teachers and so they increase their knowledge about creative teaching styles if it was necessary.
Investigating Literary Texts through Creative Drama: A Mixed Study
Author: Adigüzel, Ferah Burgul
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Drama,Creative Activities,Turkish,Pretests Posttests,Preservice Teacher Education,Preservice Teachers,Text Structure,Reading Comprehension,Worksheets,Anthologies,Pedagogical Content Knowledge,Literature,Student Attitudes,Foreign Countries

The purpose of this research study was to evaluate the use of creative drama as a method for the instruction of narrative text analysis as well as to improve pre-service teacher candidates' ability to understand the structure and meaning of literary texts. An embedded mixed-method research approach was utilised so that the qualitative and quantitative data could coexist. The quantitative data for this study were collected through both a pre-test and post-test, and the quantitative data were obtained via an open-ended question worksheet regarding an &quot;Anthology Preparation&quot; and the &quot;Analysis of a Neighbourhood Coffee Shop Story&quot;. According to the study results, the use of creative drama as an approach to literary text analysis significantly increased the participants' content and teaching knowledge in this subject area. The study results also suggest that creative drama would be a valuable addition to the Turkish language and literature courses in universities.
ICT and Knowledge Management in Teaching and Engineering Students
Author: Ferrero-de-Lucas, Elena
Date: 2021-00-00
Type: Journal Articles
Subjects: Information Technology,Knowledge Management,Engineering Education,College Students,Foreign Countries,Schools of Education,Student Attitudes,Technology Uses in Education,Student Teachers

The integration of Knowledge Management (KM) in various fields, including academia and business, has been fostered by the promotion of Information and Communication Technologies (ICTs). The aim of this study was, on the one hand, to understand the key processes of KM in students of the Faculty of Education and the School of Engineering in a Spanish university, and, on the other hand, to evaluate the extent to which ICTs serve as support to these processes. To this end, the designed and validated MAINGC questionnaire was administered to 200 students who entered university in the 2018-2019 academic year. Fourteen ICT tools and four dimensions of KM were analyzed: information management, transformation of information into knowledge, management of the resulting learning, and ICT tools for KM support. The results showed differentiated patterns of technology use and perceptions of KM according to sex, age and degree. Indeed, education degree students reported higher perceptions of competence in KM processes compared to engineering students. Participants' responses regarding ICT tools suggested that the use of these tools has not yet been fully integrated into KM processes and revealed that both groups of students showed different patterns of use within the academic environment.