ethanporcaro/eric-fulltext-meta huggingface dataset:
Boarding Schools as Colonizing and Oppressive Spaces: Towards Understanding Student Protest and Violence in Kenyan Secondary Schools
Author: Wasonga, Teresa A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Violence,Activism,Student Attitudes,Logical Thinking,Secondary School Students,Longitudinal Studies,Intervention,Holistic Approach,Teacher Attitudes,Principals,Administrator Attitudes,Power Structure,Educational Environment,Civil Rights,Institutional Mission,Institutional Characteristics,School Community Relationship,College School Cooperation,Foreign Policy,Human Dignity

Goffman's theory of total institutions and Fanon's theory of violence were used to explain student protests and violence in Kenyan secondary schools. Youth violence around the world is not a new phenomenon. However, the persistence, frequency, and intensity of violence, and their consequences beg for logical explanations and remedies. This study was part of a three-year project facilitated through the Networked Improvement Community partnership for self-study and intervention. Although a holistic approach to research was applied, data for this study were gathered through narrative inquiry. Participants (teachers, principals, and members of the school community) were identified purposively using the snowball process. Data were analyzed through deductive and inductive reasoning. Findings indicate a preponderance of student protest and violence among students in boarding schools. Student violence was a response to the devaluing and oppressive environment in boarding schools which resembled total institutions, and students exercising democratic rights to protest. The paper argues that school authorities could mitigate violent protests by providing formal political means of representation and democratic decision-making; creating new spaces for negotiation and peaceful protest; listening to the voices of students; and engaging in dialogue to create a common vision and mission.
Classroom Based Assessment: Deciphering Role of Language in Oral Presentation Assessment
Author: Ramanaidu, Ramesh Rao
Date: 2020-00-00
Type: Journal Articles
Subjects: Independent Study,Public Speaking,Peer Evaluation,Language Role,Sign Language,Preservice Teachers,Special Education Teachers,Second Language Instruction,English (Second Language),Hearing Impairments,Evaluation Criteria,Scoring Rubrics

Self Directed learning, oral presentation and peer group assessment are some of the phrases gaining momentum in the domain of teaching and learning. The merits and challenges in using them had attracted the attention of many educational researches. This study hopes to contribute by investigating one element which plays an important role in oral presentation. Language plays an important role in conveying the message. The uniqueness of this study lies in the language used by the presented and the participants. The Sign Language was used, where the raters consist of two groups of people. Only one group knows the sign language. The participants of study are 36 pre-service teachers. A total of 20 pre-service teachers are undergoing training to become hearing impaired special education teachers. As such, sign language is included in the programme. The balance 16 pre-service teachers enrolled in TESL programme. The presenter, himself is a hearing impaired pre-service teacher. Therefore, he had to use the sign language during his oral presentation, know sign language. The pre-service teachers had assessed the presenter using three criteria. These are communication, content and delivery. The findings show that comprehension and interpreting the rubrics used during oral presentation is crucial. As such it is suggested that students are consulted when drawing the rubrics.
PDS and the Pandemic: Lessons Learned from Creating a Virtual Third Space
Author: Garin, Eva
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Partnerships in Education,Virtual Classrooms,COVID-19,Pandemics,Cooperative Learning,Problem Solving,Online Courses,Methods Courses,Teacher Certification

This article describes how one PDS Partnership met the challenges and demands of the Covid-19 pandemic and how these challenges impacted all members of our partnership. Creating a virtual third space was a learning curve for all of us and took collaborative problem solving and support for one another. Each of the challenges of creating a virtual space (communications, virtual PK-12 classrooms, virtual methods courses and seminars, equity issues and state mandated certification requirements) are described and linked to the PDS Nine Essentials.
Conceptualizing Contributory Pension Scheme Implementation and Job Commitment of University Lecturers in Nigeria
Author: Onukwu, James Nwabianke
Date: 2020-00-00
Type: Journal Articles
Subjects: Retirement Benefits,College Faculty,Social Theories,Job Satisfaction,Work Attitudes,Teacher Attitudes,Rewards,Foreign Countries,Legislation,Expectation,Correlation

This paper examined the concept of contributory pension scheme as it relates to lecturers' job commitment in the university system. It adopted the Social Exchange Theory by George Casper Homans in 1958 and a review of other scholars' findings on pension scheme implementation. It established a link between the CPS implementation procedures and the indices of university lecturers' job commitment. The paper recommended among others that it is important for employees to see clearly the reward process at work. Concrete acts must accompany statements of intent since lecturers have expectations for good pension package after many years of service to the university.
It Took Decades to Build: How Four Non-Negotiables Helped Guide a PDS Network to Launch and Sustain Partnerships for Close to 30 Years
Author: Leftwich, Stacey
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Program Development,Networks,Sustainability,Schools of Education,Partnerships in Education,Articulation (Education),Contracts

The College of Education at Rowan University has held a sustained commitment to the tenets of the National Association for Professional Development Schools' Nine Essentials. Using the essentials to guide the work of the Rowan PDS Network, each PDS partner focuses on the four cornerstones of teacher preparation and ongoing professional development. Designated by Dr. Stacey Leftwich as the ''nonnegotiables'' of PDS work, the authors present the four cornerstones in this article to help create a framework of consistency that provides meaningful experiences to all partners involved in the Rowan PDS Network. The authors also describe how Rowan University has used the non-negotiables to consistently launch and sustain the Rowan PDS Network for almost 30 years.
Teachers in the Driver&apos;s Seat: Using Teacher Input to Design School-Wide Professional Development through a School-University Partnership
Author: Nagro, Sarah A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Partnerships in Education,College School Cooperation,Evidence Based Practice,Inclusion,Educational Practices,Program Design,Program Implementation,Program Effectiveness,Teacher Improvement,Elementary School Teachers,Middle School Teachers,Special Education Teachers,Faculty Development

An exploratory case study was conducted to understand if leveraging school-university partnerships to improve school-wide professional development by using teacher input resulted in teachers implementing evidence-based practices in their inclusive classrooms. We sought to understand the extent to which a school-wide PD grounded in research and tailored to meet the needs of teachers could be designed and implemented with fidelity to teacher education researcher recommendations given the realities of school-university partnerships. Twenty-one teachers participated in the school-wide professional development series. A two-phase data collection and analysis approach included first qualitative and then quantitative data collection periods during the ten-month study. Results suggest that despite challenges associated with the realities of school contexts, a coherent link between participant needs and professional development content presented in a way that included hands-on application to demonstrate the feasibility of implementation resulted in teachers who were confident to use the evidence-based practices in their inclusive classrooms.
Effects of Grade Level and Object Size on Students&apos; Measurement Estimation Performance
Author: Huang, Hsin-Mei E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Program Divisions,Grade 5,Grade 6,College Freshmen,Measurement,Age Differences,Foreign Countries,Computation,Accuracy,Task Analysis,Skill Development,Preferences,Human Body,Mathematics Skills,Physical Characteristics,Scoring,Identification,Classification,Mathematics Education,Mathematics Tests,Comparative Analysis

The current study examined the effects of grade level and object size on the ability to estimate the measurement of objects. Fifth- (n = 198) and sixth-grade (n = 208) students and freshman undergraduate students (n = 71) from Taipei city, Taiwan, participated in the study. The findings indicated a tendency for measurement estimation ability to increase with grade level. Overall, estimation performance was most accurate with medium-sized to-be-estimated objects (TBEOs), while estimates of small-sized TBEOs were more accurate than those of large-sized TBEOs. A tendency to underestimate the measurements of large-sized TBEOs was observed in all groups. Those with good estimation abilities showed a preference for using body parts and convenient objects as references. Moreover, the integration of measurement units constructed from previous experience and eyeballing was an essential skill used by good estimators. Suggestions for measurement estimation instruction are discussed.
Enhancing Students&apos; Learning Activity and Outcomes via Implementation of Problem-Based Learning
Author: Sakir, Noviana Astuti Irna
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Activities,Problem Based Learning,Foreign Countries,Junior High School Students,Biology,Action Research,Outcomes of Education

To prove the credibility of empirical and theoretical claims about the ties between problem-based learning (PBL) and educational outcomes, this study investigates the role of PBL as a teaching model to enhance students' learning activities and outcomes in South Sulawesi located in rural Indonesia. The study subjects included first graders at a junior high school who achieved lower levels academically than pupils in other regions. This study involved classroom activities conducted in two cycles, each comprising routine of planning, action, observation, and reflection. Observation sheets and evaluation tests were used to measure students' learning activities and outcomes. The data were subjected to qualitative and quantitative analyses. The results showed that the students' learning activities and outcomes in biology class were improved from the first to the second cycle, suggesting successful resolution of students' difficulties and enhanced performance. In addition, teachers improved their effectiveness by implementing PBL, even though they lacked prior knowledge. Therefore, this study may be useful for practitioners especially teachers administering PBL. PBL is an effective approach that may be incorporated into teaching curriculum by science teachers.
Extent of Implementation of Inquiry-Based Science Teaching and Learning in Ghanaian Junior High Schools
Author: Mohammed, Salifu Maigari
Date: 2020-00-00
Type: Journal Articles
Subjects: Inquiry,Science Instruction,Teaching Methods,Learning Processes,Junior High School Students,Student Attitudes,Science Teachers,Teacher Attitudes,Administrator Attitudes,Rural Areas,Urban Areas,Municipalities,Factor Analysis,School Location,Correlation,Code Switching (Language),African Languages,Native Language,Language Usage,Second Language Learning,English (Second Language),Foreign Countries,Educational Change

The purpose of this study was to investigate the extent of implementation of inquiry-based science teaching and learning in Ghanaian junior high schools. We sampled 503 students, 18 integrated science teachers, and 23 educational administrators from rural and urban areas of four districts and municipalities in the Central Region of Ghana. We used concurrent triangulation mixed methods design to collect quantitative and qualitative data. Validities, reliabilities, credibility, and dependability of the instruments were adequate. Average item means and standard deviations, frequencies, percentages, ANOVAs, Two-way MANOVA, principal component analysis, and Cronbach alphas were calculated. Thematic analysis was also conducted. We found rare implementation of inquiry-based science teaching and learning in the selected Ghanaian junior high schools. We also found significant interaction of school location and school type on the implementation of inquiry-based science instruction. Specifically, we found that codeswitching of English and the local language significantly promoted the implementation of social aspect of inquiry in rural schools. We recommend more reforms in science teaching and learning in Ghanaian junior high schools to be aligned with the features of inquiry. We also recommend that code-switching of English and the local language be actively promoted in schools, especially in rural and public junior high schools.
Characteristics of Secondary Students Who Have Intentions to Choose a STEM Major in College: Findings from a Three-Year Study
Author: Sahin, Alpaslan
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Characteristics,Intention,STEM Education,Majors (Students),Student Motivation,Grade 9,Grade 10,Grade 11,Gender Differences,Racial Differences,Student Attitudes

This study was grounded in the social cognitive career theoretical framework (Lent, Brown, &amp; Hackett, 1994). The purpose of this four-year longitudinal study was to examine the factors that may have contributed to students' motivation to develop STEM interest during secondary school years. The participants in our study were 9th-11th grade high school students from a large K-12 college preparatory charter school system, Harmony Public Schools (HPS) in Texas. We utilized descriptive statistics and logistic regression analyses to carry out the study. The results revealed that three-year survey takers' STEM major interest seemed to decrease steadily each year. Although there was a significant gender gap between males and females in STEM selection in 9th and 10th grade, this difference was not significant at the end of 11th grade. White and Asian students were significantly more likely to be interested in STEM careers. We also found that students who were most likely to choose a STEM major in college had higher parent and teacher expectations, higher math and science self-efficacy, higher GPA grades, took more AP courses, and participated in STEM clubs.
Lessons Learned: Aligning Voices from the inside with Nine Essentials of Professional Development Schools
Author: Rychly, Laura
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Partnerships in Education,College School Cooperation,Preservice Teacher Education,Universities,Middle Schools,Barriers,Success,Experiential Learning,Undergraduate Students,Preservice Teachers,Cooperating Teachers,Theory Practice Relationship

This exploratory case study documents the experiences shared by teacher candidates and cooperating teachers in two contrasting Professional Development School (PDS) sites over four semesters. At the ends of semesters during which courses were moved from the traditional university site delivery to public middle schools as part of an emerging PDS, focus group interviews were conducted with teacher candidates and then with classroom teachers to document their experiences. Their voices were solicited because much that went on between them and outside of what could be directly observed by those making decisions is important for identifying what would strengthen a PDS model. Eight themes were identified: communication, barriers to practice, teacher uncertainty, candidate uncertainty, building relationships, on-site presence, integrating into the culture, and experiential learning. Findings were held up to the Nine Essentials of Professional Development Schools as identified by the National Association of Professional Development Schools to show what is being done well and what opportunities exist to make this teacher education model more effective. 1. A comprehensive mission that is broader in its outreach and scope than the mission of any partner and that furthers the education profession and its responsibility to advance equity within schools and, by potential extension, the broader community; 2. A school-university culture committed to the preparation of future educators that embraces their active engagement in the school community; 3. Ongoing and reciprocal professional development for all participants guided by need; 4. A shared commitment to innovative and reflective practice by all participants; 5. Engagement in and public sharing of the results of deliberate investigations of practice by respective participants; 6. An articulation agreement developed by the respective participants delineating the roles and responsibilities of all involved; 7. A structure that allows all participants a forum for ongoing governance, reflection, and collaboration; 8. Work by college/university faculty and P-12 faculty in formal roles across institutional settings; and 9. Dedicated and shared resources and formal rewards and recognition structures.
Does Individual Interest Still Predict Achievement in Science and Technology When Controlling for Self-Concept? A Longitudinal Study Conducted in Canadian Schools
Author: Potvin, Patrice
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Concept,Report Cards,Goodness of Fit,Educational Practices,Longitudinal Studies,Grade 7,Grade 8,Secondary School Students,Student Interests,Prediction,Science Achievement,Technology Education,Academic Achievement,Foreign Countries,Correlation

This cross-lagged longitudinal study was conducted with 862 seventh and eighth graders (secondary school) in the province of Québec (Canada) to study the effects of two important perceptual variables (self-concept and individual interest) on achievement, as well as reciprocal relations between all these constructs. Considering the results obtained previously in mathematics education, it was designed to test if the same inter-variable dynamics could be recorded in science and technology. The data was gathered at 10 time points (four perceptual; six report cards [school reports]) and analyzed using Mplus. Most fit indexes were acceptable and revealed a predictive solution that supports the hypothesis that interest does not appear to play any direct role in achievement, but that self-concept does. Recommendations for research that tests individual interest are formulated as well as suggestions for educational practice.
Differences between How Undergraduate Students Define Geometric Solids and What Their Lecturers Expect from Them through the Lens of the Theory of Commognition
Author: Martín-Molina, Verónica
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Preservice Teachers,College Mathematics,Mathematics Skills,Geometric Concepts,Mathematics Teachers,Teacher Expectations of Students,Definitions,Discourse Analysis,Cognitive Processes

Undergraduate students' engagement with mathematical discourse when defining geometric solids is analysed and compared with what their lecturers expect them to do. The theory of commognition is adopted as the theoretical framework, which permits the characterisation and comparison of their discursive activities, and may lead to the identification of potential commognitive conflicts. The participants were forty-five undergraduate students (primary preservice teachers) and their lecturers. A worksheet with questions about defining geometric solids was used as a data collection instrument. The students, in small groups, had to discuss and write their answers, and the lecturers were asked what they expected from their students. Results show three main areas of mismatch between students' engagement in mathematical discourse and what their lecturers expected from them. There is no clear consensus across the students on how to define or on what a definition is or on which criterion to use when selecting a definition.
Effectiveness of Concept Mapping Based Teaching Methods on Grade Eight Students&apos; Conceptual Understanding of Photosynthesis at Ewket Fana Primary School, Bahir Dar, Ethiopia
Author: Woldeamanuel, Yenenesh Workneh
Date: 2020-00-00
Type: Journal Articles
Subjects: Concept Mapping,Concept Teaching,Scientific Concepts,Plants (Botany),Concept Formation,Science Instruction,Instructional Effectiveness,Difficulty Level,Active Learning,Grade 8,Teaching Methods,Constructivism (Learning),Foreign Countries

Concept mapping helps learners to understand complex ideas. However, studies confirming that statement are scarce. A quasi-experimental and Design-based approaches were applied to understand the effectiveness of concept mapping based teaching method on grade eight students' conceptual understanding of photosynthesis. Two sections of grade eight consisting of 103 students were selected randomly. Pretest results were used to assign students as experimental and control groups and treated with concept mapping and lecture methods, respectively. The post-test results of the two study groups revealed a statistically significant difference indicated that students' treated with concept mapping method exhibited better conceptual understanding on the concept of photosynthesis than those treated with lecture method. This study suggests that science teachers should apply concept mapping method to teach science concepts systematically. The use of concept mapping method in science classes can help students to better understand the important concepts.
A Mathematics Education Research Agenda in Latin America Motivated by Coronavirus Pandemic
Author: Castro, Walter F.
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Foreign Countries,Barriers,Mathematics Education,Online Courses,Electronic Learning,Preschool Education,Elementary Secondary Education,Postsecondary Education,Curriculum,Educational Resources,Identification (Psychology),Professional Identity,Knowledge Base for Teaching,Educational Policy,Educational Research

The pandemic and its disruption of social dynamics, including school dynamics, necessitates a review of both the proposals for education in situations of confinement and the research that must be carried out to account for exceptional educational situations. It is likely that this pandemic is only the first circumstance that has highlighted the need to investigate more decisively areas that have not been previously considered or have been put aside. This document presents the case of three Latin American countries, Mexico, Colombia, and Chile, in relation to educational difficulties generated by the pandemic, with respect to regional actions on the educational problems that have been revealed, and proposes regional research agendas for the Mathematics Education research community.