ethanporcaro/eric-fulltext-meta huggingface dataset:
The Cause-Effect Relation of Latent Variables in Scientific Multi-Text Reading Comprehension: Testing the Sequential Mediation Model
Author: Hsiao-Hui Lin
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Education,Reading Comprehension,Reading Tests,Construct Validity,Goodness of Fit,Factor Analysis,Test Items,Standard Setting (Scoring),Criterion Referenced Tests,Cutting Scores,Elementary School Students,Middle School Students,Foreign Countries

Background: The issue of science is seldom brought into focus because of the way developing assessments of students' multiple text reading comprehension. Objectives: This study tested the sequential mediation model of scientific multi-text reading comprehension (SMTRC) by means of structural equation modelling (SEM), and aimed to advance the scientific multi-text reading comprehension assessment (SMTRCA), with a focus on discussing the causal relationship of potential variables in SMTRC. Method: Test items included 10 closed-ended and 7 open-ended questions and were categorised into four subscales: information retrieval (IR), information generalisation (IG), information interpretation (IIP), and information integration (IIG). Results: The confirmatory factor analysis results showed that there was an acceptable goodness-of-fit among the SMTRCA, indicating that the construct validity was good. Furthermore, the Cronbach's a of the test items was 0.88, indicating good internal consistency. In addition, using 1535 students, structural equation modelling was applied to analyse the relations of the latent variables. The findings showed that when readers are performing multitext reading comprehension, IR will simultaneously have direct influences on IG, IIP and IIG. Moreover, through IG, IR had an indirect impact on IIP; through IIP, IG had an indirect impact on IIG; through the two intermediate mediators of IG and IIP, IR had an indirect impact on IIG. Conclusion: In our data-driven model, multi-text reading comprehension is a hierarchical and complex cognitive process. That is to say, when an individual is engaging in multi-text reading comprehension, they will not just follow a single approach, but will deal with several cognitive processing routes simultaneously. Recommendations are made for future research to explore the cognitive model of scientific multi-text reading comprehension and to determine whether there are differences among multiple groups, as well as standard setting to define the cut-off scores of the criterion-referenced model, to develop an assessment reporting system of scientific multi-text reading comprehension, and strategies for scientific multi-text reading.
The Language Orientations of Future Mathematics Teachers in the United States
Author: Fernandes, Anthony
Date: 2020-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Beliefs,Student Attitudes,Native Language,Language Attitudes,English (Second Language),Second Language Learning,Language Usage

Thirty-one preservice teachers at a university in the Southeast of the United States were interviewed regarding their beliefs about the teaching mathematics to English Learners. Ruiz's (1984) framework of language orientations was used to understand their responses related to the use of the native language in the mathematics class. Four typologies that ranged from language-as-problem to language-as-resource were inferred. Implications for teacher preparation are discussed.
Exploring the Prevalence of Teachers&apos; Organizational Citizenship Behaviour and Its Determinants: Evidence from an Under-Researched Cultural Milieu
Author: Gnanarajan, Ariyaratnam Harry
Date: 2020-02-00
Type: Journal Articles
Subjects: Teacher Behavior,Secondary School Teachers,Foreign Countries,Incidence,Principals,Family Work Relationship,Teacher Attitudes,Student Behavior,Teacher Morale,Values,Discipline,Self Efficacy,Job Satisfaction,School Administration

Teachers' organizational citizenship behaviour (OCB) is the teacher behaviour that is discretionary, not directly or explicitly recognised by the formal reward system. The factors found to be determining Teachers' OCB are different, hinging on country-culture specific nature. Research studies in the sphere of Teachers' OCB have heretofore been overlooked in Sri Lanka and other similar Asian countries. Hence, this study aims at exploring the degree of prevalence of teacher OCB and its dominant determinants among the teachers in Sri Lanka. The study draws on in-depth qualitative data from interviews and the participants included a convenience sample of teachers and principals employed in secondary schools. The data were analysed deductively using content analysis method. The findings reveal that the teachers' propensity to perform OCB - towards students, school and their colleagues - is on the decline. The determinants, such as work-family conflict, perceived organizational support, teacher values, teachers' self-efficacy, student behaviour patterns, and teachers' pupil control ideologies, seem to be dominant attributing to the low levels of teachers' OCB.
Fourth and Fifth Grade Students&apos; Structuring of 2D Rectangular Arrays
Author: Ribeiro, Sara
Date: 2020-02-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Geometric Concepts,Measurement,Mathematics Skills,Grade 4,Grade 5,Difficulty Level,Spatial Ability,Freehand Drawing,Problem Solving

In this article we examine 4th and 5th grade Portuguese students' performance on problems of structuring 2D rectangular arrays of squares, which was analyzed and categorized into the five levels of sophistication described by Battista, Clements, Arnoff, Battista, and Borrow (1998). In general, the results suggest that students in the higher-grade exhibit higher levels of sophistication. Nevertheless, several students from both grades could not perceive the structure in rows and columns of such rectangular arrays; their spatial structuring of such arrays was still inadequate. The result for their learning may be even worse if we think that for students in these grades, many textbooks display rectangular arrays as the representation to teach area measurement.
Ethical Dilemmas That School Administrators and Teachers Experience: Reasons and Coping Strategies = Okul yöneticilerinin ve ögretmenlerin yasadiklari etik ikilemler: Nedenler ve bas etme stratejileri
Author: Erdogan, Onur
Date: 2020-00-00
Type: Journal Articles
Subjects: Ethics,School Administration,Coping,Public Schools,Middle School Teachers,Assistant Principals,Principals,Problem Solving,Decision Making,Teacher Attitudes,Administrator Attitudes,Foreign Countries,Interpersonal Relationship,Discipline

The purpose of this research is to identify ethical dilemmas experienced by school administrators and teachers working in public middle schools, the reasons of these ethical dilemmas and the coping strategies used by administrators and teachers. In accordance with this purpose, phenomenological research design was used in this study. Criterion sampling and maximum variation sampling were chosen to determine participants consisting of 10 school principals, 10 assistant principals, and 10 teachers. Data were collected by semi-structured interviews prepared by the researcher. Results revealed that school principals, assistant principals, and teachers experience dilemmas in behavioral, structural, political, and systemic aspects. School principals and teachers mainly solve ethical dilemmas completely during the solution process while assistant principals mostly employ partially solving strategies. School principals and teachers commonly use the strategies of establishing a dialogue and receiving opinions in the process of solving ethical dilemmas as well as the strategy of unilateral decision making. Suggestions concerning the prevention and effective management of ethical dilemmas were offered to the Ministry of Education, provincial organizations, school administrators, teachers and researchers.
Technology Proficiency Self-Assessments of Teachers Becoming Professional in the 21st Century: A Scale Adaptation Study = 21. yüzyilda profesyonellesen ögretmenlerin teknoloji yeterliligi öz-degerlendirmeleri: Bir ölçek uyarlama çalismasi
Author: Fidan, Mustafa
Date: 2020-00-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Self Evaluation (Individuals),Professional Development,21st Century Skills,Public Schools,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Cultural Differences,Test Reliability,Test Validity,Online Searching,Web Sites,Computer Software,Information Literacy,Electronic Mail,Technology Integration,Teacher Competencies

In this study, it was aimed to adapt the Technology Proficiency Self-Assessment Scale for 21st Century Learning (TPSA C-21), developed by Christensen and Knezek, into Turkey's conditions. The study sample consisted of 606 teachers working in 58 public schools affiliated to the Ministry of National Education in Bartin province. The original scale had a six-factor structure consisting of 34 items. In the adaptation stage, the Turkish version of the scale was initially created and then retranslated back into the source language. Next, the scale items were evaluated by linguists. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used to determine the construct validity of the scale. As a result of the EFA, some of the items having inappropriate values were excluded from the scale and finally a structure with 24 items and four factors named &quot;E-mail&quot;, &quot;WWW&quot;, &quot;Integrated Applications&quot;, and &quot;Teaching with Technology&quot; was obtained. The results of the CFA showed that the factor structure had adequate fit indexes. For reliability, internal consistency and test-retest correlation coefficients of the whole scale and its sub-dimensions were examined and these values were found to be acceptable. After all, this scale has become a measurement tool that can be used for research which enables educators to make relevant inferences about technology proficiency in 21st century learning.
Investigating Preservice Mathematics Teachers&apos; Pedagogical Content Knowledge through Microteaching
Author: Kula Ünver, Semiha
Date: 2020-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Pedagogical Content Knowledge,Microteaching,Lesson Plans,Mathematics Teachers,Secondary School Students,Knowledge Level,Public Colleges,Foreign Countries,Misconceptions,Prior Learning

Microteaching provides a valuable setting for preservice teachers to practice teaching prior to real classroom teaching experiences, as well as allowing teacher educators to observe the strengths and weaknesses of the preservice teachers' pedagogical content knowledge. Therefore, we studied the preservice mathematics teachers' microteachings, with an aim to investigate their pedagogical content knowledge as reflected in their microteaching. Twenty preservice secondary mathematics teachers participated in the study. The participants formed groups of two, three or four people of their choice, resulting in six groups in total. Each group designed and conducted a microteaching on a topic of their choice. The videotapes of the groups' microteaching and their lesson plans constituted the data set for the study. We analyzed the data per the components of the pedagogical content knowledge framework outlined by various researchers. We found that the preservice mathematics teachers in general were knowledgeable about different instructional strategies and the curriculum about the topic of their microteaching, but their knowledge of learners was relatively poor. Implications for teacher education are discussed.
The Effects of Reciprocal Teaching on Reading Comprehension, Retention on Learning and Self-Efficacy Perception = Karsilikli ögretimin okudugunu anlamaya, ögrenme kaliciligina ve öz yeterlik algisina etkisi
Author: Kula, Sultan Selen
Date: 2020-00-00
Type: Journal Articles
Subjects: Reciprocal Teaching,Reading Comprehension,Retention (Psychology),Self Efficacy,Instructional Effectiveness,Grade 4,Elementary School Students,Foreign Countries,Student Attitudes,Public Schools,Native Language Instruction,Turkish,Group Dynamics,Learning Processes

This study was carried out to test the effects of reciprocal teaching on reading comprehension skills, learning retention and self-efficacy perception of reading comprehension. Research was conducted in 4th grade Turkish lessons of a primary school located in the Central Anatolia region of Turkey with experimental and control groups of 25 randomly assigned students. Experimental method was used in the research and findings were supported with qualitative data. Data were collected through the Reading Comprehension Skills Achievement Test, Self-efficacy Perception Scale for Reading Comprehension and Student Interview Form, each developed by the researchers. According to the findings of the research, there was a significant difference between students in the experimental group where the reciprocal teaching technique was implemented and students in the control group where the traditional teaching process was continued in terms of the achievement level and retention scores of the reading comprehension in favor of the experimental group. However, no significant difference was found between the groups in terms of self-efficacy levels. The students in the experimental group expressed that they were pleased to have the opportunity to lead their friends, to have a say in guiding the lesson, this technique facilitated their understanding of the texts they read and it provided them with a group work environment.
Examination of the Relationship between School Principals&apos; 21st Century Skills and Their Strategic Leadership According to Teachers&apos; Opinions = Ögretmen algilarina göre okul yöneticilerinin 21. yy. egitim yöneticisi becerileri ile stratejik liderlik davranislari arasindaki iliski
Author: Özdemir, Servet
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,School Administration,21st Century Skills,Correlation,Strategic Planning,Teacher Attitudes,Foreign Countries,Leadership Effectiveness,Technological Literacy,Information Literacy,Accountability,Administrator Responsibility,Leadership Styles,Elementary School Teachers,Secondary School Teachers,Self Management

This study aims to examine the relationship between school principals' 21st century skills and their strategic leadership according to teachers' opinions. In this quantitative research, a descriptive model that describes the situation was used. The study was conducted in Ankara, and 424 teachers joined the study. To get data from teachers, two scales were used: 21st Century Educational Administrators' Skills Scale and Strategic Leadership Scale. In order to determine the level of school principals' 21st century skills and their strategic leadership, descriptive analysis was used as well as Pearson Correlation Analysis and Regression analysis. There were significant positive relationships between all dimensions of educational administrators' 21st century skills and strategic leadership behaviors. Besides, education managers' 21st century skills were found to be a significant predictor of their strategic leadership behaviors. As a result of the research, it was revealed that information literacy, technology literacy, accountability, leadership and responsibility were significant predictors of managerial leadership behavior. School administrators need to increase their levels of knowledge literacy, technological literacy, accountability, leadership, and responsibility skills in order to improve their managerial leadership behaviors.
Pitfalls and Possibilities in Literacy Research: A Review of South African Literacy Studies, 2004-2018
Author: Biesman-Simons, Claire
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Literacy,Literacy Education,Educational Research,Annotated Bibliographies,Research Methodology,Guidelines

Background: Given the comprehensively documented literacy crisis in South Africa and the gaps in what is known about the effective teaching of reading and writing in schools, high-quality literacy research is a priority. Objectives: This article evaluates South African research from two annotated bibliographies on reading in African languages at home language level (2004-2017) and South African research on teaching reading in English as a first additional language (2007-2018). It also aims to provide guidelines for addressing these weaknesses. Methods: Examples of 70 quantitative and qualitative research studies from the annotated bibliographies were critically analysed, identifying key weaknesses in the research as a whole and examples of excellent quality. Results: Weaknesses evident in the research reviewed, suggested greater consideration is needed to lay sound methodological foundations for quality literacy research. Three methodological issues underlying local literacy research that require greater attention are research design, selection and use of literature and research rigour. High-quality research examples are referenced but, for ethical reasons, examples of what we consider to be flawed research are described generally. Guidelines are offered for addressing these pitfalls that, in our view, contribute to research of limited quality. Since many universities require submission of a journal article as a requirement for postgraduate students, preparation for such an article is considered. Conclusion: While this article is not intended to be a comprehensive guide, we hope it is useful to supervisors, postgraduate students and early career researchers currently undertaking, or planning to undertake, literacy research and to writing for publication.
Possible Result of Extreme Parenting: Power of Helicopter Parenting Attitude to Predict Ego Inflation = Asiri ebeveynligin olasi sonucu: Helikopter anne baba tutumunun ego enflasyonunu yordama gücü
Author: Yilmaz, Hasan
Date: 2020-00-00
Type: Journal Articles
Subjects: Parenting Styles,Parent Attitudes,Self Concept,Parent Child Relationship,Personal Autonomy,Young Adults,Gender Differences,Mothers,Fathers,Foreign Countries,Personality Traits,Prediction

The concept of helicopter parenting is used to describe a parental disposition that is excessively child-oriented, intrusive and limiting to child's autonomy. It is characterized by parents being overly concerned about child's future, making great efforts to avoid possible negative outcomes, preferring to plan and handle child's life and even executing child's tasks in his/her place. The objective of this study is to establish the relation between helicopter parental attitudes and ego inflation. The Perceived Helicopter Parental Attitude Scale and Ego Inflation Scale were applied to 432 people with an age group of 24-34 years. Hypotheses of the study were tested using structural equation modelling after results related to the fit values and factor loads of the scales were determined to be appropriate and adequate. The study found that 42.80 percent of the change in the inflated ego reported in young adults can be explained by a helicopter maternal attitude (R[superscript 2] = 0.43). Helicopter paternal attitude accounted for 22.10 percent of the change in the inflated ego observed in young adults (R[superscript 2] = 0.22). It has, thus, been demonstrated that ego inflation is triggered by helicopter parental attitudes and helicopter attitudes of mothers are more successful in creating ego inflation than those of fathers. We hope that the findings of the present study can be used in parent education and family counselling practices.
Effects of a Science of Learning Course on College Students&apos; Learning with a Computer
Author: Greene, Jeffrey A.
Date: 2020-06-00
Type: Journal Articles
Subjects: College Freshmen,College Science,Electronic Learning,Online Courses,Academic Achievement,First Generation College Students,Learning Strategies,Science Activities,Epistemology,Laboratory Procedures,Pretests Posttests,Protocol Analysis

First-year courses have been used to bolster college student success, but empirical evidence on their efficacy is mixed. We investigated whether a first-year science of learning course, focused on self-regulated learning, would benefit first-generation college students. We randomly assigned students to a treatment condition involving enrollment in the course, a comparison condition in which students had access to online course materials only, or a control condition. From this larger study, we recruited 43 students to participate in a laboratory task involving learning about the circulatory system with a computer. We found that treatment and comparison students experienced greater changes in conceptual knowledge than the control group, and we found differences in the enactment of monitoring and strategy use across conditions.
Will Mentoring a Student Teacher Harm My Evaluation Scores? Effects of Serving as a Cooperating Teacher on Evaluation Metrics
Author: Ronfeldt, Matthew
Date: 2020-06-00
Type: Journal Articles
Subjects: Mentors,Student Teachers,Student Teacher Evaluation,Scores,Cooperating Teachers,Student Teaching,Achievement Gains,Instructional Effectiveness,Evaluation Methods,Preservice Teacher Education

Growing evidence suggests that preservice candidates receive better coaching and are more instructionally effective when they are mentored by more instructionally effective cooperating teachers (CTs). Yet teacher education program leaders indicate it can be difficult to recruit instructionally effective teachers to serve as CTs, in part because teachers worry that serving may negatively impact district evaluation scores. Using a unique data set on over 4,500 CTs, we compare evaluation scores during years these teachers served as CTs with years they did not. In years they served as CTs, teachers had significantly better observation ratings and somewhat better achievement gains, though not always at significant levels. These results suggest that concerns over lowered evaluations should not prevent teachers from serving as CTs. [For the corresponding grantee submission, see ED598652.]
Changing Perceptions about Changes in the Teen Brain: An Overview
Author: Goldfus, Carol
Date: 2017-00-00
Type: Journal Articles
Subjects: Perception,Adolescents,Brain,Adolescent Development,Well Being,Student Motivation,Cognitive Science,Cognitive Development,Change,Puberty,Anxiety

Education changes the brain. The purpose of this meta-review is to afford teachers access to the most up-to-date research regarding principal neuro-processes of adolescent development and behavior to improve students' well-being and motivation in the classroom. This includes facets such as emotional, social, risk and reward mechanisms, stressors, technology, and learning. Understanding the scientific basis behind processes, such as learning and memory, empowers teachers with the knowledge to quantify the effects of their teaching on the brain, to facilitate successful learning, and to contribute to the present as well as future health and well-being of their adolescent students.