ethanporcaro/eric-fulltext-meta huggingface dataset:
Generating an Approach Informed by Cultural-Historical Activity Theory to Research Influences Affecting Early Career Teachers&apos; Professionalism and Retention
Author: Quirk-Marku, Catharine
Date: 2019-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Professionalism,Theories,Teacher Persistence,Preservice Teacher Education,Neoliberalism,Educational Policy,Foreign Countries,Research Methodology

This article focuses attention on influences that affect Early Career Teachers' (ECTs') professionalism during their process of learning to teach. The main purpose is to generate an approach informed by Cultural-Historical Activity Theory (CHAT) and evaluate the relevance of this approach to research influences affecting ECTs' professionalism and retention. This approach is significant because it could be employed in future research to address a knowledge gap in the existing evidence base and to further illuminate our understanding of influences affecting ECTs' professionalism and retention. The paper introduces the key principles of CHAT. Then a context for researching ECTs' professionalism is constructed; tracing the enactment of government policy strategies within Initial Teacher Training (ITT) policies and examining the contested notion of professionalism. Next, existing empirical evidence on influences affecting ECTs' professionalism is evaluated and a knowledge gap is identified. Then an alternative approach informed by CHAT is outlined with reasons why it is useful in researching influences on ECTs' professionalism. Some limitations of employing CHAT in this approach are identified and adaptations are proposed. Argument is presented about how the gap in the existing evidence base could be addressed by utilising this approach in future research.
Teachers&apos; Reflecting on Professional Knowledge in the Numeracy (Mathematics) Classroom
Author: Mills, Judith
Date: 2020-00-00
Type: Journal Articles
Subjects: Numeracy,Foreign Countries,Elementary School Teachers,Reflective Teaching,Knowledge Level,Pedagogical Content Knowledge,Mathematics Instruction

New Zealand primary school teachers are expected to regularly reflect on their teaching practice in order to consider the implications of past teaching on future planning. Aligned to teachers' ongoing reflection, the New Zealand Curriculum (Ministry of Education, 2007) contains a section on effective pedagogy--teacher actions promoting student learning, which includes a Teaching as Inquiry Cycle (pp. 34--35). Embedded within their inquiry, teachers consider the teaching-learning relationship and often turn to frameworks of knowledge for guidance. This article shares the implications of using a framework of teacher knowledge in research. While the framework used contained much detail for the researcher, it overlapped categories and at the same time lacked acknowledgement of some important concepts for teachers in classroom practice. Findings from using a framework in this research were combined with findings from previous research to formulate the Wheel of Professional Knowledge, which was developed for mathematics teachers to use when reflecting on their practice.
A Rasch-Based Validation of ELT Certificate-LORT
Author: Qu, Xin
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),Teacher Certification,Performance Based Assessment,Item Response Theory,Teacher Evaluation,Language Proficiency,Oral Language,Rating Scales,Test Validity

The present study was executed with the purpose of validating ELT Certificate Lesson Observation and Report Task (ELTC-LORT), which was developed by China Language Assessment to certify China's EFL teachers by performance-based testing. The ELT Certificate has high-stakes considering its impacts on candidates' recruitment, ELT in China and quality of education, so it is crucially important for its validation so as to guarantee fairness and justice. The validity of task construct and rating rubric went through a process suited for many-facet Rasch measurement supplemented with qualitative interviews. Participants (N = 40) were provided with a video excerpt from a real EFL lesson, and required to deliver a report on the teacher's performance. Two raters graded the records of the candidates' reports using rating scales developed to measure EFL teacher candidates' oral English proficiency and ability to analyze and evaluate teaching. Many-facet Rasch analysis demonstrated a successful estimation, with a noticeable spread among the participants and their traits, proving the task functioned well in measuring candidates' performance and reflecting the difference of their ability. The raters were found to have good internal self-consistency, but not the same leniency. The rating scales worked well, with the average measures advancing largely in line with Rasch expectations. Semi-structured interviews as well as focus group interviews were executed to provide knowledge regarding the raters' performance levels and the functionalities of the rating scale items. The findings provide implications for further research and practice of the Certificate.
A Review of the Washback of English Language Tests on Classroom Teaching
Author: Kuang, Qi
Date: 2020-00-00
Type: Journal Articles
Subjects: Testing Problems,Second Language Instruction,Second Language Learning,English (Second Language),Language Tests,Teaching Methods,Course Content,Test Content,Course Descriptions,Instructional Materials

Scholars have long recognized the Washback effect of English language tests on English teaching inside the classroom. However, the lack of scholarly reports in this area is also nonnegligible. Therefore, the present study intends to review some empirical researches that focus on the washback of some English language tests on different aspects of classroom teaching, including the washback on course content, teaching materials, and teaching activities. Both positive and negative washback are found on these aspects and can be attributed to a number of factors, including differences in features of the test content, differences in tests' coordination to course syllabus, differences in teachers' adoption of teaching methods, etc. The final discussion recognizes the complicated mechanism of washback of the English language test on classroom teaching and serves to bring out some scholarly and pedagogical implications. On the one hand, future studies could focus more on how to bring out positive washback of English language tests on classroom teaching. On the other hand, pedagogical practices could take advantage of the latest scholarly findings to maximize the efficacy of the aforementioned positive washback.
How Does the BTEC Level 3 Children&apos;s Play, Learning and Development Course Prepare Students for Higher Education?
Author: Dudley, Kate
Date: 2019-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Early Childhood Teachers,Teacher Education,Higher Education,Vocational Education,Student Adjustment,Academic Ability,Writing Skills,Academic Language,Study Skills,Personal Autonomy,Student Evaluation,Research Skills,Communication Skills,Teamwork,Program Effectiveness,Partnerships in Education

The ever-changing world of qualifications for the Early Years workforce depends on a wide range of factors. A dichotomy between the need for industry practice and academic skills is present within the current sector as changes to qualifications continue to develop. This paper explores one route of qualification into Early Years, the BTEC (Business and Technology Education Council) National Extended Diploma Level 3 in Children's Play, Learning and Development (CPLD) with Early Years Educator status (BTEC, 2015). An investigation into how this BTEC course meets its aims in promoting students' academic skills ready for Higher Education (HE) highlighted a key difference in expectations of Level three students from Further Education (FE) and HE participants. Data collected through semi structured interviews from FE teaching staff and documentary analysis of the CPLD specification pose significant differences in their expectations of student 'academic' skills as opposed to the expectations of HE teaching staff. Further exploration continued to suggest that the BTEC CPLD specification focuses on more specific academic skills such as referencing than the conflicting finding of HE participants who presented different expectations and skills from Level three students progressing into HE. Highlighting such a difference is imperative within the sector as it implies there is a need to address this gap of expectations for level three students transitioning into HE to both provide a smoother transition for students' development and to bridge the gap of qualification expectations of practitioners. This paper summarises with key recommendations for both FE teachers and HE academics as well as addressing the course specification design of the BTEC CPLD qualification.
Self-Regulation of Primary Education Pre-Service Teachers
Author: Sukowati
Date: 2020-05-00
Type: Journal Articles
Subjects: Self Management,Achievement Need,Private Colleges,Foreign Countries,Student Attitudes,Student Motivation,Preservice Teacher Education,Preservice Teachers,Primary Education

Motivation for the achievements is urgently needed when attending a class. For reinforcing the motivation can be obtained through self-regulation this research aimed to discover students' self-regulation in a private university at Yogyakarta. This research used quantitative approach in the form of survey. The population in this research was all students in Primary school Teacher Education comprising 233 students. Whereas, there were 155 students as the sample taken by using random sampling technique. Furthermore, students' self-regulation was measured by using self regulation learning. The data analysis was conducted qualitatively in the form of descriptive or inferential showed by self-regulation in high category comprising 11 students or 7,09%, medium category comprising 97 students or 62,58%, and low category comprising 47 students or 30,32%. The result of this study showed that: (1) self-regulation of prospective primary school teachers was included into medium category, (2) self-regulation had an important role to improve students' motivation.
Tertiary Education Trust Fund Intervention on Academic Staff Capacity Building in Lagos State University, Nigeria
Author: Isiaka, Abdulaziz
Date: 2020-05-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Capacity Building,Faculty Development,Educational Finance,Financial Support,Trusts (Financial)

The study adopted the descriptive survey research design to assess Tertiary Education Trust Fund intervention on academic staff capacity building in Lagos State University, Nigeria. The population for this study was all academic staff of Lagos State University. Two purposes of the study were raised and two research questions were also formulated. One hundred and ninety-six questionnaires were randomly administered to one hundred and ninety-six (196) academic staff in the university. The questionnaire titled &quot;Tetfund Intervention on Academic Staff Capacity Building Questionnaire&quot; was used for data collection. The findings of the study revealed that provision of infrastructure for effective teaching and learning is the major the fund intervention towards qualitative transformation of academic staff in Lagos State University. The finding of the study also showed that the fund intervention in Lagos State University for academic staff capacity building was major priority. Based on the findings of the study, it was recommended that the fund should eliminate the level of bureaucratic bottlenecks often associated with accessing approved funds. Having noted that University education is costeffective, donor agencies and philanthropic individuals and groups, should assist governments in funding tertiary education in the country.
A Whole-School Approach to Developing Resilience: Resources and Suggestions for New Zealand Schools
Author: Poultney, Rachel
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Resilience (Psychology),Elementary School Teachers,Elementary School Students,Mental Health,National Curriculum,Health Promotion,Faculty Development,Educational Practices,Classroom Environment,Academic Persistence,Attitude Change,Instructional Materials

In learning and life, there will always be challenges, requiring resilience to overcome, adapt, and persist in the face of adversity. Resilience is a key aspect of mental health and lifelong learning, reflected in the vision, key competencies, and health-related elements of the New Zealand Curriculum (Ministry of Education, 2007). Working on the understanding that schools can and should help learners to develop resilience, this article shares a recent inquiry undertaken by a full primary school in New Zealand (NZ), as part of a Teacher-Led Innovation Fund (TLIF) project. The inquiry approach and main findings are outlined, along with resources, and suggestions for schools striving to build a shared understanding of resilience among teachers, students, and parents. Our inquiry attests to the power of a whole school approach to the learning of resilience, underpinned by relational connections, the language of resilience and cross-curricula integration, as well as informal learning.
Principalship in Building Shared Meanings in School = Okulda Ortak Anlamlarin Insasinda Müdürlük
Author: Aydogdu, Elif
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,Educational Improvement,School Culture,Foreign Countries,Leadership Qualities,Administrator Attitudes,Leadership Role,Educational Change,Role Perception,Conflict Resolution,Values,School Administration

This study focuses on the professional and personal experiences of school principals in the process of constructing maintaining or changing their culture. The goal is to reveal how principals make sense of interaction processes in the context of building a positive school culture. On the basis of the interaction process in the school, the construction of shared meanings and values were analyzed through expectations of behavior, elements of culture such as values, norms, ceremonies, stories, heroes, language and daily life practices were used. Phenomenological analysis was used. The study group included school principals based on the 1st level of TUIK regional classification. Principals was selected through maximum variation sampling. It was found that the meaningful processes of school principals in terms of time, place, role and success are very important in building the school culture.
The Blended Learning with WhatsApp Media on Mathematics Creative Thinking Skills and Math Anxiety
Author: Nida, Nurul Khairiatin
Date: 2020-05-00
Type: Journal Articles
Subjects: Blended Learning,Computer Oriented Programs,Educational Technology,Technology Uses in Education,Mathematics Instruction,Creative Thinking,Thinking Skills,Mathematics Anxiety,Junior High School Students,Foreign Countries,Teaching Methods,Conventional Instruction

The blended learning was a learning model that combines offline and online learning. There are two types of blended learning models used in this research, namely the flipped classroom model and the station rotation model. In these models, the teacher would use WhatsApp as a media for online learning. The purpose of this research was to determine the effect of blended learning models on mathematical creative thinking skills and math anxiety of public junior high school students in Sukoharjo Regency, Central Java Province. The research method used was quasi-experimental by sampling using stratified cluster random sampling techniques. There were three schools selected as research samples, namely Mojolaban 1 Public Junior High School, Mojolaban 2 Junior High School, and Grogol 3 Public Junior High School. The data collection used a written test and questionnaires methods which were carried out after the treatment was given. The data analysis technique used a one-way multivariate analysis of variance. This research shows that the blended learning models were better than the direct learning model on mathematical creative thinking skills, but judging from the magnitude of math anxiety, the direct learning model was better than the station rotation learning model.
Anxiety Contribution on Students&apos; Text Comprehension in Various Test Types
Author: Supeno
Date: 2020-05-00
Type: Journal Articles
Subjects: Test Anxiety,Reading Comprehension,Test Format,Objective Tests,High School Students,Grade 11,Foreign Countries,Reading Tests,English (Second Language),Performance Factors

This study aims to understand how anxiety as a variable contributes to affect the ability in comprehending English texts evaluated on students' performance on various test types, namely 1) multiple-choice tests (MC), 2) fill-in-the-blank tests (FTB), and 3) true/false tests (TF). This research used &quot;ex post facto&quot; method, with responses collected from eleventh grade high school students in Jakarta. Respondents worked on tests with similar material, although at different times. Students' anxiety was measured based on behavioral and cognitive characteristics listed on the questionnaire given to respondents along with the English test. The results pointed out that there was indeed a difference of students' anxiety levels in working on the various English text comprehension tests given. The results of the English text comprehension tests were generally influenced by the anxiety variable, although the effect was found to be small. Teachers are recommended to apply multiple variations of ability evaluation in measuring the students' English text comprehension by using multiple test modes.
Impact of Online Course Discussion on Education Leadership Students&apos; Reflections
Author: Saleh, Amany
Date: 2020-05-00
Type: Journal Articles
Subjects: Online Courses,Discussion (Teaching Technique),Leadership,Reflection,Computer Mediated Communication,Leadership Training,Critical Theory,Doctoral Students,Asynchronous Communication,Synchronous Communication,Social Justice

Educators learn through reflecting on how power shapes their own practices, expressing their concerns about the constraints they face, and brainstorming solutions to address them. Educators create and adjust their philosophies and practices through reflection on how abstract theories manifest themselves in life. The online discussion format affords students the opportunity to improve their reflective practices through the use of structured questions, supervised scaffolding, shared experience, and opportunities to connect theory to practice. In essence, online discussions offer educators a dynamic and energetic atmosphere in which they can interact with each other. The purpose of the study was to examine the impact of online discussions on students' critical skills as they reflect on issues dealing with students' diversity. The results demonstrated that the use of structured online discussions contributed to the elevation of graduate students' reflective practices as they contemplated the social and cultural issues that impact students' learning and their educational practices.
Barriers of Information Communication Technology (ICT) Adoption in Botswana&apos;s Primary Education
Author: Mogwe, Alpheus Wanano
Date: 2020-05-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Elementary Education,Barriers,Technology Integration,Technological Literacy,Access to Computers,Educational Policy,Foreign Countries,Teacher Competencies,Elementary School Teachers

Information communication technology is essential for any organisation to stay competitive, and in the education sector it has helped in enhancing modern ways of learning and teaching; therefore helping in delivering high quality education and preparing students for the information and technology era. Studies have acknowledged its importance from early primary education to that of a positive impact. However, Botswana's primary education system hardly adopts and use it despite the country's government promotion of its adoption, and efforts channeled to promoting its usage. Therefore, this study sought to understand barriers associated with its adoption in primary education in Botswana with a view of recommending ways to fortify its adoption. The research followed the quantitative approach, with a questionnaire distributed in selected primary schools. Findings indicated a low rate of ICT utilisation, lack of basic ICT skills, lack of infrastructure amongst the key barriers to ICT adoption and utilisation in the primary education system. In conclusion there is need of implementation of policies enforcing adoption and utilisation of information communication technology and the need of involvement of all stakeholders to be involved to promote it. Lastly rigorous training to have qualified personnel to spearhead the adoption and utilisation is essential.
Integration of Strengthening of Character Education and Higher Order Thinking Skills in History Learning
Author: Haniah, Apriliana Rusly
Date: 2020-05-00
Type: Journal Articles
Subjects: Values Education,Thinking Skills,History Instruction,Integrated Curriculum,21st Century Skills,Problem Solving,Decision Making,Critical Thinking,Creative Thinking,Foreign Countries,Curriculum Implementation,Secondary School Curriculum,High School Students,Moral Values

The purpose of this study is to find integration packages for Strengthening Character Education (PPK) and Higher Order Thinking Skills (HOTS) in history learning at SMAN 1 Yogyakarta, which includes: (1) form of integration packaging for strengthening character education in history learning, (2) forms of integration packaging higher-order thinking skills in history learning, (3) constraints and solutions for integrating strengthening of character education and higher-order thinking skills in history learning. This research is qualitative research with a naturalistic research type. The subjects in this study were the principal, deputy headmaster of the curriculum section, history teacher, and students who were drawn using purposive sampling techniques. The results showed: (1) Integration of character education reinforcement was found in history learning, namely in the planning, implementation and evaluation stages of learning. Forms of integration packaging or containers for strengthening character education that can be seen in learning activities and attitude assessments that contain religious values, conscientious, disciplined, responsible, communicative, collaborating, confident, caring, critical thinking, nationalist and creative; (2) The packaging for integrating higher-order thinking skills in history learning is found, namely in assessment and questions as well as in learning planning. The assessment carried out is an assessment of attitudes, knowledge, and skills that are integrated with the questions by conducting KD analysis. The results of the analysis then the teacher chooses the KD that can be made about HOTS; and (3) Obstacles that are found that are technical in inserting character values in learning activities on historical subjects that are suggested to history teachers to always participate in the Subject Teachers' Deliberation (MGMP) which is felt by researchers to be very helpful for teachers to exchange information, and sharing about the obstacles encountered. For the constraints of making assessment instruments, advice to the Principal, Teachers, and Education Office to conduct socialization and training in making assessment instruments, the grid then starts making HOTS questions.