ethanporcaro/eric-fulltext-meta huggingface dataset:
Emerging Trends in Research on Math Teacher Professional Development
Author: Alamri, Naem M.
Date: 2018-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Teachers,Faculty Development,Foreign Countries,Pedagogical Content Knowledge,Trend Analysis,Journal Articles,Inservice Teacher Education,Mixed Methods Research,Comparative Analysis,Evaluation Research,Literature Reviews

The goal of this study was to analyse international journals and conference proceedings published from 2012 to 2016. The main results indicated that the gap between the Arab Gulf Countries (GC) and the rest of the world regarding the amounts and trends of professional development (PD) research is too wide. At the global level, the initial scanning analysis showed the publication of 161 articles on math teacher PD, including 121 articles or abstracts published in conference proceedings and 40 articles published in journals. The number of articles on math teacher PD in the GC conference proceedings and journals was only 11. The results indicated that there is growing interest in research on PD in math and pedagogical content knowledge (PCK). The results also showed that descriptive research received the most attention, followed by developmental and evaluative research. Most of the English-language research used qualitative methodology and mixed methodology, and hence, used observations and interviews to collect their data. At the level of Arabic-Language, GC, research, the results indicated that developmental research received the greatest attention; however, all the data collected were quantitative because the survey was the most commonly used tool in these research studies.
Factors Affecting In-Service Teachers&apos; Motivation: Its Implication to Quality of Education
Author: Gobena, Gemechu Abera
Date: 2018-07-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Teacher Motivation,Educational Quality,Foreign Countries,Secondary School Teachers,Questionnaires,Action Research,Mixed Methods Research

This study was aimed to assess factors affecting in-service teachers' motivation: its implication to quality of education. Descriptive survey research design was employed in carrying out the study. In-service secondary school teachers from Haramaya University's three colleges were a targeted population. 303 in-service secondary school teachers were sampled from 987 through stratified random sampling. Questionnaires and in service-teachers' portfolio and action research documents were used to get pertinent information for quantitative and qualitative data respectively. Both descriptive and inferential statistics were used to analyse the quantitative data whereas narration was used for qualitative data. The first finding was that 59.70% of the in-service teachers did not have a reasonable salary. The second finding was that 80.20% of them were not felt important in the society; the third one was that teachers' level of motivation was contributing 63.20% to deteriorating quality of education whereas the rest 36.80% was unexplained variables that have been contributing to deteriorating quality of education. It was recommended that all concerning bodies (ministry of education, zone and district education offices, non-governmental education stakeholders, school principals, supervisors, and parents) in the study areas should search for different mechanisms to improve unreasonable salary, low social factors and to improve poorly motivated teachers through using different reinforcements techniques in kind and type to sustain the quality-education in the country.
Effectiveness of Brain-Based Learning for Grade Eight Students&apos; Direct and Postponed Retention in Science
Author: Al-Balushi, Khadija A.
Date: 2018-07-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Grade 8,Foreign Countries,Control Groups,Experimental Groups,Pretests Posttests,Technology Uses in Education,Cognitive Processes,Teaching Methods,Brain,Science Instruction,Science Achievement,Achievement Tests,Quasiexperimental Design,Multivariate Analysis,School Holding Power,Educational Technology

The aim of the current study is to examine the effectiveness of brain-based learning for student direct and postponed retention in science. There were three groups in the study--one control group and two experimental groups. Brain-based learning was used in the first experimental group (mental group). In addition, technology was used in the second group as a platform to deliver brain-based learning. The control group used conventional teaching methods. There were 197 participants from grade eight. We administered a science achievement test to the three groups as a pre-test (before the beginning of the study), as a post-test (at the end of the study), and as a postponed test (six weeks after the study ended). The post-test results indicated that the technology experimental group outperformed the control group. However, the postponed test results also showed that there was no significant difference between the control group and the technology group. On the other hand, the mental experimental group performed significantly better than the other two groups on the postponed test. We suggest that the novelty effect might play a role in wavering the impact of the use of technology, however further research is needed.
EFL Teacher&apos;s Pedagogical Knowledge Base as a Predictor of Teacher&apos;s Reflectivity: Comparing Different Components and Perceptions
Author: Estaji, Masoomeh
Date: 2018-07-00
Type: Journal Articles
Subjects: Questionnaires,English (Second Language),Second Language Instruction,Pedagogical Content Knowledge,Knowledge Base for Teaching,Reflective Teaching,Language Teachers,Mixed Methods Research,Teacher Attitudes,Correlation,Interviews,Multiple Regression Analysis,Comparative Analysis,Foreign Countries

Teacher reflection is a salient activity which can assist teachers in getting a critical view about their effective teaching (Loughran, 2010). Among various factors that influence the teachers' reflection, teacher's Pedagogical Knowledge Base (PKB) can be considered of great significance. The current study sought to investigate the relationship between Iranian EFL teachers' PKB and their reflection. Further, the predictive power of PKB components in relation to teacher reflection was examined. In this mixed methods design study, 108 EFL teachers completed the teacher reflection (Akbari, Behzadpoor, &amp; Dadvand, 2010) and teacher's Pedagogical Knowledge Base (Akbari &amp; Dadvand, 2014) questionnaires. In the qualitative phase of this study, 20 male and female EFL teachers with high and low PKB were interviewed to extract their perceptions of reflection and reflective practice. To analyze the data, Pearson Product-moment correlation coefficient was run and the obtained results showed that there was a significant positive relationship between teachers' PKB and reflection. Besides, by running multiple regressions, it was revealed that the teachers' PKB can predict the teacher's reflection significantly.
Instructional Leadership and Teachers&apos; Functional Competency across the 21st Century Learning
Author: Ismail, Siti Noor
Date: 2018-07-00
Type: Journal Articles
Subjects: Instructional Leadership,Teacher Competencies,Teacher Surveys,Correlation,Elementary Secondary Education,Questionnaires,Leadership Effectiveness,Advantaged,Knowledge Level,Foreign Countries,Statistical Analysis

This study examined the relationship between school leaders' instructional leadership and teachers' functional competency in high prestige schools in the Northern part of Peninsular Malaysia. The research design employed for this study was descriptive method of the correlational survey type. This survey was administered to 225 teachers from 12 secondary and primary schools to collect the necessary data. Principal Instructional Management Rating Scale Questionnaire was adopted from Hallinger and Murphy (1985) and Integrated Assessment Module for Education Services Officers (2014) was used to obtain the data. The study found that the level of instructional leadership among the leaders as high (M = 3.94, SD = 0.55) and the level of teachers' functional competency as very high (M = 4.23, SD = 0.41). The finding also revealed that there is a very strong significant relationship between school leaders' instructional leadership and teachers' functional competency (r = 0.956, p = 0.000). The findings further suggested that there is an averagely strong significant relationship (r = 0.397, p = 0.000) between school leaders' instructional leadership and teachers' knowledge; and a positive with weak but significant relationship (r = 0.345, p = 0.000) between school leaders' instructional leadership and teachers' skills. This study recommends that school leaders adopt instructional leadership in their practices to improve teachers' functional competency.
Use of Augmented Reality in Social Sciences as Educational Research
Author: Toledo-Morales, Purificacion
Date: 2018-07-00
Type: Journal Articles
Subjects: Social Science Research,Educational Research,Computer Simulation,Computer Graphics,Experimental Groups,Control Groups,Technology Uses in Education,Elementary School Students,Earth Science,Pretests Posttests,Likert Scales,Questionnaires,Quasiexperimental Design,Interviews,Classroom Techniques,Academic Achievement,Student Attitudes,Grade 5,Teaching Methods,Instructional Effectiveness,Foreign Countries

This study investigated the effects of the use of Augmented Reality (AR) on the academic performance of students, as well as perceptions that were following the use of this new technology resource. The participants were students of primary education in Spain, which were assigned to an experimental group and a control group. Contents related to the topic Representation Earth were created, and were held with the collaboration of teachers using tablets to display bookmarks. To analyze the results collection tools of quantitative and qualitative data are used, a pre-test and post-test on the subject explained. I was done and Likert questionnaire on aspects of the use of the AR was given and an in depth interview was done teachers. Used tools of collection of data quantitative and qualitative to the deal are of a design quasi-experimental. In order to analyze the data, the statistical software SPSS 23 was used. The use of the AR as a teaching tool sheds results that reveal that the performance and the acquisition of knowledge of students improves significantly, being reflected in the ratings that were higher. The process of teaching and learning is perceived as positive, incentive and facilitator in the acquisition of knowledge.
Effect of Teacher Motivational Practices and Student Demotivation on Request and Refusal Speech Acts Produced by Iranian EFL Learners
Author: Molavi, Ahmad
Date: 2018-07-00
Type: Journal Articles
Subjects: Speech Acts,English (Second Language),Second Language Learning,Second Language Instruction,Student Motivation,Language Teachers,Foreign Countries,Student Placement,Language Tests,Task Analysis,Teacher Evaluation,Scores,Teaching Methods,High School Students,Statistical Analysis

This study aimed at examining the possible effects of teacher motivational practices and student demotivation on the way Iranian English as a Foreign Language (EFL) learners produce request and refusal speech acts. Subsequently, four instruments were selected and administered to the participants under scrutiny. They were: (a) a Quick Placement Test, (b) the Motivational Orientation of Language Teaching classroom observation scheme, (c) the Post-Lesson Teacher Evaluation scale, and (d) a Discourse Completion Task. The analyses of the related data obtained from the targeted participants revealed significant differences between students in high and low motivation groups with respect to the production of request and refusal speech acts on the post-test scores. It was observed that various levels of demotivation dramatically influence the quality of request and refusal speech acts produced by the learners in their English classes. Alternatively, the findings demonstrated that teachers' motivational practices had a direct bearing on the learners' productions of the targeted speech acts. Notably, the results of the study may offer insightful benefits to textbook developers, EFL teachers, and stakeholders involved in the language teaching profession.
Quality Assurance through Experiential Learning in a Distance Education Context: The Views of Major Stakeholders
Author: Quan-Baffour, Kofi Poku
Date: 2018-07-00
Type: Journal Articles
Subjects: Quality Assurance,Educational Quality,Experiential Learning,Qualitative Research,Foreign Countries,Distance Education,Teacher Education,Teacher Effectiveness,Universities,Mentors,Teacher Education Programs,Cooperation,Phenomenology,Teacher Attitudes,Administrator Attitudes,Stakeholders,College Faculty,Tutors,Interviews

The quality of experiential learning in distance education is a dominant concern of all major stakeholders and the public at large. Institutions of higher learning which train school teachers at a distance are often blamed for the poor quality of teachers and teaching. The perception among some sections of the society is that teachers trained at a distance are of poor quality compared to those trained via the conventional face-to-face mode. While this perception can be disputed it gives distance education institutions food for thought. Debunking the wrong perception is to ensure quality in the training of teachers at a distance. Students of the University of South Africa (UNISA) are scattered all over the country and beyond and this makes effective and quality organization, managing, supervision, mentoring and evaluation of experiential learning quite daunting. Effective experiential learning cannot be organized and managed effectively without the involvement of key stakeholders. This paper used the qualitative research approach to explore the views of major stakeholders from two Provinces in South Africa on quality assurance of experiential learning for teacher trainees in distance education. The findings indicate that all the major stakeholders involved in providing experiential learning in the UNISA teacher training program support the idea of collaboration as the basis of quality teacher training.
Students&apos; Reflections on Vocabulary Learning through Synchronous and Asynchronous Games and Activities
Author: Karaaslan, Hatice
Date: 2018-07-00
Type: Journal Articles
Subjects: Synchronous Communication,Asynchronous Communication,Vocabulary Development,Educational Games,English (Second Language),Second Language Instruction,Learning Experience,Computer Games,Student Surveys,Blended Learning,College Second Language Programs,Questionnaires,Teaching Methods,Reflection,Learning Activities,Foreign Countries

Many learners are now quite digitally skilled. However, this does not entail that they know how to learn through digital technologies. Therefore, establishing an interactive virtual learning platform that connects everyone together in a classroom environment and helping learners become familiar with such media might serve a set of purposes in any educational setting. Today, with the advances in web-based learning technologies, a hybrid teaching methodology has become widespread: blended learning. It is a term used to describe the way e-learning is being combined with traditional classroom methods and independent study. Educators design online materials and utilize them in synchronous or asynchronous ways to suit the convenience of learners and instructors and program demands. In this study with a group of intermediate-level English language learners at the School of Foreign Languages of an English-medium state university, the goal was to enhance students' vocabulary learning performance by using synchronous and asynchronous games and activities that will activate and maintain intrinsic motivation in an effort to teach parts of speech and collocations over a period of eight weeks. The data consisted of a survey of students' reflections on their vocabulary learning experiences through digital games and activities. The findings were discussed with respect to the efficiency of incorporating synchronous and asynchronous learning materials.
Impact of Different Quality of Service Mechanisms on Students&apos; Quality of Experience in Videoconferencing Learning Environment
Author: Malinovski, Toni
Date: 2018-07-00
Type: Journal Articles
Subjects: Videoconferencing,Distance Education,Student Experience,College Students,Educational Environment,Correlation,Foreign Countries,Technology Uses in Education,Quality Assurance,Statistical Analysis

Videoconferencing technology is a successful tool for expanding possibilities for collaborative and distance learning, while bridging the distance between the teacher and students, providing time and cost savings. Recently, the focus in literature and practice for quality requirements are shifting from deterministic behavior of the infrastructure in videoconferencing learning environments to students' Quality of Experience, as subjective measure that involves human dimensions. Hence, this study evaluates the impact of different Quality of Service mechanisms utilized in the infrastructure on students' Quality of Experience in videoconferencing learning environments. It involved 263 faculty students that participated in 42 learning sessions via videoconferencing during their academic activities, while the infrastructure was subjected to Quality of Service mechanism in the network, as well as application enhancement in the videoconferencing platform, or both. The performance counters from the technical equipment and results from the survey regarding students' perceived experience, showed definite Quality of Service to Quality of Experience correlation. When network and application Quality of Service were considered complementary, students' Quality of Experience was in average 18.5% higher compared to network and 15% to application Quality of Service implementations. Similarly, best technical performance was achieved when both mechanisms were consider as a whole, such as 34% decrease in average transmit delay compared to application and 62.5% to network Quality of Service mechanisms, etc. Finally, application controls had greater impact on perceived students' Quality of Experience than the network ones, which correlated to performance behavior of the infrastructure.
Metaphorical Perceptions of Middle School Students towards Math
Author: Çetinkaya, Melike
Date: 2018-07-00
Type: Journal Articles
Subjects: Middle School Students,Student Attitudes,Mathematics Instruction,Figurative Language,Positive Attitudes,School Districts,Content Analysis,Teaching Methods,Foreign Countries,Qualitative Research,Language Usage,Statistical Analysis

In every society, the issue of whether an individual can do math has become a central issue. Middle school years, when students' perceptions towards math start to form, have a critical importance for them to develop a positive attitude towards math. The aim of this study is to determine the meaning that the students attributed to the math and to reveal the students' perceptions towards math. Metaphors were also benefited from in order to carry out this aim. The sample of this study was composed of randomly selected 273 students from Yalçin Eskiyapan Middle School located in the district of Keçiören, Ankara in 2015-2016 academic year. When the data obtained from the students were examined, it was seen that the most frequent repeating metaphors were life (38), game (14), book (10), and space (6). The way in which the students explain their metaphors was examined by inductive content analysis. As a result of the analysis, the obtained codes were gathered under four themes as opinions about the content of the math, opinions about the applicability of the math, opinions about the math, and opinions about the teaching of the math. Each theme has two categories, including positive and negative ones.
Students Awareness and Utilization of Educational Broadcasts to Learn in Ogbomoso, Oyo State Nigeria
Author: Olumorin, Charles Olubode
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Familiarity,Secondary School Students,Educational Television,Distance Education,Educational Radio,Audiovisual Instruction,Access to Education,Questionnaires,Barriers,Student Surveys

Radio and Television are broadcast media meant to disseminate audio and video signal, messages, information or programs to wide range of audience. Radio and television are already playing a role in educating the populace non-formally through various educational channels and programs, but there is significant potential to capitalize on their ability to enhance development and learning curriculum content among secondary school students. This study: 1) Find out the awareness of educational radio and television programs by secondary school students in Ogbomoso 2) Investigate secondary school students access to educational radio and television programs in Ogbomoso and 3) Investigate problems militating against students' use of educational radio and television programs for learning. Questionnaire was used as instrument to elicit responses from 100 secondary school students on their awareness-on and access to seven educational radio and television programs. The findings revealed that the students were not aware of the educational radio and television programs even though they have access to it. The study recommends that teachers in secondary schools should include educational broadcasts as forms of stimulus variation that they could apply to their classes and educational programs producers on both radio and television should create enough awareness about the programs to enable students follow the programs at appropriate time.
Reshaping Teacher Professional Identity through Critical Pedagogy-Informed Teacher Education
Author: Sardabi, Narges
Date: 2018-07-00
Type: Journal Articles
Subjects: Professional Identity,Critical Theory,Teacher Education Programs,Beginning Teacher Induction,English (Second Language),Second Language Instruction,Reflection,Journal Writing,Discussion (Teaching Technique),Semi Structured Interviews,Institutes (Training Programs),Compliance (Legal),Teacher Empowerment,Teacher Role,Social Responsibility,Cultural Relevance,Educational Practices,Foreign Countries

Considering the significant position of critical pedagogy in teaching English as a foreign language, there is a need for in-depth investigations of novice teachers' professional identity construction through the interaction with critical notions introduced in teacher education programs. As the impact of such programs on novice teachers' professional identity in an EFL context has remained underexplored, this study intends to address the gap. This study examines the role of a teacher education program informed by the principles of critical pedagogy in influencing novice EFL teachers' professional identity construction. Participants were 9 novice EFL teachers whose process of professional identity construction was analysed through reflective journals, class discussions, and semi-structured interviews before and after the program. Results of the study revealed two major shifts in participants' professional identity. Before the program their identity was characterized by &quot;an attitude of compliance&quot; and &quot;a narrow view of EFL teaching.&quot; However after the program they &quot;developed voice&quot; and &quot;adopted a humanistic conception of teaching.&quot;