ethanporcaro/eric-fulltext-meta huggingface dataset:
Mathematics Renewal for Struggling Learners within an Elementary Professional Development School: A Win-Win-Win Partnership
Author: Miller, Susan P.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Professional Development Schools,Elementary Schools,Mathematics Instruction,Program Implementation,Educational Innovation,Federal Programs,Educational Indicators,Special Education,Educational Research,Grade 5,Mathematics Tests,Teacher Education Programs,Partnerships in Education,College School Cooperation,Program Descriptions,Learning Problems,Low Achievement,Program Effectiveness

The purpose of this article is to share information related to the emergence of mathematics renewal (i.e., enhancing teacher instruction) for struggling learners within an elementary PDS. Specifically, background related to the PDS and three phases of the renewal process are discussed (i.e., identification of needs, implementation of new instructional practices, outcomes and determination of next steps). The article concludes with a discussion of lessons learned and recommendations for others who choose to initiate mathematics renewal within their respective PDS settings. (Contains 6 tables.)
Examining the Effect of Mentor Teachers&apos; Leadership Practices and Interaction on Student Teaching Interns&apos; Efficacy in Professional Development Schools
Author: Siers, Ron, Jr.
Date: 2012-00-00
Type: Journal Articles
Subjects: Learner Engagement,Educational Strategies,Self Efficacy,Mentors,Classroom Techniques,Practicums,Professional Development Schools,Internship Programs,Student Teaching,Student Teachers,Student Teacher Attitudes,Cooperating Teachers,Teacher Attitudes,Statistical Analysis,Questionnaires,Surveys,Self Concept Measures,Correlation,Teacher Leadership,Beliefs,Transformational Leadership,Teacher Characteristics

The purpose of this study was to empirically investigate the effect of mentor teachers' leadership practices on student interns' efficacious beliefs in Professional Development Schools (PDSs) during the internship practicum. The study employed the Leadership Practices Inventory (Kouzes &amp; Posner, 2003) to measure the transformational leadership practices of mentor teachers. Tschannen-Moran and Hoy's Teacher Sense of Efficacy Scale (2001) was utilized to evaluate student interns' efficacious beliefs. Data were collected via survey questionnaires. The sample included 154 student interns from a mid-sized Mid-Atlantic university who were participating in their internship practicum within 33 Professional Development Schools during the spring of 2009. This study found that teachers' efficacy beliefs in student engagement, instructional strategies, and classroom management are positively related to the total scale of the leadership practice of mentor teachers and each of the five subscales (modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart), except for the insignificant relationship between modeling the way and teacher's efficacy of student engagement. (Contains 2 tables.)
Cultural Storytelling as a Motivational Writing Prompt for English Language Learners: A Collaborative Research Endeavor
Author: Cook, Carolyn L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Foreign Countries,Second Language Learning,Writing Attitudes,Grade 5,Story Telling,English Language Learners,Literacy,Tales,Partnerships in Education,College Faculty,Preservice Teachers,Reading Aloud to Others,Motivation,Reading,English (Second Language),Elementary School Students

This qualitative study addresses the question &quot;Does the use of storytelling motivate English language learners to engage in literacy practices more, or in a better way, and if so, how?&quot;. Storytelling of cultural tales related to fifth grade students' home cultures was introduced to provide a prompt for resultant student discussion and writing. All data collected--a writing attitude survey, writing samples, recordings of group discussions, and a final interview--display the literacy growth of Raeda, a newly emigrated girl from Bangladesh. A primary theme that emerged from this study was that the storytelling of cultural tales as discussion and writing prompts is a motivational factor in the process of learning a second language. This article also recounts the challenges and rewards of a year of collaborative instruction between a university faculty member and an English language learner teacher in a Professional Development School. The PDS partnership laid the foundation for this collaborative research to occur. The research endeavor positively affected all stakeholders--students, pre-service teachers, the in-service teacher, and the university professor. (Contains 1 table.)
Blending Resources for a Collaborative Service Project in a Professional Development School Focused on Student Learning
Author: Henry, Julie Jacobs
Date: 2012-00-00
Type: Journal Articles
Subjects: Stakeholders,Professional Development Schools,Professional Development,Purchasing,Economic Climate,Student Teachers,Academic Achievement,Educational Finance,Educational Objectives,Goal Orientation,Public Schools,Grants,Partnerships in Education,Literacy,Intervention,Program Effectiveness

Collaborative Professional Development School (PDS) relationships require financing and other supports that may not be typically included in the budgets for partnering schools and colleges. In the current economic climate, budgets are especially tight in many educational institutions. In order to sustain PDS relationships in these times, stakeholders need to find ways to blend resources to accomplish joint goals. This article describes one project that utilized the staffing power of student teachers, the purchasing power of a public school, and a small PDS mini-grant from the Canisius College Office of Educational Partnerships to create literacy intervention kits to foster student learning. Benefits for all partners are discussed, and suggestions are shared for designing collaborative projects in other PDS settings.
Remembering Zinn: Confessions of a Radical Historian
Author: Snodgrass, Michael
Date: 2009-00-00
Type: Journal Articles
Subjects: United States History,Historians,History Instruction,Textbooks,Public Schools

Professor Howard Zinn was arguably America's best-known historian, despite the dismissive if not caustic response his book, &quot;A People's History of the United States,&quot; elicited from historians. In Zinn's narrative the protagonists of history are &quot;blacks, Indians, women, and working people of all kinds ... ordinary people trying to make a better world, or just trying to survive&quot; (Zinn 1995, 583). Today, thanks in some certain part to Zinn's success, nearly all college history texts integrate previously unsung workers, immigrants, dissenters, or reformers into their narratives. The author learned of Howard Zinn's passing while listening to National Public Radio. Among those interviewed in a brief remembrance were Noam Chomsky and the &quot;conservative pundit&quot; David Horowitz, who once labeled Zinn as one of &quot;the most dangerous academics in America.&quot; Zinn, one suspects, would have taken pride in the designation. Upon revisiting &quot;A People's History&quot; 20 years after his first read, the author is reminded just why its appeal remains so powerful and enduring. Zinn's straightforward prose and gripping narratives contrast mightily with typical history textbooks. Rather than offer a comprehensive account of every political, social, or economic development in American history, Zinn chronicles the more shameful moments and heroic struggles about which most Americans remain unfamiliar. His lesson to readers was straightforward and profound: to understand the dangers inherent to seeking out elite saviors to solve a nation's ills. (Contains 1 note.)
Classical and Contemporary Approaches for Moral Development
Author: Cam, Zekeriya
Date: 2012-00-00
Type: Journal Articles
Subjects: Developmental Stages,Value Judgment,Ethics,Moral Development,Piagetian Theory,Social Life,Moral Values,Gender Differences,Social Theories

Most of the information in the moral development literature depends on Theories of Piaget and Kohlberg. The theoretical contribution by Gilligan and Turiel are not widely known and not much resource is available in Turkish. For this reason introducing and discussing the theories of Gilligan and Turiel and more comprehensive perspective for moral development were attempted. The purpose of this paper is to presenting and discussing comparatively the psychological theories of moral development. Piaget had proposed two stage theory in children's development as called "moral heteronomy stage" and "autonomous stage". Kohlberg, on the other hand, had established his comprehensive theory of moral development based on Piaget's cognitive developmental stages in which he suggested 3 levels and 6 stages. Although Kohlberg's theory had been very influential, it has limitations with ignoring local, cultural, moral ideas and being disconnected between moral behavior and moral judgment. Gilligan particularly as a reaction of focus on male development rather than females contributed to the literature of moral development. For her, women tend to consider other's care and protection and she emphasized this difference of ethic of care and ethic of justice. However only few studies in the literature have pointed out differences between women and men in terms of moral judgment. Besides Gilligan's ideas are also been criticized for lack of different contextual and cultural support. Turiel, has quite a different perspective for moral development and he specifically focused on connections between social life and morality. As the pioneer of Social Domain Theory he mentioned the difference between "social convention" and "morality". In this paper, theories are presented with their major concepts.
Value Preferences Predicting Narcissistic Personality Traits in Young Adults
Author: Gungor, Ibrahim Halil
Date: 2012-00-00
Type: Journal Articles
Subjects: Personality Traits,Personality,Young Adults,Structural Equation Models,Preferences,Values,Personality Assessment,Personality Measures,Personality Theories,Personality Studies,Path Analysis,Foreign Countries

This study aimed at showing how the value preferences of young adults could predict the narcissistic characteristics of young adults according to structural equation modeling. 133 female (59.6%) and 90 male (40.4%), total 223 young adults participated the study (average age: 25.66, ranging from 20 to 38). Ratio group sampling method was used while choosing the participants. In order to collect data &quot;Narcissistic Personality Inventory&quot; and &quot;Schwartz's Value Scale&quot; were used. The theoretical model was tested in terms of structural equation modeling by using AMOS 16 program. The study revealed that power, success, hedonism, excitation, self-control and universality have positive effects on narcissism, while benevolence, safety have a negative effect on narcissism. Although being quite weak and powerless, narcissistic personalities are always in need of power towards outer world. This enforces them to exist despite &quot;the other&quot;. On the other hand the need of benevolence and safety enforce people to take notice of others and exist together with the other. (Contains 3 tables, 1 figure, and 1 footnote.)
Study of Prospective Teachers' Conceptualization of Value Preferences
Author: Koruklu, Nermin
Date: 2012-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Multivariate Analysis,Grade 4,Grade 1,Concept Formation,Concept Teaching,Student Teacher Attitudes,Preferences,Values,Followup Studies,Gender Differences,Cohort Analysis,Foreign Countries,Educational Attitudes,Value Judgment

The purpose of this study was to determine whether there were any changes in the conceptualization of prospective teachers' values preferences during their university studies. The research group was composed of 208 prospective teachers who were studying at Science Education, Social Science Education and Fine Arts Education at Adnan Menderes University. The gender of these participants were n = 109 female and n = 99 male. The grade level of prospective teachers were n = 119 first grade, n = 89 were fourth grade. In order to get the data, The Value Scale was used. The data obtained from the scale of values were analyzed with one-way multivariate analysis of variance and follow-up test for each dependent variable was analyzed with analysis of variance. As a result of the analysis, in terms of gender there were significant differences in Aesthetic value dimension in favor of the female prospective teachers. According to the level of the grade, all fourth grade prospective teachers' Theoretical and Political values were higher than first grade prospective teachers' ones, and first grade prospective teachers' Economic and Religious values were found higher than fourth grade prospective teachers' ones. As a result, there is a relationship between prospective teachers' studying field and their values. (Contains 1 table and 1 footnote.)
Views of Pre-Service Teachers on Values and Value Education
Author: Oguz, Ebru
Date: 2012-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Qualitative Research,Regression (Statistics),Preservice Teachers,Values,Values Education,Student Teacher Attitudes,Interviews,Educational Attitudes,Foreign Countries

The purpose of this study is to explore pre-service teachers' values and views about value education. 434 preservice teachers who are at third and fourth year of their university education in 5 different departments of Ondokuz Mayis University have participated in the research. While determining departments, &quot;Practices of Community Service&quot; course which can be effective in value acquisition has been considered. The research data have been collected using both qualitative and quantitative research methods. &quot;Schwartz Values Scale&quot; has been applied to pre-service teachers in order to obtain their views on values. In addition, a form including five open-ended interview questions about how the values are gained and transferred by pre-service teachers has been applied. Descriptive statistics and linear regression have been used for analysing the data obtained from the scale. Qualitative data has been analyzed with the descriptive analysis techniques. As a result, pre-service teachers possess universalism, benevolence and security types mostly; and their value education views fall under different headings such as programs, thoughts of being a model, enjoyment of experience and providing students with environment to demonstrate their thoughts. (Contains 1 footnote.)
In the Context of Value Criteria, Special Education Class Students' Opinion and Attitude about Physically Handicapped People
Author: Yildirim, Yusuf
Date: 2012-00-00
Type: Journal Articles
Subjects: Special Education,Physical Disabilities,Down Syndrome,Student Attitudes,Foreign Countries,Mild Mental Retardation,Semi Structured Interviews,Observation,Attitudes toward Disabilities,Elementary School Students

The aim of this study is to determine the opinion and attitude of students, who study in special education class, have special needs about physically handicapped people in the context of value criteria. This research has been carried out with three students who have continued their education in special education class have joined the integration practices of Eskisehir Ziya Gokalp Primary School. The male students who have been diagnosed with mild intellectual disability participated in the survey and the female student who has been diagnosed with down syndrome participated in the survey. The cultural analysis design of the qualitative research models is used for designing of the research method. The data of research have been collected using the semi-structured interview and non-structured observation techniques of qualitative data gathering techniques. The descriptive analysis technique is used to analysing of interview data and the obtained results are digitized. The frequency calculating is made to analysing of interview data. The obtained results are defined and interpreted with using the interview and observation techniques. (Contains 1 footnote.)
Values in the Curricula of Religious Education and Social Studies in Primary Schools in the Context of Local-Universal Dilemma
Author: Kaymakcan, Recep
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Studies,Religious Education,Classification,Values,Nationalism,Individualism,Curriculum,Program Content,Global Approach

This study aims to identify the approach of teaching curricula of primary courses of religious education and social studies values and to determine the weight of values found in these programs with regard to various aspects such as being open to novelty-conservatism, individualism-being social, nationalism-universalism, self-expansion-self transcendentalism. To do this, the general approach of these curricula to values has been identified based on the relevant literature and programs, values categories have been established based on Schwartz's values theory and the programs have been scanned with categorical contents analysis technique. The reason why Schwartz's values theory was taken as the basis of category formation is that this theory offers many resources to analyze the relationships between local and global values that are known to have taken place in recent years in our education. As a result, both of the curricula were found to indicate a tendency from local values towards universal values with the changes made in recent years, and social studies were found to be ahead of religious education in terms of reflecting these tendencies in the content of the program. (Contains 2 footnotes.)
Comparison of Elementary Social Studies Curricula of Turkey and the United States on Values Education
Author: Merey, Zihni
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Democratic Values,Social Studies,Foreign Countries,Research Methodology,Values Education,Qualitative Research,Private Financial Support,Social Values,Comparative Education,Elementary Schools,Patriotism,Civil Rights,Prevention,Conflict

The purpose of this study is to compare the social studies teaching curricula of Turkey and the United States in terms of values education. The study is a model case study that relies upon one of the qualitative research methods. The data come from the elementary social studies curricula of both countries through the documents analysis method. The results of the study demonstrate that the social studies' curriculum of Turkey has more emphasis on individual and social values such as sensitivity, responsibility, solidarity, science, philanthropy, and patriotism, etc. On the other hand, the social studies curricula of the United States lays more emphasis on individual and social values such as sensitivity, science, responsibility, solidarity, and respect for individual rights, as well as democratic values such as diversity (difference), public good, and prevention of conflict. (Contains 1 footnote.)
The Attitude of the Students towards the Value of &quot;Paying Attention to Being Healthy&quot; in 4th Grade Elementary Social Sciences Course
Author: Tahiroglu, Mustafa
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teaching Methods,Statistical Analysis,Social Sciences,Control Groups,Grade 4,Health Behavior,Health,Elementary School Students,Measures (Individuals),Semi Structured Interviews

This study was aimed to define the teaching of the value of &quot;Paying Attention to Being Healthy&quot; in 4th grade elementary Social Sciences course and to determine the students' attitude towards this value. To reach this goal, activities to teach the value of paying attention to being healthy were prepared and conducted. The effect of these activities on the students' attitudes and gains was determined. &quot;The mixed method&quot;, a combination created by the use of qualitative and quantitative research patters, was employed in the study. The experiment group consisted of 22 students while there were 23 students in the control group. In order to collect the research data, &quot;Attitude Scale of Being Healthy&quot; was applied to each group before and after the study process. Additionally, &quot;the Interview Form&quot; was developed to identify the students' ideas and level of gains about the value of &quot;Paying Attention to Being Healthy&quot;, and it was also applied before and after the application process. The unrelated samples t-test was used in the analysis of the quantitative data, and the descriptive analysis method was employed for the analysis of the qualitative data. When the final test evaluation results for the test and the control group were analysed, it was seen that there existed a significant difference in favour of the test group for which the activities developed according to value teaching methods were applied [t (43) =11.949, p [left arrow] 0.05]. It was also concluded that the positive behaviours towards being healthy by the experiment group increased. According to these results, the activities developed according to value teaching methods had a positive effect on the students' attitudes and behaviours towards being healthy. (Contains 1 footnote.)
Writing Strategies of Tunisian First Year University Students Learning English as a Foreign Language
Author: Ferjani, Kaouther
Date: 2010-06-00
Type: Dissertations/Theses - Masters Theses
Subjects: Writing Skills,Teaching Methods,Questionnaires,English (Second Language),Feedback (Response),Writing (Composition),Writing Processes,Essays,Writing Strategies,College Faculty,College Freshmen,Student Attitudes,Teacher Attitudes,Writing Teachers,Student Surveys,Teacher Surveys,Learner Engagement,Cognitive Processes,Second Language Learning

Managing to communicate one's thoughts and ideas coherently and fluently remains a challenging task for native and non-native student writers alike. This challenge corresponds to the very nature of the writing act, which calls upon multiple and sophisticated cognitive operations. The major aim of this study was to investigate the writing strategies and attitudes of a cohort of Tunisian first year Arts students and composition teachers and detect areas of mismatch between the learning preferences of the students and the teaching practices of the instructors. The study was carried out via a writing strategies questionnaire for teachers and another questionnaire for students. Most of the items included in the two questionnaires were based on Oxford's (1990) Strategy Inventory of Language Learning (SILL) with some modifications to address writing skills and specific Tunisian context. The present research produced a number of key findings. Respondents seemed to favor certain strategies over others. For instance, most of the students reported that they were predisposed to strategies such as re-reading, asking the teacher for help, using bilingual dictionaries, collecting and organizing information frequently as opposed to cooperating with others, referring back to feedback from one's previous writing, and editing at the level of content and organization. As for teachers, the majority claimed that they often drew their students' attention to the use of new strategies, encouraged peer-to-peer discussion, and advised them to look for samples of essays to follow. A large number of participants seemed to underscore the importance of several key writing strategies like engaging students in planning, organizing, and reviewing their essays and intervening during the writing process. The results reached could be used as tools by teachers to diagnose and analyze students' needs and to raise learners' awareness of using particular writing strategies. Appended are: (1) Questionnaire for students; and (2) Questionnaire for teachers. (Contains 13 tables and 17 figures.)