ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluating the Role of Education as a Birth Control Policy in Burkina Faso: A Propensity Score Weighting Approach
Author: Zoundi, David Aimé
Date: 2018-00-00
Type: Journal Articles
Subjects: Contraception,Foreign Countries,Womens Education,Birth,Educational Attainment,Individual Characteristics,Family Financial Resources,Correlation,Public Policy,Pregnancy,Age Differences

We use the 2014 round of Burkina Faso's Demographic and Health Surveys (DHS) to identify and quantify the causal effect of women's education on their fertility outcomes focusing on two fertility indicators: the total number of children ever born and the age at first birth. However, women's educational attainments may reflect the difference in term of access to schooling or individual characteristics such the family wealth, causing a threat to the empirical identification. In order to achieve consistent estimation, our empirical strategy follows Imbens (2000) and uses the propensity score weighting (PSW) approach to generate an appropriate counterfactual group accounting for education levels. Results from the PSW estimation suggest that education reduces the number of children per woman and delays women's first birth in Burkina Faso. Hence, promoting girls education is an efficient policy to achieve birth control in Burkina Faso.
Facilitating In-Service English Language Teacher Trainees&apos; Supervision through Written Feedback: Action Research
Author: Al-Wadi, Hasan Mohsen
Date: 2018-00-00
Type: Journal Articles
Subjects: Inservice Teacher Education,English Instruction,Language Teachers,Trainees,Supervision,Written Language,Feedback (Response),Action Research,Practicums,Graduate Students,Foreign Countries,Skill Development,Teaching Skills,Faculty Development,Supervisor Supervisee Relationship,Trust (Psychology),Reports

This study examines the usefulness of an alternative supervision model for a group of in-service English Language Teachers (ELT) at the Postgraduate Diploma in Education (PGDE) programme at Bahrain Teachers College (BTC), University of Bahrain in developing those teachers' teaching practices during their teaching practicum. A two-cycle approach was implemented, providing two different types of written feedback, written comments and structured written reports during the supervision process. Using interviews and questionnaires, teacher candidates found written feedback very effective in assisting them develop specific teaching skills, namely reflection, rethinking evaluation, surrendering certainty, and acknowledging continual professional development. The study findings also revealed one major implication that is the influence of written feedback in reinforcing a participatory supervision between the university supervisor and teacher trainee in fostering relations of trust and confidence between both of them.
Ethics of the Teaching Profession among Secondary School Teachers from School Leaders&apos; Perspective in Riyadh
Author: Al-Hothali, Huda Muttar
Date: 2018-00-00
Type: Journal Articles
Subjects: Ethics,Teaching (Occupation),Secondary School Teachers,Foreign Countries,Leaders,Secondary School Students,Teacher Attitudes

The current study discusses the ethics of the teaching profession among secondary school teachers from school leaders' perspective in Riyadh. It aimed at providing a proposal for the ethics of the teaching profession. The study utilized the descriptive approach and a questionnaire applied to 426 school leaders. The sample responses means were moderate and high in the domain of teacher professional performance, and his relation to students, community, and school community as well as family. There were no statistically significant differences in the sample responses due to school type, age, years of experience, and qualification. The study recommended developing a code of ethics approved by the Ministry of Education and adopted by teachers, preparing rehabilitation training programs for teachers, designing a website of educational supervision and ethics of teaching, creating an atmosphere of mutual relations among teachers, educational supervisors, and school leaders.
Interrater Scoring of Public Speaking Performances in English Language Teacher Education Program
Author: Mutlu, Aynur Kesen
Date: 2018-00-00
Type: Journal Articles
Subjects: Interrater Reliability,Constructivism (Learning),Correlation,Student Teachers,Grading,Oral Language,Communication Skills,Private Colleges,English (Second Language),Second Language Instruction,Second Language Learning,Language Teachers,Foreign Countries,Teacher Education Programs,Student Teacher Attitudes,Self Evaluation (Individuals)

Based on the constructivist learning principles, self-assessment has been a targeted topic for many studies in the field of teacher education. Its importance and its leading to learner empowerment have been discussed for long. This current study in this line tries to move one step further by adding a correlative comparison between instructors' and students teachers' grading as well as searching into students' views on self-assessment in Oral Communication Skills Course at English Language Teaching Department of a private university in Turkey. Interrater consistency was examined throughout the study. This study involves 21 student teachers who assessed their speaking performances five times using a micro-analytic rating scale. In the analysis of data, both qualitative and quantitative methods were utilized. Both data sets suggest that there is a high correlation between instructor and student teachers grading. The study has got some implications for curriculum designers, instructors and teacher candidates.
Language Use by Staff Members in Saudi English Higher Education Departments: Beliefs and Gender Differences
Author: Alnasser, Suliman Mohammed Nasser
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Usage,English (Second Language),Second Language Learning,Second Language Instruction,College Faculty,Semitic Languages,Native Language,Foreign Countries,Educational Policy,Gender Differences,Geographic Regions,Language Attitudes,Teacher Attitudes

Educational language policies in Saudi Arabia have attracted a great deal of attention in recent years. English departments in the country are comprised of male and female staff members who practise these language policies at departmental level and also outside the domain of the classroom and on a variety of occasions. There are several reasons for the use of English (a foreign language) alongside Arabic (the mother tongue) and these have an influence on the shape of current or future language policies. The effect of gender on the selection of particular reasons has not been investigated and this is the focus of the current paper. In the study referred to here, both quantitative (online survey) and qualitative (open-ended section) approaches to data collection were adopted. The context of the study was English departments in Saudi Arabian higher education establishments. The survey consisted of five items (statements) and two questions with open-ended sections. The data was collected from different regions of the country and included male (n = 67) and female (n = 143) staff members. The Chi-Square test of independence was administered to determine the significance of differences found between the two genders and only in one of the five items was a statistically significant difference found. It was, therefore, concluded that males and females in Saudi English departments share similar beliefs with regard to the use of language, with only slight differences between them. This paper discusses the implications of these findings as well as possible areas of investigation for future researchers.
Some Critical Thinking on Paulo Freire&apos;s Critical Pedagogy and Its Educational Implications
Author: Shih, Yi-Huang
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Thinking,Teaching Methods,Freedom,Dialogs (Language),Problem Solving,Curriculum Development,Power Structure,Educational Improvement

Through critical interpretation, this paper aims to critically think about some points of Paulo Freire's critical pedagogy and its educational implications. Firstly, this paper explores the influence of life experiences and the Frankfort School on the development of Freire's critical pedagogy. Secondly, it aims to critically assess some points of Freire's critical pedagogy, and illuminate their educational implications. The following points of his critical pedagogy are included: (1) education as the practice of freedom, and (2) dialogue, problem-posing education and conscientization. It is hoped that such an exploration can bring some inspiration to education, and benefit the development of education.
Seven School-Related Disasters: Lessons for Policymakers and School Personnel
Author: Stough, Laura M.
Date: 2018-08-13
Type: Journal Articles
Subjects: Emergency Programs,Natural Disasters,School Safety,Educational Policy,School Personnel,Decision Making,Prevention,School Construction,Students,Teachers,Administrators,Risk,Foreign Countries

Students are highly dependent on the emergency planning and evacuation decisions made by policymakers and school personnel when disasters occur. The purpose of this study was to examine selected cases of school-related disasters, highlighting how factors of the school context intersected with natural hazards and subsequently affected schoolchildren. Purposeful maximal sampling was used to select school-related disaster cases for their geographical diversity, different instructional contexts, and types of initiating hazards. Among these, seven cases with broad considerations pertaining to educational policy and safe school environments were selected. A within-case analysis was conducted of each case, followed by a cross-case thematic analysis. Six overarching factors were found in the thematic synthesis of the findings. First, school safety practices apply anytime children are under the supervision of school personnel, making knowledge of emergency procedures across multiple types of school settings essential. Second, elements that place schoolchildren at risk also place school personnel at risk. Third, teachers and school administrators need to be well-trained and knowledgeable enough to make independent decisions in emergency situations. Fourth, children must know emergency procedures so they may take independent action, given teachers are also at-risk during disasters. Fifth, most school disasters can be prevented through safe school construction. Finally, it is the responsibility of policymakers to ensure schools are safe learning environments for children. By participating in and advocating for a culture of preparedness, educational policymakers can better protect schoolchildren, as well as school personnel, in disaster situations.
&apos;Good, Deserving Immigrants&apos; Join the Tea Party: How South Carolina Policy Excludes Latinx and Undocumented Immigrants from Educational Opportunity and Social Mobility
Author: Rodriguez, Sophia
Date: 2018-08-20
Type: Journal Articles
Subjects: State Policy,Undocumented Immigrants,Hispanic Americans,Educational Opportunities,Social Mobility,Educational Policy,State Legislation,Racial Discrimination,Access to Education,Higher Education,Elementary Secondary Education

This timely article engages in a content analysis of South Carolina state policies that exclude resources from (un)documented Latinx immigrants. This research explores how state policy enacts tropes of deservingness and constructs notions of good immigrants in order to exclude Latinx immigrants from educational opportunity and social mobility. Drawing on a content analysis of 67 policy documents from the state's legislative database from 2003-2017, the analysis revealed examples of explicit and implicit exclusion. The main findings related to these forms of explicit and implicit exclusion, highlighting how policy discourse constructs notions of good immigrants in state policy and policy enactments restrict resources. As Latinx populations reconfigure the landscape of the U.S. South, states like South Carolina continue to embed racist, discriminatory language and actions into enacted and proposed policies. This has severe implications for undocumented children and families and their access to public and social resources.
Market Logic at School: Emerging Intra-School Competition between Private and Public STEM Programmes in Israel
Author: Kaptzon, Adi
Date: 2018-08-27
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Private Schools,Competition,STEM Education,Principals,Administrator Attitudes,Secondary Schools,Privatization,Public Officials,School Districts,Neoliberalism,Governance,Nongovernmental Organizations,Discourse Analysis,Educational Policy,Administrator Role

This study analyses the &quot;de facto&quot; emerging intra-school competition between the Israeli Ministry of Education (MOE) and external organisations at public Israeli secondary schools by exploring science, technology, engineering, and mathematics (STEM) programmes. Given on-going privatisation processes within the education system, the participation of external organisations in schools has become significant, greatly affecting municipalities' authority and schools principals' autonomy. This case-study provides a comprehensive examination of this new form of intra-school competition and its possible impact on schools, based on in-depth interviews with school principals, representatives of STEM programmes, and officials at the MOE and a local education authority, as well as analysis of supporting documents. We show that despite its supposed regulatory role, the MOE is pushed to function as an additional player in this quasi-market, competing with external organisations and substituting its regulatory roles for additional market-player opportunities. Theoretical and empirical implications are suggested.
Elementary Principals&apos; Social Construction of Parents of Color and Working Class Parents: Disrupting or Reproducing Conflicting and Deficit Orientations of Education Policy?
Author: Bertrand, Melanie
Date: 2018-08-20
Type: Journal Articles
Subjects: Principals,Elementary Schools,Social Attitudes,Parents,Minority Groups,Working Class,Social Bias,Parent Participation,Social Justice,Democratic Values,Socioeconomic Influences,Workshops,Parent School Relationship,Parent Role,Parent Education

School principals, contending with competing characterizations of parents in education policy and society, may view parents in a number of ways. Two common understandings portray parents as authentic partners or, in contrast, simply supporters of the school's agenda. This paper explores these characterizations by considering the possible link between principals' understandings of parents and their approaches to parent engagement and/or shared decision making, especially in light of the ways that the social context and education policy construct parents of color and working class parents as deficient. We use the lens of social construction of target populations to add to the currently minimal literature that directly examines principals' views of parents. We report findings of a multi-phase analysis of surveys of 667 elementary principals in the state of California and interviews with a subgroup of 34 of these principals. We explore how principals structured parent engagement and conceived of the goals and rationales for parent workshops, illustrating how they socially constructed the target population of parents, particularly parents of color and working class parents. We find that principals often constructed parents in terms of deficiencies and as needing to learn to better support school goals. Our findings have profound implications for advancing equity in schools.
The Effectiveness and Equity of Public-Private Partnerships in Education: A Quasi-Experimental Evaluation of 17 Countries
Author: Baum, Donald R.
Date: 2018-08-27
Type: Journal Articles
Subjects: Cross Cultural Studies,Partnerships in Education,Public Schools,Private Schools,Student Characteristics,Academic Ability,Foreign Countries,Secondary School Students,International Assessment,Achievement Tests,Equal Education,School Effectiveness,Academic Achievement

I estimate achievement effects of education public-private partnerships (PPPs) in 17 countries on the 2009 PISA assessment. Enrollment in PPP schools is tied to student wealth and prior academic ability. PPP students outperform their public peers on half of all outcomes. After accounting for selection, the PPP performance advantage remains on one-quarter of outcomes. However, nearly all of these performance differences are accounted for by school-level peer group effects. PPP schools are outperforming their public counterparts not through any advantages in productive efficiency but through sorting of more capable students.
Strategies of Constructing Shapes in Cabri
Author: Kepceoglu, Ibrahim
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Geometry,Computer Software,Educational Technology,Technology Uses in Education,Preservice Teachers,Mathematics Teachers,Elementary School Teachers,Teaching Methods,Geometric Concepts,Concept Formation,Foreign Countries

According to the constructivist approach in mathematics education, knowledge is actively created or invented by the students, not passively received from the teacher or the environment. In this regard, learning environments should be designed so that students have to use effectively their &quot;own&quot; knowledge and thus students achieve desired information. Through the micro-worlds, the experimental environments where students make observations, researches and predictions shall be created. In the micro-worlds formed by means of Cabri Geometry, a dynamic geometry sketchbook, users can draw and explore many geometric shapes. Besides, the manipulation and displacement of objects can be easily done via this software. In this study, we emphasize on that property of Cabri Geometry. Four pre-service elementary mathematics teachers among thirty ones which have taken a course on the mathematics teaching in the dynamic mathematics software environment have voluntarily participated to the study. The participants have randomly divided into two groups. Each group has worked on computer together and is asked to draw two dimensions shapes like triangles, parallelogram, rectangle etc. without using related &quot;tool of Cabri.&quot; The collection of the data of this study involves interviews during their work, screen record of the computer and tape record of conversation among pair of participants. The results of study reveal that more professionally the participants use the Cabri Geometry more different strategies they use to construct asked shapes and participants have always questioned themselves about their pre-knowledge of the dynamically constructed shape.
A Positive Education Program to Promote Wellbeing in Schools: A Case Study from a Hong Kong School
Author: Au, Wai Chun Cherry
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Well Being,Models,Secondary School Students,Program Effectiveness,Outcomes of Education,Mental Health Programs,Health Promotion,Life Satisfaction

Students' mental health is an alarming issue in Hong Kong, thereby increasing concern from psychologists, who attempted to implement positive education programs to equip students with skills to counteract mental health problems. This study followed the practice from positive psychology and conducted a Flourishing Life program based on the framework of the PERMA model in a secondary setting. The aims of the present paper are two-fold: to report the effort of the program and to evaluate the program's effectiveness. A mixed-method sequential explanatory research design, including survey (n = 495) and subsequent two focus-group interviews (n = 8), was adopted to assess the program's effectiveness. Results indicated that Forms Two and Three students (Grades 8 and 9) benefited more from the program than the Form One students (Grade 7). Overall, students reported that they had benefited from the program. Findings provide supporting evidence to the whole-school approach program that operated effectively within the existing curriculum. This research may provide a direction for school curriculum leaders to promote students' well-being by infusing essence from positive psychology to the school curriculum.
A Case Study: Teachers&apos; Confidence in Their Own and Their Students&apos; Abilities in Deaf/Hard of Hearing High School Mathematics Classrooms
Author: van der Sandt, Suriza
Date: 2018-08-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Self Efficacy,Case Studies,Mathematics Instruction,Common Core State Standards,Deafness,Hearing Impairments,Self Esteem,Teacher Qualifications,Teacher Education,Mathematics Education,Faculty Development,Pedagogical Content Knowledge,Teacher Student Relationship,Teacher Behavior,Secondary School Teachers,High School Students,Teacher Attitudes,Attitudes toward Disabilities

Current educational reform in mathematics education reflects attempts to incorporate the Common Core State Standards (CCSS). The CCSS decrees both content standards and mathematical practices (process standards) that students should master if they are to be sufficiently prepared for college or a career. This paper investigates the confidence reported by 16 deaf/hard of hearing high school teachers in their ability to teach all of the mathematical standards and practices, as well as their confidence in their students' ability to learn the same. Results suggest that differences in these teachers' confidence, as well as their confidence in their students' ability, is directly related to differences between teachers with a college-level math qualification and teachers with no tertiary math qualification. Self-identified needs are distilled into suggested topics for, and levels of, professional development that will provide support to fulfill these essentials.
The Impact of Analyzing Student Work on Preservice Teachers&apos; Content Knowledge and Beliefs about Effective Mathematics Teaching
Author: Busi, Rich
Date: 2018-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Mathematics Instruction,Pedagogical Content Knowledge,Teacher Effectiveness,Beliefs,Undergraduate Students

This study investigated the impact of analyzing student work on preservice teachers' knowledge and beliefs about mathematics teaching. Forty-two prospective teachers participated. Data were collected using established instruments from the Integrating Mathematics and Pedagogy (IMAP) project and from the Learning Mathematics for Teaching (LMT) project. Results are shared along with the protocol used to guide the treatment. Findings show that preservice teachers who learn through the analysis of student work experienced a significant impact on their beliefs regarding how mathematics should be taught. Findings also show student work analyses did not diminish content knowledge development. Implications for undergraduate mathematics education courses are presented.
Examining EC-6 Pre-Service Teachers&apos; Perceptions of Self-Efficacy in Teaching Mathematics
Author: Jeffery, Tonya D.
Date: 2018-08-00
Type: Journal Articles
Subjects: Mathematics Teachers,Teacher Competencies,Undergraduate Students,Preservice Teachers,Self Efficacy,Teaching Skills,Student Attitudes,Elementary School Mathematics,Elementary School Teachers,Early Childhood Education,Student Characteristics

Mathematics teacher quality has become a major focus in national education reform efforts. In addition, there is an increasing interest in the effectiveness of teacher preparation programs and the undergraduate preparation of elementary mathematics teachers. Empirical evidence suggests that teacher attitudes, behaviors and values, or dispositions, towards teaching have a significant impact on student outcomes. The purpose of this study is to survey juniors and seniors in an undergraduate teacher preparation program to gauge their perceptions of self-efficacy and comfort with teaching mathematics. The results have implications for, and reaffirm concerns about the undergraduate preparation of elementary mathematics teachers.