ethanporcaro/eric-fulltext-meta huggingface dataset:
The Experiment Check of the Efficiency of the Historical Component Formation in Teacher's Mathematical Methodological Culture
Author: Gilmullin, Mansur Fajzrahmanovich
Date: 2015-00-00
Type: Journal Articles
Subjects: Efficiency,History,Mathematics,Teaching Methods,History Instruction,Mathematics Instruction,Mathematics Teachers,Culture

When teachers do not know the history of science well, when they misunderstand and underestimate its educational importance, it becomes a serious obstacle for the improvement of their methodological skills. This paper has a goal to describe author's method how to teach the history of mathematics. This method is aimed at training math teacher's profession-oriented qualities. These qualities form a historical component of teacher's culture of mathematics and methodology. Besides, the paper describes the techniques and results of experimental tests for the efficiency of this method. These materials can be useful for teachers who create a cultural and historical atmosphere on math lessons at school and for university teachers who use historical mathematical ideas in their work.
Making Our Judgments Right: Ethics of Corporal Punishment in Indian Schools
Author: Tiwari, Ashwini
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ethics,Punishment,Court Litigation,Schools

The case &quot;Ayub Khan v. Municipal Corporation of Delhi Schools&quot; is one of the landmark cases for promoting a conversation on ethics of corporal punishment in Indian society. Based on literature synthesis and the critical examination of the Court case using ethical frameworks (Stefkovich, 2006; Stefkovich &amp; Shapiro, 2010) this paper argues that law alone may not preclude teachers from using an age old practice such as corporal punishment. Furthermore using literature related to the Court case as secondary data sources, the paper argues that teachers trained in incorporating ethical paradigms in their decision making presents best chances for effective implementation of laws against corporal punishment in Indian schools.
Spatial Visualization as Mediating between Mathematics Learning Strategy and Mathematics Achievement among 8th Grade Students
Author: Rabab'h, Belal
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 8,Mathematics Achievement,Mathematics Skills,Learning Strategies,Spatial Ability,Visualization,Student Attitudes,Student Motivation,Self Control,Self Efficacy,Mathematics Anxiety,Middle School Students,Mathematics Tests,Algebra,Geometry,Questionnaires,Achievement Tests,Hypothesis Testing,Regression (Statistics)

Jordanian 8th grade students revealed low achievement in mathematics through four periods (1999, 2003, 2007 &amp; 2011) of Trends in International Mathematics and Science Study (TIMSS). This study aimed to determine whether spatial visualization mediates the affect of Mathematics Learning Strategies (MLS) factors namely mathematics attitude, mathematics motivation, mathematics self-regulation, mathematics self-efficacy, and mathematics anxiety on mathematics achievement. The study consists of 360 students from public middle schools in Alkoura district, selected through stratified random sampling. It employed 65 items to assess MLS, which consists, attitude (18 items), motivation (7 items), self-regulation (25 items), self-efficacy (5 items) and math anxiety (10 items). The mathematics test comprises of 30 items, which has eight items for numbers, 14 items for algebra and eight items for geometry while spatial visualization test consists of 32 items base on 2D and 3D views. The findings showed that spatial visualization fully mediated the relationship between motivation, math anxiety and mathematics achievement and it partially mediated the relationship between attitude and mathematics achievement. However, the results showed no mediating effect between self-regulation, self-efficacy and mathematics achievement. Considering these results, it is recommended that teachers should focus on mathematics attitude, mathematics motivation and math anxiety in classes to make achievement in mathematics easier. Moreover, these factors help students deeply understand mathematics through interest in spatial visualization as it mediates between relevant factors and mathematics achievement.
Scientific Degrees as a Status Characteristic of Russian University Teachers
Author: Ilina, Irina Yurievna
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Science Education,Academic Degrees,Teacher Salaries,Teacher Behavior,Social Status,Educational Change,Surveys

This paper gives an assessment of the social and motivational value of scientific degrees of Russian university teachers. The author analyzes the historical experience and current trends in the transformation of the system of degrees. The paper shows the dynamics and structural characteristics of teachers with different professional and qualification status in the context of modernization of higher education. An assessment of salary level according to scientific degree is given. Based on the results of a sociological survey, behavior strategies in respect of earning a degree of candidate and doctor of sciences are identified. The principal status advantages of degree holders are described. Reasons for the discredit of the Russian system of scientific degrees are identified.
Active Life of the Senior Citizens through Education
Author: Taziev, Saljakhutdin Fardievich
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Older Adults,Adult Education,Recreational Activities,Leisure Time,Aging (Individuals),Self Determination

The paper presents reasons for including the senior citizens into educational process, as well as active age model. Education, communication and leisure system for the senior citizens, implemented by Yelabuga municipal district, is presented as a requirement for model realization. A core of the paper is the Active Age Institute. Its program consists of organization of courses based on the senior citizens' requests and their involvement into educational work with the children and the youth. In its turn, work of future teachers with the senior citizens results in advance receiving by future specialists of integral system of knowledge concerning ageing social mechanisms and ways of increasing social mobility of the senior citizens.
Doctoral Pedagogy in Stage One: Forming a Scholarly Identity
Author: Noonan, Sarah J.
Date: 2015-04-00
Type: Journal Articles
Subjects: Scholarship,Doctoral Programs,Praxis,Self Evaluation (Individuals),Graduate Students,Literature Reviews,Inquiry,Teaching Methods,Student Attrition,Student Attitudes,Academic Persistence,Apprenticeships,Student Development,Action Research

As a contribution to the scholarship of teaching (Boyer, 1990), the author conducted a self-study of praxis (Kemmis &amp; Smith, 2008) to identify and describe how certain pedagogies help students meet &quot;stage one&quot; challenges in doctoral education (Lovitts, 2001) at one university. Findings from a literature review identified the challenges typically experienced at &quot;entry and adjustment,&quot; including gaining formal knowledge about the structure of a discipline; experiencing growth in conceptual development and modes of scholarly inquiry; learning about and experiencing the role of graduate student and independent researcher; forming relationships with peers and faculty, and participating in department culture and professional networks; and learning about the role, responsibilities, and work of faculty as teachers, researchers, and stewards of a discipline, field, and profession. The author identified seven core strategies associated with stage one doctoral pedagogy and analyzed how and why they supported students in their journey to become scholars and independent researchers.
Associations of Middle School Student Science Achievement and Attitudes about Science with Student-Reported Frequency of Teacher Lecture Demonstrations and Student-Centered Learning
Author: Odom, Arthur Louis
Date: 2015-00-00
Type: Journal Articles
Subjects: Middle School Students,Science Achievement,Student Attitudes,Secondary School Science,Lecture Method,Learner Controlled Instruction,Correlation,Teaching Methods,Grade 7,Grade 8,Multiple Regression Analysis,Demonstrations (Educational),Student Surveys,Knowledge Level,Faculty Development,Pretests Posttests,Scores

The purpose of this study was to examine the association of middle school student science achievement and attitudes about science with student-reported frequency of teacher lecture demonstrations and student-centered learning. The student sample was composed of 602 seventh- and eighth-grade students enrolled in middle school science. Multiple regression was used to investigate the association of attitudes toward science, student-centered learning, and teacher demonstrations with science achievement. Both attitudes toward science and student-centered learning were positively associated with science achievement, and student-centered learning was positively associated with attitude toward science. Teacher demonstrations were found to have a negative association with student achievement, and no significant association with attitudes toward science. Findings of this study suggest that demonstrations provide insufficient opportunity for students to develop an understanding of the processes of science. Furthermore, observing teacher demonstrations may be valuable, but they are not a substitute for laboratory investigations by students.
Examining the Value Master's and PhD Students Place on Various Instructional Methods in Educational Leadership Preparation
Author: Gordon, Stephen P.
Date: 2015-04-00
Type: Journal Articles
Subjects: Graduate Students,Masters Programs,Doctoral Programs,Student Attitudes,Teaching Methods,Administrator Education,Instructional Leadership,Student Surveys,Qualitative Research,Discussion (Teaching Technique),Class Activities,Reading Materials,Assignments,Teacher Effectiveness

The purpose of this study was to determine the value that graduate students place on different types of instructional methods used by professors in educational leadership preparation programs, and to determine if master's and doctoral students place different values on different instructional methods. The participants included 87 graduate students, including 43 master's students and 44 PhD students in an educational leadership program at a university located in the Southwest. The students completed a qualitative survey that asked them to discuss instructional methods that they valued, including specific types of (a) class discussions, (b) in-class learning activities other than discussions, (c) course readings (d) out-of-class assignments and projects other than readings, and (e) instruction provided by a &quot;composite&quot; outstanding professor of educational leadership. Although both master's and doctoral students valued many of the same instructional methods, there were clear differences between the two groups regarding several methods. This study begins to address the gaps in our knowledge base on graduate students' perceptions of different instructional methods used in leadership preparation.
The Impact of Using Picture Books with Preschool Students in Taiwan on the Teaching of Environmental Concepts
Author: Hsiao, Ching-Yuan
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Picture Books,Preschool Children,Preschool Education,Environmental Education,Action Research,Instructional Effectiveness,Pretests Posttests,Conservation (Environment),Questionnaires

The aim of this study was to investigate preschool teachers' use of picture books for teaching environmental concepts and the conservation of resources. Using an action research approach, twelve children aged 5-6 years old were recruited for this eight-week study. Eight picture books with an environmental education theme were selected for use in these classes. The results revealed that the pupils' knowledge of environmental concepts was higher in the post-test than the pre-test. With regard to the conservation of resources, the children learned to bring their own cotton hankies, use less water when washing their hands and brushing their teeth, and reduce the amount of drawing papers on which they doodled. The children were also persuaded to continue saving energy at home, and demonstrated that they understood that turning off the TV and lights were practical steps they could take to achieve this. Nevertheless, they did not appear to grasp the idea of reusing plastic bags.
Creating a Cycle of Continuous Improvement through Instructional Rounds
Author: Meyer-Looze, Catherine L.
Date: 2015-04-00
Type: Journal Articles
Subjects: Total Quality Management,Improvement Programs,Capacity Building,Leadership Training,Needs Assessment,Change Strategies,Skill Analysis,Educational Practices,School Districts,School Administration,Interviews,Observation,Transcripts (Written Records),Facilitators (Individuals),Group Dynamics,Trust (Psychology),Instructional Effectiveness,Teacher Attitudes,Administrator Attitudes,Elementary Secondary Education,Communities of Practice,Case Studies

Instructional Rounds is a continuous improvement strategy that focuses on the technical core of educational systems as well as educators collaborating side-by-side. Concentrating on collective learning, this process only makes sense within an overall strategy of improvement. This case study examined the Instructional Rounds process in a northern Michigan school district. Pressure points identified included a culture of distrust, an unclear definition of learner outcomes and effective teaching, and a status quo view of improvement. Supportive strategies for change were identified and continue to be implemented as part of the district's continuous improvement strategy.
Are Fruits of Free Normal Education Policy Real or Mythical? &quot;A Critical Appraisal of the Free Teacher Education Policy Meant to Promote Rural Education in China&quot;
Author: Luo, Zubing
Date: 2015-05-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Access to Education,Educational Policy,Rural Education,College Students,Education Majors,Program Effectiveness,Teaching Conditions,Teacher Salaries,Qualitative Research,Tuition,Student Financial Aid,Educational Improvement,Teaching Skills,Teacher Placement

Since September 2007, the Ministry of Education of China has been implementing a policy called &quot;Free Normal Education&quot; (FNE) for college students majoring in education in normal universities. The central goal for FNE is to promote quality of education by providing rural areas with high quality teachers who are bonded through their tuition-free training. This study analysis has shown that after more than five years of implementation, it is unfortunately evident that FNE may not achieve its key objective of improving rural education. There are many reasons attributed to this drawback. But the most serious one is that the government only emphasizes on providing teachers in rural areas without caring about the general welfare and salary motivations that the rural teachers would get. Further, there are no clear structures to ensure that students trained through the FNE policy would necessarily stay in rural areas. This paper, therefore, recommends that multiple measures, with a holistic view, should be taken so that the policy is supported to achieve its intended goal.
Career Experiences of Latino/a Secondary Principals in Suburban School Districts
Author: Fernandez, Rick
Date: 2015-04-00
Type: Journal Articles
Subjects: Principals,School Districts,Suburban Schools,Hispanic Americans,Secondary Education,Career Development,Phenomenology,Interviews,Barriers,Performance Factors,Family Influence,Mentors,Gender Bias,Racial Bias,Qualitative Research,Occupational Aspiration,Goal Orientation,Self Efficacy,Recruitment,Social Networks,Leadership Training,Administrator Attitudes

In this phenomenological study, Latino/a secondary principals from suburban school districts were interviewed regarding their career advancement experiences. Participants described various motivators (drivers) and barriers experienced throughout their principal careers in suburban schools. Data were analyzed and interpreted using Moustakas's (1994) phenomenological reduction approach and framed by Lewin's (1954) force-field analysis theory. Internal drivers included: passion for educational leadership and drive and determination. External drivers comprised family support and mentoring. Internal barriers were career doubt and questioning of own leadership capacities. External barriers comprised gender bias and district level resistance to Latino/a diversity in hiring. Implications for the recruitment and retention of Latino/a principals in suburban school districts, as well as principal leadership preparation programs are discussed.
Peers as Teachers in Physical Education Hip Hop Classes in Finnish High School
Author: Nurmi, Anna-Maria
Date: 2015-05-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Teaching,Females,High School Students,Dance,Popular Culture,Physical Education,Questionnaires,Interviews,Content Analysis,Student Attitudes,Educational Environment,School Culture,Semi Structured Interviews,Case Studies

In this case study, theoretically rooted in peer-assisted learning (PAL), ten female high school students, acting as peer teachers, taught hip hop dance in a voluntary physical education course. The data, derived from questionnaires and interviews with the peer teachers, were analysed using content analysis. The results showed that the peer teachers considered dance an important subject in the weekly curriculum. On the one hand, peer teachers enjoyed the freedom of making the class look like their own, the fast learning of their students, and the increased self-confidence acquired over the course. On the other hand, most of them were self-critical and felt ashamed when making mistakes. They also felt uncomfortable teaching same-aged or slightly older peers, and were surprised at the unwelcoming and rather arrogant attitude of their students. This article illustrates not only the difficulties that a peer-teaching experiment can encounter, but also the value of peer teaching in offering positive experiences and engaging students in school PE through urban youth culture.
Missed Opportunities: Preparing Aspiring School Leaders for Bold Social Justice School Leadership Needed for 21st Century Schools
Author: Kemp-Graham, Kriss Y.
Date: 2015-04-00
Type: Journal Articles
Subjects: Leadership Training,Administrator Education,Principals,Social Justice,Transformational Leadership,Administrator Attitudes,Critical Theory,Surveys,Diversity (Institutional),Statistical Analysis,Social Discrimination,Gender Differences,Ethnicity,Age Differences

How and when are current and aspiring school leaders provided with opportunities to engage in sense making and reflection as it relates to race, oppression, and equal access to a quality education for all students while simultaneously making sense of the implications of their roles as school leaders in negotiating the sociopolitical and sociocultural challenges present in their schools? Given the diversity of the student population in the state of Texas and the importance that has been assigned to social justice leadership for diverse student populations, this research sought to explore the readiness of recent graduates of Principal Preparation Program in Texas to engage in bold social justice leadership required of 21st Century school leaders.
Western and Traditional Educational Background of Midwives and Delivery Pain Control among Women in Cross River State, Nigeria
Author: Oyira, Emilia James
Date: 2015-05-00
Type: Journal Articles
Subjects: Foreign Countries,Birth,Allied Health Personnel,Questionnaires,Statistical Analysis,Hypothesis Testing,Pain,Attitudes,Cultural Influences,Indigenous Knowledge,Obstetrics,Training,Comparative Analysis,African Culture,Cultural Differences

This study sought to investigate western and traditional educational background of midwives with regard to their effectiveness in delivery pain control in Cross River State-Nigeria. To achieve this purpose, two null hypotheses were formulated to guide the investigation. The study adopted the survey design. The sample consisted of 360 post-natal women selected from a population of 78,814 through the polio immunization registers of selected health centers. Accidental sampling technique was used to select the respondents. The instrument used for collecting data for the study was a 36-item questionnaire. Independent t-test and contingency chi-square were used in testing the null hypotheses. The result showed that women delivered by traditional midwives have more positive control of delivery pain caused by attitude of midwives than their counterparts who delivered by the western midwives; On the basis of these finding it was concluded that western midwives are actually different from their counterparts. All what they need is workshops, seminar, conferences during ante-natal period to acquaint the traditional midwives with delivery related activities and procedures. It was also recommended that the traditional midwives should be given adequate western training retain so that they can face the society and avoid further complications. Government should also continue to train more midwives to avoid negative attitudes towards their clients.
Teacher Perceptions of the Value of Teacher Evaluations: New Jersey's ACHIEVE NJ
Author: Callahan, Kathe
Date: 2015-04-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Evaluation,Teacher Effectiveness,Accountability,State Legislation,Educational Legislation,Professional Development,Program Implementation,School Districts,Educational Change,Teacher Surveys

The Teacher Effectiveness and Accountability for the Children of New Jersey (TEACHNJ) Act was adopted by the New Jersey legislature in August 2012 with the intent to raise student achievement by improving the overall quality of instruction. As a result of this act, new teacher evaluation systems, known as ACHIEVE NJ, have been introduced in school districts across the state in an effort to more accurately assess teacher performance and to customize professional development opportunities for teachers based on observed areas of need. The overarching question that informs our research is what impact will ACHIEVE NJ have on the overall value of teacher evaluations and the quality of professional development opportunities offered to teachers. Data collected through survey research presents the pre-implementation practices (2012-2013 school year) as well as one year post-implementation practices (2013-2014) provides a snapshot of what is taking place in school districts throughout New Jersey. The findings reflect teachers' perceptions of the value of teacher evaluation practices, the quality of the professional development opportunities and the value the school administration places on teacher evaluations.