ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Mentor Instruction on Teaching Visual Supports to Novice, Special Education Teachers
Author: Mrstik, Samantha L.
Date: 2018-01-00
Type: Journal Articles
Subjects: Teaching Methods,Mentors,Beginning Teachers,Special Education Teachers,Faculty Development,Video Technology,Educational Technology,Technology Uses in Education,Autism,Pervasive Developmental Disorders,High Schools,Secondary School Teachers,Intellectual Disability,Middle School Teachers,Evidence Based Practice,Check Lists,Observation,Feedback (Response)

The use of mentor teachers to sustain the longevity of a novice special education teacher is not a new tactic nor is the use of a mentor teacher's guidance in professional development for novice teachers. This study examines a new method of mentor teachers conducting professional development sessions for novice special educators through the use of short video clips, which can be viewed at the novice teachers' convenience; thus making the professional development more user-friendly and less time consuming for the busy, novice special educator. Three secondary teachers were instructed through video modelling led by a mentor teacher. The researcher used a single-subject, range changing criterion design to show the relationship between the use of mentor video instruction and the implementation of visual supports in participants' classrooms. The results of this pilot study revealed teachers improved their use of visual supports in their classrooms.
The Most Common Patterns of Classroom Dialogue Used by Science Teachers in Omani Cycle Two Schools
Author: Alshaqsi, Hanan
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,Classroom Communication,Science Teachers,Educational Practices,Gender Differences,Mixed Methods Research,Focus Groups,Interviews,Middle School Students,Communication Strategies,Classroom Techniques,Classroom Observation Techniques

This study aimed to identify the patterns of classroom dialogue used by science teachers in science classes at Omani schools with respect to their gender. The study sample consisted of science teachers: three males and three females. To achieve the aims of the study, mixed methods with three instruments were used. These are an observation card or tool composed of items developed and divided into two domains: whole class dialogue and non-whole class dialogue. In addition, an interview was conducted in a sort of focus group and two lessons were video recorded. The study found that the most common patterns of science class dialogue were: teacher to student dialogue, teacher with student dialogue and teacher thinking with student dialogue. The least common patterns of science class dialogue were: student to student dialogue and all the kinds of non-whole classroom dialogue. The findings showed that female science teachers had better practices than male teachers in: Teacher to student dialogue, teacher with student dialogue and teacher thinking with student dialogue. Whereas there were no significant differences in student to student dialogue, individual work dialogue and group work dialogue, the whole sample didn't show any movement work dialogue between male and female teachers.
Virtual Physics Laboratory Application Based on the Android Smartphone to Improve Learning Independence and Conceptual Understanding
Author: Arista, Fitra Suci
Date: 2018-01-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,Physics,Science Laboratories,Research and Development,Pretests Posttests,High School Students,Foreign Countries,Questionnaires,Scientific Concepts,Concept Formation,Teaching Methods,Program Effectiveness,Statistical Analysis

The research study concerned here was to: (1) produce a virtual physics laboratory application to be called ViPhyLab by using the Android smartphone as basis; (2) determine the appropriateness and quality of the virtual physics laboratory application that had been developed; and (3) describe the improvement in learning independence and conceptual understanding of rotational dynamics after using the ViPhyLab application. The study was research and development (R&amp;D) in design. The product was validated by a physics expert, an instructional media expert, peer reviewers, and physics teachers. The product underwent one-on-one testing, restricted testing, and field testing. The field testing used the one-group pre-test post-test design. The test subjects were forty students of Senior High School (Sekolah Menengah Atas, SMA, in Indonesia), Pekanbaru. The data collection was conducted by using a questionnaire, learning independence test, and conceptual understanding test. The appropriateness and quality of the application were analyzed descriptively. Improvement in learning independence and conceptual understanding was analyzed through paired t-test. Results of the study indicated: (1) ViPhyLab is an Android application that could be operated for learning both at and outside school; (2) the ViPhyLab application is quite viable as learning media and of very good quality.
Exploring In-Service Teachers&apos; Self-Efficacy in the Kindergarten Classrooms in Ghana
Author: Boateng, Philip
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Teacher Effectiveness,Kindergarten,Learner Engagement,Statistical Analysis,Teacher Education,Private Schools,Public Schools,Comparative Analysis,Influences,Hypothesis Testing,Educational Attainment,Questionnaires

The study explored in-service teachers' efficacy beliefs in pupil engagement. The sample size was 299 kindergarten teachers selected from both public and private kindergarten schools in the Kumasi metropolis of Ghana. The study adopted and used pupil engagement subscale of the Ohio State Teacher Efficacy Scale (OSTES) developed by Tschannen-Moran and Woolf Hoy (2001) as survey instrument. Results of the study revealed that kindergarten teachers in the Kumasi metropolis of Ghana have high efficacy beliefs in pupils' engagement. No statistically significant difference was found in the efficacy beliefs in pupil engagement of trained and untrained kindergarten teachers. The results also show that efficacy beliefs in pupil engagement among public and private kindergarten school teachers did not differ significantly. It is argued that the training background of the teachers (i.e. whether they were trained or untrained) and their institutional placement (i.e. whether they taught in a public or private school) are not essential influential factors in teachers' efficacy beliefs in pupil engagement. Implications of the findings for research and practice are discussed.
Test Specifications and Blueprints: Reality and Expectations
Author: AlFallay, Ibrahim S.
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,English Teachers,Second Language Instruction,English (Second Language),Language Tests,Compliance (Psychology),Guidelines,Student Evaluation,Formative Evaluation,Summative Evaluation,Questionnaires,Likert Scales,Secondary School Teachers,Test Construction,Planning,Student Educational Objectives,Scoring,Evaluation Methods,Gender Differences,Teaching Experience,Institutional Characteristics,Instructional Program Divisions,Statistical Analysis,Public Schools,Private Schools,Quasiexperimental Design,Multivariate Analysis

This study investigates to what extend do teachers of English as a school subject (ESS) in Saudi schools follow recommendations and guidelines suggested by language testing specialists in developing tables of specifications and preparing blueprints to their formative and summative language tests. To answer the study questions, a thirteen-statement Likert-scale questionnaire was developed and validated. The questionnaire was completed by 199 female and male ESS teachers in Saudi schools with different years of experience who teach ESS in public and private schools to intermediate and high school level students. The results indicated that the study participants rarely follow the recommended guidelines in preparing their test specifications and blueprints. It was also found that the participants usually prepare their tests without prior planning. They do not specify in advance language skills and elements they are going to include in their tests or the scoring methods they are going to follow. Language elements that lend themselves to be tested have the priority. Significant differences among the participants according to gender, years of experience, school types the participants work for and the level they teach were found and reported. The study is concluded with recommendations that might be helpful to in-service ESS teachers.
The Impacts of Emotional Intelligence Enhancement on Iranian Intermediate EFL Learners&apos; Writing Skill
Author: Ebrahimi, Mohammad Reza
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),English Language Learners,Writing Skills,Emotional Intelligence,Correlation,College Students,Majors (Students),Language Tests,Language Proficiency,Scores,Statistical Analysis,Vocabulary Development,Quasiexperimental Design,Experimental Groups,Control Groups,Comparative Analysis,Pretests Posttests

The current study tried to empirically examine the influence of enhancing Emotional Intelligence on writing skill. The method of doing the study was giving an &quot;Interchange Placement Test&quot; to the university students who majored in English (EFL learners) in Iran. After selecting intermediate level students for participating in the study, an IELTS test was administered to evaluate the proficiency of the participants at the beginning of the project. Next, the Emotional Quotient (EQ) of the subjects was measured and afterwards, teaching Emotional Intelligence (EI) was started. At the end of a one-educational-year course of simultaneously teaching EI and writing skill, the same EQ and IELTS test was given to the learners. The difference in scores of both EQ and IELTS test were statistically calculated to observe the progress in each issue. The results revealed a significant change both in EQ and in writing skill. The findings of the study could help further the knowledge in the related field.
EFL Teachers&apos; Assessment Literacy and Their Reflective Teaching
Author: Ashraf, Hamid
Date: 2018-01-00
Type: Journal Articles
Subjects: Reflective Teaching,Teacher Competencies,Questionnaires,Correlation,English (Second Language),Second Language Instruction,Teaching Skills,Predictor Variables,Student Evaluation,Knowledge Level,Foreign Countries,Structural Equation Models,Statistical Analysis

Understanding and employing useful classroom assessments are crucial to increase student achievement (Marzano, 2000). Teachers' assessment literacy is viewed as a key link in the connection between assessment quality and student achievement. Reflective teaching is a movement in teacher education and crucial kind of thought that enables teachers to be aware of their experiences and analyze their own practice (Fatemipour &amp; Hosseingholikhani, 2014). The purpose of the present study, in the first place, is to shed light on the relationship between Iranian EFL teachers' assessment literacy and their reflective teaching. To this end, 120 EFL teachers were selected randomly to fill out two questionnaires: assessment literacy inventory designed by Zolfaghari and Ashraf (2015), and reflective teaching questionnaire designed by Behzadpour (2007). The result of the study suggested that there is a relationship between EFL teachers' assessment literacy and their reflective teaching. Furthermore, it is observed that teachers' assessment literacy predicts their reflective teaching.
Effect of Kolb&apos;s Learning Styles under Inductive Guided-Inquiry Learning on Learning Outcomes
Author: Sudria, Ida Bagus Nyoman
Date: 2018-01-00
Type: Journal Articles
Subjects: Cognitive Style,Outcomes of Education,Foreign Countries,Inquiry,Grade 11,Secondary School Students,Chemistry,Science Instruction,Statistical Analysis,Teaching Methods,Learning Activities,Science Achievement,Questionnaires,Student Attitudes,Pretests Posttests,Comparative Analysis,Measures (Individuals)

This study aimed to examine the effect of Kolb's learning styles on chemical learning activities and achievement of reaction rate taught by inductive guided inquiry learning. The population was eleventh grade Science students of a senior secondary school having relatively good academic input based on national testing results in Bali, Indonesia. Samples involved the entire students of five classes taken by cluster sampling from the whole nine classes of the population. Data were collected by Kolb's learning style inventory for the learning styles, observation and document recording for learning performances, post-test for the cognitive achievement, and questionnaires for student's perceptions. Data analyses were conducted qualitatively in assigning the learning styles, and describing learning performances and perceptions, and used ANOVA followed by Scheffé's post hoc test for the effect of learning styles on the cognitive achievement. The results showed: (1) the student learning styles were 35.8% Convergers, 30.0% Assimilators, 17.5% Divergers, and 16.7% Accommodators; (2) learning styles significantly affected the achievement with only superiority of the Convergers over the accommodators; and (3) the inductive guided-inquiry learning of chemical topic which involves concrete evidences via laboratory work was fruitful for all learners of all learning styles.
Students Need Libraries--In HISD and Every School District
Author: Hand, Dorcas
Date: 2018-00-00
Type: Journal Articles
Subjects: School Libraries,School Districts,Librarians,Library Role,Advocacy,Retrenchment,Library Personnel,Consciousness Raising,Educational Change,Resistance to Change,School Turnaround,Change Strategies,Library Associations,Community Involvement,Principals,Boards of Education

Catalyst: Another newspaper article (&quot;Ranks of School Librarians Dwindle in HISD, Statewide&quot; in the October 7, 2013, &quot;Houston Chronicle&quot;) detailing another decision by a Houston Independent School District (HISD) campus principal to eliminate the librarian (Mellon 2013). In response to this article, Dorcas Hand, an experienced school librarian not employed by the district, argues that these librarians are strong practitioners who are losing their jobs because a new principal has been told this will be the easiest way to balance the budget. This principal needs a better understanding! The goal? To find like minded-folks to work together and identify the root causes of the elimination of so many school librarians in HISD, and work for change. This article details each step Hand and Debbie Hall (a retired HISD librarian who also worked at the district level in the HISD Department of Library Services) took to make this change a reality including the progress they achieved, strategic directions they took, broad-based support they gained (and how), and their plans for the future. [This article was written with Debbie Hall.]
&quot;Professionalism&quot; in Second and Foreign Language Teaching: A Qualitative Research Synthesis
Author: Jansem, Anchalee
Date: 2018-00-00
Type: Journal Articles
Subjects: Professionalism,Qualitative Research,Synthesis,Second Language Instruction,Performance Factors,Teacher Role,Barriers

This qualitative research synthesis concludes and displays pictures of professionalism in second/foreign language education. Adopting Weed's processes as the methodological framework for doing qualitative research synthesis, the researcher employed seven steps, from retrieving to selecting studies directly associated with professionalism. The findings identify the notion of professionalism in language education, external factors affecting professionalism, concerns about professionalism, and teachers as essential agents of professionalism.
Improving Junior High School Students&apos; Spatial Reasoning Ability through Model Eliciting Activities with Cabri 3D
Author: Hartatiana
Date: 2018-00-00
Type: Journal Articles
Subjects: Junior High School Students,Spatial Ability,Thinking Skills,Teaching Models,Enrichment Activities,Student Improvement,Geometric Concepts,Cognitive Processes,Quasiexperimental Design,Pretests Posttests,Statistical Analysis,Teaching Methods,Control Groups,Experimental Groups,Achievement Gains,Instructional Effectiveness

One of students' abilities which can facilitate them to understand geometric concepts is spatial reasoning ability. Spatial reasoning ability can be defined as an ability involving someone's cognitive processing to present and manipulate spatial figures, relationship, and figure formations. This research aims to find out significant difference on students' spatial reasoning ability between students who are given Model Eliciting Activities with Cabri 3D (MEAC) and those who are only given Model Eliciting Activities (MEA). Quasi experimental design is used in this research which involves 143 junior high school students as the sample. The result of this research shows that students who are given Model Eliciting Activities with Cabri 3D have better spatial reasoning ability than those who are given Model Eliciting Activities. It is suggested for Matematics teachers to implement instruction with Model Eliciting Activities with Cabri 3D.
Effectiveness of a Selective Advising Program in Reducing the Degree of Compulsive Buying Behavior among Umm Al-Qura Female Students
Author: Basyouni, Sawzan S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Females,Consumer Economics,Purchasing,Counseling Effectiveness,Counseling Techniques,College Students,Test Reliability,Test Validity,Quasiexperimental Design,Control Groups,Experimental Groups,Addictive Behavior,Behavior Modification,Positive Behavior Supports,Pretests Posttests,Statistical Significance,Scores,Incidence,Psychometrics,Foreign Countries,Statistical Analysis

The present study is an attempt to investigate the effectiveness of a selective advising program in reducing the degree of Compulsive Buying Behavior among female students, Faculty of Education at Umm al-Qura University. The sample consisted of (200) female students to verify the validity and reliability of the tool. The quasi-experimental method was utilized through two groups (experimental and control). The results indicated high rates of compulsive buying among the participants (18-30) years, where there was a great difference between the items of the scale and a great desire for buying for many reasons. The study results showed that there are statistically significant differences between the mean scores of experimental and control groups at the pre- and post-test in the compulsive buying scale, significant at (0.005) in favor of the pre- and post-test. There are also statistically significant differences between the mean scores of the experimental group at the pre- and post-test in the compulsive buying scale, significant at (0.005) in favor of the post-test, i.e. the selective advising program decreased the rate of Compulsive Buying Behavior. The results also showed that there are no statistically significant differences between the mean of the experimental group ranks in the post- and follow-up test, which reveals that the advising program is being effective.
&quot;Kalosara&quot; Revitalization as an Ethno-Pedagogical Media in the Development of Character of Junior High School Students
Author: Anwar
Date: 2018-00-00
Type: Journal Articles
Subjects: Values Education,Junior High School Students,Positive Behavior Supports,Educational Media,Social Sciences,Teaching Models,Qualitative Research,Observation,Interviews,Focus Groups,Educational Strategies,Foreign Countries

The aims of the research are (1) to identify types of character through &quot;kalosara&quot; revitalization as an ethno-pedagogical media in social sciences (IPS) learning at junior high school (SMP), (2) to develop strategy of &quot;kalosara&quot; revitalization as an ethno-pedagogical media in the development of characters of students, and (3) to develop a model of student character education through &quot;kalosara&quot; revitalization in IPS learning in SMP as an ethno-pedagogical media. The research is conducted through naturalistic approach. The research subjects are social science teachers at the junior high school, junior high school principals, and local public figures. Data collection is conducted at SMP Negeri 1 Wawotobi representing a heterogenous student group. Data was collected qualitatively using domain and taxonomy analysis models. Research result indicates that: (a) there are 74 values identified and distributed in 18 types of character that can be developed through &quot;kalosara&quot; revitalization as an ethno-pedagogical media in social sciences learning in junior high school, (b) &quot;kalosara&quot; revitalization strategy, as an ethno-pedagogical media in the development of characters, is conducted in form of integration in each theme and sub-theme in the syllabus of social sciences subject, (c) The character education development model through &quot;kalosara&quot; values as an ethno-pedagogical media indicates that there are three strengths of the model, i.e.: it elevates the local culture into national culture, it is a scientific model, and it is easy to understand and implement by teachers and students.
The Effectiveness of Neurological Impress Method on Reading Fluency of Students with Learning Disabilities in Amman, Jordan
Author: Ziadat, Ayed H.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Evaluation,Program Effectiveness,Reading Fluency,Learning Disabilities,Preadolescents,Hypothesis Testing,Statistical Analysis,Teaching Methods,Pretests Posttests,Oral Reading,Questionnaires,Likert Scales,Experimental Groups,Control Groups,Comparative Analysis,Gender Differences

The aim of this study was to evaluate the effectiveness of Neurological Impress Method (NIM) on reading fluency of students with learning disabilities in Amman, Jordan. A sample of forty students (boys and girls) between the ages 10-12 years old with learning disabilities were selected from the Fourth Amman Educational Directorate in the Hashemite Kingdom of Jordan. Students focused groups in this research were separated into two different groups including the satisfactory controlled group. The participants were taught for one complete semester. Two hypotheses were formulated to guide this research. Statistical analysis to the gathered data revealed that the focused group of students who were trained according to the scheduled strategy to improve students reading ability or became more fluent in reading. Full analyses were applied using the T-test on all available data, indicating that students who were trained according to the scheduled strategy. The study found out that the strategy reduced the reading fluency deficiency in teens with different levels of learning disabilities. Consequently, it was recommended that the strategy can be used to improve reading fluency of students with learning disabilities.