ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relation between the Lifelong Learning Competencies and Occupational Motivation Levels of the Teachers Who Received Postgraduate Education
Author: Özden, Bülent
Date: 2019-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Occupational Aspiration,Job Satisfaction,Teacher Attitudes,Graduate Students,Postdoctoral Education,Foreign Countries,Teacher Competencies,Educational Attainment,Predictor Variables

The aim of this study is to determine the relationship between lifelong learning competencies and occupational motivation level of the teachers who completed postgraduate education. The research was designed in accordance with the correlational research model. A total of 52 teachers (41 female and 11 male) attending Marmara University's Institute of Educational Sciences in different disciplines were selected using the simple random sampling method. Their average of age is 25. The data of the study were collected through Lifelong Learning Key Competencies Scale and Occupational Motivation Scale. Results showed that the lifelong learning competencies of the teachers who received postgraduate education are sufficient or very sufficient. Results also showed that the level of occupational motivation of the teachers with postgraduate education is high.
An Updated Evidence-Based Practice Review on Teaching Mathematics to Students with Moderate and Severe Developmental Disabilities
Author: Spooner, Fred
Date: 2019-06-00
Type: Journal Articles
Subjects: Evidence Based Practice,Mathematics Instruction,Developmental Disabilities,Mathematics Skills,Autism,Pervasive Developmental Disorders,Special Education,Teaching Methods,Moderate Intellectual Disability,Severe Intellectual Disability

The purpose of this review was to examine the body of research on teaching mathematics to students with moderate and severe developmental disability that has been published since 2005, reflecting changes in both the academic expectations for this population and research and design standards in the evidence-based practice (EBP) era. We examined research on teaching mathematical skills for students with moderate and severe developmental disability from 2005-2016 and found 36 studies (33 single-case and three group-experimental studies), updating the Browder, Spooner, Ahlgrim-Delzell, Harris, and Wakeman analysis. Of the 36 studies included in the review, 22 single-case and three group-design studies received a rating of high or adequate quality using the National Technical Assistance Center on Transition (NTACT) indicator criteria. In addition to systematic instruction, instructional procedures of technology-aided instruction, graphic organizers, manipulatives, and explicit instruction were found to be EBPs in teaching mathematics to this population.
A Review of Summarizing and Main Idea Interventions for Struggling Readers in Grades 3 through 12: 1978-2016
Author: Stevens, Elizabeth A.
Date: 2019-06-00
Type: Journal Articles
Subjects: Reading Difficulties,Elementary School Students,Secondary School Students,Expository Writing,Reading Comprehension,Outcomes of Education,Journal Articles,Instructional Effectiveness,Reading Instruction,Literacy,Learning Strategies,Educational Practices,Text Structure,Reading Skills,Intervention

This systematic review examines the effects of summarizing and main idea interventions on the reading comprehension outcomes of struggling readers in Grades 3 through 12. A comprehensive search identified 30 studies published in peer-reviewed journals between 1978 and 2016. Studies included struggling reader participants in Grades 3 through 12; targeted summarizing or main idea instruction; used an experimental, quasi-experimental, or single-case design; and included a reading comprehension outcome. A meta-analysis of 23 group design studies resulted in a statistically significant mean effect of 0.97. Group size, number of sessions, grade level, and publication year did not moderate treatment effect. Visual analysis of six single-case designs yielded &quot;strong evidence&quot; for retell measures and a range of evidence for short-answer comprehension measures. Findings suggest that main idea and summarizing instruction may improve struggling readers' main idea identification and reading comprehension. Limitations include the lack of standardized measures and the unreported, changing description of the counterfactual.
Chinese-to-English Back-Interpreting Practice in the Undergraduate EFL Classroom: Task Design and Learners&apos; Perspectives
Author: Wu, Yinyin
Date: 2019-00-00
Type: Journal Articles
Subjects: Chinese,Role Playing,English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Translation,Games,Linguistic Theory,Groups,Speech Communication,Small Group Instruction,Teaching Methods,Intercultural Communication,Peer Groups,Metalinguistics,Oral Language,Language Proficiency,Task Analysis,Foreign Countries,College Freshmen

Back-interpreting practice refers to interpreting the translated version of a speech back to its source language. The learning opportunities provided by backinterpreting practice can be explained by Swain's (1985) comprehensible output hypothesis, Laufer and Hulstijn's (2001) involvement load hypothesis, and Schmidt's (1990) noticing hypothesis. In the present study, back-interpreting tasks, blended regularly into the undergraduate EFL classroom for 12 weeks, involved 43 high-intermediate to advanced learners working in pairs and interpreting the Chinese translation of English spoken discourse back into English. They then learned useful expressions from the original English discourse before discussing relevant topics in small groups. Two task types--role plays and chain games--were created to avoid monotony. Qualitative data from focus-group interviews were analyzed to understand 12 lower-level speakers' and 11 higher-level speakers' perceptions of the two task types and of the practice in general. Results showed that the format of role plays primed learners to put themselves in the listeners' shoes by focusing on the gist and avoiding literal interpretation. However, the problem of incomprehensibility still existed for some lower-level speakers, and some higher-level speakers might have slacked off by being vague, failing to exhaust their linguistic resources. On the other hand, chain games engaged learners more because higher concentration, faster responses, and language flexibility were required. The format also facilitated more collaboration and peer-learning. Back-interpreting practice exposed learners' blind spots and enhanced their awareness of native-like expressions. The practice may address the challenges of large class size and heterogeneous oral proficiency levels witnessed in EFL contexts.
Effects of Mathematics Content Knowledge on Mathematics Pedagogical Content Knowledge
Author: Baki, Müjgan
Date: 2017-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Preservice Teacher Education,Mathematics Education,Preservice Teachers,Elementary Education,Arithmetic,Mathematics Activities,Instructional Effectiveness

The related literature emphasizes that mathematics content knowledge (MCK) itself is not sufficient for effective teaching; teachers also need to have deep and wide mathematics pedagogical content knowledge (MPCK). In this study, we worked with 12 pre-service primary teachers through Teaching Practice course in order to examine how their MCK affects their MPCK. Observation, interview and field notes were used as data collecting tools and data gathered were analyzed with induction and deduction methods. The results showed that pre-service teachers' lack of MCK made it difficult for them to use MPCK effectively. Their weaknesses in MCK were apparent in their evaluation and interpretation of the students' responses and explanations, as well as in giving feedback to these comments. On the other hand, in cases where pre-service teachers' MCK was good, but their MPCK was insufficient, the lessons were also ineffective. In these instances, they had difficulties in reducing the level of instruction to the level of the students, and they used some knowledge which had not been mastered by the students.
Examining the Psychometric Properties of Maximally Efficient Items from the Social Skills Improvement System--Teacher Rating Scale
Author: Anthony, Christopher James
Date: 2019-06-00
Type: Journal Articles
Subjects: Interpersonal Competence,Rating Scales,Psychometrics,Elementary School Teachers,Test Items,Test Validity,Elementary School Students

The current study examined the psychometric properties of a set of maximally efficient items (SMIs) from the Social Skills Improvement System--Teacher Rating Scale (SSIS-TRS). Sixty-three teachers rated 302 second through sixth graders on these SMIs, and several concurrent validity measures were administered. Results provided initial support for the validity of scores from the SMIs. Implications for practice and psychological research are discussed.
Classroom Research: What Do ELT Teacher Trainees Experience When Performing Collaborative Group-Work Tasks?
Author: Korkmaz, Sule Çelik
Date: 2017-00-00
Type: Journal Articles
Subjects: Classroom Research,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Conflict,Group Dynamics,Cooperative Learning,Educational Experience,Preservice Teacher Education,Preservice Teachers,Student Attitudes,Foreign Countries,Teacher Education Programs,Elementary School Teachers,Teaching Methods

This classroom research firstly examines strengths and weaknesses of performing cooperative group work tasks within the context of &quot;Teaching English to Young Learners&quot; course by dwelling on the most exigent problems to offer solutions to provide learners more qualified educational experiences and have more empowered pre-service learners. This study was conducted with 75 teacher trainees enrolled in Uludag University Faculty of Education ELT Department in Turkey. The data were collected via both quantitative and qualitative instruments such as open-ended and semi-structured questionnaires in addition to semi-structured interviews. The results revealed that the problems were mostly related to equal work sharing, and conflict among group members. Finally, suggested solutions were offered in the light of the interview results.
Factors Affecting Job Satisfaction of Teacher Educators: Empirical Evidence from the Universities of Sindh Province of Pakistan
Author: Sahito, Zafarullah
Date: 2017-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Teacher Educators,Foreign Countries,Faculty Development,Universities,Employee Attitudes

This study determines, explores and examines the factors affecting the job satisfaction of teacher educators of the universities of Sindh. A qualitative research design was employed to collect data from teacher educators (n = 40) through in-depth semi-structured interviews. For the validity and reliability of the tool, the interview protocol was checked, discussed, refined and finalized. It was then piloted after incorporating the main factors affecting an increasing job dissatisfaction were found to be an autocratic and vertical style of management; a poor administration system; mistrust; job insecurity; weak social interaction and lack of appreciation for work done. This can lead teacher educators to face psychosocial issues in their professional and personal life. The factors were inductively explored through thematic analysis, the qualitative technique of data analysis.
School Constituents&apos; Ratings of the Performance Dimensions of Male and Female High-Performing Principals
Author: Hutton, Disraeli M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Principals,Public Schools,Gender Differences,Foreign Countries,Teacher Attitudes,Assistant Principals,Administrator Attitudes,Parent Attitudes,Leadership Qualities,Administrator Effectiveness

The purpose of the current study was to analyse both the general school constituents' and male and females school constituents' ratings of the performance of male and female high-performing principals in the Jamaican public schools. With a sample of 2384 respondents representing school constituents from 125 schools, the returns were 1523 (64%). The data were collected using a 69-item Likert scale and analysed using Principals Component Analysis (PCA) and t-test. The results of the analysis revealed four dimensions of leadership performance: philosophy and abilities, leadership and management, student support systems, and community support and relationships. The findings showed that there were significant differences in how the general school constituents rated high-performing principals on three of the four dimensions of performance. There were no differences in male respondents' ratings of male and female principals; however, there were significant differences in the ratings of female respondents of the four dimensions.
Teachers in E-Libraries: Research and Application
Author: Alaca, Erdinç
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Libraries,Librarians,Library Services,Educational Quality,Elementary School Teachers,Secondary School Teachers,Teacher Qualifications,Teacher Effectiveness

This study aims to emphasize the effectiveness of volunteer teachers who undertake responsibilities related to the services of Enriched Libraries (ELs) by determining the effectiveness of librarianship. Quality and continuity of services will be possible with librarians who have degree in information management, and it is foreseen to increase the service quality in both current and future ELs. The population of the study consisted of 343 teachers working in primary and secondary schools; the sample consists of 79 teachers. Teachers responsible for EL services were found underqualified regarding titles (general approach to ELs, use of library, quality of services, management of library, collection, activities, professional knowledge about librarianship, budget), but interested in librarianship. In conclusion, it was shown that, qualified librarians should be appointed to Els; and lasting, quality services will be achieved with librarians alone.
The Predictor Roles of Speaking Anxiety and English Self Efficacy on Foreign Language Speaking Anxiety
Author: Mede, Enisa
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Instruction,English (Second Language),Anxiety,Speech Communication,Correlation,Experience,Friendship,Study Abroad,Self Efficacy,Undergraduate Students,Foreign Countries

This study is concerned with the relationships between foreign language speaking anxiety and demographic factors among undergraduate students. The study also attempts at predicting the roles of speaking anxiety and English self-efficacy on foreign language speaking anxiety. Versions of previously published scale (Speaking Anxiety Scale, Foreign Language Classroom Anxiety and Self-Efficacy Scale for English) were administered to 205 the participants enrolled in a Turkish private university. The findings revealed that foreign language speaking anxiety was negatively correlated with two variables related to prior foreign language experience as well as having a foreign friend. Following this, data analysis did not indicate any significant differences regarding spending a week or longer abroad and foreign language speaking anxiety. Finally, the results showed strong correlation between speaking anxiety and English self-efficacy on foreign language speaking anxiety. Based on these findings, the study suggested implications about how to reduce foreign language speaking anxiety in undergraduate students.
Student Teachers&apos; Views Regarding the Impact of Effective Teaching Strategies on Student Motivation
Author: Çakmak, Melek
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Teachers,Student Teacher Attitudes,Instructional Effectiveness,Teaching Methods,Student Motivation,Foreign Countries

The study attempts to identify student teachers' views on the impact of effective teaching strategies regarding student's motivational levels. The participants of this descriptive study include 144 student teachers enrolled in four departments (primary education, mathematics education, chemistry education, physics education and secondary mathematics education) of Faculty of Education in a university in Ankara, Turkey. The data were collected through a questionnaire including 22 teaching strategies. The main results of the study indicated that the participants regarded 'paying importance to communicate' as the most important strategy (Mean=4.74) whereas they considered 'use of different classroom arrangements' as the least important strategy (Mean=3.48) to motivate students. In light of these results, it is possible to note that there are many things that can still be investigated about motivation in educational context which should be studied in future research.
Critical Thinking in Nigeria&apos;s Pre-Service Teachers Education: A Philosophical Investigation
Author: Olatunji, M. Olalekan
Date: 2017-00-00
Type: Journal Articles
Subjects: Critical Thinking,Foreign Countries,Preservice Teachers,Preservice Teacher Education,Student Attitudes,Creativity,Inquiry

This paper explores the roots of critical thinking and its importance. It also attempts a clarification of critical thinking as a concept. Using the method of philosophical analysis, the paper proceeds to investigate the place of critical thinking in teacher education in Nigeria. Among other things, it is suggested that the acquisition of critical thinking skills be included among the stated goals of Teacher Education and that necessary measures be taken by the relevant authorities to ensure that critical thinking is actually taught and practiced by pre-service teachers in Nigeria.
Collaborating to Communicate: Librarian Reading Groups and Understanding Standards
Author: Lewis, Courtney L.
Date: 2019-00-00
Type: Journal Articles
Subjects: School Libraries,Library Services,Reading Programs,Information Literacy,Standards,Advocacy,Librarians,Communities of Practice,Private Schools,Library Associations

One of the issues connected to the use of standards in independent schools is the varying approaches to an astonishing variety of school missions. Independent school administrators and teachers often see national standards to be the purview of the professionals they hire. As a result, teachers and department heads work to select standards that support the curriculum they feel fits their student body. Another obstacle to implementing standards in this environment centers on the age-old problem of administrators who do not understand the profession of librarianship. While most heads of school and division directors have been classroom teachers at some point in their careers, these same individuals--who also supervise librarians and library programs in independent schools--often do not have education degrees and are limited by their own personal idea of what constitutes an effective school library program and a professional school librarian. The author has used the American Association of School Librarians (AASL) Standards internally throughout her career to calibrate her information literacy program, but she wondered: Could the latest iteration of the standards--which include the application of each standard to not only learners, but also to the practice of school librarians and their programs and spaces--be an advocacy tool she could use with other members of her school community? However he did not understand the new AASL Standards herself until she attended a session on them at the 2018 American Library Association (ALA) Annual Conference. After the session, she and her fellow school librarians decided to form a reading group to go over the standards. This article describes the reading group and the impact it had on their professional development.
Professional Space and Agency: The Case of In-Service Language Teachers
Author: Mutlu, Gizem
Date: 2017-00-00
Type: Journal Articles
Subjects: Professional Autonomy,Teacher Empowerment,English (Second Language),English Teachers,Private Schools,Public Schools,Foreign Countries,Teacher Motivation,Teaching Conditions,Classroom Techniques,Faculty Development,Curriculum Development,Experienced Teachers,Educational Attainment,Teacher Collaboration,Elementary School Teachers,Educational Technology,Educational Equipment,Parent Influence,Administrator Role,Barriers,Centralization,Faculty Workload,High School Teachers

The present small-scale study aimed to investigate teacher agency from the perspective of in-service language teachers in relation to their perceived professional space. It specifically aimed to have an understanding of factors contributing to teacher agency positively and negatively. To this end, eight Turkish EFL teachers working at private and state schools and various education levels were asked to reflect on their own perceived and exploited professional space in semi-structured interviews and storylines. The in-depth analysis of the data revealed three types of trajectories in agency: contested agency, gradual growth of agency and failure in achievement of agency. In these trajectories, it was found out that teachers' own motivation, material adaptation, cooperation of colleagues and technological equipment promote teacher agency, whereas some factors such as pressure from administration and parents, centralized curriculum and exams, workload and crowded classes serve as obstacles in the process. In line with the results, some implications for the development of teacher agency and also insights for teacher education programs were provided.
Three Birds with a Stone: Technology Integration in Language Education with Reverse Mentoring Model
Author: Aydin, Belgin
Date: 2017-00-00
Type: Journal Articles
Subjects: Technology Integration,Mentors,Inservice Teacher Education,Teacher Competencies,Technological Literacy,Pedagogical Content Knowledge,Teacher Education Programs,Preservice Teachers,Information Literacy,21st Century Skills,Practicums,Instructional Materials,English Teachers,English (Second Language),Foreign Countries,Public Schools,Secondary Schools,Alignment (Education),Peer Evaluation,Open Educational Resources

Technology integration in education, how to do it effectively, how to help teachers gain the necessary competencies are among the most discussed topics in recent years. It is also known that in-service teacher training is full of problems and the desired outcomes cannot be achieved easily. Teacher training programs cannot equip future teachers with the required technological competencies. Reverse Mentoring Model suggested in this study is thought to help both pre- and in-service teachers to gain technopedagogical knowledge. By restructuring the teaching practice process, one of the most important components of teacher education programs, pre-service teachers, more equipped with technology knowledge, will mentor their in-service teacher during the teacher practice process, creating an environment in which both group of teachers will be learning from each other. The digital pool that will be developed as the output of the proposed model will include digital materials aligned with the curriculum.