ethanporcaro/eric-fulltext-meta huggingface dataset:
Has No Child Left Behind Changed the Face of Leadership in Public Schools?
Author: Gosnell-Lamb, Judy
Date: 2013-10-00
Type: Journal Articles
Subjects: Public Schools,Leadership,National Surveys,Resource Allocation,Program Implementation,Educational Administration,Educational Legislation,Federal Legislation,Teacher Attitudes,Administrator Attitudes,Needs Assessment,Educational Indicators,Federal Programs,Policy Analysis,Elementary Secondary Education

A national study examined the perceptions of educational leaders and classroom leaders as to the changes that have occurred in public P-12 schools since the inception of No Child Left Behind. Administrators and teachers who had remained in the same district for five years, and who had been in the field of education since at least 2002, were asked to respond to a comparison of priorities regarding their time resource allocations before and since the implementation of No Child Left Behind. Teachers and administrators shared some common perceptions but differences in their beliefs regarding the value of identified changes became apparent. This study identified some positive and some negative unintended consequences that become the legacy of No Child Left Behind.
Validation of a Paper-and-Pencil Test Instrument Measuring Biology Teachers' Pedagogical Content Knowledge by Using Think-Aloud
Author: Jüttner, Melanie
Date: 2013-10-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Pedagogical Content Knowledge,Knowledge Base for Teaching,Protocol Analysis,Interviews,Evaluation Methods,Teacher Evaluation,Science Teachers,Chemistry,Physics,Test Validity,Content Validity,Foreign Countries,Secondary School Teachers,College Faculty,High Schools,Middle Schools,Coding

The topic of &quot;teacher professionalism&quot; is one of the most crucial ones in quality education research. It has a potential to generate results that could inform and hence enhance the practice in classrooms. Thus, research in this field needs reliable instruments to measure the professional knowledge of our teachers to be able to generate reliable results for our research problems. Not many instruments have been developed with regard to this topic. At the same time, an adequate validation of the instrument developed is often missing (Schilling &amp; Hill, 2007). Hence, in a bigger project &quot;ProwiN&quot; (German acronym for professional knowledge of science teachers), test instruments for measuring science teachers' pedagogical, pedagogical content and content knowledge (PK, PCK, and CK) were developed for the subjects biology, chemistry and physics. The present study tested the validity of some of these items which were used to measure the pedagogical content knowledge (PCK) of biology teachers. These items focused on measuring teachers' professional knowledge by analyzing 1) teachers' &quot;knowledge about student understanding&quot; (or lack of understanding) of several topics in biology and 2) &quot;knowledge about instructional strategies&quot; like the use of models or experiments. The content validity of these instruments was examined by think-aloud interviews with American and German Biology teachers (N = 11). This study shows a high content validity for these items. Furthermore, this paper demonstrates the scope for adapting the conceptual framework of these items to measure biology teachers' PCK in other countries.
Reliability and Validity of &quot;Parents' Evaluation of Responsible Behaviors of 5-6 Year Old Children&quot; Scale
Author: Polat, Ozgul
Date: 2013-04-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,Child Behavior,Parent Attitudes,Factor Analysis,Psychometrics,Responsibility,Moral Development,Test Construction,Young Children,Foreign Countries,Kindergarten

This study is aimed at developing a scale (Parents' Evaluation of Responsible Behaviors of 5-6 Year Old Children) for measuring parents' evaluation of their 5-6 year-old children's responsible behaviors. The construct validity of the scale was tested by Factor Analysis. Factor analysis determined that the scale can be clustered under 10 factors. Item total correlations were calculated and independent samples t-test was conducted in order to determine the presence of a meaningful difference between the top and the bottom 27% groups. The reliabilities of the scale and their subscales were analysed by using Cronbach Alpha technique. Cronbach Alpha of the whole scale is 0,92. And cronbach alpha analysis of the subscales were also so high. Also split half and test-retest reliability analyses were done. 1st Section reliability was found as Alfa: 0,83 and 2nd Section reliability as Alfa: 0,90. The results showed that the scale had good psychometric properties and thus could be used to assess the responsibility behaviors of 5-6 year olds.
Evaluating a Professional Development Programme for Implementation of a Multidisciplinary Science Subject
Author: Visser, Talitha C.
Date: 2013-10-00
Type: Journal Articles
Subjects: Faculty Development,Interdisciplinary Approach,Science Instruction,Science Teachers,Questionnaires,Interviews,Electronic Mail,Teacher Competencies,Seminars,Reflection,Teacher Attitudes,Program Effectiveness,Computer Mediated Communication,Foreign Countries,Secondary School Teachers,Program Evaluation

This study aims to evaluate a professional development programme that prepares and assists teachers with the implementation of a multidisciplinary science module, basing the evaluation on &quot;participants' reactions,&quot; the first level of Guskey's five-level model for evaluation (2002). Positive evaluations at the higher levels in Guskey's model are thought to depend upon those at the first level, that is, teachers' positive appreciation for the professional development programme. Different instruments (questionnaires, e-mail correspondence, and interviews) were used at various stages in the four-part professional development programme. The data were categorised by the stage in the programme to which they pertained: individual preparation; preparation seminar; online support; or reflection meeting. The data from all participating teachers were combined in word tables, with some parts paraphrased in a few sentences. In general, the teachers were satisfied with the professional development programme. This paper identifies several elements that ensure teacher satisfaction in the multidisciplinary professional development programme, indicates which are the difficult elements of this programme, and suggests how these difficulties can be handled in such a programme.
First Year ESL Students Developing Critical Thinking: Challenging the Stereotypes
Author: Li, Yongyan
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,High Achievement,Stereotypes,Critical Thinking,English (Second Language),Language Usage,Student Attitudes,Beliefs,Thinking Skills,Learning Processes,Writing (Composition),Writing Assignments,Interviews,Documentation,Political Science,College Freshmen,Writing Strategies,Identification (Psychology),Qualitative Research

Reporting a case study of two high-achieving Chinese students studying at a university in Hong Kong, this paper presents evidence that poses an anti-thesis to the stereotypes of first year university students as holding naïve beliefs about learning and of &quot;Chinese learners&quot; as lacking in critical thinking. Many studies have examined Chinese students' learning experiences within local educational contexts, yet we know very little what beliefs individual Chinese ESL students hold about learning and writing in an English-dominant university especially in their early stage of studying at such an institution, and how their beliefs are reflected in what they actually do in their writing. This paper aims to illuminate a connection between two high-achieving Chinese students' beliefs about learning/writing in the university and what they did in a written assignment in an introductory course of political science, especially in terms of their use of authorship strategies as they wrote from sources. The data were collected through interviews and gathering the students' notes, process logs, papers, source texts, as well as the relevant materials of the political science course. The study revealed that for both students the essence of university learning and writing consisted in independent and critical thinking, and writing with a clear view and sound logic; and they both imprinted authorship into their papers, by proposing revised theories on their selected topics and fitting sources into their own organizational frameworks.
The Influence of Personal School Experience in Biology Classes on the Beliefs of Students in University Teacher Education
Author: Schneider, Christoph
Date: 2013-10-00
Type: Journal Articles
Subjects: Student Teacher Attitudes,Biology,Science Education,Science Teachers,Factor Analysis,Student Experience,National Standards,Educational Methods,College Freshmen,Comparative Analysis,Foreign Countries,Beliefs,Competence,Likert Scales,Surveys,Pedagogical Content Knowledge,Textbooks,Teaching Methods,Student Participation

Teachers' pedagogical beliefs are thought to play a prominent role in determining teacher behavior. In contrast to other professions, pedagogical beliefs of teachers and students in teacher education are widely influenced by personal experiences gained in school, which has been referred to as &quot;apprenticeship of observation&quot; (Lortie, 1975, p. 61).It can be assumed that student teachers already enter teacher education with a relatively firm set of beliefs about teaching. In our study, N = 280 student teachers in biology were asked to recall their own biology classes in school, employing a frame of reference provided by national standards for biology education in Germany. First, a factor analysis was conducted on students' responses. This analysis yielded four aspects (factors) according to which students' recall of their own biology classes in school is structured. Next, students were clustered into four biography types by means of their parameter values on the four factors. Students' beliefs about how biology should be taught are influenced by their biography. Our findings thus provide evidence for the influence of school biography on pedagogical beliefs in the field of biology education; however, this influence does not point in a uniform direction. When comparing university freshmen to more advanced student teachers, only one out of the four belief aspects was affected by students' progress in their university studies. A practical implication is that teacher educators are well-advised to incorporate their students' past experiences into the contents of their courses.
Behavioral Problems in the Classroom and Underlying Language Difficulties
Author: Tommerdahl, Jodi
Date: 2013-10-00
Type: Journal Articles
Subjects: Behavior Problems,Student Behavior,Language Impairments,Correlation,Phonology,Grammar,Pragmatics,Disability Identification,Classroom Techniques,Student Needs,Teacher Role,Language Acquisition,Elementary School Students,Preschool Children,Evaluation Methods,Student Evaluation

Dealing with the behavioral problems of students is one of many dimensions of most educators' and schools' requirements. While research has repeatedly shown that a large number of children with behavior problems have underlying, unrecognized language difficulties, few schools have implemented programs where children with problem behavior are evaluated in terms of these skills. This paper provides information to teachers about (1) the links between behavior and language, (2) the levels at which language can be impaired including &quot;phonology,&quot; &quot;grammar&quot; and &quot;pragmatics,&quot; (3) how language impairment can be recognized and (4) what can be done in the classroom to support the language skills of this group. Special attention is paid to the pragmatic level of language as impairment at this level may be misdiagnosed as behavior problems. The information provided is targeted towards pre-K and elementary school age, but can also be adapted for older children.
Intensity vs. Duration: Comparing the Effects of a Fluency-Based Reading Intervention Program, in After-School vs. Summer School Settings
Author: Katzir, Tami
Date: 2013-10-00
Type: Journal Articles
Subjects: Reading Programs,Reading Fluency,Intervention,Program Effectiveness,After School Programs,Summer Programs,Elementary School Students,Grade 1,Grade 2,Grade 3,Comparative Analysis,Pretests Posttests,Achievement Gains,Time,Success,Skill Development,Semantics,Phonology,Syntax,Orthographic Symbols,Morphology (Languages),At Risk Students,Questionnaires,Student Characteristics,Family Environment,Decoding (Reading),Word Recognition,Sight Vocabulary,Scores,Statistical Analysis

Two versions of RAVE-O, a fluency-based reading intervention were examined over a 2-intervention period: a 9-month, 44-hour afterschool intervention program, and a month long, 44-hour summer intervention program. 80 children in grades 1-3 were tested on the two subtests of the Test of Word-Reading Efficiency and were assigned to one of 6 groups compromising of different combinations of one vs. two intervention packets. Results show that while both programs showed gains after a single intervention, a significant difference was seen between intervention groups, with the afterschool intervention showing larger pre-post intervention difference scores. All groups who received a 2-package intervention either increased or maintained performance after the second intervention, suggesting that an additional intervention is beneficial. Moreover, the afterschool group who received a consecutive summer intervention group showed significant gains as compared to the other 2-intervention groups. Results from this study indicate the overall number of intervention hours may not be the indicator of a successful intervention. Instead, in the first intervention, a longer period of skill introduction may be needed for information consolidation; the second intervention may require an intense period for skill rehearsal. Implications for future reading interventions and scaling-up are discussed.
The Academic Achievement of Elite Athletes at Australian Schools
Author: Georgakis, Steve
Date: 2015-01-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Athletes,High School Students,Gender Differences,Athletics,Socioeconomic Status,Comparative Analysis,Physical Education,Data Analysis,Awards,Recognition (Achievement),Graphs,Mathematics Achievement,Reading Achievement,Statistical Analysis,Aquatic Sports,Science Achievement

While sport and student-athletes have featured in the Australian education system since compulsory schooling, there has been no analysis to date of the link between academic achievement and elite student-athletes. However, this is in stark contrast to the United States of America (US), where student-athletes have been the subject of sustained research and examination. In order to rectify this neglected area of research in the Australian context, this study investigated the Higher School Certificate (HSC) results of 641 Combined High School (CHS) Blues recipients over 11 years from 2001 until 2011, comparing them with the performance of the total general HSC population over the same period. The HSC summary aggregate data for Blues recipients was examined for 15 subjects, plus gender and sport. School Index of Community Socio-Economic Advantage (ICSEA) value also formed part of the analysis. The results demonstrated the student-athletes performed at levels similar to, or better than, their peers. Their performance was notably superior in some subjects such as Personal Development, Health and Physical Education (PDHPE). In particular, female Blues performed at higher levels than male Blues, across the range of subjects. Female Blues also generally outperformed the general HSC population. Analysis of individual Blues sports suggests that swimming produced a disproportionate number of high attainers. The findings suggest that despite their heavy sporting commitments and necessarily demanding training timetables, the sampled elite student-athletes performed at levels equal to, or better than, their peers.
The Suffering of Arts Entrepreneurs: Will Fine Art Students Be Educated on How to Become Successfully Self-Employed?
Author: Thom, Marco
Date: 2015-01-00
Type: Journal Articles
Subjects: Foreign Countries,Art Education,Entrepreneurship,Fine Arts,Self Employment,Artists,Comparative Analysis,College Programs,Extracurricular Activities,Undergraduate Students

The aim of the study is to show whether, how and to what extent fine art students will be equipped with entrepreneurial skills and therefore be educated on how to make a living as a practicing artist. A comprehensive and comparative analysis of Fine Art degree programmes and extra-curricular training offerings at higher education institutions (HEIs) in the UK and Germany was carried out. By using various key performance indicators this study shows evidence that the crucial entrepreneurial skills for a successful self-employment in the arts are only taught to a very small extent if even at all.
STEM Faculty Experiences with Students with Disabilities at a Land Grant Institution
Author: Love, Tyler S.
Date: 2015-01-00
Type: Journal Articles
Subjects: STEM Education,Land Grant Universities,Disabilities,Teaching Experience,Qualitative Research,Teacher Student Relationship,Educational Resources,Attitudes toward Disabilities,Interviews,Questionnaires,Semi Structured Interviews,School Support,Knowledge Level,Academic Accommodations (Disabilities),Familiarity,Barriers

Preparing faculty to meet the needs of the increasing number of students with disabilities is a critical need in higher education, particularly in the STEM (science, technology, engineering, and mathematics) fields. Quality preparation is an emerging problem as the number of higher education students with disabilities is on the rise. In this study, researchers used a qualitative methodology to examine STEM faculty members' experiences with students with disabilities at a land grant institution in the southeastern United States. The study was conducted to answer the following questions: (a) What experiences, positive and negative, have STEM faculty members had working with students with disabilities?(b) How do STEM faculty members describe students with disabilities?, and (c) What resources do faculty members need to adequately serve students with disabilities? Five researchers conducted individual interviews with STEM faculty members. Interviews were transcribed and analyzed, with the following themes emerging from the data: Challenges, Support, Knowledge, Awareness/Visibility, and Formal versus Informal Accommodations. Implications from this study relate to the improvement of services for students with disabilities at higher education institutions and to the preparation of STEM faculty to accommodate their students.
Articulation of Quality Teaching: A Comparative Study
Author: Sakarneh, Mohammad
Date: 2015-01-00
Type: Journal Articles
Subjects: Articulation (Education),Comparative Analysis,Educational Quality,Instructional Effectiveness,Comparative Education,Teaching Models,Content Analysis,Constructivism (Learning),Student Role,Teacher Role,Knowledge Base for Teaching,Cultural Awareness,Educational Practices,Educational Strategies,Teaching Methods,Classroom Environment,Classroom Techniques,Foreign Countries

The aim of this study is to describe and then contrast the New South Wales Department of Education and Training's model of quality teaching with the Jordanian Ministry of Education's conception of quality teaching, looking particularly at potential differences in interpretation. A content analysis methodology was used. Each perspective has been presented. Comparison and contrast has been made to highlight the similarities and differences between the two perspectives. The results showed that the two perspectives have a constructivist approach orientation. Quality teaching in the two perspectives is a process where the teaching and learning process should be built on the basis of constructing knowledge. In this process the teacher is the guide and facilitator and the students are the constructers of their own knowledge.
Principal Support Is Imperative to the Retention of Teachers in Hard-to-Staff Schools
Author: Hughes, Amy L
Date: 2015-01-00
Type: Journal Articles
Subjects: Labor Turnover,Teacher Persistence,Principals,Administrator Role,Teacher Administrator Relationship,Correlation,Surveys,Teaching Conditions,Disadvantaged Schools,Statistical Analysis,Emotional Response

Teacher retention is an ongoing problem in hard-to-staff schools. This research examined the relationship between principal support and retention of teachers in hard-to-staff schools. The purpose of this study was to, (a) to determine the relationship between teacher retention and principal support, (b) to examine the perception of support between teachers and principals and how these perceptions affect teacher retention in hard-to-staff schools, and (c) to discover if there is a correlation between the principal's supports and teacher retention. The participants were both administrators and teachers who are currently employed. A non-experimental correlational design was used in which principals and teachers in hard-to-staff schools were surveyed regarding the role of principal supports in the retention of teachers. Findings in this study posited, personal growth and the ability to receive support from administrators regarding emotional, environmental and instructional support had an impact on a teacher's decision to stay or leave in hard-to-staff schools. Participant teachers provided insight as to which forms of support they valued most from their principals. The recommendations guide administrators working in hard-to-staff schools to reduce teacher attrition and are also intended to encourage leaders to look more closely at their programs and their own styles of leadership and support. Specific recommendations are made for administrators, institutions, and teachers.
A Research on Students' Needs for Follow-Up Curriculum of College English
Author: Jin, Jie
Date: 2015-01-00
Type: Journal Articles
Subjects: College English,College Curriculum,Needs Assessment,Undergraduate Students,Student Attitudes,Student Interests,Preferences,English (Second Language),Second Language Learning,Educational Needs,Questionnaires,Likert Scales,Language Skills,Difficulty Level,Design Preferences,Foreign Countries,Self Evaluation (Individuals)

Increased universities and colleges offer the undergraduates with more follow-up courses with the further reform in college English education in China. An investigation on self-evaluation, difficulty, and willingness of undergraduates in learning English further was made in order to design more appropriate and adaptable follow-up courses. This research shows that the majority of undergraduates are not satisfied with their English level in English skills, especially speaking. Most undergraduates are willing to take further college English courses with the purpose of finding a better job, but they prefer to choose some comparatively simple and entertaining selective courses such as movie appreciation other than some courses for developing skills. The data achieved leaves some implications on college English education, lays some bases for English education reform and provides new challenge for college English teachers.