ethanporcaro/eric-fulltext-meta huggingface dataset:
Students Taking Social Action: Critical Literacy Practices through School-as-Museum Learning
Author: Caffrey, Genevieve Erker
Date: 2018-00-00
Type: Journal Articles
Subjects: Grade 6,Critical Literacy,Elementary School Students,Social Justice,Transformative Learning,Museums,Exhibits,Social Action,Learning Processes,Teaching Methods,Discourse Analysis

Inspired by critical literacy practices, sixth-grade students at Carter Elementary designed, curated, and publicly displayed a museum exhibit to expose and confront issues of social justice. Through this case study of one display within the exhibit, we analyze the ideas and stances represented in each of its artifacts and investigate how, together, the data sources create a discursive chain in regard to social action. We call on critically oriented discourse analysis (Gee, 2005; Rogers &amp; Mosley Wetzel, 2013) to interpret the densely multimodal artifacts, considering how ideas and stances are embodied and intertextual. Our findings reveal how student-created museum learning can stimulate transformative stances toward social action and serve as powerful mediums for youth activism. The study contributes important insights to the field of literacy studies, particularly how social action can be integrated into teaching and learning processes through multimodal public exhibits.
Original Children&apos;s Literature Expressed as Digital Story within a Clinical Model
Author: Paganelli, Andrea
Date: 2019-00-00
Type: Journal Articles
Subjects: Preschool Education,Elementary Secondary Education,Preservice Teachers,Childrens Literature,Electronic Publishing,Educational Technology,Technology Uses in Education,Preservice Teacher Education,Story Telling,Individualized Education Programs,Student Records,Curriculum,Maps,Student Attitudes,Student Needs

The present study addresses the complex challenge of showing how teacher candidates created original children's literature in the form of digital stories for their P-12 students within a clinical model. Through a step-by-step process, the researchers explain how to create digital stories that align with standards and students' needs. The preservice teachers with guidance from currently practicing teachers and university faculty employed multiple measures of P-12 student data, curricular mapping, standards and Universal Design lesson plan template to engage students with customized learning experiences.
The Success of First-Generation College Students in a TRIO Student Support Services Program: Application of the Theory of Margin
Author: Quinn, Dory E.
Date: 2019-00-00
Type: Journal Articles
Subjects: First Generation College Students,Academic Support Services,Federal Programs,Student Experience,Influences,Program Effectiveness,Theories,Student Characteristics,Resilience (Psychology),Student Participation

First-generation college students have received considerable attention in education research, yet there is still much that is unknown about their unique college experiences. This mixed-methods study provides a unique perspective on first-generation college students through the application of McClusky's theory of margin to first-generation students in a TRIO Student Support Services program. McClusky identified life factors that influence one's level of load (demands) and power (resources). The load, divided by power plus load, suggests one's margin in life. McClusky further postulated that the nature of load and power factors is the key to understanding one's margin in life. The purpose of this study is threefold. First, the study tested the ability of various life factors to predict margin in life scores for first-generation students. Second, the study sought to understand the nature of margin in life by exploring common load and power variables and the ways in which they affect first-generation students. Finally, the researchers examined how participation in TRIO SSS contributes to margin in life for first-generation students. Our findings support McClusky's claim that the nature of life factors is crucial in understanding margin, as the quantitative results revealed that life factors alone do not predict margin in life. The qualitative exploration revealed salient life factors that contribute to load and power for participants, including TRIO Student Support Services. Furthermore, the study highlights the limitations of quantitative data to predict student experience and reveals subtleties best understood through in-depth qualitative consideration. Discussion of potential future research and practice implications are included.
The Development of Mentoring Partnerships: How a Shared Learning Experience Enhanced the Final Internship
Author: Curcio, Rachelle
Date: 2019-00-00
Type: Journal Articles
Subjects: Mentors,Partnerships in Education,Learning Experience,Internship Programs,Elementary Education,Student Teaching,Student Teachers

Practicing teachers often identify the final internship as the most valuable and relevant component of teacher preparation. An important key to effective internship experiences is quality mentoring, which should be educative in nature (Bradbury &amp; Koballa, 2008; Feiman-Nemser, 2012). While the rationale for these educative mentoring relationships and interactions are outlined in the literature, there is less information about how to foster their development. In this study we examined how a shared learning experience held prior to the internship was perceived by mentors and interns as contributing to their mentoring relationships and interactions throughout the internship.
Twitter: A Tool for Communities of Practice
Author: Johnson, Mandy
Date: 2019-00-00
Type: Journal Articles
Subjects: Telecommunications,Communities of Practice,Electronic Publishing,Web Sites,Educational Technology,Technology Uses in Education,Faculty Development,Participation,Accountability,Interpersonal Relationship

This study explores an online chat to determine how the dimensions of communities of practices (CoP) are reflected in participants' interactions on Twitter. The educational discussions, or Twitter chats, take place in an online microblogging platform. The CoP framework offers an approach to understanding the dimensions of mutual engagement, joint enterprise, and shared repertoire, which can be found in constructivist learning environments among educators (Wenger, 1998). A content analysis was conducted on a sample of archived educational Twitter chats to determine how often the attributes associated with CoP dimension(s) were present in the sampled chats. The findings from this study indicate Twitter chats exhibit elements of CoPs and benefit teacher professional development.
Developing Mentor Teachers to Support Student Teacher Candidates
Author: McGee, Inger Evette
Date: 2019-00-00
Type: Journal Articles
Subjects: Mentors,Student Teachers,Student Teaching,Internship Programs,Teacher Education Programs,Online Courses,Synchronous Communication,Team Teaching

This article shares development of a mentor teacher training program to support teacher candidates in their student teaching internship. The mentor teacher training program includes three parts: (a) online training on internship processes and procedures, co-teaching, and a department developed Framework for Extended Oral and Written Feedback, (b) face-to-face orientation session to clarify co-teaching and feedback framework, and (c) co-observation of intern candidates by faculty supervisor and mentor teacher. The goal of the mentor teacher training program is to orient mentor teachers to the internship and to train them in providing high quality, actionable feedback that leads the teacher candidate to improved practice.
Accreditation in Education: One Institution&apos;s Examination of Faculty Perceptions
Author: Hail, Cindy
Date: 2019-00-00
Type: Journal Articles
Subjects: Higher Education,Universities,Accreditation (Institutions),College Faculty,Teacher Attitudes,Educational Quality,Quality Assurance,Teacher Participation,Participative Decision Making,Resource Allocation,Inclusion,Barriers,Educational Improvement

Accreditation serves many constituents and for a variety of reasons. It attempts to attest to the quality of a particular program that in most cases prepares people to enter a specific job or profession. The study examined faculty perceptions of the CAEP process in accrediting their teacher education programs and the impact on resources including human resources and morale. Through a researcher-constructed survey and then focused interviews, educators at this university indicated they believed the process of national accreditation was important for enhanced status and prestige, but questioned whether it helped with needed systemic changes. They also noted that faculty workload was a drawback unless faculty were recognized for their work. Conclusions to the study offered three recommendations: (1) faculty along with other key stakeholders should have a strong voice in the decision to pursue accreditation; (2) personnel need to be appreciated for their intensive work; and (3) institutions need to allocate adequate and realistic resources for the entire process. Additionally, universities need to use the lessons learned and outcomes of the process to strengthen and change programs and policies when necessary for continuous improvement.
Are We Ready for Argumentation in Science Classrooms? An Investigation into the Scientific Discussion Climate in a Turkish Elementary School
Author: Bati, Kaan
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Education,Science Curriculum,Persuasive Discourse,Foreign Countries,Classroom Environment,Teacher Attitudes,Student Attitudes,Administrator Attitudes,Science Teachers,Learner Engagement

In recent years, the trend in science education is toward scientific processes rather than scientific knowledge. An effective science education not only requires the active involvement of students in scientific investigations, but also the development of engagement in discussions about scientific and social issues. To develop students' discussion and argumentation abilities, we can integrate these approaches to our science lessons, but what are our teachers, students and administrators' attitudes concerning these approaches? This study was undertaken to determine (a) the views of science teachers toward usefulness and effectiveness of scientific discussions, (b) how students participate in scientific classroom discussions, and (c) the roles of teachers and students in the discussion process. This study used qualitative design, and content analysis was carried out for both the interviews and observation data. Data was obtained from teachers and students at a private elementary school located in Ankara, Turkey. The results showed that scientific discussion processes are generally dominated by science teachers and student engagement in discussions is at a very low level.
How TeachLivE™ Transformed Our Teaching Practices in Reading Education and Pre-Service
Author: Kelley, Michelle J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Reading Instruction,Preservice Teachers,Elementary Education,Parent Teacher Conferences,Technology Uses in Education,Virtual Classrooms,Computer Simulation,Communication Skills

This article describes the collaborative journey of two elementary education instructors at a large metropolitan university in the Southeast Region of the United States as they transformed and developed an innovative, engaging, and meaningful assignment utilizing adult avatars in TeachLivE™ to simulate parent-teacher reading conferences. The process used and tools created are shared to allow for replication. Results and outcomes are provided using concrete examples to demonstrate how this experience improved their teaching and their pre-service teachers' parent conferencing skills.
Smart Learning Environment: Teacher&apos;s Role in Assessing Classroom Attention
Author: Bdiwi, Rawia
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,College Students,Teacher Role,Classroom Environment,Attention,Information Technology,Radio,Classroom Observation Techniques,Technology Uses in Education,Classroom Techniques,Teacher Influence,Student Participation,Learning Motivation,Learner Engagement,Telecommunications

The main purpose of this article is to investigate the impact of teacher's position on students' performance in higher education. A new pedagogical approach based on collaborative learning is used due to the design of a smart learning environment (SLE). This workspace uses, respectively, information and communication technologies (ICT) and radio frequency identification (RFID)-based indoor positioning system in order to examine students' perceptions and the involvement of groups into this smart classroom. The merge of interactive multimedia system, ubiquitous computing and several handheld devices should lead to a successful active learning process. Firstly, we provide a detailed description of the proposed collaborative environment using mainly new technologies and indoor location system serving as a platform for evaluating attention. The research provides an obvious consensus on the teacher's role in assessing classroom attention. We discuss our preliminary results on how teacher's position influences essentially students' participation. Our first experiments show that the integration of novel technologies in the area of higher education is extremely promoting the traditional way of teaching. The smart classroom model has been recommended to support this evolution. As a result, the found results indicate that the teacher's position increases the learner's motivation, engagement and effective learning.
Individual Innovation: A Research on Sports Manager Candidates
Author: Kurtipek, Serkan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Individual Differences,Innovation,Athletics,Administrator Education,Student Attitudes,Undergraduate Students,Preservice Teachers,Adoption (Ideas),Resistance to Change,Leadership Qualities,Risk,Student Participation

In this study, it was aimed to determine the level of individual innovation of sports manager candidates. The research is designed according to the relational survey model from the survey models. The sample of study consists of 249 sport manager candidates studying in Gazi University and Ankara University Faculty of Sport Sciences Sports Management Department in 2017-2018 spring semester. In the study, in order to collect data, &quot;the Personal Innovation Scale (PIS)&quot;, which was developed by Hurt, Joseph and Cook (1977) and validated by Kilicer and Odabasi (2010) in accordance with the Turkish literature, was used. In the analysis of the data obtained from the study group, the normality test (Kolmogrow-Smirnow and Skewness-Kurtosis), Independent t-test and One Way Anova tests were used. According to the results of the research, it can be stated that the participants' levels of individual innovation is at the intermediate level and they are included in the &quot;interrogator&quot; category. The Scores of Participants from the Individual Innovation Level Scale do not include any significant difference in the sub-dimensions of idea leadership, openness to experience, risk taking, resistance to change according to the variables of gender and being a licensed athlete; whereas a significant difference was found in favor of 1st and 2nd grades in terms of openness to experience sub-dimension according to the class level variable, and in favor of participants taking part in sports organizations in terms of the idea leadership sub-dimension according to the variable of taking part in sports organizations.
Investigating Pre-Service Early Childhood Education Teachers&apos; Technological Pedagogical Content Knowledge (TPACK) Competencies Regarding Digital Literacy Skills and Their Technology Attitudes and Usage
Author: Altun, Dilek
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Integration,Technology Uses in Education,Pedagogical Content Knowledge,Technological Literacy,Teacher Competencies,Preservice Teachers,Preschool Teachers,Early Childhood Education,Grade Point Average,Reading Comprehension,Gender Differences,Family Income,Ownership,Foreign Countries,Instructional Program Divisions

The integration of technology into education is a substantial issue for supporting and updating teachers' professional development in today's world and bringing up digitally literate generations and well-educated human capital. Studies have shown that technology integration in education is a complex and multidimensional issue. TPACK transcends the triad of core knowledge types and comprises the basis for the effective integration of technology into teaching. Therefore, the present study sought to understand the contribution of the technology attitudes and usage, digital literacy skills, and online reading comprehension strategies in pre-service early childhood teachers' TPACK competencies. The participants in the study were 481 voluntary pre-service early childhood teachers (female=398, male=83). The data were collected as a cross-sectional survey. The study findings revealed that pre-service teachers' TPACK competencies are associated with their technology attitude and usage, digital literacy skills, and online reading comprehension strategies, as well as that the variables explained 38% of the variance. However, pre-service teachers' grade level and GPA are not related to their self-reported TPACK competencies. These findings can be seen as signals of the necessity for theoretical knowledge and practice to be developed in pre-service teachers' technology integration in education.
Rethinking Teacher Retention in Hard-to-Staff Schools
Author: Holmes, Barbara
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Persistence,Labor Turnover,Administrator Role,Work Environment,Student Behavior,Barriers,Teacher Attitudes,Board of Education Policy,School Districts,Self Motivation,Teacher Motivation,Principals

National, state, and local educational agencies identify teacher retention as an issue of continuous importance and concern. This report addresses the issue of teacher retention through the lens of administrative effectiveness and involvement, as well as teachers' intrinsic motivations. Relevant findings include structural framing of the educational environment, student behaviors, school district demands for improvement, and teacher perspectives on administrative support. The report iterates that teacher retention does not have a one-size-fits-all solution, and that each school division and individual school must work purposefully to devise plans to retain its most effective teachers.
An Examination of Pre-Service Teachers&apos; Competencies in Lesson Planning
Author: Süral, Serhat
Date: 2019-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Competencies,Lesson Plans,Foreign Countries,Majors (Students),Turkish,Science Instruction,Social Studies,Preschool Education,Mathematics Instruction

This study concerns the investigation of pre-service teachers' competencies in lesson planning from different perspectives. In this respect, it is intended to develop a roadmap to figure out the pre-service teachers' competency levels in lesson planning pertaining to a four-year- education program. The study was designed as a quantitative study and the general screening model was used. This model is designed with the relational screening model. The study population comprises of 3rd grade and senior students majoring in classroom, preschool, science, social sciences, mathematics and Turkish language teaching departments at Pamukkale University in the 2018-2019 academic year. &quot;The Competency Scale for Lesson Planning&quot; developed by the researcher attempted to determine pre-service teachers' competencies in lesson planning. Considering reliability and validity levels of the scale, this scale can also be administered to different sample groups. The results denoted that pre-service teachers have an optimal level of competency in lesson planning.
Effects of Different Types Strength Exercises with Thera-Band® on Oxidative Stress and DNA Damage
Author: Agirbas, Ozturk
Date: 2019-03-00
Type: Journal Articles
Subjects: Muscular Strength,Training,Exercise Physiology,Athletes,Males,Genetics,Adolescents,Human Body

The aim of this study is to determine the effects of both static and dynamic strength trainings on oxidative stress and DNA damage in elite boxers. 19 elite male boxers participated in the study. Boxers were instructed to perform strength exercises 3 days a week for 8 weeks. Blood samples were taken before exercises (resting), after the first exercise (acute) and after 8 weeks following the last exercise (chronic). MDA, SOD, GPx and 8-OHdG levels of blood were examined. Statistical analyses were carried out using the SPSS 22 for Windows. The data were found to not be distributed normally. Thus, Friedman, Wilcoxon and Mann-Whitney U tests were used. The results were evaluated using an alpha level of .05. In the dynamic strength exercise group, there was no significance at GPx, however MDA, SOD and 8-OHdG levels decreased in 8 weeks. In static strength exercise group, although there was no significance at SOD, GPx and 8-OHdG, MDA levels decreased both after a single session and in 8 weeks. In addition, significant difference was found between dynamic and static exercise groups at SOD, GPx and 8-OHdG levels in pre-exercise and at 8-OHdG levels after 8 weeks. Dynamic strength exercises with Thera-Band are effective on MDA, SOD and 8-OHdG chronically, static strength exercises are effective on MDA both acutely and chronically. Neither dynamic nor static strength exercises are not effective on GPx both acutely and chronically.
Five Years of Video-Based Assessment Data: Lessons from a Teacher Education Program
Author: Wiens, Peter D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Video Technology,Teacher Education Programs,Preservice Teachers,Preservice Teacher Education,Scores,Teacher Effectiveness,Teacher Student Relationship,Beginning Teachers

Teacher education programs are under considerable pressure to evaluate their effectiveness in training new teachers. Over the last several decades there have been repeated calls for more systematic research on preservice teacher preparation programs. One institution has heeded this call, using the Video Assessment of Interactions and Learning (VAIL: Jamil, Sabol, Hamre, &amp; Pianta, 2015) to annually assess teacher noticing of teacher-student interactions in preservice teachers. While there was no significant difference in first-test and last-test VAIL scores, VAIL scores were shown to be related to final college GPA. Additionally, there was a difference in student effort on the VAIL assessment, as participants provided fewer responses at the end of their program than at the beginning. These data show that assessments can be overused with regard to preservice teacher education programs. Future VAIL implementation should consider assessment fatigue when designing preservice teacher evaluation.
Developing a Trauma-Informed Lens in the College Classroom and Empowering Students through Building Positive Relationships
Author: Gutierrez, Daniel
Date: 2019-00-00
Type: Journal Articles
Subjects: Trauma,Student Empowerment,Interpersonal Relationship,Victims,College Environment,Classroom Environment,Social Sciences,College Students

In many social science college courses, professors cover a wide variety of topics that may act as triggers for victims of trauma in both traditional and online courses. At the same time, we may also encounter students who suffer trauma during their college experience. The purpose of this paper is to emphasize the importance of creating a safe and empowering environment in college classrooms regardless of what subjects we teach. Safe environments and the relationships we build with our students play a vital role in student success by understanding the importance of being trauma-informed.