ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Preservice Teachers' Self-Efficacy through Service Learning: Lessons Learned
Author: Bernadowski, Carianne
Date: 2013-07-00
Type: Journal Articles
Subjects: Self Efficacy,Best Practices,Service Learning,Preservice Teachers,Volunteers,Learner Engagement,Teacher Educators,Student Surveys,Context Effect,Education Majors,Pretests Posttests

University students have been barraged with service learning opportunities both as course required and as volunteer opportunities in recent years. Currently, many universities now require students to participate in engaged learning as a graduation requirement. Situated in Bandura's theory of self-efficacy, this study examines the effects service learning has on students teaching self-efficacy when required to participate in an activity (course connected), compared to when they chose to volunteer in service learning projects. As instructors of preservice teachers it is our commitment to prepare these students to their maximum potential. Identifying best practices for teacher preparation is an overarching goal of this study. A pre/post survey examined students' self-perceptions for each service opportunity in regards to their perceived teaching self-efficacy. Results indicate that students' self-efficacy improved when service learning was connected or embedded in the context of learning and connected to a specific course. These findings indicate course connected service learning has a greater impact on preservice teachers' perceptions of their ability to be effective future classroom teachers. Therefore course connected service learning can be viewed as a best practice in preservice teaching instruction.
Teaching Teachers to Teach Together between High Schools
Author: Stevens, Ken
Date: 2013-07-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Rural Areas,Internet,Open Education,Virtual Classrooms,High Schools,Teacher Collaboration,Preservice Teachers,Computer Networks

The proliferation of Internet-based networks linking small schools in rural communities in some countries challenges the appropriateness of teaching exclusively in the closed environments of traditional classrooms. The development of Internet-based school networks, facilitating the creation of virtual classes, has implications for the professional education of teachers who will, it is argued in this article, increasingly teach both face-to-face and on-line, or virtually and actually. Internet-based networks of schools provide opportunities for teachers to collaborate with their colleagues in the open learning spaces between sites that are academically and administratively linked. This paper outlines four ways in which pre-service Canadian teachers are encouraged to collaborate in preparation for teaching together across dispersed sites.
Service-Learning Might Be the Key: Learning from the Challenges and Implementation Strategies in EFL Teacher Education in Oman
Author: Al Barwani, Thuwayba
Date: 2013-07-00
Type: Journal Articles
Subjects: Foreign Countries,Measures (Individuals),Service Learning,Educational Change,English (Second Language),Second Language Learning,Questionnaires,Preservice Teacher Education,Preservice Teachers,Second Language Instruction,Language Teachers,Gender Differences,Educational Strategies,Student Attitudes,Teacher Attitudes,College Faculty

Service-learning, a major reform in higher education, is considered essential for developing citizenship for the 21st century. This paper reports a study aimed at investigating the problems and challenges faced when implementing service-learning in pre-service education of teachers of English as a Foreign Language (EFL) and carried out in the Sultanate of Oman. The study also investigated the strategies that could possibly be used to overcome the challenges. A two-part questionnaire was designed and administered to a sample of 65 respondents comprising EFL instructors, pre-service student-teachers, administrators and administrative support staff. The first part of the questionnaire included 26 items covering 5 dimensions of challenges and the second consisted of 14 dimensions that covered a total of 77 strategies for overcoming the challenges identified. In general, the challenges were perceived to present serious problems in implementing service-learning; there were no significant differences between respondent groups on account of gender. The study also found that the strategies suggested were perceived to be very helpful in overcoming the challenges with no significant differences between faculty and administrators.
Pedagogic Effectiveness of Print, Interactive Multimedia, and Online Resources: A Case Study of IGNOU
Author: Dikshit, Jyotsna
Date: 2013-07-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Open Universities,Program Effectiveness,Achievement Tests,Teaching Methods,Electronic Learning,Distance Education,Online Courses,Educational Resources,Instructional Effectiveness,Multimedia Materials,Case Studies,Experimental Groups,Control Groups,Matched Groups,Learning Activities,Printed Materials,Intermode Differences,Pretests Posttests

In the present paper, the authors report on a comparative study on the pedagogic effectiveness of printed self-learning text with face-to-face tutorial support, interactive multimedia CD-ROM and online learning in an introductory computing module at the certificate level offered at Indira Gandhi National Open University (IGNOU), India. The study was based on an analysis of the existing instructional practices in open universities in India in respect of difficulties faced, learner preferences, quality of support structure and services, mode of interaction, instructional and technological ingredients for success in learning. Both descriptive as well as experimental research methods were used. A web server was established for use in the experiment with the students. An achievement test and a Response to Learning Activity Scale were developed and administered on the three groups of learners. The study reports that the use of interactive multimedia CD-ROM was found pedagogically more effective with a variety of learning activities than that presented through print with face-to-face support and that presented through the web with online learner support.
Strategic Use of Role Playing in a Training Workshop for Chemistry Laboratory Teaching Assistants
Author: Lekhi, Priyanka
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Assistants,Role Playing,Workshops,Chemistry,Science Instruction,Faculty Development,Feedback (Response),Questionnaires,Program Evaluation,Teacher Attitudes

Many Canadian universities have created professional development programs for their teaching assistants (TA) but may be uncertain about how to bridge the gap between TAs' knowledge of effective teaching strategies and TAs' confident applications of these strategies. We present a technique used in a two-day training workshop to enhance graduate students' skills in using effective teaching strategies: role playing. This paper outlines a framework that includes five key elements (Icebreaking, Shared Experiences, Modelling, Acting and Debriefing) to strategically design role playing activities in a training program. We describe each of the 5 elements and explain how they support training through role play exercises. Participant written feedback collected in 2010, 2011, 2012 and 2014 suggested that role playing was a useful and enjoyable technique. Pre and post workshop questionnaire data suggested that self-perceived competencies for specified tasks directly connected to a role play activity promoted greater positive differences between the pre and post groups compared to self-perceived competencies for specified tasks not directly connected to a role play activity. Based on these results, we assert that training programs which rely on strategic role playing activities will lead to a better overall TA experience of the training program and improvements in TAs' self-perceptions of certain teaching competencies.
The Effectiveness of Web-Based Multimedia Applications Simulation in Teaching and Learning
Author: Ziden, Azidah Abu
Date: 2013-07-00
Type: Journal Articles
Subjects: Foreign Countries,Virtual Classrooms,Teaching Methods,Multimedia Materials,Computer Simulation,Instructional Effectiveness,Islamic Culture,Religion Studies,Multimedia Instruction,Quasiexperimental Design,Secondary School Curriculum,Learning Strategies

This study focuses on the effectiveness of using multimedia virtual simulation in Islamic Studies in Malaysia. Virtual simulation methods embedded in Microsoft PowerPoint was used in this study to determine the effectiveness of these modes to motivate students on the topic of pilgrimage in the Islamic Studies subject. Pilgrimage topic has been chosen because pilgrimage of hajj is a difficult topic to be learnt as it is not same as performing everyday prayers or fasting during in Ramadhan for Muslims. Virtual simulation allow students to interact with a virtual environment that almost similar to the real environment in Mecca. A study was conducted using a 2x2 factorial experimental and quasi t-test was used as a method of analyzing the data. The finding of this study shows that the use of virtual simulation help students to increase their achievement in a topic of pilgrimage.
The Reflections of Layered Curriculum to Learning-Teaching Process in Social Studies Course
Author: Gün, Emine Seda
Date: 2013-07-00
Type: Journal Articles
Subjects: Teaching Methods,Social Studies,Content Analysis,Distance Education,Semi Structured Interviews,Grade 5,Observation,Motivation,Attendance,Curriculum Development,Foreign Countries,Qualitative Research

The purpose of this research is to set the effect of Layered Curriculum on learning-teaching processes. The research was conducted on 2011-2012 educational year. The implementation process, which lasted for 4 weeks, was carried out with the theme named &quot;The World of All of Us&quot; in Social Studies lesson at 5th grade. Observation and interview methods are used for collecting the data needed for the research. As data collection tools semi-structured interview form and researcher's diary were benefited from. The data obtained during the study was assessed with the content analysis and descriptive analysis method. According to the findings of the study, it is found that layered curriculum increased the motivation and attendance of the students to the lessons by making the learning-teaching process pleasurable for them however sporadically a noise environment could occur and it could become difficult to manage the time effectively reserved for the lessons due to the activities enforced simultaneously.
Using Anticipatory Reading Guides to Improve Elementary Students' Comprehension
Author: Ortlieb, Evan
Date: 2013-07-00
Type: Journal Articles
Subjects: Elementary School Students,Elementary School Teachers,Grade 3,Content Area Reading,Educational Strategies,Reading Comprehension,Reading Achievement,Reading Instruction,Teaching Methods,Guides,Reading Strategies,Critical Reading,Attention,Reading Improvement,Prediction,Experimental Groups,Comparative Analysis,Reading Difficulties,Statistical Analysis

One of the greatest challenges of an elementary school teacher is equipping students with comprehension strategies that transfer to all content areas. With stable levels of reading achievement over the last two decades in the United States, it is necessary that further research be conducted on methods of increasing students' comprehension proficiencies. This experimental research study explores the use of an anticipatory reading guide with third grade struggling readers across multiple subject areas. Findings indicate that the experimental treatment group outperformed the control group by a statistically significant rate on both reading and content area measures, indicating that when struggling readers practice and use strategies to explicitly think what will be asked of them after reading the passage they perform at higher levels.
Impact of the Digital Divide on Computer Use and Internet Access on the Poor in Nigeria
Author: Tayo, Omolara
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Access to Computers,Disadvantaged,Computer Use,Internet,Economically Disadvantaged,Correlation,Interviews,Qualitative Research,Low Income Groups,Computer Literacy,Access to Information,Information Technology,Costs,Job Search Methods

We recruited 20 community members in Ido Local Government Area, Oyo state and Yewa Local Government Area, Ogun state in Nigeria to explore experiences and perceptions of Internet access and computer use. Face-to-face interviews were conducted using open-ended questions to collect qualitative data regarding accessibility of information and communication technology. Twenty low-income community members volunteered to participate in the study. The results centered around affordability of computers and Internet access, exposure to information on the Internet, increasing access to the Internet, training on computer use, benefits for job searching, and networking. The results indicated the lack of Internet access, affordability of computers and Internet usage, poverty, lack of computer skills, and poor infrastructures were contributors to the digital divide.
Resolving a Teacher-Student Conflict: An Intrinsic Case Study
Author: Isaacson, Atara
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Student Relationship,Conflict,Conflict Resolution,Case Studies,Behavior Problems,Student Behavior,College Students,College Faculty,Teacher Behavior,Educational Strategies,Teaching Methods,Discipline,Teacher Education

This article presents an episode that occurred during a semester-long academic course called: Conduct Problems and Class Navigation. It focuses on investigating the behavior of a student who, because of her uniqueness, was an interesting candidate for an intrinsic case study. This paper presents a distinctive way of handling an interfering and disruptive student in an academic course at the university. The description of the case takes the reader on a narrative journey and demonstrates a solution for the inappropriate behavior. The lecturer's persistent and consistent use of the &quot;bypass procedure&quot; demonstrates an on-site application of a teaching tool and her response influenced the student's behavior and achievement. This also caused the other students to be aware of basic rules concerning class conduct. The lecturer's conduct in this case can contribute to beneficial conduct during academic teaching. The novelty here is in the lecturer's modeling approach, which allows students to experience firsthand, a way of disciplinary problem solving which they can use with their future students.
Development of Geography Text Books Used by Senior High School Teachers Case Study at East Java-Indonesia
Author: Purwanto, Edy
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography,Geography Instruction,Textbook Preparation,Secondary School Teachers,Case Studies,Textbook Content,Textbook Evaluation,Standards,Error Patterns,Textbooks

The aim of this study was to analyze the geography text book for: (1) identify and describe the errors in the organization of geography textbooks, and (2) identify and describe the content of the textbook standard errors of geography. The text book is currently being used by teachers of Senior High School in East Java. To analyze the contents of the textbook errors using indicators blend of organizing textbook of Beck and McKeown and content standard textbooks of National Education Standards Agency of the Republic of Indonesia. Data was collected by survey techniques against various geography text books used by teachers in Malang, East Java Province. The results showed that the errors found in the textbook Geography: first, errors in organizing textbook includes: (1) aside that overwhelm the purpose amounted of 28.69%, (2) inadequate examples and comparisons amounted of 30.65%, (3) poorly ordered components of an explanation of 22.85% and, (4) inadequate explanation of 17.35%. Second, the standard error of the contents of the textbook includes: (1) exposure draft of 54.80%, (2) exposure of the facts of 57.10%, (3) exposure generalization of 28.60%, (4) the use of language of 21.40%, and (5) the effective functioning media amounted of 59.50%. Found media functionality in geography text book shows the worst, which is equal of 59.50. It would be bad for the implementation of the national curriculum in 2013 that is currently being used by teachers. Describing the content of bad geography textbooks in the exposure draft (error of 54.80%) and the fact (error of 57.10%) will result in a weak student mastery of concepts and facts in learning geography material at the Senior High School.
Secondary School Biology Teachers' Perceptions of Scientific Creativity
Author: Ndeke, Grace C. W.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Biology,Secondary School Science,Secondary School Teachers,Science Instruction,Science Teachers,Teacher Attitudes,Creativity,Teacher Surveys,Questionnaires,Student Characteristics,Knowledge Level,Correlation,Teaching Methods

The purpose of this study was to investigate secondary school biology teachers' perceptions of scientific creativity. Cross-sectional survey research design was employed. The population of the study comprised all biology teachers in public secondary schools in Kericho and Kajiado counties in Kenya. A sample of 205 biology teachers' was selected from a population of 347 using proportionate random sampling technique. A biology teachers' questionnaire was used to collect data. Data were analyzed using descriptive statistics. The findings show that a high percentage of the biology teachers have correct perceptions of general creativity but only a small percentage have the correct perceptions of scientific creativity. The findings have also yielded valuable information that informs curriculum developers, teacher trainers and policy makers that the majority of teachers have inadequate perceptions of scientific creativity and this may influence their classroom practices. It is recommended that science teacher education programmes emphasize scientific creativity in their methodology courses to empower teachers to provide learning opportunities that would enhance learners' creativity in science lessons. Curriculum developers also need to prepare curriculum materials that include more classroom activities that enhance scientific creativity.
Writing Disabilities and Reading Disabilities in Elementary School Students
Author: Costa, Lara-Jeane C.
Date: 2016-02-00
Type: Journal Articles
Subjects: Elementary School Students,Writing Difficulties,Reading Difficulties,Multiple Disabilities,Longitudinal Studies,Grade 1,Grade 4,Grade 2,Grade 3,Achievement Tests,Language Impairments,Executive Function,Correlation,Measures (Individuals),Verbal Ability,Intelligence Tests,Vocabulary,Children,Statistical Analysis,Multivariate Analysis

This longitudinal study was conducted to determine (a) the rate of co-occurrence of reading disabilities (RDs) in a writing disability (WD) population of students followed from first grade to fourth grade and (b) the cognitive burden that is assumed by having a WD and a RD (WD + RD). The sample included 137 first-grade students from a single school district who initially were placed into three groups based on the Wechsler Individual Achievement Test-Second Edition (WIAT-II) Written Expression subtest: Typically Developing (TD; n = 83), WD-Only (n = 38), and WD + RD (n = 16). Results indicated that the rate of a WD + RD increased with advancing grades, ranging from 30% in first grade to 47% in fourth grade. This increase was secondary to the instability of group membership across all three groups. The number of students with a WD + RD remained relatively constant over the 4 years, with about 50% of first-grade students with a WD + RD continuing to manifest this co-occurrence through the fourth grade. There was increased cognitive burden for the students in the WD + RD group across the four grades in language and executive dysfunctions. Along with the use of progress monitoring strategies for both reading and writing in the early grades, these findings suggest the importance of assessing the cognitive underpinnings for students with a WD + RD.
Teacher Retention in Refugee and Emergency Settings: The State of the Literature
Author: Ring, Hannah Reeves
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Persistence,Refugees,Teacher Motivation,Teacher Recruitment,Teacher Selection,Educational Environment,Teacher Certification,Faculty Development,Incentives,Administrative Organization,Status,Recognition (Achievement),Teacher Placement,Literature Reviews,Educational Research,Interviews

Teacher quality is recognised as a primary driver of variation in student learning outcomes, particularly in refugee and emergency settings, but few studies have examined the factors that motivate or demotivate teachers in these contexts. In this article we use secondary source materials from academic experts and grey literature from United Nations agencies and nongovernmental organisations to identify seven key areas that affect teacher retention in such contexts: teacher recruitment, selection, and deployment; the teaching environment; certification; professional development; incentives; management structures; and status and social recognition. Further, we identify critical gaps in the literature surrounding refugee teachers and their retention and suggest specific areas for further research.
Teacher Perspectives of Challenges within the Norwegian Educational System
Author: Anderson, Sarah K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Problems,Teaching Load,Class Size,Student Motivation,Social Problems,Emotional Problems,Expectation,Outcomes of Education,Elementary School Teachers,Secondary School Teachers,Questionnaires,Qualitative Research

This research examines teacher perspectives' of educational challenges in Norway. Norway is one of the most well-resourced, prosperous, social welfare states in the world, yet the OECD (2011) recognized students' weak basic skills and insufficient teacher ability in content and pedagogy, along with engagement and imbalanced resources as points for educational improvement. An open-ended questionnaire was administered to 138 teachers practicing in Norway to explore challenges from their perspective. Teachers reported the following challenges: completing government paperwork with competing pedagogical demands, adapting teaching to each student due to large class sizes, motivating students, managing social and emotional problems of students, and meeting society's increasingly unrealistic expectations. Teachers perceived their challenges to be a result of a poorly built educational system, not from deficits in their teaching skills. We concluded from this study that teacher voice and participation in improvement decisions are needed, given some discrepancy in perceived challenges among these findings, international surveys, and policy-related reports.