ethanporcaro/eric-fulltext-meta huggingface dataset:
An Examination of Primary School Students&apos; Academic Achievements and Motivation in Terms of Parents&apos; Attitudes, Teacher Motivation, Teacher Self-Efficacy and Leadership Approach
Author: Engin, Gizem
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Academic Achievement,Student Motivation,Parent Attitudes,Teacher Motivation,Self Efficacy,Teacher Leadership,Elementary School Teachers,Grade 4,Fathers,Family Characteristics,Educational Attainment,Correlation,Foreign Countries,Mothers,Learning Motivation,Measures (Individuals),Teacher Effectiveness

This study aims to examine primary school students' academic achievement and motivation in terms of parental attitudes, teacher motivation, teacher self-efficacy and leadership perception. Research model of the study is designed as descriptive research model and the data are collected from 60 primary school teachers teaching 4th grade students in 2017-2018 academic year and from 1476 4th grade primary school students. The findings of the study show that fathers' having a high level of education, teachers' having a high level of motivation, a democratic attitude in family are some factors positively affecting student achievement. The findings also indicate that democratic parental attitude and a high level of teacher motivation increase student motivation. It is also concluded that neglectful parental attitude negatively affects student achievement and motivation. Accepted or distributed leadership approach in the school influences teacher motivation. The findings show that teachers with high self-efficacy also have high level of motivation. It is also concluded that teachers at the first years of their career have lower level of motivation. The study is believed to be a guiding example for other studies analyzing similar topics.
Policy Implementation, Principal Agency, and Strategic Action: Improving Teaching Effectiveness in New York City Middle Schools
Author: Cohen, Julie
Date: 2020-03-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Principals,Strategic Planning,Teacher Evaluation,Tenure,Administrator Attitudes,Self Efficacy,Empowerment,Teacher Administrator Relationship,Middle Schools,Context Effect,Administrator Role,Board of Education Policy,State Policy,Teacher Improvement

Ten years ago, the reform of teacher evaluation was touted as a mechanism to improve teacher effectiveness. In response, virtually every state redesigned its teacher evaluation system. Recently, a growing narrative suggests these reforms failed and should be abandoned. This response may be overly simplistic. We explore the variability of New York City principals' implementation of policies intended to promote teaching effectiveness. Drawing on survey, interview, and administrative data, we analyze whether principals believe they can use teacher evaluation and tenure policies to improve teaching effectiveness and how such perceptions influence policy implementation. We find that principals with greater perceived agency are more likely to strategically use tenure and evaluation policies. Results have important implications for principal training and policy implementation.
Investigation of Pre-Service Teachers&apos; Individual Innovativeness Characteristics and Learning Styles According to Various Variables
Author: Incik, Eda Yalçin
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Cognitive Style,Individual Characteristics,Public Colleges,Foreign Countries,Measures (Individuals),Innovation,21st Century Skills,Adoption (Ideas),Resistance to Change,Risk,Personality Traits,Gender Differences

The aim of this study is to investigate the innovativeness characteristics and learning styles of the preservice teachers in terms of gender and department variables and to determine whether the characteristics of innovativeness differ significantly according to their learning styles. In the study descriptive method was used in the survey model. The study group consisted of 232 pre-service teachers studying in the 4th grade of the education faculty of a state university in the Mediterranean region in Turkey. According to the findings obtained from the study, the mean score of innovativeness of pre-service teachers is very close to the accepted limit value for high level innovativeness. It was concluded that there was no significant difference between the pre-service teachers' scores of innovativeness and gender and department variables. Findings also reveal that learning style is a variable that causes differentiation in the characteristics of pre-service teachers' innovativeness.
Opinions of Biology Teachers about Nanoscience and Nanotechnology Education in Turkey
Author: Ipek, Zeki
Date: 2020-00-00
Type: Journal Articles
Subjects: Opinions,Biology,Science Instruction,Questionnaires,Foreign Countries,Case Studies,Science Teachers,Scientific Concepts,Molecular Structure

The rapid development and impact of nanoscience and nanotechnology (NSNT) on economy has led policy makers and educators to focus on nanotechnology education. The two main views concerning appropriate level to teach nanoscience and nanotechnology (NSNT): The first favors teaching in higher education; the second recommends familiarizing and teaching in all grade levels. Aim of this study is to determine the opinions about NSNT education and to propose NSNT education for biology curriculum using the current status. A teacher interview form was used for data collection and applied to 121 biology teachers. Data collected via questionnaires were analyzed through quantitative descriptive analysis. Biology teachers' opinions of NSNT education focused on definition, awareness, importance and developments, benefits, applications, risks and ethical issues. Participants presented view of integrating nanotechnology topics into the curriculum and expected a positive impact on students' career preferences. Teachers believed that prior training and readiness were not meeting the required levels; also, difficulties such as conceptualization and mentally visualizing, technical and infrastructure deficiencies, were the serious obstacles to be overcome for successful implementation. High cost was also a negative impact on integration of NSNT in schools/classes.
Investigation of the Relationship between Teacher Candidates&apos; Attitude and Readiness Levels towards Teaching Profession
Author: Özcan, Mehmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Career Readiness,Teaching (Occupation),Public Colleges,Gender Differences,Correlation,Student Characteristics,Foreign Countries

The aim of this study is to determine teacher candidates' attitude and readiness levels towards teaching profession in terms of gender, grade, having teacher relative, willingness to study at this department and belief of being good teacher independent variables. Study group consists of 387 teacher candidates studying at faculty of education from different departments and grades in 2018-2019 academic year. Teacher candidates' attitude scale and readiness towards teaching profession scales were used as data collection tool. For data analyzing independent variables t test, Mann-Whitney U test, Kruskal-Wallis H test and Spearman'srho correlation analysis were used. According to the research results, mean score of teacher candidates' attitude towards teaching profession is 3.84 and mean score of teacher candidates' readiness towards teaching profession is 3.91. Furthermore, Spearman'srho correlation analysis showed that there is a moderate and positive relationship between teacher candidates' attitude and readiness levels towards teaching profession.
Development of Science Achievement Test Including the Units of &quot;States of Matter and Heat&quot; and &quot;Electricity in Our Life&quot;
Author: Timur, Serkan
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Construction,Science Tests,Achievement Tests,Energy,Heat,Multiple Choice Tests,Science Achievement,Middle School Students,Grade 8,Test Validity,Test Reliability,Foreign Countries

In this study, a valid and reliable multiple-choice achievement test has been developed in order to measure the academic achievement of 8th grade students about the units of &quot;States of Matter and Heat&quot; and &quot;Electricity in Our Life&quot;. The pilot study of the achievement test was carried out with 30 questions which were prepared with at least one question from each gain related to unit gains. This study was conducted with 287 students having learned these subjects from two different schools in the central district of Siirt in 2017-2018 academic year. The validity and reliability studies of the achievement test items were performed. For the validity of the test, a table of specifications was prepared, and the test was examined by two faculty members and three science teachers. Item analysis and reliability analyzes of the test were performed with TAP 14.7. As a result of the analyzes, 3 items with low item discrimination index were excluded from the test. Mean discrimination index of the final test including 27 questions was found to be 0.520 and mean item difficulty index was 0.598. As a result of reliability analysis; KR20 value was calculated as 0,840 and Spearman-Brown value was 0,730. As a result of the study, a valid and reliable multiple-choice achievement test was introduced to the science education to measure the academic success of the students in the 8th grades about the units of &quot;States of Matter and Heat &quot;and &quot;Electricity in Our Life&quot;.
Development of Teacher Feedback Use Evaluation Scale
Author: Ocak, Gürbüz
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Construction,Likert Scales,Feedback (Response),Construct Validity,Test Reliability,Factor Analysis,Factor Structure,Goodness of Fit,High School Teachers,High School Students,Foreign Countries

Feedback is an important factor used in learning and teaching process. The effective use of feedback by teachers fosters learning. Therefore, it plays a crucial role to evaluate the feedback system of teachers according to students' views. As a result, valid and reliable instruments are required in this process. This study aimed to develop a scale to evaluate teachers' feedback usage according to high school students' views. A trial form of 44 items in Likert-type was prepared and applied in the fall semester of the 2016-2017 academic year. The validity and reliability of the scale was conducted on the data obtained from 220 high school students selected by convenience sampling. Explanatory factor analysis was conducted to prove the construct validity of the scale. Confirmatory Factor Analysis (CFA) was conducted to impose the structure on the data. The KMO Kaiser-Meyer-Olkin value was obtained as 0.87. The value of Cronbach alpha calculated for reliability was 0.84 for this study. In the confirmatory factor analysis, it was found that the values of the &quot;Teacher Feedback Evaluation Scale&quot; were acceptable (?[superscript 2] / df = 2,05; RMSEA = 0.069; CFI = 0.90; RMR = 0.08). When the values of the other goodness of fit of the Feedback Evaluation Scale were examined, the values were obtained as GFI = 0.84, AGFI = 0.81, NNFI = 0.89. Findings related to the validity and reliability show that the scale is a valid and reliable measurement tool.
The Effect of Cooperative Reading- Writing- Application Method on Environmental Science Learning and Writing Skills Development
Author: Okumus, Seda
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing Skills,Skill Development,Cooperative Learning,Environmental Education,Instructional Effectiveness,Preservice Teachers,Science Teachers,Foreign Countries,Ecology,Content Area Reading,Content Area Writing,Teaching Methods

This study aimed to investigate the effect of the reading-writing-application method from cooperative learning on the understanding of environmental science. Intervention mixed method design was used. The quantitative part of the study was designed with pre- and post-test applied the quasi-experimental design. For the qualitative part of the study, writing reports of preservice science teachers were examined. 58 (31 experiment, 27 control group) third level preservice science teachers were enrolled in the study. To collect data, Environmental Achievement Test, the Scale of Cooperative Working Skills and group reports prepared by preservice teachers were used. The reliability and validity of the measurement tools were assessed, and the test and scale were finalized. In the study, the cooperative reading-writing-application method was found effective for learning environmental science course. According to the data obtained from the Scale of Cooperative Working Skills, there was no difference between the groups in pre- and post-views. According to the data obtained from the group reports, there was progress in writing skills of preservice science teachers.
Exploring Parent and Teacher Perceptions of Family Engagement
Author: Arce, Samantha
Date: 2019-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Teacher Attitudes,Family Involvement,Parent Participation,Charter Schools,Family School Relationship,Parent Teacher Cooperation,Bias,Language Minorities,Translation

As an informal teacher-leader at my elementary school, I set out to investigate the prevailing attitudes and beliefs about family involvement and engagement among stakeholders at Phoenix Charter School (PCS). I came away with three major findings: 1) There is no collective definition of family involvement, but almost all agreed that families must be proactive in reaching out to educators; 2) Linguistic differences are not being supported, making it difficult for parents and teachers to build relationships; 3) Implicit biases, assumptions and presumptions on behalf of all stakeholders are influencing the decisions and actions of parents and staff. These findings indicate a foundation on which to build stronger family engagement practices, and I will use them to propose a series of action steps for the administration of PCS to consider implementing.
From the Voices of Teachers: Envisioning Social Justice Teacher Leadership through Portraits of Practice
Author: Mundorf, Jon
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Justice,Teacher Leadership,Public School Teachers,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Social Change,Teacher Role,Change Agents,Advocacy,Dyslexia,Students with Disabilities,Critical Literacy,LGBTQ People,Hidden Curriculum,Power Structure,Empowerment

Drawing on theories of &quot;radical pragmatism,&quot; this article situates the experiences and reflections of four teacher leaders at a K-12 public school to develop aspects of teacher leadership acts that are rooted in a social justice disposition. This article marries frequently established ideas and acts of teacher leadership with social justice education. By doing so, we argue that teacher leadership is neither neutral nor apolitical; teacher leadership, like teaching itself, either works to challenge inequities in schools or replicate them. Collectively, these portraits demonstrate how the theoretical aspects of social justice education are realized in the daily realities of teacher leaders.
Teachers&apos; Self-Perceived Skills as the Function of Gender and Teaching Experiences in the Classroom Assessment: A Study in High Schools of South West Shewa Zone, Ethiopia
Author: Chalachew, Aemero Asmamaw
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Gender Differences,Teaching Experience,High School Students,Student Evaluation,Test Construction,Scoring,Feedback (Response),Information Dissemination,Teacher Characteristics,Performance Based Assessment,Grading

This study was conducted to assess teachers' perceptions of classroom assessment as the function of gender and teaching experiences. To this end, the researchers employed a cross-sectional survey design collecting a survey data from 197 teachers selected from seven high schools using Zhang and Burry-Stock's (2003) modified assessment practice inventory questionnaire and an observation checklist developed by the researchers. The findings of the study revealed that there was a statistically significant gender difference only in communicating assessment results; t ([subscript 173]) = -6.557, p &lt; 0.05. Also, there were statistically significant differences across service years in terms of constructing test items, F (2, 172) = 2907.04, p &lt; 0.05; analyzing test results and test revisions, F (2, 172) = 121.401, p &lt; 0.05; and communicating assessment results, F (2, 172) = 98.840, p &lt; 0.05. Both in the self-perceived assessment and classroom observation results, female teachers' were found better than male teachers in communicating assessment results. Finally, conclusions and recommendations were forwarded based on the results of this study.
The Effect of Recreative Purpose Modern and Traditional Archery Education on Attention Parameters in Adolescents
Author: Ustun, Ferhat
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adolescents,Attention,Athletics,Recreation,Exercise,Attention Span,Training,Outcomes of Education

This study aims to investigate the effect of recreational archery exercise on attention levels of children aged 9-13 years. 20 girls and 20 boys who participated in archery training for 4 weeks held in archery areas of special sports centers in Konya Province. The participants were given archery training 60 minutes a day, 3 days a week for 4 weeks. They participated in the attention test before and after the training. In this study, Bourdon attention test was applied as a data collection tool. The normality test was performed to determine whether the data fit the normal distribution and the data were found to be suitable for parametric tests. In order to determine the difference between the before and after of the test, paired samples t-test was applied. As a result of the study, it was revealed that the attention levels of the participants increased in respect of both total scores and comparisons according to variables (p &lt; 0.001). In this respect, it can be suggested that archery activities will have a positive effect on the attention development of 9-13 age group children. When the general literature is examined, it can be stated that attention levels of children participating in sports and exercise-based recreational activities are positively affected.
Trait Anger and Anger Expression Styles in Muay Thai Athletes
Author: Ustun, Ferhat
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Athletes,Psychological Patterns,College Students,College Athletics,Gender Differences,Mothers,Individual Characteristics,Fathers,Educational Attainment,Parent Background,Experience,Participation,Competition,Incentives,Family Influence

In this research, Muay Thai athletes who are university students have been examined by evaluating trait anger and anger expressions in terms of some variables. One hundred and ninety-five Muay Thai Athletes from Turkey Muay Thai Championship between universities volunteered for the study. &quot;The Trait Anger and Anger Expression Scales&quot; by Spielberger was used to determine the trait anger and anger expression styles of participants. Kruskal Wallis H and Mann Whitney U tests were applied for statistical analysis and comparison of variables. According to the general results of the study; for Anger/In subscale, male athletes had higher points than female athletes. The mothers of high school graduates have higher Anger-In scores than whose mothers had university graduate, and whose father had high school graduate, than in athletes, whose father had primary school graduate. It was found that athletes, whose mothers had secondary school graduate, had higher anger/out subscale points than athletes, whose mothers had primary school graduate and university graduate. Anger/in subscale points of athletes, who had 9 years and more of sport experience, were higher than athletes, who had a lower of sport experience. Those with 3-4 years of sport experience had higher anger/out subscale points than those with 1-2 years and 9 years and more of sport experience. Those with 9 years and more had higher anger-control subscale points than those with a lower of sport experience. There was no significant difference in trait anger and anger/in subscales points between athletes joined international tournaments and who did not. There was a significant different in anger/out and anger/control subscales points between athletes joined international tournaments and who did not. As a result, Muay Thai athletes, who are university students, have differences in the forms of trait anger and anger expressions in the dimensions of family (parents' education level), sporting time and participation in international competitions, the positive incentives of the family to sports, the experiences of the individual in the field of sports and the sense of self-realization have been evaluated that they have a motivational and positive effect on managing, controlling, or suppressing anger.
Consensus on the Competencies for a Classroom Teacher to Support Gifted Students in the Regular Classroom: A Delphi Study
Author: Akar, Ibrahim
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Academically Gifted,Student Needs,Inclusion,Classroom Techniques,Teacher Attitudes,Knowledge Level,Student Characteristics,Student Placement,Cooperative Planning,Classroom Environment,Program Implementation,College Faculty,Teachers

The purpose of this research was to seek and reach a consensus on the competencies for classroom teachers to support gifted students in the regular classrooms. The Delphi Technique was used to achieve this purpose. The panel was carried out in three following rounds. Participants of the panel were thirty-six panelists including fifteen academicians holding PhD degrees and actively teaching in special or elementary education departments, and twenty-one in-service classroom teachers. Three sequential Delphi questionnaires that were included competencies in which panelists were asked to evaluate each competency on a seven point Likert scale used during the panel. Calculated reliability coefficients of these questionnaires were 0.97, 0.93 and 0.94, respectively. One more competency was added after the analysis of first Delphi questionnaire. The three-round Delphi panel has showed that there was a consensus among experts on all thirty-five competencies. Competencies were discussed with regard to previous research and a number of suggestions for future research and implementation were developed.
Group Work and Student Outcomes among First Year International Students
Author: Stenberg, Luz
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Groups,Teaching Methods,Grades (Scholastic),Outcomes of Education,College Students,Foreign Students,Multiple Choice Tests,Cooperative Learning,Group Dynamics,International Trade,Business Administration Education,Academic Achievement

The purpose of the study is to examine the effect of group work on student outcomes. The study explores the incorporation of group work in assessments for first year international students. Group work was primarily used in this study to enhance learning amongst international students in Australia. The study utilized multiple-choice questions answered individually and afterwards in groups which were mostly formed by the students themselves. The results of the study support the existing literature on the potential of group testing to enhance learning in a collaborative environment. The results of the study suggest that group work has a positive effect on students' marks. That is, group members could have a positive impact on assessment marks where the group mark is significantly higher than a student's individual mark for an assessment. The results also suggest that assessed group work has a significant positive effect on a student's final exam mark, which in contrast to group assessment, is a closed-book individual assessment.