ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of In-Class Physical Arrangements in Supporting Preschool Children&apos;s Behavior Regulation Skill
Author: Erturk Kara, H. Gozde
Date: 2018-00-00
Type: Journal Articles
Subjects: Preschool Children,Child Behavior,Classroom Environment,Action Research,Classroom Techniques,Classroom Design,Class Organization,Child Development,Preschool Teachers,Qualitative Research,Foreign Countries

The purpose of this research is to understand the role of physical arrangements within the classroom in the development of behavior regulation skill of preschool children. From among the types of action research, the technical/scientific/cooperative action research was employed in the current study. In the selection of the participants, one of the purposive sampling methods, the typical case sampling method was used. The study group consists of 12 children aged at 60-84 months. The data collection tools used in the study are observation form regularly used by the teacher, structured written interview forms (before and after the action plan) and the Head Shoulders Knees and Toes (HSKT) scale. As a result of the action process, it was found that the physical arrangements related to learning centers positively affected three of the children's behavior regulation skills that are independent acting, active participation and task completion skills. The physical arrangements regarding classroom routines were found to have positively affected the following behavior regulation skills of the children; perseverance, retention, protecting classroom order, taking responsibility, making effort to be successful and preferring the suitable behavior to the negative behavior, active participation, recall, independent acting. When the Head Shoulders Knees and Toes scores of each child before and after the action plan were examined, it was found these scores improved. When the teacher's evaluations made after the action plan were examined, it was found that the action plan made positive contributions to the teacher and the children in the themes of classroom order, concentration, social adjustment, classroom management, productivity, problems and widespread effect and also affected three more teachers and made them involved in the plan.
Lived-In Room: Classroom Space as Teacher
Author: Harouni, Houman
Date: 2013-01-00
Type: Journal Articles
Subjects: Elementary Schools,Public Schools,Classroom Environment,Teacher Attitudes,Ideology,Creativity,Barriers,Urban Schools,Social Development,Emotional Development,Cultural Relevance,Teacher Characteristics,Observation,Vignettes,Student Needs,Space Utilization,Teaching Methods

This paper is a portrait of a public elementary school classroom in light of the relationships, history, and ideas that have formed its physical space. In describing Judy Richard's classroom, the author shows how a creative teacher's commitment to seeing her classroom as a living space inevitably brings her to overstep the narrow limits of the traditional mandates of classroom management. The author presents this portrait as an example of the ideological and creative stance teachers can assume in relation to their classrooms. Addressing challenges that are specific to urban public schools, the author also suggests that public schools must abandon their oversimplified conception of learning spaces and develop support systems that help teachers incorporate the socio-emotional, developmental, and cultural needs of their students into their classroom settings.
A Feminist Perspective on the School-to-Labor Pipeline
Author: Hextrum, Kirsten
Date: 2014-01-00
Type: Journal Articles
Subjects: Females,Womens Education,Feminism,Graduation Rate,Gender Differences,Social Influences,Social Bias,Gender Bias,Equal Education,Academic Achievement,Success,Whites,Racial Factors,Postmodernism,Power Structure,School Role,Social Systems,Curriculum,Classroom Environment,Teacher Student Relationship,Playgrounds,Grading

Today, women across race and class categories graduate high school and college at higher rates than men (U.S. Census Bureau, 2012). According to Marxist reproduction theories, schools maintain social hierarchies by academically rewarding the elite. Yet, despite educational gains, women remain materially and symbolically unequal, proving to be exceptions to reproduction frameworks (Fraser, 2009). This paper examines females' anomalous success through a feminist poststructuralist lens (Weedon, 1987). It critiques Marxist and feminist approaches to educational inequality for narrowly defining academic achievement and missing the effects of gender reproduction in schools. It presents an alternative understanding of academic success, one that incorporates gender performance, by examining how the discourse of &quot;separate spheres&quot; informs the dialectical relationship between schools and labor. By reviewing the theoretical, empirical, and historical accounts of schools and the labor market, the paper concludes that academically successful women perform and help reproduce a narrow version of White femininity.
Views of Educators about Organic School Which Is an Alternative Model in Education
Author: Turan, Mehmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Nontraditional Education,Educational Change,Qualitative Research,Phenomenology,Semi Structured Interviews,Teaching Methods,Influence of Technology,Information Technology,Educational Practices,Teacher Attitudes,Models,Content Analysis

The purpose of this research is to identify the general opinions of the educators on the Organic School Model (education inspectors, academicians, school administrators, primary and preschool teachers). The research was designed within the framework of qualitative research approach and phenomenology method, which is one of the qualitative research designs. As the means of data collection semi-structured interview technique was used. Before stating their opinions about school model, participants were watched a package. The necessary information and visuals about school are available in that video. Especially there was given information about that school model focusing on the four components of education program: objectives, content, education process and evaluation. And then four questions in the interview form were asked to the participants. As a result of the research, an alternative school model peculiar to Turkey was developed and that model was approved by the educators. It is thought that this school will prepare students for real life, involve them in nature, provide them with learning through experience and improve their affective and psychomotor skills besides cognitive ones. In short, this school model was considered to be an important study contributing to education if it could be adopted.
U.S. Middle School Mathematics Teachers&apos; Perceptions of the Standards for Mathematical Practice by Textbook Type
Author: Davis, Jon D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Mathematics Teachers,Textbooks,Common Core State Standards,Teacher Attitudes,Teaching Methods,Mathematics Curriculum,Mixed Methods Research,Coding,Semi Structured Interviews

An important component of the Common Core State Standards for Mathematics (CCSSM), used by the majority of states in the U.S., has the eight standards for mathematical practice (SMPs). While surveys have investigated teachers' perceptions of the CCSSM few have investigated middle school mathematics teachers' (MSMTs') (grades 6-8) perceptions of the SMPs. Similar to other countries, teachers in the United States frequently use mathematics textbooks. Two different types of textbooks have been in use in the United States, conventional and standards-based. The latter were designed on the basis of earlier standards documents including versions of the SMPs. As a result of these changes to the educational system in the U.S., we sought to characterize MSMTs' perceptions of the SMPs and investigate if these perceptions differed by the type of textbook teachers used. We found that MSMTs struggled in naming the SMPs, misinterpreted the modeling SMP, and conflated components of reform-oriented instruction with the SMPs. MSMTs using a standards-based textbook were more likely to view their textbooks as aligned with the SMPs, x[superscript 2](3) = 7.708, p = 0.026 and to view the SMPs as an instructional philosophy for the CCSSM, Fisher's Exact Test = 3.881, p = 0.05. The implications of these results are discussed.
Adolescents as Readers of Social Studies: Examining the Relationship between Youth&apos;s Everyday and Social Studies Literacies and Learning
Author: Stockdill, Darin B.
Date: 2013-01-00
Type: Journal Articles
Subjects: Social Studies,Learner Engagement,Reading Interests,Secondary School Students,Student Surveys,Relevance (Education),Content Area Reading,Semi Structured Interviews,Student Attitudes,Likert Scales,Educational Attitudes

In this paper, we examine the relationship between student engagement and social studies literacy, exploring the possible connections between students' reading interests and practices and social studies learning. With a sample of 802 secondary students from five schools in one urban community, we use complementary methods to explore survey and interview data. Descriptive analysis of survey data indicated that study participants often perceived social studies education in school as boring and irrelevant. Nevertheless, qualitative analysis of interview data from a subsample revealed that many young people describe using texts to explore dimensions of their identities as well as themes of struggle and conflict. We use these findings to illuminate connections between youths' concerns and interests and the enduring problems taken up by the social sciences, arguing that attention to these connections has the potential to engage students and develop their thinking and literacy practices in the social studies.
The Invisible Tax: Exploring Black Student Engagement at Historically White Institutions
Author: Givens, Jarvis R.
Date: 2016-01-00
Type: Journal Articles
Subjects: College Students,African American Students,Learner Engagement,Student Experience,Autobiographies,Ethnography,Racial Bias,Stress Variables,African American Education,Afrocentrism,Critical Theory,Race,Student Organizations

Given the upsurge of political demonstrations by Black students in response to the highly publicized killings of unarmed Black people, this paper explores student engagement theory through the racialized experiences of Black students at Historically White Institutions (HWIs). Employing autoethnography and analyzing secondary literature on historical and contemporary experiences of Black students in higher education, this paper argues that traditional readings of student engagement theory fail to capture the complexities of Black student engagement. In confronting anti-Blackness, these students pay an invisible tax that manifests in the mental, physical, and emotional resources that could be allocated to promote success in the campus environment but are instead utilized to merely survive as students. Black students experience a set of inherent dilemmas; they are both invested in higher education for social uplift, and they simultaneously employ Black nationalist ideals through their student organizing--these challenges are present within the broader trajectory of Black education.
Rethinking Teacher Leader Development: A Study of Early Career Mathematics Teachers
Author: Huggins, Kristin Shawn
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Mathematics Instruction,Mathematics Teachers,Faculty Development,Common Core State Standards,Instructional Improvement,Communities of Practice,Secondary School Mathematics,Secondary School Teachers,Beginning Teachers,Qualitative Research,Leadership Training,Leadership Role,Interviews

In the era of standards-based reforms, informal teacher leadership is a critical factor in realizing instructional improvement. In this paper, we report on data from a one-year study of four early career mathematics teachers engaging in professional development around Common Core mathematical practices and leadership. Our findings highlight how the professional development structure supported the development of early career teachers' leader identity. Through iterative opportunities to participate in two communities of practice (within the professional development setting and in school-based professional learning communities) early career teachers were able to engage in collegial conversations and imagine themselves taking on new roles and responsibilities in order to support the learning of the teachers with whom they worked.
From Teacher to Teacher Leader: A Conceptual Model
Author: Hunzicker, Jana
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Professional Identity,Time Factors (Learning),Performance Factors,Qualitative Research,Case Studies,Hermeneutics,Phenomenology,Grounded Theory,Elementary Secondary Education,Beginning Teachers,Questionnaires,Teacher Attitudes,Individual Development,Teacher Characteristics

Conceptions of teacher leadership are trending away from formal titles and positions to embrace a more informal, integrated approach. Moreover, there is growing agreement among scholars that teacher leadership is a stance, or way of thinking and being, rather than a set of behaviors. As a result, understanding how teachers progress from teacher to teacher leader remains unclear. Building on research findings from a previously-conducted study, this article offers a visual model conceptualizing eight teachers' progression from teacher to teacher leader, including the factors and conditions that influenced their progress and their varying self-perceptions as teachers and as leaders. Four developmental stages of teacher leader self-perception are explored: teacher leader, developing teacher leader, situational teacher leader, and classroom teacher leader. Findings of the study indicate that teacher leadership stance precedes the actions of teacher leadership; development of teacher leader self-perception may take longer.
Successful Teacher Teams in Change: The Role of Collective Efficacy and Resilience
Author: Kunnari, Irma
Date: 2018-00-00
Type: Journal Articles
Subjects: Teamwork,Teacher Collaboration,Self Efficacy,Resilience (Psychology),Program Implementation,Foreign Countries,Academic Achievement,Competency Based Education,Team Teaching,Teaching Experience,Case Studies,Semi Structured Interviews,Higher Education,College Faculty,Risk,Educational Innovation

Teachers' competence in launching and managing pedagogical change collaboratively is crucial for the continuous development of their work as well as for meaningful student learning. However, research on how teachers can thrive in their profession in the changing higher education environment is limited. This study investigated the experiences of teachers in managing pedagogical innovation when working as a team and implementing integrated competence-based learning modules. Strength-focused concepts like collective efficacy and resilience were used to extend the understanding of the phenomenon. Five teacher teams were analyzed in relation to the change itself, as well as to protective and risk factors that had an impact on teachers' collective efficacy and resilience to the change. The data consisted of group interviews and individual questionnaires collected during the process. The findings indicate that stronger collaboration creates significant changes in teachers' work and students' learning, and success is based on teacher teams' capacity to craft their common work practices.
Character Education as a Bridge from Elementary to Middle School: A Case Study of Effective Practices and Processes
Author: Khoury, Ruba
Date: 2017-00-00
Type: Journal Articles
Subjects: Values Education,Case Studies,Qualitative Research,Transitional Programs,Elementary School Students,Middle School Students,Focus Groups,Ethical Instruction,Instructional Effectiveness,Elementary School Teachers,Middle School Teachers,Semi Structured Interviews

This qualitative single-case study illuminates the significance of effective character education implementation during elementary school years as students transition into middle school. The researcher conducted the study in an American school that consisted of two divisions: K-6 lower division and 7-12 upper division. The lower-school division was a National School of Character winner. Data were collected via individual interviews with educators in both school divisions, one focus-group interview with lower-school teachers, and a review of documents and artifacts. Findings revealed distinctive key practices and processes based on the different roles of participating educators and shared key practices employed by all educators alike. Data also revealed multiple indicators of effectiveness in both school divisions. The researcher also highlighted the main challenges in the way of character education effective implementation based on participants' responses. The researcher concluded with recommendations for further study and final reflections.
Transformational Teaching: Pakistani Students&apos; Perspectives in the English Classroom
Author: Tahir, Khazima
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Transformative Learning,Student Attitudes,Undergraduate Students,College Faculty,Teacher Characteristics,Predictor Variables,Teacher Effectiveness,Student Surveys,Teaching Methods,Regression (Statistics),Personality Traits,Student Needs,Stimulation,Statistical Analysis

The purpose of this study was to investigate the potential of transformational teaching practices in learning and teaching of English as a second language in Pakistan. The study examined student descriptions about professorial charisma, intellectual stimulation, and individualized consideration in bachelor English programs, as well as how these variables predicted effective teaching in the English language classes. A sample of 490 undergraduate students responded to a survey in seven public and private universities in Pakistan. The findings indicated that the transformational teaching behaviors were associated with the effective teaching. Regression analysis indicated that professorial charisma, intellectual stimulation, and individualized consideration were significant predictors of effective teaching in the English language classes. The implications for the improvement of English education are considered.
Educational Cloud Services and the Mathematics Confidence, Affective Engagement, and Behavioral Engagement of Mathematics Education Students in Public University in Benue State, Nigeria
Author: Iji, Clement Onwu
Date: 2018-00-00
Type: Journal Articles
Subjects: State Universities,Mathematics Education,Statistical Analysis,Student Attitudes,College Students,Foreign Countries,Attitude Measures,Learner Engagement,Gender Differences,Computer Software,Technology Uses in Education

This study investigated the impact of cloud services on mathematics education students' mathematics confidence, affective engagement, and behavioral engagement in public universities in Benue State, Nigeria. Ex-post facto research design was adopted for the study. The instrument for the study was the researcher-developed Cloud Services Mathematics Attitude Scale-CSMAS (Cronbach Alpha Coefficient = 0.92). The CSMAS was administered to a sample of 328 mathematics education students drawn from the two public universities having operational cloud service delivery system in Benue State. Mean and standard deviation were used to answer research questions while t-test was used in testing the hypotheses. In-depth analysis of data revealed that there is a positive high level of impact of cloud services on the mathematics confidence (cluster mean = 2.85), affective engagement (cluster mean = 2.87) and behavioral engagement (cluster mean = 2.92) of mathematics education students in public universities in Benue State. The t-test analysis of mean attitude ratings established a statistically significant difference between the public universities; as well as male and female students. The outcome of this study has shown that the adoption of cloud services for augmenting learning results in strong positive mentality and confidence among mathematics education students in public universities in Benue State.
Using Simulation to Develop Entrepreneurial Skills and Mind-Set: An Exploratory Case Study
Author: Costin, Yvonne
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Business Administration Education,Entrepreneurship,Teaching Methods,Educational Games,Computer Games,Computer Simulation,Business Skills,Skill Development,Case Studies,Formative Evaluation,Data Analysis,Essays,Decision Making Skills,Communication Skills,Teamwork,Risk Management

Entrepreneurs need to develop a range of skills to be successful, including skills in decision making, risk management, problem solving, communication, and teamwork. Games and simulations are increasingly being used in both academia and business to encourage such skills development. This paper describes a business simulation module whereby postgraduate students use a game to simulate managing and operating a business. The game replicates real-world scenarios, thereby providing an innovative and contextualized learning environment. This paper presents extracts from students' reflective essays, which describe various learning outcomes. The paper concludes with some guidelines for teachers considering integrating game-based learning into their curricula to facilitate skills development, as well as recommendations for future research.
Demographic Differences in Adolescent Time Attitude Profiles in an Urban High School: A Person-Oriented Analysis Using Model-Based Clustering
Author: Prow, Rachael M.
Date: 2016-01-00
Type: Journal Articles
Subjects: Urban Schools,High School Students,Profiles,Gender Differences,Socioeconomic Status,Ethnicity,Grade Point Average,Effect Size,Time Management,Student Attitudes,Academic Achievement,Correlation,Longitudinal Studies,Time Perspective,Cross Cultural Studies,Foreign Countries,Measures (Individuals),Multivariate Analysis,Surveys,Factor Analysis,Statistical Analysis

The purpose of the study was to use model-based clustering to identify adolescent time attitude profiles in a sample of students from an urban high school using Adolescent Time Inventory-Time Attitude (ATI-TA) scores and to examine the association of ATI-TA profiles with demographic variables and grade point average (GPA). Three ATI-TA profiles were identified--Positives, Ambivalent, and Conflicted--two of which were similar to clusters identified in previous studies. Results indicated that gender and grade were not associated with cluster membership. However, socioeconomic status, ethnicity, and GPA were related to cluster membership. Although overall effect sizes for socioeconomic status and ethnicity were small, post-hoc analyses suggested that differences among ethnic groups should be investigated further. There were substantial GPA differences between some clusters (Cohen's d = 0.36 - 1.27). Future directions for research on adolescent time attitude profiles should include in-depth studies examining the relationship between profile membership and achievement and longitudinal studies to observe whether time attitude profile membership changes over time.