ethanporcaro/eric-fulltext-meta huggingface dataset:
Leadership for Inclusion and Special Education: Novice Teachers Walking the Walk
Author: King, Fiona
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Primary Education,Preschool Education,Elementary Education,Beginning Teachers,Special Education,Inclusion,Preservice Teacher Education,Communities of Practice,Teaching Experience,Teacher Leadership

Expectations of teacher leadership for school improvement have gained increasing currency in recent years. While extensive research on teacher leadership and practicing teachers exists, comparatively little research exists at pre-service level and there is little empirical data regarding leadership experiences and practices of novice teachers particularly in the context of leadership for inclusion. This paper draws on empirical data from six primary teachers in the Republic of Ireland who had undertaken a leadership for inclusion and special education module in their pre-service education and evidenced their willingness and readiness to practise leadership in schools. During their first year of teaching the teachers were engaged in a community of practice to help bridge the knowledge practice gap related to leadership for inclusion. A visual ethnographic research approach was used to track the teachers as they transitioned from 'talking the talk to walking the walk'. Analysis of results indicates teachers' ability to exercise leadership in their own classrooms, in collaboration with others within and beyond their schools. This paper extends the knowledge base on how leadership development in pre-service education evolves in the experiences and practices of a group of novice teachers and subsequent implications for teacher educators.
Predicting Teacher Organizational Silence: The Predictive Effects of Locus of Control, Self-Confidence and Perceived Organizational Support
Author: Turan Dalli, Hatice
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Locus of Control,Self Esteem,High School Teachers,Organizational Communication,Organizational Culture,Institutional Characteristics,Self Expression

The purpose of the study is to examine the relationship between locus of control, self-confidence, perceived organizational support and organizational silence of teachers working in Anatolian high schools. The research is a study of relational survey model and it aims to determine the explanatory and predictive correlations between the specified variables. The sample of the research consists of 436 teachers selected by simple random sampling method from the public schools in central districts of Ankara in 2016-2017 academic year. In order to collect data Locus of Control, Self-confidence, Perceived Organizational Support and Organizational Silence scales were used. Pearson product-moment correlation coefficients and path analysis were applied to determine the relationships among variables. Results show that the variable with the highest predictive effects on organizational silence and self-confidence levels is perceived organizational support. Locus of control and organizational support variables have direct and indirect predictive effects on organizational silence.
&quot;Belief-Changing&quot; Teacher Education: Mexican English Teachers&apos; Experiences
Author: Bremner, Nicholas
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Attitudes,College Faculty,Mexicans,Personal Narratives,Attitude Change,Constructivism (Learning),Teaching Methods,Foreign Countries,Educational Practices,Task Analysis,Faculty Development

The aim of this study was to examine the characteristics of teacher education that were more likely, or less likely, to influence teachers' beliefs. The participants were five university English teachers in Mexico, and the study adopted a qualitative &quot;life history&quot; approach in order to elicit a wide range of experiences from each participant. The methods included a series of extended interviews and a timeline task. Five characteristics of teacher education that had an influence on teachers' beliefs were identified: length of course, opportunities for real practice, opportunities for constructivist teacher learning, opportunities for immersion in new practices, and opportunities for contextually appropriate reflection. Conversely, teacher education courses that did not influence teachers' beliefs were overly short in duration, focused on theory and transmission of knowledge, lacked modelling of desired approaches, and were disconnected from real contexts. The findings of the study may inform the planning of future teacher education courses that aims to have an impact on teachers' beliefs as well as on their practices.
Ecocomposition Integration into ESP Course for Bachelors at a Technical University
Author: Lavrysh, Yuliana
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,English for Special Purposes,Second Language Learning,Second Language Instruction,Teaching Methods,Engineering Education,Learning Processes,Foreign Countries,Barriers,Instructional Design,Writing Skills,Vocabulary Development,Course Descriptions

Engineers are among those who are increasingly aware of the necessity to transform our society from being consumer-oriented to being preserver-oriented. To support the transformation, scholars and educators worldwide highlight the importance of sustainability and sustainable education within higher education. This research draws on ecocomposition pedagogy as a component of sustainable education. Ecocomposition integrates ecological literacy, language issues and writing skills development that allows integrating it into English for Specific Purposes course. Focusing on the integration and implementation of an ecocomposition course into ESP classes for engineers in Ukraine, this paper highlights the importance and significance of the course that is both experiential and that introduces diverse perspectives. We created the short course on ecocomposition and conducted quantitative and qualitative studies to verify the efficiency of ecocomposition for foreign language learning. Key pedagogical strategies, practical suggestions, and students' responses are discussed in the article. The results revealed that ecocomposition might serve as a productive tool to analyze text discourse, to enrich students' vocabulary with field-related terminology, to familiarize with composition types and registers, to enhance writing skills and to provide a personal developmental move toward sustainable lifestyle. However, some barriers exist among teachers and students because this approach is complicated, innovative, and requires certain training and comprehension. The paper provides guidance on designing and integrating an ecocomposition course into ESP course for engineers.
Examining Turkish Pre-Service Science Teachers&apos; Technological Pedagogical Content Knowledge (TPACK) Based on Demographic Variables
Author: Kartal, Tezcan
Date: 2017-03-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Preservice Teachers,Science Teachers,Knowledge Level,Foreign Countries,Instructional Program Divisions,Student Characteristics,Gender Differences,Ownership,Computers,Computer Use

Technological pedagogical content knowledge (TPACK) can be viewed as a new concept for the educational technology world. However, there are many studies related to TPACK and TPACK cannot be considered out of context. Instead, researchers should have a deep understanding about how the results of a TPACK study may change due to its context. This study demonstrates the importance of context. The Survey of TPACK was utilized to identify 591 pre-service science teachers' (PSTs) TPACK levels and examine the validity and reliability of data obtained from 591 PSTs. Exploratory and confirmatory factor analyses were conducted for validity. After factor analyses a TPACK model with four factors (technological knowledge, content knowledge, knowledge of pedagogy, knowledge of teaching with technology) were obtained. There were, however, seven factors in the original form of the survey. This change was interpreted as the effect of the context, because the participants in the original survey and in this survey were different in terms of their teacher preparation programs and the opportunities that the teacher preparation programs provided for them. In addition, pre-service science teachers' TPACK levels were investigated on the basis of demographic variables (gender, owning computer, computer usage level and grade level). An important result obtained from the demographic variables is that pre-service science teachers' TPACK levels develop in direct proportion to their grade level. This finding supports the idea that experiences with technology and in teaching have a positive impact on TPACK.
(De)Glossing Financial Aid: Do Colleges and Universities Actually Use Financial Student Aid Jargon?
Author: Taylor, Zachary W.
Date: 2021-06-00
Type: Journal Articles
Subjects: Student Financial Aid,College Applicants,Federal Aid,Jargon,Language Usage,Financial Aid Applicants,Glossaries,Accuracy

Decades of research has suggested that completing the Free Application for Federal Student Aid (FAFSA) can be a complex, difficult process for postsecondary students and their support networks. However, no extant research has informed federal student aid practitioners and researchers as to what federal student aid jargon terms institutions of higher education actually use in their application instructions to complete the FAFSA. To fill this gap in the research, this study adopts a distributional linguistic approach to analyze a random sample of federal student aid application instructions published on institutional websites (.edu) over three years (2017, 2018, and 2019) to learn how prevalent Federal Student Aid (FSA) Glossary terms are and what terms are used most frequently. Results suggest few of the 152 FSA Glossary terms have been regularly used by institutions of higher education from 2017 to 2019, with the most frequent terms being FAFSA, loan, federal student aid, FSA ID, and scholarship. In addition, many institutions only used one or two FSA Glossary terms over three years, bringing into question the accuracy and relevance of the FSA Glossary. Implications for research, financial aid administration, and financial aid policy are addressed.
The History of Denying Federal Financial Aid to System-Impacted Students
Author: Custer, Bradley D.
Date: 2021-02-00
Type: Journal Articles
Subjects: Student Financial Aid,Federal Programs,Federal Aid,Decision Making,Eligibility,College Students,Criminals,Laws,Barriers,Grants,Institutionalized Persons,Financial Aid Applicants

People who are impacted by the criminal justice system (&quot;system-impacted&quot;) face barriers when seeking financial aid to pay for college. Between the late 1960s and the early 2000s, Congress created laws that prohibited incarcerated students and students with certain criminal convictions from receiving federal grants and loans. This paper offers a comprehensive review of the history of those laws, which provides context for current debates on restoring Pell Grants to students in prison. Legislative documents, scholarly sources, and news reports were studied to build this historical review. Key lessons from history are discussed as to how Congress might treat system-impacted students in the near future.
The Development of a Three-Tier Chemical Bonding Concept Test
Author: Sen, Senol
Date: 2017-03-00
Type: Journal Articles
Subjects: Test Construction,High School Students,Science Instruction,Scientific Concepts,Chemistry,Concept Formation,Test Validity,Test Reliability,Grade 12,Misconceptions

The aim of this study was to develop a three-tier concept test to determine high school students' conceptual understanding in terms of chemical bonding, and at implementing a reliability and validity study for the test. A total of 175 high school students participated in the research. A three-tier test of 15 questions was employed in the study. Expert opinion was consulted for content and face validity. Furthermore, false positive and false negative values were also calculated for content validity, and on average these values were found to be less than 10%. Statistical analyses were performed for construct validity; Cronbach's Alpha coefficient was calculated as 0.74. To perform item analysis, the top 27% of the students and the bottom 27% of the students were determined. As a result, it was found that item difficulty indices ranged between 0.47 and 0.77, and that the discrimination indices were above 0.30. Following the analyses, both item difficulty indices and discrimination indices were found to be adequate. At the end of the study, Chemical Bonding Concept Test was considered to be reliable and valid.
The Status of the Image in ECE Assessment Practice: Insights from the Field
Author: Gunn, Alexandra C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Foreign Countries,Visual Aids,Evaluation Methods,Student Evaluation,Young Children

While much has been done to advance narrative assessment practice in the early years, less attention has been granted to the role of the image in this pursuit. As a consequence, the purposes, value and strategic use of images (photographs, videos, visual metaphors etc.) in foregrounding learning of young children are not well understood. This paper reports on the results of a short pilot survey, sent to the early childhood education (ECE) sector Aotearoa New Zelaand in early February 2022, asking a series of exploratory questions about the status and utility of the image in ECE assessment. Images were not only viewed by many respondents as central to assessment and the co-production of knowledge about children's learning, but they were also considered to be significant in terms of the trustworthiness and credibility of assessment information. Images represented young children's learning in accessible ways and provided for reinterpretation, negotiation of meaning, and ongoing conversations about children's changing experiences, capabilities, relationships, and community in ECE. As entry points to assessment dialogues with whanau and children, images provided a shared source of evidence about valued learning. We conclude with a provocation arising from understanding images as central to assessment that calls for more critical literacy concerning the placement and status of the image in ECE assessment practice -- especially in light of assessment in the bicultural curriculum context of Te Whariki (MoE, 2017).
The North Carolina Teaching Fellows Program: A Case Study of the Use of Forgivable Loans in Recruiting Future STEM Teachers
Author: Smith, Katie N.
Date: 2021-10-00
Type: Journal Articles
Subjects: Fellowships,Student Loan Programs,State Programs,Loan Repayment,Student Recruitment,Education Majors,Incentives,STEM Education,College Choice,Career Development,Cost Effectiveness

In 2018-2019, North Carolina implemented a loan forgiveness program to recruit talented postsecondary students into teaching majors in needed subject areas. This qualitative case study analyzes the influence of the North Carolina Teaching Fellows Program (NCTFP) on 10 student participants' college, major, and career plans in STEM education to understand how loan incentives shaped student interest in teaching careers in STEM subjects. Findings reveal that forgivable loan funding influenced college choice among those choosing institutions at the time of NCTFP acceptance. While the NCTFP was most appealing to participants who already planned to become STEM educators, there is also evidence that the program shaped some participants' academic and career goals towards STEM education. While the NCTFP also serves to promote graduates' entry into low-performing schools, this incentive may generate unintended consequences for students and schools alike.
Whakapumau te Mana: Implications for Early Childhood Practice
Author: Rameka, Lesley
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ethnic Groups,Pacific Islanders,Indigenous Populations,Indigenous Knowledge,Well Being,Early Childhood Education,Cultural Influences,Early Childhood Teachers,Young Children,Educational Practices,Role Models

Wellbeing is fundamental to an individual's ability to function and live well. Maori have some of the worst wellbeing statistics in New Zealand (Chalmers &amp; Williams, 2018). From a te ao Maori perspective mana (power, authority) and kaitiakitanga (guardianship) encapsulate the critical relationships inherent in Maori understandings of wellbeing. These relationships highlight the interconnectedness and interdependence of humans with the people, places and things in their worlds, and the responsibilities associated with these people, places and things. This article discusses findings from a Teaching and Learning Research Initiative funded project, Te Whakapumautia te mana: Enhancing Mana Through Kaitiakitanga (2020-2021), and outlines implications for early childhood education (ECE) from the findings. The aim of the project was to investigate ways that ECE provides mokopuna (grand/child/ren) opportunities to recognise mana and understand ways to attain mana through being kaitiaki (guardians) of themselves, others and their environment, thereby contributing to a collective sense of wellbeing. The article focuses on kaiako (teacher/s) understandings of mana and kaitiakitanga and how they are currently reflected in contemporary ECE services.
Higher Education: Can Debt Beat Savings?
Author: Stackpole, David
Date: 2021-06-00
Type: Journal Articles
Subjects: Debt (Financial),Paying for College,Money Management,Tuition,Student Loan Programs,Loan Repayment,Investment,Budgeting

This paper investigates the possible opportunity cost of using standard college savings plans against the advantages of using debt to pay for college. In addition, it presents a practical argument for using debt in place of college savings plans in certain instances. By doing so, investors may not only be able to mitigate the difficulty of saving, but also realize greater financial benefit in the long run.
Developing Energy Systems Engineering Students&apos; Perceptions of Renewable Energy for Sustainable Future
Author: Eymur, Gülüzar
Date: 2017-06-00
Type: Journal Articles
Subjects: Energy,Energy Conservation,Sustainability,Engineering Education,College Students,Foreign Countries,Student Attitudes,Attitude Change,Misconceptions,Course Evaluation

The main purpose of this study is to describe engineering students' perceptions about renewable energy. The paper focuses what the engineering students' know about renewable energy and developing their understanding on it. To determine students' pre- and post-perceptions about renewable energy, firstly, the questionnaire was developed by the researcher. After conducting the questionnaire, the courses and seminar were prepared. Then, the differences of percentages between pre- and post perceptions were identified. This study found that although the students were in Energy System Engineering Department, they still had many misconceptions about renewable energy. After the course prepared by researcher many students handled their misconceptions and developed their knowledge about renewable energy. This study has demonstrated that as the course took place, the perceptions, and misconceptions of students about renewable energy changed. It also recommended that if the single course can achieve the changes of perceptions and misconceptions of students, consistent changes might be succeeded by curriculum. The learning outcomes of the students showed that the course fits exactly for fulfilling future necessities for the education of students in sustainable topics.
Institutional and State-Level Factors Related to Paying Back Student Loan Debt among Public, Private, and For-Profit Colleges
Author: Li, Amy Y.
Date: 2021-06-00
Type: Journal Articles
Subjects: Paying for College,Student Financial Aid,Loan Repayment,Loan Default,Two Year Colleges,Proprietary Schools,Public Colleges,Private Colleges,Minority Group Students,College Students,First Generation College Students,African American Students,Disproportionate Representation,Graduation Rate,Taxes,Accountability

In this study, we examine whether institutional-level characteristics, student demographics, and state conditions are associated with student loan repayment rates and cohort-level loan default rates. We separately explore these characteristics for each of four higher education sectors: public 2-year colleges, for-profit colleges, public 4-year colleges, and private 4-year colleges. We conduct a series of multiple linear regressions on a sample of 2,375 colleges. Estimates suggest that across all sectors except at for-profits, colleges enrolling a higher percentage of historically underrepresented students, including first-generation and African American/Black students, report lower repayment rates. Additionally, a higher percentage of students enrolled who file as independents for tax purposes, as well as lower levels of family incomes among independent students, and lower graduation rates are all associated with lower repayment rates, across all four sectors. With the exception of for-profit colleges, the factors associated with higher cohort default rates include a smaller percentage of Asian students, a larger percentage of first-generation students, and lower median household incomes at the state level. Factors related to one-year and five-year loan repayment rates are similar, indicating that students who struggle to make progress on repaying their loans soon after leaving college continue to struggle in the future.
Does Career and Technical Education in High School Increase the Odds of College Enrollment?
Author: Ames, Tyler
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocational Education,Enrollment,Associate Degrees,Bachelors Degrees,College Preparation,High School Students,Longitudinal Studies,Secondary School Curriculum,Difficulty Level,Federal Legislation,Educational Legislation,Higher Education

The legacy of career and technical education (CTE) in years past, stretching into the vocational education era, was lower college enrollment after participating in CTE. More recently, others have concluded that college enrollment is not affected but that CTE students enroll more frequently in 2-year degrees over 4-year degrees. I revisit the question with more recent data than has been used by other researchers. I adjust my estimates by the level of academic preparation that students have undergone in high school, known as curricular intensity. I use transcripts from the High School Longitudinal Study of 2009 (HSLS:09) to determine participation in meaningful CTE course sequences, known as programs of study, and then follow the students via the HSLS:09 survey administered in the fall after high school. I find that participation in CTE has no association with a student's probability of enrolling in college. Further, participating in CTE has no association with a student's decision to enroll in a two-year or four-year program, after adjusting for curricular intensity. These results are exciting because they allow for the general recommendation of CTE to any interested student, without fear of adverse effects on later educational attainment and the no-harm finding opens the door to many new CTE policy conversations.