ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Training with TQM on the Perceptions of Teachers about the Quality of Schools
Author: Altunay, Esen
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Total Quality Management,Educational Quality,Training,Instructional Effectiveness,Experiments,Schools of Education,Questionnaires,Likert Scales,Foreign Countries,Educational Practices,Educational Improvement,Graduate Students,Experimental Groups,Control Groups,Pretests Posttests,Demography,Teacher Characteristics,Nonparametric Statistics,Statistical Analysis

The purpose of this research is to explore the effect of training with total quality management (TQM) on the perceptions of teachers. In this research was used experimental model. The study group of the research consisted of teachers working in the schools of Education Ministry. The questionnaire was used as a data collection tool. Finally, it was observed that education based on the principles of total quality management was effective to determine the perceptions of the teachers about total quality management practices in their schools. They thought that total quality management practices were inadequate in their schools. Training with TQM might be provided that participants had more realistic assessments of the practices and improvements of quality in their schools.
Pre-Service Teachers' Understanding of Fraction Multiplication, Representational Knowledge, and Computational Skills
Author: Son, Ji-Won
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Multiplication,Fractions,Pedagogical Content Knowledge,Profiles,Mathematics Skills,Student Attitudes,Word Problems (Mathematics),Graphs,Intervention,Error Patterns,Teacher Education Programs

Despite the importance of teacher fractional knowledge, there are several areas of teacher understanding that are not well understood. The purpose of this study was to characterise profiles of pre-service teachers' (PSTs) mathematical competence on the topic of fraction multiplication by examining PSTs' understanding of multiplication of fractions in three different contexts. Analyses of 60 PSTs' written responses revealed that there are distinct gradations of competency, ranging from the PSTs who were unable to solve a given problem in any context to those capable of flexibly portraying understanding of fraction multiplication in three contexts. Most PSTs who recognised the word problem as a multiplication of fractions were able to explain their thinking using graphical representations. However, we also observed various types of errors PSTs made in representing the word problem in graphical representations and translating it to a correct multiplication expression. These findings offer descriptors of how the PSTs understand fraction multiplication in different contexts and provide information for the design of interventions in teacher education. One objective would be to support recognition of the connectivity of fraction multiplication in different contexts.
Effect of Distributive Leadership Behaviours of Foreign Language Schools' Principals on the Job Satisfaction of Instructors
Author: Tanriögen, A.
Date: 2016-09-00
Type: Journal Articles
Subjects: Principals,Job Satisfaction,Second Language Learning,Second Language Instruction,Administrator Attitudes,Language Teachers,Regression (Statistics),Teacher Attitudes,Teacher Administrator Relationship,State Universities,Leadership Styles,Measures (Individuals),Foreign Countries,College Faculty,College Second Language Programs

The purpose of this study is to determine the effect of distributive leadership behavior of foreign language schools' principals on the job satisfaction of instructors. Sample size of 416 instructors working in foreign language school for the academic year 2013 to 2014 was used in the study. The data was gathered using questionnaires tag &quot;Leadership Practices Inventory&quot; by Kouzes and Posner and &quot;Minnesota Job Satisfaction Questionnaire.&quot; Median, Standard Deviation and linear regression were used to analyze the data. The result indicates that there is a significant effect of distributive leadership behaviours of principals on the job satisfaction of the instructors. Also, it is found that the dimension &quot;enabling others to act&quot; has greatly contributed to instructors' intirinsic job satisfaction whereas &quot;enabling others to act&quot; and &quot;encouraging the heart&quot; dimensions have a meaningful effect on the extrinsic job satisfaction of the instructors. In short, this new leadership idea will be beneficial for both the individuals and the structure of the organizations if understood and applied properly.
How Middle Grade Teachers Think about Algebraic Reasoning
Author: Glassmeyer, David
Date: 2016-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Science Instruction,Thinking Skills,Generalization,Scientific Concepts,Concept Formation,Algebra,Mathematics Instruction,Mathematics Teachers,Teacher Educators,Intervention,Observation,Faculty Development,Reflection,Teacher Attitudes

Algebraic reasoning is an essential habit of mind for building conceptual knowledge in K-12 mathematics, yet little is known about how middle school mathematics teachers think about algebraic reasoning. In this article we describe a research project examining how algebraic reasoning was considered by grades 6, 7, or 8 mathematics teachers in a two-week professional development course and over the following two months. We found these 19 teachers initially described algebraic reasoning in a way requiring only procedural knowledge to solve problems with a single solution, solution strategy, or representation. Teachers reported that three activities influenced a shift in their thinking about algebraic reasoning, specifically by requiring conceptual knowledge to solve problems using multiple solutions, solution strategies, or representations. While some teachers also associated aspects of generalisation and functional thinking as part of algebraic reasoning, two months after the professional development no teachers continued to associate these aspects as part of algebraic reasoning. These findings suggest the kinds of activities other teacher educators can use to develop teachers' thinking about algebraic reasoning, and supports the need for additional research and interventions to support middle school teachers' consideration of algebraic reasoning in more advanced ways.
Changing the Way to Teach Maths: Preservice Primary Teachers' Reflections on Using Exploratory Talk in Teaching Mathematics
Author: Murphy, Carol
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Thinking Skills,Elementary School Teachers,Microteaching,Preservice Teachers,Pedagogical Content Knowledge,Knowledge Base for Teaching,Student Attitudes,Teacher Collaboration,Novices,Mathematics Teachers,Online Surveys,Foreign Countries

This paper reports on the reflections of twenty-one primary preservice teachers following a microteaching experience that focused on the use of talk and collaborative group work, as part of a primary mathematics specialist education programme. Based on the didactic strategies of exploratory talk, the experience intended to develop knowledge for teaching mathematics in a contingent way. Preservice teachers' reflections from an online survey and from written recounts were analysed in relation to noticing students' learning and behaviour. Whilst the preservice teachers indicated that the microteaching experience impacted on their teaching, some reflections revealed tensions in noticing student learning and in balancing a focus on both collaborative talk and mathematics content. These tensions suggest that resistance to change in the practice of novice teachers may not be due just to a conceptualisation of teaching mathematics, but also to awareness of student mathematical thinking as &quot;knowing-to.&quot;
An Exploration of Prospective Teachers' Learning of Clinical Interview Techniques
Author: Groth, Randall E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Interviews,Undergraduate Students,Research Projects,Questioning Techniques,Teacher Education,Mathematics Instruction,Student Research,Reflection,Qualitative Research,Mathematics Teachers,Elementary School Mathematics,Secondary School Mathematics,Teacher Student Relationship

The present study followed four prospective teachers through the process of learning to interview during an undergraduate research project experience. Participants conducted and video recorded a series of interviews with children. They also carried out guided analyses of the videos and written artefacts from the interviews to formulate conjectures about how to improve their questioning techniques. Communicating the purpose of the interview to children and formulating probes spontaneously were particularly difficult for participants. However, the experience helped participants realise when they were providing too much guidance and also when they missed opportunities to have children further explain their thinking.
Evidence of the Need to Prepare Prospective Teachers to Engage in Mathematics Consultations
Author: van Ingen, Sarah
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Education,Mathematics Instruction,Mathematics Teachers,Special Education,Teacher Education,Learning Disabilities,Special Needs Students,Foreign Countries,Elementary School Mathematics,Elementary School Teachers,Teacher Education Programs,Special Education Teachers,Inclusion,Regular and Special Education Relationship

The mathematics consultation represents a powerful opportunity for mathematics teachers to leverage the knowledge base of special education professionals to advance equity for students with special education needs. Yet, most teacher preparation programs do not specifically prepare prospective teachers to engage in mathematics-specific consultations. We provided an opportunity for prospective elementary teachers of mathematics and prospective special education teachers to engage in a written consultation about the mathematics learning of a student with special education needs. We analysed the characteristics of these consultations and found that the prospective teachers' questions and responses lacked focus on the mathematics context and largely ignored student engagement in mathematical practices. Based on the evidence from this baseline study, we provide recommendations for how mathematics teacher educators might more effectively prepare prospective teachers for the questioning and answering stages of mathematics consultations.
Exploring Differences in Industry Supervisors' Ratings of Student Performance on WIL Placements and the Relative Importance of Skills: Does Remuneration Matter?
Author: Milne, Lisa
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Work Experience Programs,Student Evaluation,Supervisory Methods,Supervisor Supervisee Relationship,Job Performance,Pilot Projects,Personnel Evaluation,Tourism,Hospitality Occupations,Required Courses,Internship Programs,Compensation (Remuneration),Undergraduate Students,Statistical Analysis,Job Skills,Performance Based Assessment,Action Research

Assessment in work integrated learning (WIL) programs typically involves workplace supervisors rating student performance against criteria based on employability skills. Yet investigations of differences in employer ratings that may impact on student outcomes are rare. This paper reports on a pilot study that examined supervisor evaluations of the performance of tourism and hospitality management students undertaking a mandatory capstone internship, either paid or non-remunerated. The descriptive and exploratory statistical analysis examines data derived from over one hundred supervisor evaluation forms. A few significant differences in supervisor ratings of performance in paid and unpaid groups and in the relative importance of skills were found. Overall, the study affirmed that supervisors generally rate students highly on all skills. The skills that students are prepared for and assessed on in our WIL program were found to be of high value to local hosts. Implications for debates regarding supervisory input into assessing student performance are explored.
Curating Work-Integrated Learning: &quot;Taking Care&quot; of Disciplinary Heritage, Local Institutional Contexts and Wellbeing via the Open Educational Resources Movement
Author: Simpson, Maree Donna
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Work Experience Programs,Well Being,Resource Units,Shared Resources and Services,Educational Innovation,Ethics,Educational Practices,Ecology,Best Practices,Workplace Learning

Work-integrated learning (WIL) has become commonplace in many higher education institutions across Australia. Similarly, there has been rapid integration of digital technologies for supporting teaching, learning and assessment in this domain. In the rush to address associated challenges within the sector--such as massification, limited placements, resourcing issues and staff turnover--the time to pause, take care of and meaningfully build upon WIL practices within this new digital context is often bypassed. This paper explores the role of the open educational resources (OER) movement for not only protecting and promoting the practices which practitioners care about in WIL--but also in shaping innovation that is mindful of local institutional contexts, disciplinary heritage and wellbeing. The notion of &quot;curating work-integrated learning&quot; is introduced to critically reflect upon the OER movement via the lenses of multidimensionality, multimodality and mindfulness. Despite the quick turnover of technologies and shifts in the global educational market, there is a need for &quot;slow innovation&quot; which invites a more ethical vision for shaping the future of higher education in the digital age.
A Behavior Focused Assessment of Co-Op Performance: A Comparison of Co-Op and Non-Co-Op Graduating Students
Author: Pennaforte, Antoine
Date: 2016-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Performance Based Assessment,Work Experience,Cooperative Education,Teamwork,Cohort Analysis,Scores,Social Networks,Communication Skills,Thinking Skills,Job Skills,Skill Development,Hypothesis Testing,Statistical Analysis,Comparative Analysis,Job Performance,College Students,Online Surveys,Likert Scales

This paper investigates how student-workers' performance can be assessed through the notion of work-role performance, on the basis of three behavioral-related dimensions (proficiency, adaptivity, and proactivity), and proposes a definition of performance prior to graduation. By taking into account the accumulation of work experience, this article investigates first whether 1,310 cooperative education (co-op) students develop proficient, adaptive, and proactive performance behaviors toward the task and the team in the workplace and test the effect of the accumulation of work-experience of three cohorts. Second, it examines whether this work-role performance was different between 547 co-op students and 617 non-co-op students both with four months of work experience. Results showed that only team performance proficiency significantly increased with the accumulation of work experience for co-op students. Results did not show significant difference between co-op and non-co-op students with regard to work-role performance' scores.
Reflections and Experiences of Student Paramedics Undertaking International Work-Integrated Learning Placements
Author: Simpson, Paul
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Medical Students,Allied Health Personnel,Allied Health Occupations Education,Work Experience Programs,Medicine,Job Placement,Student Placement,Geographic Location,Clinical Experience,Program Development,Qualitative Research,Focus Groups,Semi Structured Interviews,Program Evaluation

International work-integrated learning (WIL) is increasingly common in health-related programs in Australian universities. Paramedicine programs are beginning to explore international WIL in line with the globalization of paramedicine as a profession and the national higher education emphasis on outward bound learning experiences. Using qualitative methods, the present study reports the experiences of undergraduate paramedicine students undertaking inaugural WIL placements in either South Africa or New Zealand. The placements, of a 3-week duration, used a placement model that did not include an accompanying academic from the host institution. Key themes to emerge include appropriateness of WIL location, timing of international WIL within an undergraduate program, and the potential to be overwhelmed by the combination of an intense early clinical experience and demands of managing oneself on an unaccompanied placement experience. This research provides valuable information to assist development of international WIL programs in paramedicine courses and other clinical health disciplines.
Understanding the Needs of All the Stakeholders: Issues of Training and Preparation for Health Work Students and Their Clinical Educators
Author: Horstmanshof, Louise
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Work Experience Programs,Medical Students,Clinical Experience,Stakeholders,Perspective Taking,Satisfaction,Social Cognition,Communication Skills,Capacity Building,Needs Assessment,Expectation,Job Placement,Student Placement,Outcomes of Education

Work-integrated learning (WIL) is vital for preparing health-work students for practice. WIL activities have multiple stakeholders, each with their own set of expectations and requirements, both explicit and implicit. Negotiations to provide these learning experiences for students happen at many levels and those at the coalface are often unaware of the different expectations of the various stakeholders. By developing their ability to consider multiple stakeholder perspectives, health students and their clinical educators are in a strong position to maximize the benefits, limit the disadvantages, and increase the satisfaction of the multiple stakeholders. Social awareness, communication skills and relationship development and maintenance hold the key to building capacity to manage the WIL experiences more skillfully, leading to better outcomes for all. This discussion paper examines an example from the field that drew attention to the need for a better understanding of the needs of all stakeholders.
Learning through Participation as a Mass Collaboration
Author: Lloyd, Justine
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Student Participation,Partnerships in Education,Stakeholders,Online Courses,Online Systems,Computer Mediated Communication,Grounded Theory,Interpersonal Communication,Interpersonal Relationship,Communication Skills,Teamwork,Research Skills,Barriers,Group Dynamics,Institutional Cooperation,Semi Structured Interviews,Foreign Countries,College Students

This article highlights the central role of collaboration in higher education programs which involve students in &quot;learning through participation&quot; (LTP). It reports the findings of a project that began with the intention of exploring the range and applicability of online technologies used for enhancing collaboration between the three main groups (students, partner organizations, and unit conveners) in a university-based LTP initiative. A grounded theory approach led us to open up the research focus to investigate important themes of collaboration highlighted by participants. This centrality of collaboration overshadowed our initial concern with online-based technologies, which were found not to be directly correlated with collaboration. We discuss implications of these findings and tease out important distinctions between co-ordination (of activities), communication (of information and between social actors) and collaboration. We discuss the implications of these distinct factors for teaching and learning through participation.
Examining the Effects of Perceived Relevance and Work-Related Subjective Well-Being on Individual Performance for Co-Op Students
Author: Drewery, Dave
Date: 2016-00-00
Type: Journal Articles
Subjects: Well Being,Relevance (Education),Cooperative Learning,Experiential Learning,Regression (Statistics),Job Performance,Undergraduate Students,Student Surveys,Education Work Relationship,Likert Scales,Job Satisfaction,Demography,Student Attitudes,Statistical Analysis

The purpose of this study was to examine the relationships between co-op students' perceived relevance of their work term, work-related subjective well-being (SWB), and individual performance at work. Data were collected using a survey of co-op students (n = 1,989) upon completion of a work term. Results of regression analyses testing a conditional process model show that perceived relevance has a significant indirect influence on performance through work-related SWB. These findings point to the significant role of connections between students' post-secondary studies and their work. Students who see a greater degree of connection between the work term and post-secondary are more likely to feel satisfied and engaged at work, and in turn are more likely to perform well. These results and their implications for co-op program administrators and organizations that employ co-op students are discussed.
Exploration of a Reflective Practice Rubric
Author: Young, Karen
Date: 2016-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Reflection,Student Evaluation,Scoring Rubrics,Higher Education,Pilot Projects,Reliability,Validity,Job Placement,Grading,Interrater Reliability,Standards,Academic Achievement,Transfer of Training,Criterion Referenced Tests,Models,Mixed Methods Research,Alignment (Education),Student Journals

Work integrated learning (WIL) educators using reflective practice to facilitate student learning require a set of standards that works within the traditional assessment frame of Higher Education, to ascertain the level at which reflective practice has been demonstrated. However, there is a paucity of tested assessment instruments that provide guidance for measuring student demonstrations of reflective learning in WIL. This paper provides a preliminary exploration (pilot) of the reliability and validity of a WIL placement rubric for grading reflective practice across an alternate WIL placement-like context, for the purpose of testing the potential transferability of the rubric. The study supports earlier research that suggests that inter-assessor shared understanding of standards are crucial for achieving reliable and valid results. The rubric's value is in providing a foundation set of standards that can support WIL educators to expedite discussions for developing and using assessment tools grounded in reflective practice theory for grading student achievement across a range of WIL placement-like learning contexts.