ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Teachers' Beliefs and Sense of Self-Efficacy on Iranian EFL Learners' Satisfaction and Academic Achievement
Author: Rashidi, Nasser
Date: 2014-08-00
Type: Journal Articles
Subjects: Correlation,Self Efficacy,Teacher Attitudes,Teaching Methods,Institutes (Training Programs),Foreign Countries,Academic Achievement,Student Attitudes,Standardized Tests,Scores,Regression (Statistics),Measures (Individuals),Prediction,Decision Making,English (Second Language),Second Language Learning,Second Language Instruction,Questionnaires

The purpose of this study was to investigate the relationship between teachers' beliefs about their teaching methods and their sense of self-efficacy. The study also examined the effects of these characteristics on students' satisfaction and academic achievement. Participants included 16 instructors and 255 intermediate students (121 males and 127 females), at the Bahar Language Institute in Shiraz, Iran. The Teacher Belief Scale and Bandura Teacher Self-Efficacy Scale (Wilkerson &amp; Lang, 2007), the truncated form of student satisfaction inventory, and students' standardized midterm exam scores were the instruments for data collection. Using Pearson correlation and multiple regressions, it was concluded that there was a significant negative correlation between teachers' beliefs and students' satisfaction. Moreover, a small positive correlation between teachers' sense of self­-efficacy and student satisfaction was found. The regression model between teachers' beliefs, as well as the subcategories of teachers' self-efficacy and students' satisfaction, showed that teachers' beliefs could significantly contribute to the prediction of students' satisfaction. Among the self-efficacy subscales, discipline, decision-making, instruction, and school resources significantly contributed to the prediction of the dependent variables. Finally, it was concluded that the students' satisfaction and their academic achievement were highly correlated. In addition, &quot;being considerate&quot;, among the subscales of students' satisfaction, had the greatest potential to predict students' achievement.
Yes They Can: Supporting Bachelor Degree Attainment for Early Childhood Practitioners
Author: Sakai, Laura
Date: 2014-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Interviews,Nontraditional Students,Student Attitudes,Barriers,Student Experience,Reentry Students,Bachelors Degrees,English Language Learners,Preschool Teachers,Student Personnel Services,Academic Support Services,Coding,Statistical Analysis,Early Childhood Education,Child Care,College Transfer Students,Minority Group Students,Caregiver Training,Student Financial Aid,Scheduling

As part of a longitudinal study, the authors interviewed 73 nontraditional students regarding their perceptions of the challenges experienced and supports received as they returned to school to earn bachelor's degrees. All participants were working in the early care and education field. Interviewees perceived the cohort structure of their B.A. program as important to their academic success; this positive assessment increased over time and continued after graduation. A majority reported that program services such as financial assistance and the scheduling and location of classes were critically important throughout their participation in the degree programs. In contrast, academic and technological challenges reportedly decreased over time, and thus students' need for support such as tutoring, counseling services, and technology assistance decreased. Many students whose primary language was not English reported relying on English-language assistance throughout their school experience even when they perceived English academic work to be increasingly less challenging. These findings suggest that those who design and implement programs to assist degree attainment should invest in academic supports at the beginning of the program while other supports, including financial assistance, the schedule and location of classes, and the cohort itself, are critical throughout students' educational experience.
A Learning Combination: Coaching with CLASS and the Project Approach
Author: Vartuli, Sue
Date: 2014-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Educational Assessment,Preschool Education,Early Childhood Education,Predictive Measurement,Regression (Statistics),Scores,Educational Quality,Instructional Improvement,Preschool Teachers,Teacher Attitudes,Classroom Observation Techniques,Teacher Student Relationship,Pretests Posttests

The focus of this ongoing research is the effectiveness of coaching in improving the quality of teacher-child instructional interactions in Head Start classrooms. This study examines the relationship between two measures: Classroom Assessment Scoring System (CLASS) and a Project Approach Fidelity form developed by the authors. Linear regressions were used to investigate predictors of CLASS domain scores. The Project Approach Fidelity scores have positive predictive relationships to the CLASS domains. Higher Project Approach Fidelity scores predicted higher scores for the CLASS Emotional Support, Classroom Organization, and Instructional Support domains. Consistent with their findings, the authors recommend that use of the Project Approach be combined with attention to behaviors emphasized in the CLASS to help teachers intentionally improve instructional quality in prekindergarten classrooms.
Building the Leadership Capacity of Early Childhood Directors: An Evaluation of a Leadership Development Model
Author: Talan, Teri N.
Date: 2014-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Capacity Building,Leadership Training,Early Childhood Education,Child Care Centers,Change Agents,Alumni,Outcomes of Education,Professional Development,Management Development,Program Effectiveness,Competence,Qualitative Research,Statistical Analysis,Online Surveys,Employment Level,Job Skills,Knowledge Level,Self Efficacy,Accreditation (Institutions)

While there is consensus among policymakers and practitioners about the importance of strong leadership in early childhood education, there is scant research on effective models of leadership development for administrators of early childhood programs, particularly those working in the child care sector. This is cause for concern because the majority of center directors assume their leadership positions without prior preservice management training. This study examined the effectiveness of Taking Charge of Change (TCC), a 10-month leadership development program that focuses on the nature of individual, organizational, and systemic change and the program director's role as a change agent. The study looked at two data sets: archived evaluation data from 502 participants across 20 cohorts of Taking Charge of Change and new data from 138 TCC alumni generated from an online survey. The archived information included data from several measures: A Training Needs Assessment Survey (TNAS), the &quot;Program Administration Scale&quot; (PAS), and the &quot;Early Childhood Work Environment Survey&quot; (ECWES). The online survey to TCC alumni gathered information about their current job status, career decisions, continuing professional development, commitment to the early childhood profession, and professional achievements. The findings revealed evidence of individual growth and organizational improvement as well as positive program outcomes relating to accreditation status and participation in Illinois' quality rating system. The results of this study underscore the need for systematic, intensive, and relevant training focused on the unique needs of early childhood administrators.
Parental Engagement in a Reggio Emilia-Inspired Head Start Program
Author: Smith, Stephanie C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Early Intervention,Reggio Emilia Approach,Parent Participation,At Risk Students,Early Childhood Education,Interviews,Hispanic Americans,Parent Attitudes,Teacher Attitudes,Curriculum,Teaching Methods,Educational Methods,Expectation,Parent Teacher Cooperation,Low Income Groups,Case Studies,Qualitative Research,Observation,Parent Child Relationship,Urban Schools,Mexican Americans

In the United States, progressive education programs have historically failed to take hold among low-income families, even when that population has been their initial focus. Instead, these programs tend to become popular among middle-class or affluent families. Some research suggests that working-class/poor families' expectations of education may be incompatible with progressive principles, at least in the United States. The Reggio Emilia early childhood programs in Italy, based in part on Deweyan progressive principles, successfully serve families across all income levels, but in the United States, most Reggio-inspired schools serve affluent populations. The author interviewed predominantly Hispanic parents and teachers in a Reggio Emilia-inspired Head Start program regarding families' understanding of the program's curriculum and pedagogy and their engagement with the program. Although a majority of parents interviewed did not articulate a full understanding of the program's approach, and some felt that elements of it were not congruent with their expectations of preschool, interviewees had positive impressions of family/teacher relationships and reported positive family engagement in children's education.
Automated Scoring of Teachers' Open-Ended Responses to Video Prompts: Bringing the Classroom-Video-Analysis Assessment to Scale
Author: Kersting, Nicole B.
Date: 2014-12-00
Type: Journal Articles
Subjects: Scoring,Automation,Video Technology,Teacher Evaluation,Pedagogical Content Knowledge,Bayesian Statistics,Comparative Analysis,Correlation,Validity,Mathematics Teachers,Classification,Interrater Reliability

In this study, we explored the potential for machine scoring of short written responses to the Classroom-Video-Analysis (CVA) assessment, which is designed to measure teachers' usable mathematics teaching knowledge. We created naïve Bayes classifiers for CVA scales assessing three different topic areas and compared computer-generated scores to those assigned by trained raters. Using cross-validation techniques, average correlations between rater- and computer-generated total scores exceeded 0.85 for each assessment, providing some evidence for convergent validity of machine scores. These correlations remained moderate to large when we controlled for length of response. Machine scores exhibited internal consistency, which we view as a measure of reliability. Finally, correlations between machine scores and another measure of teacher knowledge were close in size to those observed for human scores, providing further evidence for the validity of machine scores. Findings from this study suggest that machine learning techniques hold promise for automating scoring of the CVA.
Exploring Essential Characteristics of Self-Determination for Diverse Students Using Data from NLTS2
Author: Shogren, Karrie A.
Date: 2014-12-00
Type: Journal Articles
Subjects: Self Determination,Personal Autonomy,Self Actualization,Empowerment,Racial Differences,Ethnicity,Learning Disabilities,Emotional Disturbances,Speech Impairments,Language Impairments,Visual Impairments,Hearing Impairments,Autism,Multiple Disabilities,Deaf Blind,Mental Retardation,Head Injuries,Neurological Impairments,Physical Disabilities,Special Education,Cultural Differences,Secondary School Students,Measures (Individuals),Statistical Analysis

This study explored the impact of race/ethnicity on three of the four essential characteristics of self-determination--autonomy, self-realization, and psychological empowerment--directly assessed in the National Longitudinal Transition Study-2. Specifically, the impact of race/ethnicity was examined with six disability groups established in previous research: high incidence disabilities (learning disabilities, emotional disturbances, speech language impairments, and other health impairments), sensory disabilities (visual and hearing impairments), cognitive disabilities (autism, multiple disabilities, and deaf-blindness); intellectual disability, traumatic brain injury, and orthopedic impairments. Measurement equivalence was established across groups, but significant differences in the latent means, variances, and covariances were found suggesting a complex pattern of differences based on race/ethnicity within disability groups. Implications for future research and practice are discussed.
Canine Companions and Helpers
Author: McIntosh, Phyllis
Date: 2014-00-00
Type: Journal Articles
Subjects: Animals,Popular Culture,Therapy,Helping Relationship,Disabilities,Recreational Activities,Web Sites

This feature article highlights dog breeds that are popular in the United States and explores the health benefits and services that dogs provide to people. The article also discusses dog shows and dogs in popular culture.
A Paragraph-First Approach to the Teaching of Academic Writing
Author: Gugin, David
Date: 2014-00-00
Type: Journal Articles
Subjects: Writing Instruction,Academic Discourse,English (Second Language),Second Language Learning,Second Language Instruction,Essays,Writing Strategies,Teaching Methods,Grammar,Course Descriptions,Teacher Attitudes,College Faculty,Language Teachers

The teaching of writing, and the teaching of developmental and ESL/EFL writing in particular, has historically given priority to the sentence, often in theory and almost always in practice. The writing approach modeled here simply argues that the paragraph should be given primacy of place in ESL/EFL academic writing instruction. The paragraph-based approach outlined in this article, an approach that relies on a conventional paragraph and essay structure, and that is intimately involved with the strategic implementation of the logical relationships appropriate to a particular mode of organization, has definite advantages in the ESL/EFL academic writing classroom. The challenge of this approach for the teacher is to ensure that students' ideas and content are not lost in an obsessive pursuit of the correct form.
Meeting EFL Learners Halfway by Using Locally Relevant Authentic Materials
Author: Thomas, Catherine
Date: 2014-00-00
Type: Journal Articles
Subjects: Relevance (Education),Instructional Materials,English (Second Language),English Language Learners,Definitions,Program Descriptions,Barriers,Educational Principles,Instructional Material Evaluation,Media Selection,Self Esteem,Educational Games,Educational Strategies,Educational Practices

The author defines and describes authentic materials and discusses their benefits--citing the Input Hypothesis and the Output Principle in support of such materials--as well as some challenges of using authentic materials. Five categories of authentic materials are presented, and sources for materials and ways to use them in the EFL classroom are also explored.
Assessment Literacy: Building a Base for Better Teaching and Learning
Author: Rogler, Dawn
Date: 2014-00-00
Type: Journal Articles
Subjects: Testing,Student Evaluation,Validity,Reliability,Context Effect,Learning,Test Construction,Educational Objectives,Feedback (Response),Scoring,Pass Fail Grading,Planning,Item Analysis

This article presents principles and practices of effective assessment, outlining seven key concepts--usefulness, reliability, validity, practicality, washback, authenticity, and transparency--and demonstrating how to apply them in creating an exam blueprint. The article also discusses the importance of providing feedback after a test has been given, how to create an exam file for further reflection, and basic statistics for testing.
Entrepreneurship and Student Motivation
Author: Vorholt, Julie
Date: 2014-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Student Motivation,English for Academic Purposes,Business Communication,Active Learning,Student Projects,Units of Study,Curriculum Implementation,Teaching Methods,Educational Practices,Educational Strategies,Program Descriptions,English Language Learners

This article describes a three-week project-based unit on entrepreneurship conducted with students in communications classes in an Academic English context. A detailed road map of the project is given, starting with an introduction and ending with final presentations and poster sessions. Students were motivated by their own interests in business and by the assignment to create a new business venture of their own. A handout for replicating the project accompanies the article.
The Gerrymandering of School Attendance Zones and the Segregation of Public Schools: A Geospatial Analysis
Author: Richards, Meredith P.
Date: 2014-12-00
Type: Journal Articles
Subjects: Attendance,School Districts,School Segregation,Racial Segregation,Population Trends,Suburban Schools,School Demography,Zoning,Geographic Location,Court Litigation,Student Diversity,Context Effect,Elementary Schools,High Schools

In this study, I employ geospatial techniques to assess the impact of school attendance zone &quot;gerrymandering&quot; on the racial/ethnic segregation of schools, using a large national sample of 15,290 attendance zones in 663 districts. I estimate the effect of gerrymandering on school diversity and school district segregation by comparing the racial/ethnic characteristics of existing attendance zones to those of counterfactual zones expected in the absence of gerrymandering. Results indicate that the gerrymandering of attendance zones generally exacerbates segregation, although it has a weaker effect on the segregation of Whites from Blacks and Hispanics. Gerrymandering is particularly segregative in districts experiencing rapid racial/ethnic change. However, gerrymandering is associated with reductions in segregation in a substantial minority of districts, notably those under desegregation orders.
The Development of Interdisciplinary Thinking in the New Postmodern Education
Author: Yang, Shu Nu
Date: 2013-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Postmodernism,Creative Thinking,Teaching Methods,Humanities,Educational Practices,Educational Philosophy,Theory Practice Relationship,Scientific Literacy,Outcomes of Education,Educational Strategies,Instructional Effectiveness,Instructional Innovation,Educational Change

As an educator, it is always interesting to learn and employ new and creative ways of thinking and methods in teaching. However, the application of these new ideas in our classrooms needs more examination for better ways of implementation. Since the postmodernist theory and approaches have been practiced in education in the past few decades, the criticisms stated by educators and scholars have led to an examination of its impact on teaching and learning in different fields. In this paper, I would like to bring forth the educational issues under the influence of post-modernist trends and, eventually, develop the new postmodern approach in higher education. In this way, we offer other perspectives, taking into account interdisciplinary theory and principles, as a feasible alternative and prevailing idea in higher education. An interdisciplinary approach will be discussed as a way to solve the problems related to the negative effects of current postmodern issues in education. Contemporary single-disciplinary theories and approaches in education have evolved toward interdisciplinary thinking that integrates different perspectives and fields. These new multiple approaches can serve as the educational basis for reconstructing value of the humanities. This proposition is considered as an issue when facing the critical situation in postmodern education in our society today. In addition, the interdisciplinary thinking will be employed, based on the multiple-perspectives from literature, philosophy, religion, science, and cultural studies. The integration of these related but distinct disciplines will elucidate programs and hopefully serve to inspire the basis for new postmodern education.
Overcoming Educational Challenges to Women Living in At-Risk Communities through Urban Debate
Author: Winkler, Carol K.
Date: 2013-00-00
Type: Journal Articles
Subjects: At Risk Persons,Womens Education,Womens Studies,Disadvantaged Environment,Barriers,Females,Debate,Change Strategies,Secondary School Students,Affective Objectives,Behavior Modification,Cognitive Development,Reading Tests,Pretests Posttests,Alumni,Graduate Surveys,Affective Measures,Cognitive Measurement,Student Organizations,Student Participation,Student Improvement,Learner Engagement,Program Effectiveness,Program Evaluation,Dropout Prevention,Regression (Statistics),Outcome Measures,School Holding Power,Comparative Analysis,Academic Persistence,Program Attitudes,Academic Achievement

Every year 1.3 million U.S. high school students drop out of school with one quarter of female students failing to graduate on time. Female dropouts are more likely to be unemployed, to earn less when they are employed, to become pregnant before the age of 20, to become obese, to smoke, and to drink more heavily than their male counterparts. This study focuses on two public school systems with high rates of dropouts to determine whether urban debate leagues (UDLs) improve the affective, behavioral, and cognitive dimensions of school engagement of middle and high school females. The methods used in the analysis include: (1) propensity score matching to compare behavioral and cognitive indicators of debaters vs. non-debaters, (2) a nationally normed pre/post reading test, and (3) an alumni survey of UDL participants. The study found that debaters were significantly less likely to be tardy from school, scored significantly higher on standardized reading exams, and substantially exceeded national norms for annual progress in reading rate, accuracy, fluency, and comprehension. Program alumni reported that UDL participation increased both the skills and confidence levels needed for success in college and their careers.
High Involvement Mothers of High Achieving Children: Potential Theoretical Explanations
Author: Hunsaker, Scott L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Expectation,High Achievement,Parent Attitudes,Mothers,Individual Characteristics,Statistical Analysis,Interviews,Parent Participation,Academic Achievement,Aesthetics,Athletics,Teacher Behavior,Parent Child Relationship,Elementary School Students,Documentation,Content Analysis

In American society, parents who have high aspirations for the achievements of their children are often viewed by others in a negative light. Various pejoratives such as &quot;pushy parent,&quot; &quot;helicopter parent,&quot; &quot;stage mother,&quot; and &quot;soccer mom&quot; are used in the common vernacular to describe these parents. Multiple explanations for the behaviors of these parents, especially mothers, can provided through concepts such as &quot;enmeshment,&quot; &quot;mattering,&quot; and &quot;moral intuitions.&quot; This paper explores the results of interviews with several mothers who take great interest in their children's attainments and who play an active role in affording their children the opportunity to achieve. Qualitative analysis of these interviews, as well as of family archival materials, was conducted using each of the conceptual lens listed above to determine which provides the best fit for explaining the mothers' activities related to their aspirations for their children's achievements in academics, aesthetics, and athletics. These analyses indicate that enmeshment theory seems to provide the best fit.