ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Students' Perception of Being Safe in School, Principals' Perception of School Climate and Science Achievement in TIMSS 2007: A Comparison between Urban and Rural Public School
Author: Boulifa, Khalid
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Attitudes,School Safety,Principals,Administrator Attitudes,Educational Environment,Science Achievement,Rural Urban Differences,Public Schools,Comparative Analysis,Gender Differences,Hierarchical Linear Modeling,Grade 4,Elementary School Students,Foreign Countries

This study concerns the assessment of the effects of Index of Principals' Perception of School Climate (PPSC), intimidation of students and gender in Moroccan public schools on student performance in science. The study focused on fourth grade students who participated in the TIMSS 2007. The objective of this study is to answer the following research questions: (1) Do schools make a difference in science achievement? (2) What is the effect of the index of principals' perception of school climate (PPSC) on student achievement? (3) What is the impact of intimidation by other students and gender on student achievement? What is the difference between urban and rural schools in science achievement? The results of the multilevel analysis show that the total variance situated at the school level is 24% in urban school, 50% in rural school and 42% in urban and rural together. Also, they affirm as the intimidation penalizes students' performances in sciences, the PPSC index is negatively correlated with the students' performances and the urban schools are favored compared to those in the rural areas.
Listening to the Voices of Novice Lecturers in Higher Education: A Qualitative Study
Author: Iglesias-Martínez, Marcos J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Novices,Higher Education,Qualitative Research,Communities of Practice,College Faculty,Beginning Teacher Induction,Semi Structured Interviews,Teaching Experience,Faculty Development,Collegiality,Barriers,Conflict,Educational Practices,Teacher Attitudes,Work Attitudes,Classroom Environment,Lesson Plans,Foreign Countries

The professional development of novice staff at the university still requires considerable improvement. In this research paper, and in an attempt to define a development model in higher education, attention is paid to the perspectives and judgments of novice university staff. The research focuses specifically on the expression of their problems, difficulties, dilemmas, and decisions related to their course plans and classroom contexts. The methodology applied here integrates processes of qualitative interpretation supported by the AQUAD Six data processing program in the presentation of results. These findings make clear the need to integrate novices into the teaching community in order to reduce the fears they experience on starting their academic careers and increase the benefits to the university community as a whole.
Enhancing the Early Reading Skills: Examining the Print Features of Preschool Children's Book
Author: Cetin, Ozlem Simsek
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Childrens Literature,Printed Materials,Emergent Literacy,Content Analysis,Comparative Analysis,Layout (Publications)

The purpose of this study is to examine the uses of print features in preschool children's books in the US and Turkey, in order to helping adults to understand print features and supporting children's print awareness. In this context, two hundred children's books was randomly selected from the US and Turkey. Document analysis was used for examining the children's books. For the analysis of how to use print features, this study used coding systems adapted from McCarier, Pinnel, and Fountas (2000) and Zucker, Ward, and Justice (2009). After identifying children's book literature as concept books, theme collections, rhythm's books of language, and story books, we evaluated print features of books according to six features: labeling/environmental print, visible speech, visible sound, letters in isolation, font changes, and bold or unique fonts in the coding system. Findings of this study showed that examining children's books in the US contains more print features than examining children's books in Turkey.
Disrupting Islamophobia: Teaching the Social Construction of Terrorism in the Mass Media
Author: McQueeney, Krista
Date: 2014-00-00
Type: Journal Articles
Subjects: Terrorism,Islam,Arabs,Muslims,Foreign Policy,Public Policy,Socialization,Student Attitudes,Mass Media Effects,Media Literacy,Critical Literacy,Teaching Methods,Civil Rights,Mass Media Role,Introductory Courses,Sociology,Fear

This article presents a critical media literacy technique for teaching about the social construction of terrorism. In a post-9/11 context where the human rights of Arabs and Muslims in the United States and overseas are threatened by drone attacks, profiling, detentions, and hate crimes, educators must not shy away from this issue. I use visual media to engage students with three questions: (1) How do everyday Americans define &quot;terrorism&quot; and perceive &quot;terrorists&quot;? (2) Where do these images come from? (3) What are the consequences for domestic and foreign policy? Using students' own socialization as a starting point, I challenge them to consider how media representations can have real-life consequences.
Educational Leaders and the Prospective Responsiveness to the Vast Drastic Educational Changes in the Abu Dhabi Emirate
Author: Al-Zyoud, Mohammad Sayel
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Instructional Leadership,Instructional Effectiveness,Teacher Administrator Relationship,Teacher Attitudes,Focus Groups,Interviews,Curriculum Development,Administrator Attitudes

This study examines the prospective responsiveness of school leaders to the drastic educational changes currently being instituted in Abu Dhabi. The study utilizes a qualitative research approach by using a focused group interview with twenty-five teachers selected by purposive sampling from Abu Dhabi Emirate schools. The study revealed that schools are witnessing critical and continuous changes in all areas related to school leadership, teachers, pupils, curricula, teaching methods, school culture, resources, facilities, services, and infrastructures. Many of these critical changes affect the practice of educational leaders, including policy and decision making, technology use, innovative teaching, teacher training, principal preparation, quality of school facilities and services, and parental engagement. The prospective school leader's response to these changes, from the perspective of school leaders, is to make critical decisions to introduce and implement new technologies in schools, enhancing the quality of school curricula, teaching and learning, and educational resources and services. Furthermore, a school leader's prospective response to the drastic changes varies and depends on the availability of highly qualified leaders, financial resources, and support from educational authorities.
Student and Faculty Beliefs about Learning in Higher Education: Implications for Teaching
Author: Dandy, Kristina L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Beliefs,Higher Education,Learning Experience,Learning Processes,Student Attitudes,Teacher Attitudes,Definitions,Learning,Cognitive Style,Pilot Projects,Undergraduate Students,College Faculty,Online Surveys,Likert Scales,Teacher Characteristics,Student Characteristics

Beliefs about learning can influence whether or not a student learns course material. However, few studies in higher education have compared student and faculty beliefs about learning. In the current study, students and faculty agreed on many aspects of learning--including the definition of learning, which most hinders learning and where learning should take place--and had similar beliefs about learning styles. Though these similarities were mostly encouraging, beliefs about where learning should take place and in learning styles could undermine learning efforts. The implications of these beliefs are discussed and suggestions for promoting learning in the context of these findings are offered.
The Position of a Teacher as a Factor of Forming Students' Socio-Cultural Identities (On the Example of the Russian Civil Identity)
Author: Shakurova, Marina V.
Date: 2015-00-00
Type: Journal Articles
Subjects: Self Concept,Teacher Role,Teacher Student Relationship,Sociocultural Patterns,Student Attitudes,Preferences,College Students,Nationalism,Foreign Countries,College Faculty,Self Determination,Individual Characteristics,Teacher Attitudes,Citizenship

The article presents experience of structuring and description of teachers' position in the process of forming socio-cultural identity of the person, detailed in regard to the process of formation of one of the subtypes of socio-cultural identity--Russian civil identity. We identified and described real subjective, nominally subjective and non-subjective positions. Based on the author's vision of the essence of socio-cultural identity of the person, its relationship to personal and ego-identity, it is argued that educational organizations, teachers can play a significant role in shaping socio-cultural identity, and development of personal identity can be effectively accompanied. As invariant characteristics defining the teacher's position as the subject of the formation of pupils' socio-cultural identity we considered: level of information skills; importance of the teacher for students and/or &quot;support&quot; on the other significance; taking into account personal experience of pupils, their formed attitudes and preferences, referents' influences on choices and self-determination; ability of the teacher to organize students' activities and stimulate certain attitudinal reactions; the teacher' reflection of his/her own characteristics of socio-cultural identity. For detailed descriptions, definitions of variant traits we considered the teacher's position as the subject of forming the Russian civil identity and illustrated it with the results of empirical research conducted on the basis of schools in Voronezh and the Anninskiy district of the region, Voronezh State Pedagogical University.
Life Story of Chinese College Students with Perfectionism Personality: A Qualitative Study Based on a Life Story Model
Author: Ma, Min
Date: 2015-00-00
Type: Journal Articles
Subjects: Asians,Qualitative Research,College Students,Student Characteristics,Personality Traits,Biographies,Academic Achievement,Interpersonal Relationship,Futures (of Society),Aspiration,Power Structure,Self Control,Success,Social Status,Intimacy,Friendship,Personality Measures,Personal Narratives,Foreign Countries

This manuscript aims to explore and delineate the common characteristics of college students with perfectionism, to promote an in-depth understanding of dynamic personality development of perfectionists from the views of life story model proposed by McAdams (1985). The researchers adopted a narrative qualitative research method. The life stories of respondents who had a strong tendency of perfectionism were analyzed. We found out that participants experienced intensive feelings of superiority and inferiority due to fluctuations of academic performance. Most respondents tended to use negative tone in describing their interpersonal relationship. Respondents hold high expectations for their future. Moreover, they tended to believe that some supernatural power controls the world and the lives. Themes of life story of perfectionists normally focused on three themes: self-control, status and success, and love and friendship. The perfectionists with negative tone usually show that they are only pursuing a powerful energy, a sense of control, and status.
Formative plus Summative Assessment in Large Undergraduate Courses: Why Both?
Author: Glazer, Nirit
Date: 2014-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Summative Evaluation,Undergraduate Students,Time Management,Task Analysis,Student Evaluation,Teacher Education,Teaching Methods,Feedback (Response),Grading,Case Studies,Large Group Instruction,Class Size

One of the main challenges in large undergraduate courses in higher education, especially those with multiple-sections, is to monitor what is going on at the section level and to track the consistency across sections in both instruction and grading. In this paper, it can be argued that a combination of both formative and summative assessment is necessary in order to cope with the aforementioned challenge. A combination of the two types of assessment is necessary so instructors can provide formative assessment for learning and summative assessment for assuring that the formative assessment is done appropriately. In addition, the combination of the two also aids in other instructional challenges such as time management, instructor training, and balancing coursework overload. The proposed instructional perspective is illustrated by the Assessment Clock model that shows when to conduct the various assessment tasks, their frequency, and by whom, along with supplementary explanations and clarifications.
Teaching Culture in the Classroom to Arabic Language Students
Author: Eldin, Ahmad Abdel Tawwab Sharaf
Date: 2015-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Cultural Education,Teaching Methods,Semitic Languages,Second Language Learning,Second Language Instruction,Grammar,Communicative Competence (Languages),Context Effect,Literature,Cooperative Learning,Role

Arabic language learning comprises of certain elements, including syntactic ability, oral capability, dialect proficiency, and a change in state of mind towards different culture or society. For teachers and laymen alike, cultural competence, i.e., the knowledge of the customs, beliefs, and systems of another country, is indisputably an integral part of Arabic language learning, and many teachers have seen it as their goal to merge the teaching of culture into the Arabic language teaching classes. It could be argued that the notion of communicative competence asserts the role of context and the circumstances under which language can be employed properly and appropriately. In other words, since the wider context of language, that is, society and culture, has been expanded, many teachers and students incessantly talk about it without knowing what its exact meaning is. In fact, what most teachers and students seem to lose is the fact that knowledge of the grammatical system of Arabic language [grammatical competence] has to be complemented by understanding of culture-specific meanings.
Empower ESL Writing Students: Keep It Simple
Author: Francisco, Janet
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Writing Instruction,Intervention,Case Studies,Difficulty Level,Writing (Composition),Teaching Methods,Student Centered Curriculum,Assignments,Models,College Students

This case study started when I noticed that my ESL (English as a Second Language) students from all over the world had a hard time not only adjusting their writing/textual production to the language but also to the organizational structures of the paragraph I was presenting to them in my intermediate writing class. Considering that my students need to have a real experience with the new paragraph structure and keep applying it to their writing for our 16-week class, I tried two different interventions based on several authors who emphasize the learner-centered teaching during the spring semester of 2012 at Black Hawk College in Moline, IL. The first intervention took place on the first class day when I did not introduce the paragraph model and the terminology we would adopt. I let the student write the first assignment freely; however, in our next class, we used their own paragraph to compare to the rhetorical model I was proposing. The second intervention was about making clear and precise comments on students' drafts in order to be as clear and precise as possible to keep them following the same paragraph structure model. Results and analysis of these two interventions are presented in this case study.
Online Peer Observation: An Exploration of a Cross-Discipline Observation Project
Author: Nicolson, Margaret
Date: 2014-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Observation,Open Universities,Classroom Observation Techniques,Collegiality,Professional Development,Language Teachers,Mathematics Teachers,Computer Science Education,Technology Education,Virtual Classrooms,Electronic Learning,Web Based Instruction,Teacher Effectiveness,Self Efficacy,Reflective Teaching,Aspiration,Faculty Development,Foreign Countries

In this article the authors compare two phases of an ongoing, annual online peer observation project at the Open University. Adopting a non-managerialist approach, the project aims to give teachers a renewed sense of collegiality, allowing them to take responsibility for aspects of their professional development and share practice points. While the first phase focused on a single discipline group in languages, the second brought together teachers in languages with teachers of Math, Computing, and Technology, all employing Elluminate Live as their online teaching platform. The authors comment on congruent and divergent gains emerging from the two phases.
Influence of the Internet on Studying English
Author: Molchanova, Irma Igorevna
Date: 2015-00-00
Type: Journal Articles
Subjects: Internet,Influence of Technology,English (Second Language),Second Language Learning,Blended Learning,Learning Motivation,Efficiency,Management Systems,Constructivism (Learning),Second Language Instruction,Computer Mediated Communication,Online Courses,Independent Study,Teacher Student Relationship,Foreign Countries

The article considers theoretical aspects of influence of the Internet on studying English, including on the opportunities of listening and increase of motivation for studying English. The characteristic of blended learning technology in studying the foreign languages is given. The practical justification of the efficiency of studying English using the information-communicative technologies, in particular the electronic and communication learning platform Moodle in the process of implementation of blended learning technology is presented. The efficiency and motivating influence of use of the information-communicative technologies in the educational process is experimentally shown.
Challenges of Internationally Educated Teachers in the U.S. Public School System
Author: Lee, JeeHae Helen
Date: 2015-00-00
Type: Journal Articles
Subjects: Phenomenology,Foreign Nationals,Foreign Countries,Teacher Education,Teaching Experience,Public School Teachers,Linguistic Theory,Discourse Analysis,Cultural Context,Classroom Techniques,Discipline,Barriers,Second Language Learning,Mentors,Immigrants,Multilingualism,Semi Structured Interviews,Teacher Attitudes,Diaries,Cultural Differences,Conflict,Parent Teacher Cooperation,English (Second Language)

A phenomenological research study was conducted to discover some of the challenges that internationally educated teachers face in the U.S. public school system. Interviews, in conjunction withbridling journal entries, were conducted with three internationally educated teachers who had experience teaching in the U.S. public school system, and whole-part-whole analysis was used to examine the interview scripts in the context of culture and language. The conceptual framework for this study was based on Bakhtin's authoritative discourses and his theory of language. The findings of this study revealed three broad challenges: hardships in classroom discipline due to cultural differences, conflicts with parents due to the lack of understanding of the U.S. mainstream culture, and language barriers. In addition, the implications for internationally educated teachers in the U.S. schools were discussed. Among the discussions, the implications for schools highlighted the need for a mutually respectful mentoring for the internationally educated teachers.
Complex Constructivism: A Theoretical Model of Complexity and Cognition
Author: Doolittle, Peter E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Models,Constructivism (Learning),Schemata (Cognition),Educational Practices,Educational Research,Figurative Language,Learning Theories,Student Adjustment,Educational Environment,Metacognition,Learning Experience

Education has long been driven by its metaphors for teaching and learning. These metaphors have influenced both educational research and educational practice. Complexity and constructivism are two theories that provide functional and robust metaphors. Complexity provides a metaphor for the structure of myriad phenomena, while constructivism provides a metaphor for learning. In the synthesis of these two powerful metaphors lies a new metaphor--complex constructivism. The reality of complex constructivism is one in which the non-linear, adaptive, and constructive nature of learning is embraced. Complex constructivism views learning as the active construction and adaptation of one's internal models of reality based on the interaction between oneself and one's environment (including other persons), such that the functioning of one's internal models exceeds the sum of the models' components.
Integrating Socio-Scientific Issues to Enhance the Bioethical Decision-Making Skills of High School Students
Author: Gutierez, Sally B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Decision Making Skills,High School Students,Biology,Ethics,Science and Society,Science Instruction,Secondary School Science,Quasiexperimental Design,Pretests Posttests,Scientific Literacy

Scientific literacy has been focused on the construction of students' knowledge to use appropriate and meaningful concepts, critically think, and make balanced, well-informed decisions relevant to their lives. This study presents the effects of integrating socio-scientific issues to enhance the bioethical decision-making skills of biology students. Using a quasi-experimental research design, results of the independent and related samples t-test on the pre-and posttest mean scores of 72 students significantly revealed that integrating socio-scientific issues in biology lessons are useful to enhance their bioethical decision-making skills. Moreover, as socio-scientific issues were integrated in their lessons, students' classroom interactions and argumentations improved significantly and enabled them to give a positive, more elaborate, and in-depth responses with a wider range of explanations.