ethanporcaro/eric-fulltext-meta huggingface dataset:
How Professional Development in Co-Teaching Impacts Self-Efficacy among Rural High School Teachers
Author: Colson, Tori
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Development,Team Teaching,Program Effectiveness,Self Efficacy,High School Teachers,Special Education Teachers,Rural Schools,Public Schools,Learner Engagement,Instructional Effectiveness,Classroom Techniques,Self Concept Measures,Regular and Special Education Relationship

The purpose of this study is to examine the impact of professional development in co-teaching on teacher self-efficacy amongst general and special education rural high school teachers. A causal-comparative research design was used to survey 256 rural high school teachers from the South and Midwest regions of the U.S. to measure their self-efficacy in student engagement, instructional practices, and classroom management. One-way analysis and independent samples t-test were used to analyze these data using SPSS statistical software. The results indicated a significant difference between teachers with and without experience in a co-taught classroom regarding their efficacy in using instructional practices. Furthermore, ANOVA results indicated a significant difference in the number of hours of professional development a teacher received in co-teaching as it relates to their efficacy in student engagement, instructional practices, and classroom management. Further discussion and recommendations are also included.
Crisis Pedagogy: Student Perceptions of Pedagogical Transition amidst the COVID-19
Author: Khanal, Rakesh
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Change,Foreign Students,Student Attitudes,Graduate Students,Management Development,Feedback (Response),Foreign Countries,Teaching Methods,Distance Education,School Closing,Crisis Management,Student Surveys,Independent Study,Synchronous Communication,Learning Experience,College Faculty,Teacher Student Relationship,Online Courses,Positive Attitudes

The COVID-19 pandemic has affected every sphere of human life including education. Educational institutes all overthe world are faced with the unique challenge to keep running the education amidst the lockdowns and social distancing. This has resulted in an unprecedented shift to the alternate mode of instructional delivery. This is a temporary shift in the mode of delivery as a result of the crisis or emergency situation. The present paper discussed the implications of one of such crisis pedagogies of remote learning during the COVID-19 propelled closure of the tertiary institutions in Australia. The effectiveness of emergency remote learning (ERL) was assessed through the online survey. The participants were international students, the majority, at the time of the survey were in Australia and doing postgraduate course in project management. To assess the overall effectiveness, the solicited opinions were analyzed under five headings: students' perception, curriculum, feedback, quality, and technology &amp; resource. The ERL model adopted in this study has two components: self-paced asynchronous learning and faculty-guided synchronous learning. The aim of the self-paced asynchronous learning was to provide the student access to learning and teaching materials which they could use safely, reliably and remotely, and later used those in their learning at their own pace. Similarly, the aim of the synchronous learning was to provide an interactive learning experience as in face-to-face teaching through faculty-guided live session. The result of the present study reveals that students perceived the ERL quite positively and are satisfied with the overall online learning and reported that transition to online learning from face-to-face was smooth and without much of the issue.
The Gap in Gifted Education: Can Universal Screening Narrow It?
Author: Morgan, Hani
Date: 2020-00-00
Type: Journal Articles
Subjects: Gifted Education,Low Income Groups,Screening Tests,Identification,Minority Group Students,Disproportionate Representation,Academic Ability,College Preparation,Student Placement,Educational Benefits,Minority Group Teachers,Living Standards,Elementary Secondary Education

Although gifted education can make a critical difference in students' lives, many American pupils who would benefit from this type of education do not get placed in gifted programs. Low-income students of color experience this problem more often than other children. This article offers various reasons for the underrepresentation of students of color in gifted education in the United States. It focuses on how universal screening works and mentions how this method needs to be implemented to increase the percentage of low-income, high-ability students in gifted education.
Evaluation of Preschool Education Program According to CIPP Model
Author: Basaran, Mehmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Evaluation,Preschool Education,Models,Public Schools,Private Schools,Teacher Attitudes,Educational Equipment,Physical Environment,Barriers,Family Environment,Family Problems,Input Output Analysis,Gender Differences,Individual Differences,Foreign Countries

The main purpose of the research is the evaluation of the pre-school education program according to CIPP (context, input, process, and product) model belongs to Stufflebeam. Parallel design form mixed research methods was used in the research. Quantitative data of the research were collected from 122 preschool teachers working in public or private schools in 2019-2020 academic years. Qualitative data were collected from 10 pre-school teachers via an online interview with the help of a semi-structured interview form. In the research, 'Preschool Education Program Evaluation Scale' and 'semi-structured interview forms' prepared by the researchers were used as data collection tools. As a result of the study, it was revealed that the teachers stated the most negative opinions in the context dimension. Teachers stated that there is not enough equipment to organize learning centers in this dimension, and the physical characteristics of schools are not sufficient for pre-school education. Although generally positive opinions were expressed in the input dimension, it was revealed that the individual differences of the children and the family factor were not taken into account in the program. Finally, when we look at the product dimension, it was stated by the teachers that preschool education facilitates the school orientation of children and is effective in preparing children for primary school, but pre-school education is not effective in solving the problems arising from the family.
Assessment of Staffs&apos; Organizational Ability: A Scale Validation, the Case of Bonga College of Teacher Education
Author: Woldemichael, Belay Bekele
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Schools of Education,Job Performance,Questionnaires,Goal Orientation,Preferences,Planning,Time Management,Construct Validity,Test Reliability

The aim of this study was to validate the questionnaire of organization ability of staffs that was developed by Williams, in University of Brighton. This questionnaire was validated based on the fresh data collected through the questionnaire from randomly selected 240 staffs in Bonga College of Teachers Education, SNNPR, Ethiopia. Confirmatory factor analysis method was employed for data analysis. The SPSS 20 version and Stata15 Version software were used for the analysis. The results revealed that the questionnaire which was previously loaded under five constructs, (1) preference for organization; (2) goal achievement; (3) planning approach; (4) acceptance of delays; and (5) preference for routine was loaded under three constructs: (1) preference for organization; (2) goal achievement; and (3) acceptance of delays. The organizational ability of staffs in Bonga College of teacher education significantly expressed in terms of Constructs: 'preference of the staff to be organized', 'goal achievement of the staff' and 'acceptance of the staff for delay' in such a way that: Organizational Ability = 0.91 Preference + = 0.61 goal achievement -0.41delay + error.
Motivational Fluctuations during Task-Supported Language Teaching: The Case of Young Iranian EFL Learners
Author: Mohammadzadeh, Afsaneh
Date: 2021-07-00
Type: Journal Articles
Subjects: Learning Motivation,Second Language Learning,Second Language Instruction,Instructional Effectiveness,Teaching Methods,Attitude Change,Early Adolescents,Females,Foreign Countries

Tasks have been given an ever-increasing attention on the part of researchers in the recent decades, particularly in relation to second language acquisition research. A highly influential factor in task performance, motivation, seems to have been neglected by educational researchers, and this negligence toward the role of motivation gets more prominence while considering the part played by motivational changes during task-supported instruction. Informed by this alleged gap in studies on the role of motivation on task performance, the researchers in the current study strived to probe the dynamic character of foreign language motivation during task-supported language instruction both within single lessons and sequences of lessons over a period of six weeks. Having chosen a sample of 7 young adults, the researchers gathered the data by means of: (1) detailed lesson plans, (2) interviews with selected participants conducted after each session during the study, and (3) Motometers filled out at five-minute intervals during a single class to gain information on motivational changes. The quantitative and qualitative analysis of data revealed that language learning motivation changed not only during a single lesson but also from one lesson to the next. Factors responsible for such changes were found to be related to task features, task implementation, and individual differences. The implications of findings are discussed throughout the paper.
Self-Efficacy, Reflection, and Burnout among Iranian EFL Teachers: The Mediating Role of Emotion Regulation
Author: Fathi, Jalil
Date: 2021-07-00
Type: Journal Articles
Subjects: Self Efficacy,Reflective Teaching,Teacher Burnout,Language Teachers,English (Second Language),Second Language Instruction,Emotional Response,Self Management,Correlation,Measures (Individuals),Foreign Countries

To expand the line of research investigating individual teacher-related variables, the present research sought to test a structural model of teacher reflection, self-efficacy, burnout, and emotion regulation among Iranian EFL instructors. Moreover, a mediation model was examined, hypothesizing that emotion regulation would mediate the influences of teacher reflection and teacher self-efficacy on teacher burnout. Collecting data from a sample of 238 Iranian EFL teachers, a structural equation modeling (SEM) was embarked on to test the hypothesized relationships. The data of the study were gathered through the participants' responses to the four questionnaires related to the four variables under investigation (i.e., teacher self-efficacy, reflection, burnout, and emotion regulation variables). The outcomes of a confirmatory factor analysis (CFA) verified the fitness of the used questionnaires and the structural model. Considering the centrality of teachers' affective status in how they deal with reform initiatives, it is hoped that our results can contribute to the understanding of how teachers can take practical measures to monitor their emotional states in EFL education in Iran and in the broader international context. Additionally, EFL teacher preparation programs should consider more practical strategies to enhance efficacy beliefs, emotion regulation, and reflection for pre-service teachers.
&quot;We Acted Because It&apos;s What Needs to Be Done&quot;: An Interview with West Virginia Teachers
Author: McHenry-Sorber, Erin
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Strikes,Unions,Fringe Benefits,Teacher Salaries,Health Insurance,Rural Education,Elementary Secondary Education

In 2018, West Virginia teachers staged a statewide strike which lasted almost two weeks and included schools across all 55 countywide districts. The main reported strike issues for West Virginia teachers included cuts to their healthcare coverage by the state and relatively low salaries. Prior to the strike, West Virginia teachers ranked 48th in the nation in terms of pay. The West Virginia strike sparked a year-long wave of teacher labor protests across the country, in both predominately rural states and large urban centers. In 2019, West Virginia teachers went on strike again, bringing the movement full circle. In November, 2020, I interviewed Jay O'Neal and Sam Nelson, two teachers involved in the 2018 statewide teachers strike in West Virginia for the National Rural Education Association's Annual Conference and Research Symposium. Jay O'Neal originated the Facebook page in 2017 that served as the hub for organizing activity prior to and during the 2018 strike. O'Neal is a middle school English and social studies teacher; Nelson is a high school English teacher.
Cross-Country Perspective on Reverse Pathway Dynamics between Teachers&apos; Self-Efficacy and Job Satisfaction
Author: Katsantonis, Ioannis
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Efficacy,Job Satisfaction,Teacher Effectiveness,Elementary School Teachers,Foreign Countries

The purpose of this study was to examine the reverse pathway dynamics between teachers' self-efficacy and job satisfaction from a cross-country perspective. By recognizing the sparseness of empirical studies on the reciprocal relation between self-referent assessment of capabilities and job satisfaction, a model of reciprocal determinism between teacher self-efficacy and job satisfaction is proposed. The data of 51,782 primary school teachers were analyzed using a non-recursive causal reciprocal structural equation system within the overarching framework of structural equation modeling. The results indicated that teachers' self-efficacy was reciprocally related to job satisfaction at the individuals' level. Despite this finding, feedback effects were identified only across seven education systems. Further, it was shown via multigroup structural equation modeling that organizational culture (i.e., education systems) by proxy of the countries was moderating the structural relations among the recursive and non-recursive effects of the model. These findings underscore the importance of self-efficacy in promoting job satisfaction and indicate that more satisfied teachers are characterized also by greater teaching self-efficacy. The results are discussed within the scope of better understanding the relations between these two focal constructs for educational practice.
&quot;My Language Learners Seemed Like Ghosts&quot;: A Rural Teacher&apos;s Transformational Journey Implementing the Seal of Biliteracy
Author: Marichal, Nidza
Date: 2021-00-00
Type: Journal Articles
Subjects: Rural Areas,Literacy,Bilingualism,School Districts,English Language Learners,Spanish,Language Teachers,Second Language Learning,Second Language Instruction,Awards,Teacher Attitudes,Teaching Methods,Advocacy,Student Attitudes,Language Attitudes,Secondary School Students,Educational Benefits,Native Language Instruction,English (Second Language),Personal Narratives,Recognition (Achievement),Faculty Development

This paper describes the personal and professional journey taken by one secondary Spanish teacher to implement the Seal of Biliteracy (SoBL) for English Learners (ELs) in a rural Florida school district. The teacher's goal was to promote bilingual pride among her ELs and to validate and build their bilingual abilities, which had been frequently unrecognized in the community. This promising practice in a rural Florida district demonstrates two important transformations: first was the teacher's personal views about bilingualism as an asset rather than a deficit, and second was the instructional practices she employed and fiercely advocated for on behalf of the ELs. Ultimately, the work of the teacher disrupted inequities that her bilingual students faced and positively affected their views of bilingualism and their lives in the rural school community.
Spending Floors in Gifted Education Services
Author: Hodges, Jaret
Date: 2021-00-00
Type: Journal Articles
Subjects: Academically Gifted,Gifted Education,Educational Finance,Financial Policy,Expenditures,Resource Allocation,School Districts,Rural Urban Differences,Rural Schools,Public Schools

For nearly two decades, the state of Texas mandated gifted education services and provided funding to public school districts. One policy that was unique to the state was a mandatory minimum spending requirement. This research examines how mandatory minimum spending floors influenced spending in public school districts within the state and how that influence varied across locales. Our findings provide evidence that rural public school districts in Texas were more likely to operate nearer to the mandatory state minimum spending for gifted education than non-rural public school districts. In particular, rural public school districts allocated 50% fewer funds toward gifted education programming than suburban public school districts after accounting for minimum spending floors. The results should provide caution to policy makers on the possible ramifications of removing spending floors on gifted education programming in rural public school districts.
Students&apos; Practices of 21st Century Skills between Conventional Learning and Blended Learning
Author: Hadiyanto, Hadiyanto
Date: 2021-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Soft Skills,Skill Development,Conventional Instruction,Blended Learning,Instructional Effectiveness,Undergraduate Students,Late Adolescents,Student Centered Learning,Academic Achievement,Grade Point Average,Learning Processes,Foreign Countries

The application of blended learning in higher education has practically increased through the years, this is however aimed to develop the students rare 21st century skills. Furthermore, the present study investigates the differences in learning process across one semester, and the research design comprised of quasi experimental method without conducting any pre-test, particularly for the conventional and blended learning class. Therefore, self-evaluation questionnaire on 21st century skills were distributed, and the experimental outcome revealed the significant skill practice performed by students in blended learning classes compared to the counterparts in conventional programmes. This learning method was assessed to contain soft and hard skills, in addition to an increased GPA. The aim of this study, therefore, is to investigate the impact of blended learning in course application, with the goal of optimizing students' 21st century skills and GPA.
Unscripted Possibilities: The National Writing Project&apos;s College, Career, and Community Writers Program in Rural High-Need Schools
Author: Fox, Tom
Date: 2021-00-00
Type: Journal Articles
Subjects: National Programs,Rural Schools,Faculty Development,Writing Instruction,Program Effectiveness,Educational Change,Educational Practices,School Culture

&quot;Unscripted Possibilities&quot; examines the potential for change that emerges in rural environments affected by poverty and educational reforms that ignore the specific contexts of rural schools. Using a National Writing Project program, the College, Career, and Community Writers Program, as a case, we argue that professional development relationships that are characterized by mutuality and indeterminacy create changes in teacher practice and school culture. Our analysis adapts concepts from Anna Tsing's (2015) The Mushroom at the End of the World to uncover hopeful possibilities in damaged school environments.
Academic Engagement and Technology: Revisiting the Technological, Pedagogical and Content Knowledge Framework (TPACK) in Higher Education (HE)--The Academics&apos; Perspectives
Author: Glowatz, Matt
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Education,Pedagogical Content Knowledge,Technological Literacy,College Faculty,Information Technology,Teaching Methods,Social Media,Instructional Innovation,Learning Processes,Guidelines,Learner Engagement,Teacher Attitudes,Higher Education,Technology Uses in Education,Foreign Countries

Research into the use of innovative information and communications technology (ICT) for academic purposes is growing quickly. Much of the current research explores the opportunities presented by ICT and social media as innovative tools for teaching and enhancing student learning (O'Brien &amp; Glowatz, 2013; Duncan &amp; Barczyk, 2013). This paper suggests that the role of the academic in navigating the use of ICT in their teaching in Higher Education (HE) has been overlooked in discussions. Koehler and Mishra (2009) propose the technological, pedagogic and content knowledge (TPACK) framework to explore the relationship of technology in teaching. O'Brien and Glowatz (2013) investigate the suitability of the TPACK framework in the context of academic engagement in order to investigate its relevance for academics teaching in HE. This paper suggests elements of the teaching dynamic are overlooked and evaluates the use of the TPACK framework in the exploration of technology in higher education by academics. Specifically, the authors address the key question, 'How do academics currently make use of technology to teach at higher education?'
The Impact of COVID-19 on the Private Higher Education System and Students in Oman
Author: Abushammala, Mohammed
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Higher Education,Private Colleges,School Closing,Online Courses,Educational Technology,Distance Education,College Students,Student Satisfaction,Student Attitudes,Student Evaluation,Tuition,Paying for College,Barriers,Teaching Methods,Laboratories,Intellectual Disciplines,Teacher Role,Access to Computers

The outbreak of novel coronavirus (COVID-19) worldwide has had a significant impact on the global higher education community. The governments around the world adopted social confinement measures to combat COVID-19, which has resulted in the closure of higher education institutions. Faced with multiple challenges, faculties rapidly converted curriculum to an online environment, which is anticipated to occur without sufficient preparation. Therefore, this study conducted a survey of students in postsecondary private institutions throughout Oman, to understand different approaches adopted by academic institutions to deliver education during the COVID-19 restriction, and the consequences of these restrictions on academic activities and quality of education. Moreover, the extent to which personal and financial circumstances have created challenges for students to continue their education is also analyzed. A total of 213 respondents completed the study, which were overrepresented by students enrolled in bachelors programme. The student satisfaction from the arrangement and delivery of education online was not more than 50 percent. The exams were cancelled and replaced by extra coursework in most cases, and in some cases students were assessed based on only the existing coursework. The major concern for many students (40%) was the inability to pay tuition fees due to the financial implication caused by the COVID-19 pandemic.