ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Physical Education Teachers' Well-Being: Contribution of Basic Psychological Needs
Author: Ciyin, Gülten
Date: 2014-07-00
Type: Journal Articles
Subjects: Self Determination,Physical Education,Physical Education Teachers,Student Needs,Well Being,Predictor Variables,Multiple Regression Analysis,Theories,Correlation,Psychological Patterns,Personal Autonomy,Competence,Relevance (Education),Teacher Education Programs,Grade 3,Grade 4,Elementary School Teachers,Foreign Countries,Student Teachers,Student Teacher Attitudes

This study adopted Self-Determination Theory tenets and aimed to explore whether student physical education (PE) teachers' satisfaction of the three basic psychological needs independently predicts well-being. 267 Turkish student PE teachers were recruited for the study. Two stepwise multiple regression analysis was performed in which each outcome was regressed on the three psychological need measures. The results confirmed SDT's universality; satisfactions of all three needs were positively correlated with subjective well-being and negatively correlated with loneliness. Relatedness was the strongest predictor of student teachers' well-being whereas autonomy was the strongest predictor of their loneliness. Results are consistent with the SDT tenets which claims satisfactions of autonomy, competence and relatedness contribute to individuals' well-being. The practical implications of this study concerns teacher education programs which should be regulated to inform student teachers about their own psychological needs and well-being and their students' psychological needs and well-being in the future.
Linking Mission, Strategy and Student Outcomes Assessment: A Cost-Effective Model
Author: Holoviak, Stephen J.
Date: 2010-09-00
Type: Journal Articles
Subjects: Business Administration Education,Educational Assessment,Outcomes of Education,Institutional Mission,Planning,Meetings,Correlation,Educational Objectives,Evaluation Methods,Undergraduate Students,Student Attitudes,Satisfaction,Alumni

The purpose of this paper was to provide a demonstration of the assessment methods and processes that are used by the John L. Grove College of Business to assess student outcomes and how these assessments relate to mission and strategy.
Lessons Learned While Conducting Educational Program Assessment
Author: Rivas, Olivia
Date: 2010-09-00
Type: Journal Articles
Subjects: Educational Assessment,Program Evaluation,Accountability,Strategic Planning,Accreditation (Institutions),Colleges,Universities,Models,Articulation (Education),Academic Standards

Assessment, accountability, and strategic planning are all processes that are included in accreditation for colleges and universities. For most colleges and universities, starting the reaffirmation process means identifying current assessment practices and reports from academic units and programs. This paper discusses the lessons learned during a successful completion of the reaffirmation process with a regional accreditation entity. The authors will present a model that includes an understanding of strategic planning, inclusion of faculty at all levels and affirms continuous learning and involvement in a dynamic process. Also included in the paper are additional tips and observations found useful by the authors and that could be useful to the reader. A bibliography is included.
Meaningful Learning in the Teaching of Culture: The Project Based Learning Approach
Author: Kean, Ang Chooi
Date: 2014-04-00
Type: Journal Articles
Subjects: Student Projects,Teaching Methods,Japanese,Second Language Learning,Second Language Instruction,Teacher Education Programs,Student Attitudes,Reflection,Qualitative Research,Cultural Awareness,Asian Culture,Electronic Publishing,Language Teachers,Learning Processes,Teacher Collaboration,Web 2.0 Technologies,Intercultural Communication,Foreign Countries

This paper reports on a collaborative effort taken by a team of three teacher educators in using the Project Based Learning (PBL) approach in the teaching of Japanese culture with the aim to investigate the presence of actual &quot;meaningful learning&quot; among 15 students of a 12-Week Preparatory Japanese Language course under a teacher training programme. The instrument used in the study was a blog created for the project and the data collected was a compilation of students' reflection reports and messages about their learning experience uploaded onto the blog. The qualitative data was analysed using an adapted version of Jonassen's 1999 rubric on meaningful learning attributes. Findings from this study showed a significant presence of meaningful learning attributes, namely constructive and authentic learning. This paper reaffirms project-based instruction as a viable and flexible alternative to traditional intensive coursework.
Teachers' Technological Pedagogical Content Knowledge Self-Efficacies
Author: Kazu, Ibrahim Yasar
Date: 2014-04-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Self Efficacy,Technological Literacy,Teacher Attitudes,Age Differences,Gender Differences,Access to Information,Internet,Technology Uses in Education,Inservice Teacher Education,Knowledge Base for Teaching,Elementary School Teachers,Tenure,Specialization,Likert Scales,Attitude Measures,Correlation,Foreign Countries

The aim of this study was to determine teachers' views on technological pedagogical content knowledge (TPACK), their self-efficacy, and whether these views changed according to sex, age, period of service, faculty graduated from, branch, access to the internet, the use of technology level, and access to in-service training which is oriented to the use of technology. Teachers' self-efficacies which are oriented to TPACK and its sub-dimensions known as technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK) and technological pedagogical knowledge (TPK) were determined to be at a high level. According to this study, teachers' self-efficacy perceptions on TK, CK, PCK, TCK and TPACK did not change according to sex while the self-efficacy perceptions on PK and TPK changed according to sex. It was concluded that the self-efficacy perceptions of female teachers in these dimensions were higher when compared to those of male teachers. According to the present study, teachers' self-efficacy at TK and PCK changed according to age and the period of service, while self-efficacy at CK, PK, TCK, TPK and TPACK did not change according to these variables. In addition, a significant difference was determined between teachers' self-efficacy perceptions on TK and TPK according to the faculty graduated from. It was detected that the self-efficacy levels of classroom teachers on CK, TPACK, PCK and TCK were higher when compared with those of branch teachers. It was also concluded from this study that teachers' self-efficacy perception of TPACK did not change according to the situation of access to internet in the school in which they held office and that their efficacy was adequate. Teachers who thought that their self-efficacy in the use of internet was sufficient had higher levels of self-efficacies in TK, TCK, TKP and TPACK compared with other teachers. According to the present study, the in-service training that teachers receive on how to use the internet has more positive effects on CK and PCK compared with their self-efficacy in other dimensions.
Problem Identification and Task Engagement Using the LIBRE Problem Solving Tool: A Case Study of Three Bilingual Teacher Candidates
Author: Guerra, Norma
Date: 2014-07-00
Type: Journal Articles
Subjects: Problem Solving,Task Analysis,Bilingual Teachers,Bilingual Education,Hispanic Americans,Teacher Education,Preservice Teachers,Teaching Methods,Culturally Relevant Education,Case Studies,Decision Making,Females,Social Cognition,Goal Orientation,Time Management,Stress Management,Accountability,Learner Engagement,Career Choice,Cultural Influences,Family Influence

Bilingual Latino students engage multiple languages, cultures and environments as they pursue educational and professional goals. For this underrepresented group, pursuing a post-secondary degree is a &quot;lucha&quot; (fight) to negotiate the complex interplay of historical, educational, and cultural variables and achieve academic success. Because Bilingual Latino teacher success is incumbent upon successfully negotiating and overcoming linguistic, cultural and educational challenges, examination of problem solving and goal setting is necessary to provide insight into the types of barriers and facilitators that this group experiences and the ways in which they overcome obstacles. An in-depth case study of three bilingual teacher candidates illustrates the use of the LIBRE problem-solving tool as a culturally responsive activity involving a sequence of problem identification, analysis, solution generation, and evaluation to facilitate problem resolution. The case studies examined herein illuminate self-reported social-cultural contextual challenges, solutions, goals, and engagement through explicit problem solving and shows the primacy of &quot;familia&quot; and &quot;cultura&quot; in these women's lives, problem-solving, and decision making. Implications for teacher educators and bilingual Latino teacher candidates are discussed.
Guiding Classroom Instruction through Performance Assessment
Author: Oberg, Carol
Date: 2010-09-00
Type: Journal Articles
Subjects: Performance Based Assessment,Educational Assessment,Data,Learner Engagement,Student Motivation,Scoring Rubrics,Instruction

Current research indicates that students need authentic, meaningful curriculum to remain involved with the learning process, that this type of learning has positive results on high stakes exams, and that teachers require prior knowledge of students' skills and interests to develop high quality and effective instruction and curriculum. To &quot;front load&quot; the curriculum with authentic performance (pre)assessments offers the teacher as well as the student a way of examining current skills and knowledge prior to instructional decision making, and presents a direct link to authentic instruction. How best to do this within the confines of a school district is a significant dilemma. This paper will provide evidence and examples of the use of performance assessments as alternatives to traditional paper-pencil tests to be used as pre-assessment measures to assist teachers in learning as much as possible about their students as they create lessons prior to instruction. Teachers can use performance assessment to obtain a rich and complete picture of what students know and are able to do (Elliott, 1995). With these data, teachers can enhance the quality of their lessons by create appropriate and engaging lessons, and involve students within the entire learning assessment process.
School Principals' Perceptions of Teacher Evaluation in the Arab Education System in Israel
Author: Abu-Hussain, Jamal
Date: 2014-04-00
Type: Journal Articles
Subjects: Arabs,Foreign Countries,Teacher Evaluation,Principals,Administrator Attitudes,Leadership Styles,Decision Making,Jews,Educational Objectives,Leadership Role,Teacher Promotion,Teacher Salaries,Cultural Traits,Questionnaires,Qualitative Research,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Statistical Analysis

The objective of this research is to examine how principals of Arab schools view the evaluation of teachers and to determine whether and to what extent their perceptions of teacher evaluation differ. The Arab educational system in Israel is an integral part of the general educational system. For the most part it is run by Jewish administrators. Fundamental decisions are determined by officials who are not Arabs, despite the fact that the Arab citizens of Israel possess unique national and cultural characteristics. This systemic control has prevented Arabs in Israel from controlling the objectives of education or from shaping and directing the Arab educational system according to the collective interests of the Arab public. The findings of the study can contribute to research knowledge about school principals and can help in making decisions regarding how to introduce, adapt and make more intelligent use of teacher evaluation. School principals' perceptions of teacher evaluation are an expression of their leadership style. These perceptions also have an impact upon patterns of using teacher evaluation. Principals can view evaluation as part of their administrative functions or as part of their pedagogical and leadership roles. Thus it can be assumed successful use of teacher evaluation is also related to the principals' perceptions of this evaluation. The way in which principals view teacher evaluation is defined by how they see the objectives of this evaluation. To what extent do they see teacher evaluation as a systematic means for determining teacher compensation, promotions and continued employment? Alternatively, do they see it as a way to empower teachers by helping them develop and improve their teaching performance? The data were collected from 100 school principals. The results indicate that most of the principals saw the evaluation process as transformational and constructive. In their view, the objective of teacher evaluation is to help teachers improve their work. The principals who did not participate in the in-service training saw teacher evaluation as a means of exercising control, offering compensation and demonstrating authority.
Using Prior Learning Assessment in Adult Baccalaureate Degrees in Texas
Author: Freed, Rusty
Date: 2010-09-00
Type: Journal Articles
Subjects: Prior Learning,Undergraduate Students,Nontraditional Students,Educational Assessment,Credits,Experiential Learning,Bachelors Degrees,Mixed Methods Research,Surveys

Undergraduate enrollment has grown and changed drastically over the past two decades, with a significant portion coming from nontraditional students who have returned to campuses to pursue a college degree. To better meet the needs and demands of nontraditional students, many institutions have implemented programs that allow for the awarding of academic credit for prior learning. For those institutions involved in the prior learning assessment (PLA) process and interested in providing a quality program, an increased emphasis and focus should be on the importance of determining what a learning activity is, and more importantly, what constitutes college level learning.
Multicultural Education Transformation in Higher Education: Getting Faculty to &quot;Buy In&quot;
Author: Mayo, Sandra
Date: 2011-01-00
Type: Journal Articles
Subjects: Multicultural Education,Educational Change,College Faculty,Educational History,Case Studies,Best Practices,Curriculum Implementation,Teacher Recruitment,Compensation (Remuneration),Global Approach,Cultural Awareness,Student Attitudes,Institutes (Training Programs),Teacher Attitudes

As higher education institutions seek to prepare students to live and work in a global society, many realize that faculty must be equipped to address this challenge. This institution has been successful in getting faculty to &quot;buy in&quot; to their multicultural curriculum initiative. This paper discusses how one institution systematically educates its faculty to transform their courses to embrace a multicultural curriculum.
Assurance of Learning, &quot;Closing the Loop&quot;: Utilizing a Pre and Post Test for Principles of Finance
Author: Flanegin, Frank
Date: 2010-09-00
Type: Journal Articles
Subjects: Finance Occupations,Business Administration Education,Educational Principles,Pretests Posttests,Outcome Measures,Statistical Significance,Prerequisites,Gender Differences,Achievement Gap,Student Records,Statistical Bias,Statistical Analysis,Test Construction,Psychometrics,Scores,Correlation,Item Analysis,College Programs,Academic Achievement,Achievement Rating

Since there is no standard national Pre and Post Test for Principles of Finance, akin to the one for Economics, by authors created one by selecting questions from previously administered examinations. The Cronbach's Alpha of 0.851, exceeding the minimum of 0.70 for reliable pen and paper test, indicates that our Test can detect differences in learning outcomes. Improvements between Pre and Post Test scores, statistically significant at the 1% level, in the entire sample and within different sections, points out that learning did occur. Demographical and pedagogical variables, expected to influence students' learning, were analyzed in order to identify the determinants of the Test scores. Significant positive correlation between test scores and grades from Accounting, Economics, College Algebra, SAT scores and college QPA suggest those good students, with good math skills and did well in the prerequisites, have substantially better foundations for Principles of Finance. Significant negative correlations between test scores and the number of terms since finishing high school indicate the difficulties of students whose progress through higher education was neither continuous nor orderly or smooth. Analysis of variance (ANOVA) indicates that mean pre test scores were significantly different for students in quantitative versus non-quantitative majors, but that there was no significant difference in post test score means. While the mean pre test scores were almost identical ANOVA showed statistically lower post test score for female and transfer students, suggesting that they need additional help and/or different teaching methods. In addition to providing instructor feedback, the findings from the test were used to change the School of Business undergraduate curriculum, by adding College Algebra to the prerequisites for Principles of Finance.
Transactional Distance as a Predictor of Perceived Learner Satisfaction in Distance Learning Courses: A Case Study of Bachelor of Education Arts Program, University of Nairobi, Kenya
Author: Mbwesa, Joyce Kanini
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Satisfaction,Distance Education,Educational Technology,Bachelors Degrees,Predictor Variables,Surveys,Teacher Student Relationship,Peer Relationship,Questionnaires,Likert Scales,Hypothesis Testing,Statistical Analysis,Individual Characteristics,Proximity,Correlation,College Students

There is a long history of study and recognition of the critical role of interaction in supporting and even defining distance education. Interaction has been identified as key to the success of distance learning. It is key in fostering, supporting and engaging in the learning process. Moore (1989) posits that the physical distance that exists in e-learning courses between the teacher and the students may result in a psychological and communicational gap between them. Such a gap will often impede the ability of the teacher and his or her students to achieve the desired level of understanding among them. In the light of this, teachers and students participating in distance-learning courses will generally require &quot;special&quot; behavioral patterns, which are designed to overcome the communication gaps resulting from the transactional distance. This study examined three key distances experienced by students enrolled in distance learning courses as predictors of perceived learner satisfaction. Through a survey analysis, the study sought to answer 3 key questions--to what extent is Leaner-Leaner Transactional Distance (LLTD) predictive of students' perceived satisfaction (SPS) with a Distance Education (DE) course? Is Learner-Teacher Transactional Distance (LTTD) a predictor of students perceived satisfaction with the DE course? To what extent does Learner-Content Transactional Distance (LCTD) serve as a predictor of perceived learner satisfaction with a DE course? Subjects constituted of a random sample of 168 students enrolled for a Bachelor of education program in 2013 at the University of Nairobi, Kenya. A survey questionnaire measured the predictive constructs of the study namely, Learner-Learner Transactional Distance (LLTD), Learner-Teacher Transactional Distance (LTTD) and Learner-Content Transactional Distance (LCTD). Students' perceived satisfaction (SPS) was measured by use of a ten item Likert scale instrument. Results of the study indicated the three variables were key predictors of students' perceived satisfaction with DE courses.
Leadership Effectiveness and Instructional Supervision: The Case of the Failing Twin
Author: Bloom, Collette Madeleine
Date: 2011-01-00
Type: Journal Articles
Subjects: Leadership Effectiveness,Teacher Supervision,Principals,Leadership Styles,Elementary Schools,Academic Failure,Twins,Decision Making,Parent Participation,Grades (Scholastic),Grading,Teacher Attitudes,Organizational Climate,Case Studies,Case Method (Teaching Technique)

This case study examines the leadership practices of an effective versus an ineffective elementary school principal. The background of this case involves two fourth grade teachers, each teaching one of a set of identical twins. Discrepancies in teaching and grading practices result in one twin failing. The decision-making choices of the principal in working with a strongly engaged parent and a disgruntled team of teachers are reflected by a behavioral and leadership style that ultimately alienates the parent, teachers and central office personnel. Upon investigation, the principal finds that the failing grades do not appear to be well substantiated. The parent, the teachers, and central office are demanding action from the principal. Implications for practice suggests how administrators have a duty to supervise and monitor instruction regularly, thereby reducing inequities within the horizontal and vertical instructional delivery system of the school.
&quot;Off the Radar:&quot; The Framing of Speech, Language and Communication in the Description of Children with Special Educational Needs in Literacy
Author: Mroz, Maria A.
Date: 2014-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Special Needs Students,Disabilities,Speech Impairments,Language Impairments,Communication Problems,Literacy Education,Receptive Language,Expressive Language,Language Skills,Young Children,Speech Skills,Foreign Countries,Special Education,Classroom Communication,Teacher Competencies,Classification,School Role,Coding,Intervention,Reports,Correlation,Teacher Role

This paper considers how pre-service primary teachers in England (trainees) are supported to work with children with special educational needs (SEN) using a personalized learning task. The focus, in particular, considers how speech, language and communication skills are foregrounded in the reports describing children with moderate learning difficulties including difficulties with literacy. The context recognizes the importance of pupils' spoken and receptive language development and the prevalence of children categorized as having speech, language and communication needs (SLCN) and the educational, social and emotional impact of this disability. However analysis of sixty five reports identified only four children with SLCN. In contrast eighteen 5-7 year old children were identified who were struggling with literacy. Analysis was conducted on this sub-set due to the close links between reading development and spoken language skills. The analysis explored the question &quot;what do trainees' descriptions of literacy reveal about their understanding of speech, language and communication?&quot; Results revealed that speech, language and communication skills were referred to only briefly and with some limitations in understanding. Further analysis explored the task design and considered to what extent it supports trainees in referring to knowledge about speech, language and communication in practice. The article concludes that the personalized learning task could be adapted to ensure greater development of knowledge of speech, language and communication and the role of teacher talk. It considers the challenges posed for mentoring where the prevailing social semiotics of the classroom emphasizes performativity (Ball, 2003) over a more holistic view of children.