ethanporcaro/eric-fulltext-meta huggingface dataset:
Absenteeism, Burnout and Symptomatology of Teacher Stress: Sex Differences
Author: Bermejo-Toro, Laura
Date: 2014-06-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Attendance,Teacher Burnout,Symptoms (Individual Disorders),Stress Variables,Gender Differences,Depression (Psychology),Measures (Individuals),Questionnaires,Leaves of Absence,Correlation,Foreign Countries,Statistical Analysis,Teacher Role

Although numerous studies have been carried out confirming high levels in symptomatology of stress and depression in the teaching profession, research focusing on sex differences in these problems has been both scarce and inconclusive. The aim of this study is to analyse differences with regards to sex in the incidence of absenteeism, work-related stress, symptomatology of depression, level of burnout and psychiatric symptomatology. The sample consists of 71 Secondary teachers, 31 men and 40 women. The tools used were the Questionnaire of Teacher Burnout (CBP-R), the Beck Depression Inventory (BDI), the Symptomatology Checklist-90-R (SCL-90-R) and a socio-demographic and work-situation questionnaire. Results showed sex differences only in the types of illness that caused sick leaves in men (50% otorhinolaringologycal) and in women (50% psychiatric), and in some of the correlations between Role Stress-Burnout and psychiatric symptomatology that were higher for women than for men. In conclusion, this research supports the results of other studies that have not found different patterns of stress, burnout and depression between female and male teachers.
Applicant Reactions to a Situational Judgment Test Used for Selection into Initial Teacher Training
Author: Klassen, Robert M.
Date: 2014-06-00
Type: Journal Articles
Subjects: Foreign Countries,Situational Tests,College Applicants,Preservice Teacher Education,Admission Criteria,Rating Scales,Qualitative Research,Statistical Analysis,Interviews

We considered applicants' perceptions of the use of a pilot situational judgment test (SJT) designed for selection into primary and secondary teacher training programs in the UK. Quantitative and qualitative data were collected from 304 applicants (73% female) to two postgraduate (PGCE) training programs in the 2013-2014 application cycle. Participants were asked to provide feedback on the content of the SJTs and on the appropriateness of the tests for selection into teacher training. Results from the rating scales showed that most of the applicants (76.7%) found the content and format of the pilot selection tool favourable. Results from open-ended questions suggested that applicants were aware of issues of procedural justice and fairness in selection for teacher training, with a recommendation that separate selection tests should be created for primary and secondary applicants.
Academic Language, English Language Learners, and Systemic Functional Linguistics: Connecting Theory and Practice in Teacher Education
Author: Schulze, Joshua
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Education,Theory Practice Relationship,Teacher Educators,Linguistic Theory,English Language Learners,Middle School Students,Classroom Techniques,Preservice Teachers,Common Core State Standards,Academic Discourse,Second Language Learning,Pedagogical Content Knowledge,Literacy Education

Teacher educators need linguistic tools to help preservice teachers develop a deeper understanding of the academic language demands of the literacy practices required by the Common Core State Standards (CCSS). Systemic functional linguistics (SFL) serves as a tool for developing teachers' knowledge of content-area language. Teachers' increased knowledge of language facilitates the construction of language-focused instruction to support the academic literacy development of English language learners. I introduce SFL theory and illustrate how I put the theory into practice to support the literacy development of beginning-level English language learners in a middle school classroom. I include recommendations for teachers and teacher educators regarding how to embed the theory in classroom practice and teacher preparation.
Academic Writing for Graduate-Level English as a Second Language Students: Experiences in Education
Author: Sidman-Taveau, Rebekah
Date: 2015-00-00
Type: Journal Articles
Subjects: Graduate Students,Academic Discourse,English (Second Language),Second Language Learning,Second Language Instruction,Self Efficacy,Feedback (Response),Writing (Composition),Teacher Education,Multicultural Education,Curriculum Development,Grammar,Student Attitudes,Peer Evaluation,Editing,Writing Instruction,Seminars,Teaching Methods,Student Diversity,Multilingualism,Elementary School Teachers,Secondary School Teachers,Qualitative Research,Statistical Analysis,Likert Scales,Observation,Student Surveys

Graduate-level ESL students in Education are future multicultural educators and promising role models for our diverse K-12 students. However, many of these students struggle with academic English and, in particular, writing. Yet little research or program development addresses the specific writing-support needs of this group. This article shares curriculum development for an Academic Writing Seminar serving linguistically diverse graduate students in Education. It reports on a study of the student backgrounds, writing experiences, writing self-efficacy, and instructional feedback preferences. Most participants had low writing self-efficacy and an eagerness to receive detailed feedback on grammar and mechanics in their writing. Problems in their writing were similar to common issues in college writing, but the participants expressed a distinct willingness to share their work for peer editing and conferences. Further research is needed on ways to mobilize such strengths and provide targeted writing support for ESL graduate students in Education.
Analyzing the Role of Visual Cues in Developing Prediction-Making Skills of Third- and Ninth-Grade English Language Learners
Author: Campbell, Emily
Date: 2015-00-00
Type: Journal Articles
Subjects: Role,Cues,Visual Aids,Prediction,Reading Comprehension,Elementary School Students,High School Students,English Language Learners,Reading Strategies,Teaching Methods,Grade 3,Grade 9,Intervention,Thinking Skills,Correlation,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Inclusion,Language Tests,Language Proficiency,Check Lists,Action Research,Pretests Posttests

The goal of this action research is to increase student awareness of context clues, with an emphasis on student use of visual cues in making predictions. Visual cues in the classroom were used to differentiate according to the needs of student demographics (Herrera, Perez, &amp; Escamilla, 2010). The purpose of this intervention was to improve students' prediction-making skills as well as to ensure active reading and thinking skills. The research team focused on the research question: What is the relationship between the use of visual cues and predicting skills as a reading-comprehension strategy for 3rd- and 9th-grade English language learners (ELLs)? Our team conducted research in 2 schools, focusing on 1 group of elementary school students and 1 group of high school students. Data collection occurred for approximately 6 weeks in each school. Triangulation of data sources was used to attain a more cohesive understanding of how visual cues relate to students' ability to make predictions during reading.
Bridging the Gaps: Multimodal Theme-Sets in the Global Composition Classroom
Author: Ruefman, Daniel
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Students,Freshman Composition,College Freshmen,Writing Instruction,Quasiexperimental Design,English (Second Language),Learner Engagement,Multimedia Materials,Reading Materials,Thematic Approach,Discussion (Teaching Technique),Comparative Analysis,Native Speakers,Student Surveys,Portfolio Assessment,Observation,Instructional Effectiveness

As international student enrollment increases on college campuses across the US, the landscape of the composition classroom is among the first to observe the shift in the student demographic. Though some international students benefit from developmental English and ESL initiatives, most will eventually experience the mainstream writing classroom. With inclusion, the linguistic divides between international students, native speakers, and course texts are exacerbated, and it is on the instructor to find ways to provide universal access to course material and engage students in an equitable manner. This pilot study examines the viability of multimodal theme-sets as a means of bridging the literacy and cultural divides that often subjugate international students within the mainstream composition classroom. This quasi-experimental study examines 2 linguistically diverse, mainstream writing classrooms with significant L2 international student enrollment to identify how multimodal theme-sets can more effectively engage students across existing cultural and literacy barriers.
Fostering Academic Vocabulary Use in Writing
Author: Brun-Mercer, Nicole
Date: 2015-00-00
Type: Journal Articles
Subjects: Academic Discourse,Second Language Learning,Vocabulary Development,Decision Making,Writing Teachers,Intensive Language Courses,Writing Instruction,Academic Achievement,Second Language Instruction,Essays,Correlation,Interviews,Teaching Methods,Case Studies,English (Second Language),College Bound Students,Student Attitudes,Language Usage

Though research has established a relationship between vocabulary knowledge and academic success and identified features to guide the L2 word learner through academic tasks (see Nation, 2013), less is known regarding student perceptions of academic vocabulary and the conscious decision-making process of these learners while they are writing. In this pilot case study, 9 advanced students at an Intensive English Program in California wrote an essay, completed a survey on vocabulary strategy use, and participated in an interview to illuminate lexical choices they had made in their compositions. The insights gleaned from these data were then analyzed for patterns, and 10 classroom applications were devised to help L2 academic writing teachers address the vocabulary needs of their students.
Learning English in Mexico: Perspectives from Mexican Teachers of English
Author: Borjian, Ali
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,English Teachers,Language Arts,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Surveys,Barriers,Instructional Improvement,Change Strategies,Student Diversity,Likert Scales

ESL and Language Arts teachers have noted a growing population of transnational students who--because of family migration patterns--have complex educational histories that straddle both Mexico and the US. Yet US teachers know little about the English-language training that such students receive in Mexico. This study attempts to bridge that gap, reporting on a survey-based study conducted in Mexico of 76 Mexican teachers of English. Included are recommendations about English instruction in both Mexican and US contexts, as well as recommendations for greater collaboration between US and Mexican English teachers.
Separated by a Common Language: Linguistic Relativity in a College Composition Course
Author: Shapiro, Rebecca
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Literature,Undergraduate Students,Cultural Awareness,Language Usage,Sociolinguistics,Social Influences,English (Second Language),Second Language Learning,Learning Theories,Teaching Methods

This article is a reflection on teaching British literature to multilingual/Generation 1.5 students in the US. By studying the literature and culture of England, undergraduates were better able to examine and write about the language and culture of the US. Students learned about variation among World Englishes, including variations in transgressive language and the rhetorical force of such language. Students thus gained a greater understanding of the ways sociolinguistic factors such as register affect social and academic life.
The Re-Placement Test: Using TOEFL for Purposes of Placement
Author: Moglen, Daniel
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Students,Graduate Students,Student Placement,English (Second Language),Language Tests,Second Language Learning,Research Universities,Scores,Correlation,Cloze Procedure,Essay Tests,Prompting,Lecture Method,Notetaking,Grading,Predictor Variables,Academic Achievement

This article will consider using TOEFL scores for purposes of placement and advising for international graduate students at a northern California research university. As the number of international students is on the rise and the funds for the graduate ESL program are diminishing, the way in which the university is handling the influx of international students is undergoing substantial changes. One aspect of the system that is gaining attention is the graduate-level ESL placement exam. To find out if using TOEFL scores for placement is a viable option, I have looked at the Pearson &quot;r&quot; coefficient for TOEFL scores and university placement exam scores from years 2007-2011. Results from this study show a moderate correlation between the TOEFL and placement exam and suggest that students at this university with TOEFL scores 110 and above should be exempt from any ESL requirement while students with TOEFL scores below 90 need to take ESL courses.
Contextualizing Mathematics Related Affect: Significance of Students' Individual and Social Level Affect in Finland and Chile
Author: Tuohilampi, Laura
Date: 2016-02-00
Type: Journal Articles
Subjects: Mathematics,Mathematics Instruction,Foreign Countries,Mathematics Education,Attitude Measures,Student Attitudes,Cross Cultural Studies,Mathematics Achievement,Grade 3,Grade 6,Grade 9,Questionnaires,Comparative Analysis,Pretests Posttests,Control Groups,Grade 4,Social Attitudes

Mathematics related affect turn from positive to negative during comprehensive school years worldwide. There is a clear need to find solutions to the problem. However, some gaps and problems appear in the methodologies and the common approaches used in the field. This article discusses five studies addressing affective development, challenges some of the methods and approaches to measure the development and presents some possibilities to make a change in such a development. The frameworks of the studies, as well as their methods, data and results are briefly presented. Based on the studies, we confirmed several dilemmas concerning affect research and the significance of mathematics-related affect across two cultures. We identified the cultural meaning of different affective levels, and elaborated the social comparison the students live through their school years. As a conclusion, we formulated several suggestions to take into account in future studies. What counts especially is the need to be culturally sensitive in the affect domain.
How Can I Help My Students with Learning Disabilities in Mathematics?
Author: Jiménez-Fernández, Gracia
Date: 2016-02-00
Type: Journal Articles
Subjects: Mathematics,Mathematics Instruction,Mathematics Teachers,Learning Disabilities,Mathematics Achievement,Low Achievement,Mathematics Skills,Learning Problems,Teaching Methods,Number Concepts,Numeracy,Mathematics Education,Problem Solving,Elementary School Mathematics,Mathematical Concepts,Intervention,Error Patterns

Learning Disabilities in Mathematics (LDM) or dyscalculia are a frequent and disruptive problem within schools. Nevertheless, this problem has received little attention from researchers and practitioners, if compared with the number of studies published on disabilities in reading. Therefore, teachers do not have enough guidance to help children overcome their difficulties. Consequently, educators, practitioners and teachers are in need of some guidelines which help them choose teaching methods that are adapted for children with LDM. This paper proposes an interventional framework for improving skills in children who show problems in learning basic mathematics. Concretely, it suggests some guidelines which are focused on number sense and problem solving, two of the most important mathematical areas.
Evaluating Mathematics Teachers' Professional Development Motivations and Needs
Author: Caddle, Mary C.
Date: 2016-06-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Teachers,Professional Development,Teacher Motivation,Middle School Teachers,Pedagogical Content Knowledge,Statistical Analysis,Teaching Methods,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9

While there is widespread agreement that one-size-fits-all professional development (PD) initiatives have limited potential to foster teacher learning, much existing PD is still designed without attention to teachers' motivations and needs. This paper shows that the strengths and weaknesses of middle school mathematics teachers that engage in PD may significantly vary. We present three representative cases that illustrate this diversity. The cases were selected from a cohort of 54 grades 5-9 mathematics teachers in the northeastern United States. The results show that: 1) these three teachers dramatically differed in their motivations and self-perceived needs regarding mathematical content, classroom instruction, and student thinking; 2) their perceptions were closely aligned with the results of our own assessments; and 3) the motivations and needs of these three teachers reflected the general trends identified in the cohort of 54 teachers. We conclude that &quot;giving teachers voice&quot; is essential when designing and implementing PD.
Research Findings' Impact on the Representation of Proportional Reasoning in Swedish Mathematics Textbooks
Author: Ahl, Linda Marie
Date: 2016-06-00
Type: Journal Articles
Subjects: Mathematics,Textbooks,Foreign Countries,Grade 7,Grade 8,Grade 9,Mathematical Concepts,Thinking Skills,Comparative Analysis,Fractions,Mathematics Teachers,Mathematics Education,Multiplication,Textbook Evaluation,Textbook Content

This article investigates the impact of research findings on the representation of proportional reasoning in two commonly used Swedish mathematics textbook series for grades 7-9. A research-based framework that identifies five learning goals for understanding of proportional reasoning was used to analyse the textbooks. The results brought to surface a gap between research findings of important issues to address and the actual design of mathematics textbooks. Both textbook series make use of an effective range of representations. Besides that, the analysis shows low impact from research findings concerning the importance of given opportunities to compare and contrast additive and multiplicative situations, identify multiplicative structures and proportional thinking, make use of meaningful symbolic representations, and connect and relate fraction knowledge. The main conclusion is that there are possibilities for improvement in textbook design in relation to understanding proportional reasoning.
School Socio-Cultural Identity and Perceived Parental Involvement about Mathematics Learning in Greece
Author: Moutsios-Rentzos, Andreas
Date: 2015-10-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Participation,Mathematics Instruction,Mathematics Education,Statistical Analysis,Elementary School Students,Elementary School Mathematics,Ethnicity,Grade 5,Grade 6,Mothers,Fathers,Parents,Comparative Analysis,Nonparametric Statistics,Sociocultural Patterns,Likert Scales,Institutional Characteristics

In this quantitative study we investigated the primary school students' perceived parental involvement in mathematics with respect to different school socio-cultural identity as identified by the students' ethnicity. 493 students attending the two last grades of three primary schools participated in the study. The role of the students' grade and gender, as well as the mother/father contrast were also considered in the analyses. The findings of the study revealed both inter-school and intra-school divergences and convergences, thus suggesting the complex links between school identity and perceived parental involvement. More specifically, according to our results, the &quot;multi-cultural&quot; seems to be linked with a more stable perceived parental involvement across different year groups and calendar years. The pedagogical implication of the findings are discussed.
Fostering Students' Statistical Literacy through Significant Learning Experience
Author: Krishnan, Saras
Date: 2015-10-00
Type: Journal Articles
Subjects: Statistics,Learning Experience,Teaching Methods,Mathematics Instruction,Taxonomy,Mathematics Teachers,Learning Activities

A major objective of statistics education is to develop students' statistical literacy that enables them to be educated users of data in context. Teaching statistics in today's educational settings is not an easy feat because teachers have a huge task in keeping up with the demands of the new generation of learners. The present day students have higher expectations in terms of classroom pedagogy particularly in the use of creative and engaging methods to create a significant learning experience for them. This paper discusses how students' statistical literacy can be fostered by creating a more integrated statistics course using the Fink's Taxonomy of Significant Learning.
Teams Games Tournaments (TGT). Cooperative Technique for Learning Mathematics in Secondary Schools in Bangladesh
Author: Salam, Abdus
Date: 2015-10-00
Type: Journal Articles
Subjects: Educational Games,Mathematics Instruction,Secondary School Mathematics,Mathematics Education,Foreign Countries,Cooperative Learning,Experimental Groups,Control Groups,Pretests Posttests,Semi Structured Interviews,Mathematics Skills,Information Technology,Technology Uses in Education,Technology Integration,Quasiexperimental Design,Mathematics Teachers,Correlation,Multivariate Analysis

This study investigates the effects of game playing on performance and attitudes of students towards mathematics of Grade VIII. The study was undergone by implementing TGT technique for the experimental group and typical lecture-based approach for the control group. A same achievement test was employed as in both pre-test and post-test, an inventory of attitudes towards mathematics were applied for the pre-test and post-test on TGT experimental and control group, an attitude scale on computer games was employed for the TGT experimental group, a semi-structured interview for teacher and a FGD guideline for students were applied to serving the purpose of research objectives. After three-weeks of intervention, it had been found out that TGT experimental group students had achieved a significant learning outcome than lecture based control group students. Attitude towards mathematics were differed to a certain positive extent on TGT experimental group.