ethanporcaro/eric-fulltext-meta huggingface dataset:
Relationship of Emotional Intelligence to Organizational Commitment of College Teachers in Pakistan
Author: Shafiq, Muhammad
Date: 2016-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Foreign Countries,College Faculty,Family Work Relationship,Job Performance,Standards,Surveys,Organizational Climate,Regression (Statistics),Correlation,Affective Behavior,Prediction,Teacher Selection,Selection Criteria,Teacher Recruitment,Teacher Attitudes

Problem statement: Teaching not only involves the transmission of information/knowledge from teachers to students, but it is a job which involves multidimensional human interaction to achieve the desired goals of an educational organization. The education sector has become very diverse and demanding. Professional liabilities of teachers in Pakistan have increased day by day. These liabilities have made the work environment more difficult to adjust to, resulting into low organizational commitment in teachers. Interaction with colleagues, students and work-family pressure are all increasing the emotional labour of the teachers, and many of them are unable to strike a balance between job demands, relationships at school and family liabilities. When teachers lack commitment to their jobs, they tend to get lousy results. When they are clear about what they want and commit themselves to achieve it, they usually get there in some fashion. The organizational commitment of teachers is a significant area to be investigated in relation to emotional intelligence in the Pakistani scenario where most of the teachers do not join the teaching profession as their primary choice, but rather as a last resort. The low level of teacher commitment to their organization has resulted in a poor sense of responsibility and poor standards for education. Purpose of the study: The aim of this study was to investigate the relationship between emotional intelligence and organizational commitment of college teachers in the Pakistani context. Method: The study was a descriptive survey in nature. Data were collected from 494 college teachers in Pakistan. Schutte's Assessing Emotions Scale and Allen &amp; Mayer's three components of organizational commitment measures were used to collect the data. Pearson Product Moment Formula was applied to test the hypotheses. Regression Analysis was also applied to determine the effect of emotional intelligence on organizational commitment. Results and Findings: Findings of the research revealed a significant relationship of emotional intelligence to organizational commitment. EI also displayed significant positive relationships with three components of organizational commitment which are denoted by affective, continuance and normative commitment, respectively. Emotional intelligence reflects a reasonable power of predictability toward the organizational commitment of teachers. Conclusions and Recommendation: The study recommended emotional intelligence be included in the criteria for selection and recruitment of teachers, and that it be utilized as an intervention to enhance the level of organizational commitment of prospective and in-service teachers in Pakistani colleges.
How Student Enrollment in Kindergarten Readiness Classes Affects Future Academic Achievement
Author: Hover, Ashlee B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Suburban Schools,Kindergarten,School Readiness,Grade 3,Benchmarking,Reading Achievement,Mathematics Achievement,Statistical Analysis,Scores,Comparative Analysis,Age Differences,Program Effectiveness,Multivariate Analysis

Data from a large suburban school district in Tennessee (N = 910) were used to examine the effects of the Kindergarten Readiness program as measured by third grade End of Year (EOY) benchmark performance assessments in reading and math. The groups of students studied included kindergarteners with summer birthdays (&quot;SK&quot;), kindergarteners with fall and spring birthdays (&quot;K&quot;), students who participated in Kindergarten Readiness Classes (&quot;KR&quot;), and &quot;redshirted&quot; students (&quot;RS&quot;). The &quot;KR&quot; group had a statistically significant higher mean of reading and math scores when compared to the &quot;SK&quot; group and a statistically significant higher mean of math scores when compared to the &quot;K&quot; group. When there are concerns that young children with summer birthdays may not be ready to begin school, this research study supports the need to allow parents to make the decision to redshirt their children, enroll them in Kindergarten Readiness Classes, or enroll them in regular kindergarten classes.
Perceptions of Teacher Candidates Regarding Project-Based Learning
Author: Baysura, Ozge Deniz
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Projects,Teaching Methods,Foreign Countries,Student Attitudes,Qualitative Research,Phenomenology,Content Analysis,Teacher Education Programs,Questionnaires,Active Learning,Problem Solving

Problem Statement: Project-based learning (PBL) is a learning and teaching approach that makes students search for new knowledge and skills, helps them overcome real-life questions, and makes them design their own studies and performances. Research in Turkey reveals that teachers are not well-informed about PBL, can not guide students in this process, and have problems in implementing PBL. This situation raises questions on the effectiveness of teacher education and pedagogical courses in the attainment of knowledge and skills on PBL. Thus, it is important to examine teacher candidates' perceptions regarding PBL during their teacher education. Purpose of Study: The purpose of this study was to investigate teacher candidates' perceptions about the PBL approach in terms of different variables. In this direction, the research question has been specified as &quot;What are the perceptions of teacher candidates toward PBL?&quot; Methods: It was a qualitative phenomenological study. The research group consisted of 58 students (40 female, 18 male), who were in their third and fourth years in a public university in Istanbul in the 2014-2015 academic year. In order to gather data, open-ended questions were asked. The data were analyzed using content analysis. Findings and Results: According to the findings, more than half of the teacher candidates expressed that they learned PBL approach in theory, but almost half said that they did not have the opportunity to apply it. None of them produced an exact definition of the PBL approach but referred to different aspects of it. Moreover, they mentioned that they will use the PBL approach after graduation. They had a positive attitude to this approach, and they believed that it is a useful approach in developing skills such as doing research, group work, and productivity. Conclusions and recommendations: The results of the research show that teacher candidates are familiar with the PBL approach, but their lack of skills and knowledge in managing it might cause them to have difficulties during their implementation process. In order to equip them with the required skills and information, more space should be left to PBL practices in their pedagogical courses so as to provide opportunities for them to use and apply this approach. In further research, a pedagogical course can be designed according to PBL, and its impact on teacher candidates can be investigated.
Social Media Use, Loneliness, and Academic Achievement: A Correlational Study with Urban High School Students
Author: Neto, Roque
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Media,Psychological Patterns,Academic Achievement,Correlation,High School Students,Student Characteristics,Grade Point Average,Urban Schools,Statistical Analysis,Gender Differences,Racial Differences,Age Differences,Ethnic Groups

This study explored the association between social media use, loneliness, and academic achievement in high school students and identified the demographic characteristics associated with these three elements. This study also aimed to identify the percentage of variance in loneliness accounted for by social media use and GPA. Participants were 345 urban high school students from Michigan. A series of t-tests, ANOVAs, and correlational analyses were performed. Gender differences were found for loneliness and the frequency of social media use. Race and grade level differences were found for GPA. Data yielded a weak negative correlation between loneliness and GPA. GPA accounts for about 2% of the variance in loneliness. Practical implications and recommendations for future research are discussed.
Perceptions about &quot;Good Readers&quot;: Analyzing Curricular, Linguistic, and Socioeconomic Differences
Author: Moses, Lindsey
Date: 2015-00-00
Type: Journal Articles
Subjects: Socioeconomic Status,Student Attitudes,Reading Skills,Reading Motivation,Interviews,Grade 1,Elementary School Students,Qualitative Research,Statistical Analysis,Native Language,Curriculum,Teaching Methods,Reading Rate,English Language Learners,Case Studies,Ethnography

Students' perceptions about &quot;what good readers do&quot; are representative of their definition of reading and what they believe they should be striving toward as a reader. These beliefs about reading influence their motivation and ways they engage with texts. In this study, interviews were conducted with students in three first-grade classrooms regarding their beliefs about good readers. Utilizing a qualitative approach with descriptive statistics, interview responses were analyzed with specific consideration for the variables of first language, socioeconomic status and curricular approach. After analyzing nine reoccurring themes according to the variables, curricular approaches in these settings had the largest influence on student perceptions.
Factors Associated with Absenteeism in High Schools
Author: Demir, Kamile
Date: 2016-00-00
Type: Journal Articles
Subjects: High School Students,Academic Achievement,Attendance Patterns,Student Surveys,Grade 9,Grade 10,Grade 11,Parenting Styles,Student School Relationship,Educational Environment,Teacher Student Relationship,Quality of Life,Peer Relationship,Structural Equation Models,Foreign Countries

Problem Statement: There are many factors that affect student achievement directly and indirectly at the secondary educational level. Lower attendance rates have been cited as detrimental to academic achievement; therefore, it is suggested that improved attendance is a direct indicator, rather than determinant of students' academic achievement. Purpose of Study: The main purpose of this study was to investigate the effect of individual, family and school variables on absenteeism among high school students. Method: Data for this study was collected via a survey of 581 students from the 9th-11th grades, selected with cluster sampling from secondary schools in Burdur. Among the respondents, 44% were males and 56% females. The data collection instrument consisted of five sections including personal information, causes of absenteeism, school commitment, quality of school environment, and parental control. The Causes of Absenteeism Scale was developed by the researchers for secondary school students. The scale consists of three dimensions: individual, family, and school-based reasons. Parental Behavioral Control was assessed using a 20-item measure recording the degree to which a parent monitors the adolescent's behavior or actions. The School Attachment Scale was used to measure the degree of children's and adolescents' school attachment. Comprehensive School Climate Assessment Scale dimensions (teacher-student relationship and student activities) and Quality of Life Scale dimensions (student-student relationship and school management) were used to measure the quality of the school environment. The model was tested using LISREL 8.3 with maximum likelihood estimation. Results: The model was specified and tested using hierarchical structural equation modeling and was found to reasonably fit the data. The study findings show that high school students' assessment of the school environment explained 83% of the variance of levels of their commitment to school. Students' commitments to school, parental control, and assessment of the school environment together explained 22% of the variance in absenteeism. Conclusion: The major conclusion of this study is that absenteeism was predicted negative and significantly by students' commitment to school and parental control. Students' commitment to school is the most important predictor of absenteeism. In addition, this study provides evidence that students' commitment to school moderates the relationship between perceived school environment and students' absenteeism.
The Relationship between Teachers' Attitudes toward Measurement and Evaluation and Their Perceptions of Professional Well-Being
Author: Yildirim, Kamil
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Measurement,Student Evaluation,Well Being,Teacher Competencies,Public School Teachers,Elementary School Teachers,Secondary School Teachers,Measures (Individuals),Likert Scales,Multiple Regression Analysis,Positive Attitudes,Questionnaires,Statistical Analysis

Problem Statement: The quality of teaching at schools mostly depends on the teachers' competencies. One of these competencies is measurement and evaluation (MaE). Evaluation of the students' cognitive, affective, and psychomotor development requires skills and knowledge about various measuring tools and techniques. It is essential for a teacher to have a good command of the concepts in MaE, certain skills, and positive attitudes. In this way, teachers can evaluate and develop their own teaching methods and reach fewer value judgments, and consequently, they can have better professional perceptions of themselves. Therefore, this study anticipates the existence of a relationship between teachers' attitude on MaE and perception of professional well-being (PWB). Purpose of the Study: The aim of the study is to examine the relationship between teachers' attitudes toward measurement and evaluation and their perceptions of professional well-being (PWB) in the branch teachers working at public elementary and secondary schools. Method: The present study is a relational study with a descriptive pattern aimed to describe the relationship between teachers' attitudes toward MaE and their perceptions of PWB. The Scale of Teacher Perception of PWB and the Scale of Teacher Attitude toward Measurement-Evaluation were used as data collection tools. Data was collected from 301 branch teachers teaching at public elementary and secondary schools in Aksaray Province between March and May of 2014. Data was analyzed using descriptive statistics and multiple linear regression analysis. Findings and Results: The results of the study revealed that teachers had positive attitudes toward MaE and perceptions of PWB. A significant positive relationship was found between the teachers' attitudes toward MaE and their perceptions of PWB. Attitude toward MaE was identified as a significant predictor of perception of PWB. Conclusions and Recommendations: In the present study, a significant positive relationship that may be considered strong was found between the teachers' attitudes toward measurement-evaluation and their perceptions of PWB. The fact that the attitude developed by teachers toward MaE has a relatively strong effect on their perception of PWB indicates the place of MaE in their professional lives. It may be concluded that as the teachers' attitudes toward MaE improves they may feel better professionally.
Documenting Teacher Candidates' Professional Growth through Performance Evaluation
Author: Brown, Elizabeth Levine
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Professional Development Schools,Performance Based Assessment,Accountability,Internship Programs,Professional Development,Student Evaluation,Preservice Teachers,Measures (Individuals),Statistical Significance,Preservice Teacher Education,Test Construction,Validity,Reliability,Scores,Track System (Education),Statistical Analysis

In the United States, colleges of education are responding to demands for increased accountability. The purpose of this article is to describe one teacher education program's implementation of a performance evaluation tool during final internship that measures teacher candidates' development across four domains: Planning and Preparation, Instruction and Management, Assessment, and Personal and Professional Development. Researchers examined data collected via midpoint and final internship evaluations across three program tracks using a measure created by the authors entitled the Profile for Evaluation of Intern (PEI). Although this measure is still in its preliminary phases, data analyses indicated positive, statistically significant differences across three tracks on 16 criteria on the performance evaluation tool and on candidates' overall &quot;grand&quot; averages at the midpoint evaluation; however, no statistically significant differences remained at the final evaluation point. Benefits and challenges involved in employing a performance evaluation tool in teacher preparation are discussed. Implications for teacher educators, including recommendations for programmatic design and suggestions for how such tools inform program development and the field of teacher education, are discussed.
Teachers' Perceptions about the Common Core State Standards in Writing
Author: Hall, Anna H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Elementary School Teachers,Secondary School Students,Teacher Surveys,Common Core State Standards,Writing (Composition),Writing Instruction,Program Implementation,Barriers,Professional Development,Teaching Experience,Geographic Regions,Lunch Programs,Likert Scales,Statistical Analysis

This article describes findings from a survey completed by 250 K-12th grade teachers from eight states (i.e., Kentucky, Minnesota, Michigan, Maine, Delaware, North Carolina, Georgia, and Mississippi) that had fully implemented the Common Core State Standards (CCSS) by spring 2013. The survey was designed to examine teachers' perceptions about their preparedness to teach the CCSS in Writing as well as provide information about what teachers perceived as barriers to implementing the standards, their perceptions of the positive and negative effects of CCSS implementation, and their professional development experiences related to implementing the standards. The results of the analyses indicate that teachers vary in their current level of acceptability regarding the CCSS in Writing according to the grade level they teach, their years of teaching experience, and the amount of professional development they have received. Significant differences were not found between teachers from different geographic settings or between schools with high and low numbers of students receiving free or reduced lunch. Implications for professional development and teacher education are discussed.
Students' High School Organizational Leadership Opportunities and Their Influences on Academic Achievement and Civic Participation
Author: Elemen, Jennifer E.
Date: 2015-00-00
Type: Journal Articles
Subjects: High School Students,Student Leadership,Academic Achievement,Citizen Participation,Praxis,Undergraduate Students,Social Theories,Componential Analysis,Regression (Statistics),Personal Autonomy,Participative Decision Making,Statistical Analysis,Student Surveys

The purpose of this quantitative study was to analyze high school leadership praxis for its inclusion of students in organizational leadership dialogue and decision-making and the influences of these factors on student achievement and civic participation. Survey questionnaire data were provided by 215 full-time enrolled undergraduate students from a public Southeastern university. Using social design theory and distributed leadership theory as the theoretical foundation, principal component analysis, regression analysis, and a t-test were conducted to develop a valid and reliable survey instrument and analyze the data. The components of organizational leadership dialogue and decision-making found to influence student achievement and civic participation were: providing students with opportunities to consider, discuss, and engage in dialogue concerning different stakeholders' diverse views and values, and to have involvement in decision-making for the school; the school having an effective committee structure; school leaders facilitating effective communication; and stakeholders having an appropriate level of autonomy in decision-making.
Reshaping Literacy in a High Poverty Early Childhood Classroom: One Teacher's Action Research Project
Author: Rose, Lynnette
Date: 2015-00-00
Type: Journal Articles
Subjects: Preschool Children,Literacy Education,Emergent Literacy,Language Skills,Poverty,Early Childhood Education,Action Research,Statistical Analysis,Parent Participation,Parent Attitudes,Parent Surveys,Parent Teacher Conferences,School Libraries,Correlation,Reading Habits,Homework,Qualitative Research,Observation

This research explores an action research project conducted by the first author focused on supporting her preschool students' literacy and language development. Using observations, interviews, artifacts, and assessment, this research documents the first author's process of conducting an action research project over the course of one year to support literacy and language skills in her students. This work is anchored in Epstein's framework (2010) for effective preschool pedagogy. Quantitative analysis revealed an increase in students' language after participating in a literacy program focused on incorporating students' backgrounds, families, and interests into the program. Qualitative analysis of parent surveys and student reflections suggested a positive impact on students' literacy abilities. Implications for teacher educators, in-service educators, and administration are discussed.
Effectiveness of Game and Poem Enhanced Instructional Strategies and Verbal Ability on Students' Interest in Mathematics Learning
Author: Frederick-Jonah, Toinpere Mercy
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Games,Poetry,Quasiexperimental Design,Grade 6,Elementary School Students,Foreign Countries,Experimental Groups,Control Groups,Comparative Analysis,Pretests Posttests,Student Interests,Mathematics Instruction,Statistical Analysis

This study investigated the effects of game and poem-enhanced instructional strategies on students' interest in mathematics. The moderating effects of verbal ability were also examined on the dependent variable. A quasi-experimental design was adopted. Three hundred and forty four students in the sixth year of their primary education (primary 6 students) from 12 public primary schools in Ogbia and Yenagoa Local Government Areas of Bayelsa State, Nigeria, formed the sample of the study. The schools were randomly assigned to experimental and control groups. Seven reliable and validated instruments were used for the study. Three null hypotheses guided the study. Treatment had a significant effect on students' posttest interest scores. Game and Poem-Enhanced Instructional Strategies and Verbal Ability improved students' interest in mathematics more than the Modified Lecture Instructional Strategy. It was recommended that teachers, curriculum developers and authors should adopt games and poems to enhance students' interest in mathematics.