ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring Teacher Effectiveness through Hierarchical Linear Models: Exploring Predictors of Student Achievement and Truancy
Author: Subedi, Bidya Raj
Date: 2015-03-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Hierarchical Linear Modeling,Predictor Variables,Academic Achievement,Truancy,Grade Point Average,Urban Schools,Intervention,Student Personnel Services,Academic Support Services,Teacher Characteristics,Teacher Competencies,Statistical Analysis,Attendance Patterns,Student Characteristics,Graduation Rate,Coding,High School Students

This study explored significant predictors of student's Grade Point Average (GPA) and truancy (days absent), and also determined teacher effectiveness based on proportion of variance explained at teacher level model. We employed a two-level hierarchical linear model (HLM) with student and teacher data at level-1 and level-2 models, respectively. Using the data from one of the largest urban school districts in the United States, the analysis identified several significant intervening and demographic predictors at the student level and two significant predictors at the teacher level. The percentages of variance explained at the teacher level ranged from 12% to 15% with &quot;small&quot; to &quot;medium&quot; effect sizes.
Managing the Quality of Cross-Border Higher Education in Zimbabwe
Author: Garwe, Evelyn Chiyevo
Date: 2015-03-00
Type: Journal Articles
Subjects: Higher Education,Educational Quality,Case Studies,Documentation,Content Analysis,Accreditation (Institutions),Qualifications,Interviews,Quality Assurance,Foreign Students,Foreign Countries,Developing Nations,International Cooperation,Program Evaluation

A study on investigating the issues of quality associated with cross-border higher education was carried out using the case study approach focusing on Zimbabwe. The methodology involved document analysis of the cases of regulation and accreditation of cross-border higher education providers and assessment of qualifications acquired from foreign higher education providers as well as interviews with staff from the national quality assurance body. The findings revealed that internationalisation of higher education, does offer several prospects and advantages but it can also negatively impact on the quality of higher education provision if certain activities are left unchecked. These include sub-standard and dubious foreign higher education providers who often enrol students who do not meet the minimum entry requirements as well as degree mills who sell qualifications to clients who do not merit obtaining them. Out of all the qualifications assessed from 2009-2013, 28 percent where found not comparable with similar local qualifications in terms of curriculum content, rigor, duration of study and entry requirements. The lessons from the study include the need for higher education institutions to enrol students who meet nationally agreed entry requirements as well as introducing qualifying courses before admission of those who do not initially meet the required standards for entry. Quality assurance bodies and institutions of higher learning should continue to collaborate with similar bodies globally in order to share best practices on quality assurance issues and setting of minimum standards.
The Impact of Involving Students in Managing the Quality of Higher Education Provision
Author: Garwe, Evelyn Chiyevo
Date: 2015-03-00
Type: Journal Articles
Subjects: Foreign Countries,Student Participation,College Students,Educational Quality,Private Colleges,Educational Improvement,Longitudinal Studies,Program Effectiveness,Student Surveys,Focus Groups,Followup Studies,College Instruction,Reading Materials,Teacher Qualifications,Educational Facilities,Assignments,Part Time Faculty,Sexual Harassment,Field Trips,Experiential Learning

This study was aimed at exploring the power of student involvement in improving quality of higher educational provision in private higher education institutions in Zimbabwe. A longitudinal approach involving two separate surveys and covering a period of three years was used. A preliminary survey aimed at assessing the issues that impact negatively on teaching and learning in five private universities was made from June 2011 to May 2012. In 2013, a follow-up survey was carried out to check whether the pertinent issues raised by students had been addressed promptly and adequately. Data collection included semi-structured self-administered questionnaires as well as focus group discussions with students and academic staff. The sample represented ten per cent of the enrolments of students at each university. The sample was representative of gender, study discipline and level of study. The issues that were prioritised as adversely affecting quality of teaching and learning were limited reading material; poorly qualified Lecturers; sub-standard teaching venues; inadequate assignments; part-time lecturers who abscond; sexual harassment and inadequate field trips and practical work. During the second survey, results showed that students were satisfied by the fact that all five higher education institutions had addressed most of the students' concerns. However, continued increase in student enrolments perpetuated the problem of poor teaching venues. Part time lecturers continued to contribute negatively to the quality of teaching and learning. The study points to the need to continuously involve students as an effective way of improving quality of educational provision.
Measuring the Impact of a Supplemental Civic Education Program on Students' Civic Attitude and Efficacy Beliefs
Author: Piñgul, Ferdinand S.
Date: 2015-03-00
Type: Journal Articles
Subjects: Foreign Countries,Civics,Citizenship Education,High School Students,Student Attitudes,Self Efficacy,Public Schools,Comparative Analysis,Scores,Qualitative Research,Reflection,Social Studies,Democratic Values,Statistical Analysis,Knowledge Level,Governance,Interaction,Extracurricular Activities

This study examines the impact of Project Citizen Philippines, an extra-classroom civic education program, on its 3rd and 4th year high school participants' civic attitude and efficacy beliefs. Three hundred forty three participants and 107 non-participants from various public high schools in the Philippines' National Capital Region were compared on their scores on relevant scales, using the Mann-Whitney U test. Qualitative data was also gathered and analyzed using randomly selected student reflection papers. Findings indicate that project participants scored higher in the efficacy and attitude measures used than non-participants. Passages from the reflection papers lend support to these findings. The results are discussed in relation to other findings in the literature, and in light of the country's current and planned school-based civic education programs. An implication of the study is the need to promote extra-classroom activities to supplement curriculum-based civic education efforts and to reach as wide a student population as possible, and to systematically evaluate and document such efforts towards providing data in furthering civic education in the Philippines.
Early Enrollees and Peer Age Effect: First Evidence from INVALSI Data
Author: Ordine, Patrizia
Date: 2015-03-00
Type: Journal Articles
Subjects: Foreign Countries,School Entrance Age,Enrollment,Elementary School Students,Peer Influence,Reading Achievement,Mathematics Achievement,Age Differences,Scores,Grade 2,Grade 5

This paper estimates peer age effect on educational outcomes of Italian pupils attending primary school by exploiting changes in enrollment rules over the last few years. The empirical procedure allows to understand if there is selection in classroom formation, arguing that in the absence of pupils sorting by early age at school entry, it is possible to estimate the &quot;true&quot; peer age effect. Results suggest that the proportion of youngest students &quot;in advance&quot; in the classroom has a positive impact on child's achievements measured by Normalized and Rasch test scores both in Reading and Mathematics. Additional empirical evidence shows that the effect on individual scores of sharing the classroom with pupils &quot;in advance&quot; differs by students' age group and it is higher for youngest pupils. Findings do not seem to be invalidated by &quot;cheating&quot; phenomena that may occur during the implementation and evaluation of tests.
The Width of a Proof
Author: Hanna, Gila
Date: 2014-00-00
Type: Journal Articles
Subjects: Validity,Mathematical Logic,Mathematics Instruction,Memory,Memorization,Mathematical Concepts,Geometry,Educational Research

This paper's aim is to discuss the concept of width of a proof put forward by Timothy Gowers. It explains what this concept means and attempts to show how it relates to other concepts discussed in the existing literature on proof and proving. It also explores how the concept of width of a proof might be used productively in the mathematics curriculum and how it might fit with the various perspectives on learning to prove.
Culturally Responsive Positive Behavior Supports: Considerations for Practice
Author: Banks, Tachelle
Date: 2015-03-00
Type: Journal Articles
Subjects: Cultural Relevance,Student Behavior,Behavior Modification,Intervention,Cultural Influences,Language Usage,Student Needs,Student Diversity,Interpersonal Competence,Skill Development,Teacher Competencies,Behavior Problems

Classrooms are not culturally neutral terrains, but rather are constructed around sets of norms, values, and expected behaviors that are culturally bound. Low tolerance levels and expectations are an indication of the incongruence between the education strategies utilized by teachers and the cultural and linguistic differences of students that are served in an educational system in which they are required to perform based on standards that are not similar to their own. Combining Positive Behavior Intervention Supports (PBIS) with cultural and linguistic variables will help to enhance positive behavior of culturally and linguistically diverse (CLD) students. This paper describes Culturally Responsive Positive Behavior Intervention Supports (CRPBIS) as a system that specifically acknowledges the presence of CLD students and the need for them to find relevant connections among themselves and with the behavioral goals and objectives that schools ask them to perform. Suggestions are offered that support the infusion of culturally responsive practices throughout the implementation of PBIS.
Examining How Teachers Use Graphs to Teach Mathematics during a Professional Development Program
Author: Bautista, Alfredo
Date: 2015-03-00
Type: Journal Articles
Subjects: Mathematics Instruction,Graphs,Teaching Methods,Faculty Development,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Feedback (Response),Teacher Collaboration,Program Effectiveness,Mathematical Concepts,Blended Learning,Computer Mediated Communication,Conventional Instruction,Educational Technology,Learning Activities,Video Technology,Middle School Teachers,Secondary School Mathematics

There are urgent calls for more studies examining the impact of Professional Development (PD) programs on teachers' instructional practices. In this study, we analyzed how grades 5-9 mathematics teachers used graphs to teach mathematics at the start and end of a PD program. This topic is relevant because while many studies have investigated students' difficulties with graphs, there is limited research on how teachers use graphs in their classrooms and no research on how PD impacts the way teachers use graphs in class to teach mathematics. Participant teachers took three graduate level semester-long courses focused on mathematics and student mathematical thinking. The program provided teachers with multiple opportunities for exploration and discussion, systematic feedback, contexts for collaboration and collegial sharing, and extended follow-up support. We analyzed all lessons where teachers used graphs in class at the start and end of the program, finding that teachers' use of graphs was qualitatively more sophisticated in the end lessons. Results suggest that the features of the PD program had a positive effect on teachers' classroom practices regarding the use of graphs.
Computer Algebra, Virtual Learning Environment and Meaningful Learning: Is It Possible?
Author: Abar, Celina A. A. P.
Date: 2011-00-00
Type: Journal Articles
Subjects: Algebra,Virtual Classrooms,Online Courses,Inservice Teacher Education,Mathematics Teachers,Elementary School Teachers,Secondary School Teachers,Educational Technology,Geometry,Foreign Countries,Distance Education,Instructional Design

A major challenge faced by teachers nowadays relates to the usage of proper educational technology to achieve a true and meaningful learning experience involving time for reflection. Teachers constantly seek new ways to improve instruction, but in virtual learning environments they often find themselves in a new role, interacting in a dynamic system with students and simultaneously acquiring new skills related to the tools in use. In this paper we address this question by conducting an online course aimed at primary and secondary school mathematics teachers, designed to investigate the effective use of GeoGebra and Moodle. The tools selected for the course are free and easy to use, an important factor for the new technology to be incorporated into teaching practice. The course results show that a well-constructed proposal is able to meet the expectations of teachers. Furthermore, the usage of new technologies involves, beyond technical issues, changes in the behavior and in the relationships between the actors involved.
A Research on the Burnout and the Teaching Profession Attitudes of Teacher Candidates
Author: Kadi, Aysegül
Date: 2015-03-00
Type: Journal Articles
Subjects: Teacher Burnout,Turkish,Preservice Teachers,Student Attitudes,Journalism Education,German,Second Language Instruction,German Literature,Literature,English Teachers,Language Teachers,Geography Instruction,Predictor Variables,Art Teachers,Surveys,College Faculty,Foreign Countries,Self Concept,Professional Identity,Professional Recognition,Teacher Education Programs,Intellectual Disciplines,Factor Analysis

Purpose of this study is to examine burnout and teaching profession attitudes of teacher candidates. Research was conducted with 287 teacher candidates. By the findings; burnout and teaching profession attitudes of teacher candidates don't differ according to their gender. Burnout of teacher candidates differs according to their graduation status but teaching profession attitudes of teacher candidates don't differ according to their graduation status. Emotional exhaustion points of teacher candidates differ according to their field of study. Teacher candidates in art teaching have the highest emotional exhaustion mean ranks and teacher candidates in nursing have the lowest emotional exhaustion mean ranks. Lack of personal accomplishment points of teacher candidates differ according to their field of study. Teacher candidates in American culture and literature have the highest lack of personal accomplishment mean ranks and teacher candidates in Turkish teaching have the lowest lack of personal accomplishment mean ranks. Depersonalization points of teacher candidates differ according to their field of study. Teacher candidates in journalism have the highest lack of personal accomplishment mean ranks and teacher candidates in German language and literature have the lowest lack of personal accomplishment mean ranks. Teaching profession attitude points of teacher candidates differ according to their field of study. Teacher candidates in geography have the highest teaching profession attitude mean ranks and teacher candidates in journalism have the lowest teaching profession attitude mean ranks. Additionally, burnout of teacher candidates explains 9% of the total variance of their teaching profession attitude. Examining the results of the t-test, competence and depersonalization are seen to be the significant predictors of teacher candidates' teaching profession attitude.
An Explanation and Modeling of Teachers' Salary Based on Personal Variables in Education Organization of Zandjan Province
Author: Darvish, Hassan
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Salaries,Causal Models,Teacher Characteristics,Path Analysis,Discriminant Analysis,Merit Pay

The main purpose of this research was whether compensation system in education organization of Zandjan province can distinguish between employees based on their personal characteristics. To meet the purpose, of 12950 monthly paid teachers in different age, academic paper, organizational positions and length of service, 2554 of employees were selected based on cluster random sampling in 5 clusters that each cluster represents one area. To analyze the research questions, descriptive and inferential statistics like path analysis and discriminant analysis using Spss 11.0 were served. The relationship between outcome variable, monthly salary, and job category is 0.73 and between monthly salary and length of service is 0.815. Both of them were significant (P&lt;0.01), showing that there is a positive and direct relationship between variables. Finally the causal model encompassing personal variables influencing the salary is drawn.
Reliability and Validity Testing of a New Scale for Measuring Attitudes toward Learning Statistics with Technology
Author: Anastasiadou, Sofia D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Attitude Measures,Measures (Individuals),Reliability,Validity,Statistics,Technology Uses in Education,College Students,Student Attitudes,Foreign Countries,Statistical Analysis,Componential Analysis,Questionnaires

The aims of this paper are to determine the validity and reliability of SASTSc scale as an instrument to measure students' attitudes that monitors affective components relevant to learning the disciple of statistics with the help of technology and its impact on students' career in a Greek sample. Initially, it consisted of 28 items concerning 5 conceptual subscales which measure students' attitudes concerning Statistics Cognitive Competence, Technology Cognitive Competence, Learning Statistics with Technology, Value of the disciple and Emotions. In particular, the paper reports the responses of 123 Greek students from the department of Preschool Education of the Western Macedonia University in Greece. The results of the present study provide the final scale, which consisted of the all the 28 items of the initial SASTS Scale and for which strong evidence was ascertained.
Opting for Migration: Is It Just an Economic Necessity?--A Comparison between German and Polish Highly Skilled Graduates
Author: David, Alexandra
Date: 2015-03-00
Type: Journal Articles
Subjects: Student Mobility,Unemployment,Foreign Countries,Comparative Analysis,Migration Patterns,College Graduates,College Students,Student Attitudes,Surveys,Skilled Occupations,Networks,Skilled Workers,Occupational Mobility

This paper deals with the migration motives of German and Polish final semester students and university graduates in the partner cities of Bielefeld (GER) and Rzeszów (PL), who are on the threshold of their professional careers. The survey presented here was motivated by the question: are the current migration motives of highly-skilled graduates still economically driven or have migration motives changed due to the increasing education level of migrants and new migration patterns, and will be described in this article. The survey provides insights into emigration destinations favoured by graduates from the two cities. In addition, the importance of informal networks for a migration-related job search was analysed. The survey's accomplished results contribute, at a micro-level, to the broad literature and to migration theories at macro and meso-level. In times of high (youth) unemployment in several European regions as well as skills shortages and demand for highly-skilled workers in other European regions, new approaches on migration motives are required. The content of this study can help destination countries and regions reflect on their attraction strategy for highly-skilled workers and set new incentives based on an individual view.
A Study of the Problem Solving Activity in High School Students: Strategies and Self-Regulated Learning
Author: Brad, Alexandru
Date: 2011-00-00
Type: Journal Articles
Subjects: Problem Solving,High School Students,Learning Strategies,Metacognition,Grade 9,Grade 10,Grade 12,Student Surveys,Correlation,Student Motivation,Foreign Countries,Mathematics Education,Computer Science Education

This study was conducted with the purpose of analyzing high school students' approach to problem solving activities, namely the metacognitive abilities and the strategies they employ. The results show that although students apply basic strategies well, they use a trial-and-error approach, they give-up when faced with difficulties and have deficiencies in metacognitive abilities, which are signals that must be taken into account. The conclusions suggest that greater attention should be given to the students' needs, putting more emphasis on reasoning and understanding, so that students can improve their self-regulated learning.
Spectacular Education with Programming Plain Multimedia Elements in Delphi
Author: Menyhárt, László
Date: 2011-00-00
Type: Journal Articles
Subjects: Video Technology,Multimedia Instruction,Science Education,Teaching Methods,Science Experiments,Educational Technology,Technology Uses in Education,Mathematics,Physics,Creativity

I present a witty solution in this article about how we may obtain data simply and cheaply from physical experiments, with which we can do counting, as well. To this interdisciplinary task I turn to Delphi for help, in which we can program a digital video as a multimedia element. I show an example from the programming of plain multimedia elements until we get to the first efficient step in the processing of the video. High-school students who are learning programming in Delphi are able to understand the presented source code because it is not too complicated. A bibliography is included.
The Development of Early Childhood Teachers' Language Knowledge in Different Educational Tracks
Author: Strohmer, Janina
Date: 2015-03-00
Type: Journal Articles
Subjects: Preschool Teachers,Language Acquisition,Knowledge Base for Teaching,Teacher Competencies,Early Childhood Education,Preservice Teacher Education,Knowledge Level,Program Effectiveness,Foreign Countries,Longitudinal Studies,Teacher Education Programs,German,Standardized Tests,Kindergarten

Early childhood teachers should have extensive knowledge about language and language development, because these facets of professional knowledge are considered as important requirements for fostering language development in early childhood education settings. It is assumed that early childhood teachers acquire this knowledge during pre-service teacher-education, which, in Germany, takes place in different educational tracks (universities and professional schools). With the help of an IRT-based test, the longitudinal change of language knowledge during teacher education at universities and professional schools was investigated in Germany (956 participants at the beginning and 371 participants with non-missing data at both time points). As a result, language knowledge increases during teacher education both at universities and at professional schools. Differences concerning the level of knowledge but not concerning the changes during qualification were found between different educational tracks. Different interpretations are discussed and further research questions are derived.