ethanporcaro/eric-fulltext-meta huggingface dataset:
Planning to Help New Teachers in China: Perspectives of School Principals
Author: Jiang, Binbin
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Beginning Teacher Induction,Elementary Schools,Elementary School Teachers,Principals,Mentors,Supervision,Administrator Role,Teacher Qualifications,Teacher Selection,Faculty Development

Reports have indicated a high percentage of beginning teachers leaving the teaching profession in their first few years of work. This is causing huge amount of wasteful resources invested in teacher education. Planning to retain beginning teachers in the teaching profession has become an urgent challenge for educational leaders. To investigate the significance of this issue, the authors interviewed over thirty elementary school principals from Jiangsu, Zhejiang and Shanxi provinces in China to solicit their strategies of working with beginning teachers. The result of this study discloses many principals' valuable right-on-target strategies deserving public attention. Chinese principals took teaching specialization as the prioritized criterion for hiring new teachers. They mentored and supervised beginning teachers. They advised them for successful practices in effective teaching strategies, interacting with parents and guardians, handling disciplinary issues, ethics and behaviors, collaboration with colleagues, and professional development. Principals' perspectives have contributed much to guiding the directions of planning strategies to help new teachers in China.
Improving Principal and Teacher Relationship: Predictive Power of School Principals&apos; Leadership with Teachers&apos; Organizational Trust Perception
Author: Babaoglan, Emine
Date: 2016-00-00
Type: Journal Articles
Subjects: Principals,Predictor Variables,Teacher Attitudes,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Transformational Leadership,Teacher Administrator Relationship,Administrator Attitudes,Educational Improvement

Trust is a critical component of successful schools, especially trust between the principals and the teachers. Trust does not happen automatically. It has to be a part of overall planning for the professional development of both principals and teachers. The aim of this study is to identify the level of teachers' perception of school principals' leadership behaviors; and the level of teachers' trust in colleagues, in students and parents, and in principals. The study also aims to detect the predictive power of teachers' perception of school principals' leadership over teachers' organizational trust perception. The participants of this research are the teachers working in the primary and secondary schools located in the districts and villages of Burdur City of Turkey which provided education during 2009-2010 school years. For the research, the entire population of 2230 teachers in the Burdur City was invited. Of the 2230 teachers, 1891 responded to the questionnaire. They worked in 196 schools throughout Burdur, 154 of which are primary and 42 are secondary. Omnibus T Scale (Hoy &amp; Tschannen-Moran, 2003) and Leadership Behavior Questionnaire (Ekvall &amp; Arvonen, 1991) were used in the research. In the study it is found that, with respect to teachers' perception, the level of principals' leadership was high; the perception level of teachers' trust in colleagues and principals was high, whereas their perception of trust in students and parents was at medium level. It is also found that the relationship between teachers' leadership perception and their perception of trust in their principals was positive and significant at a high level while the relationship between teachers' perception of trust in colleagues and in students and parents was positive and significant at low level.
Computing with Relevance and Purpose: A Review of Culturally Relevant Education in Computing
Author: Morales-Chicas, Jessica
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Programming,Culturally Relevant Education,Elementary Secondary Education,Consciousness Raising,Technology Education,Computer Science Education,Cultural Background,Computer Software

The purpose of the present review was to identify culturally responsive education (CRE) tools and strategies within K-12 computing education. A systematic literature review of studies on CRE across 20 years was conducted. A narrative synthesis was applied to code the final studies into six themes: sociopolitical consciousness raising, heritage culture through artifacts, vernacular culture, lived experiences, community connections, and personalization. These common themes in CRE can help empower and attend to the needs of marginalized students in technology education. Furthermore, the review serves as an important overview for researchers and educators attempting to achieve equity in computing education.
Preservice Teachers&apos; Discursive Constructions of Cultural Practices in a Multicultural Telecollaboration
Author: Uzum, Baburhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Foreign Countries,Multicultural Education,Social Justice,Asynchronous Communication,Synchronous Communication,Intercultural Communication,Cultural Pluralism,Preservice Teacher Education,Cultural Awareness

The study reports on a telecollaboration exchange between two teacher education classes in the United States and Turkey. In synchronous and asynchronous conversations, preservice teachers (PTs) engaged in social justice issues and made discourse choices that captured culture(s) and communities as diverse or essentialized. These choices were affected by PTs' positionings and impacted how PTs connected to individuals only and/or to broader society. PTs asked questions that created space for critical discussions and facilitated awareness of diversity, yet sometimes led to overgeneralizations. The study has implications for designing telecollaborations that promote language and practices to unpack the issues of social justice.
Test Accommodations and Positive Affect among Adolescents with Learning Disabilities: The Mediating Role of Attitudes, Academic Self-Efficacy, Loneliness and Hope
Author: Einav, Michal
Date: 2018-11-00
Type: Journal Articles
Subjects: Testing Accommodations,Instructional Effectiveness,Adolescents,Learning Disabilities,Self Efficacy,Psychological Patterns,Well Being,Junior High School Students,Grade 7,Grade 8,Grade 9,Foreign Countries,Positive Attitudes

The growing number of students with Learning Disabilities (LD) who are granted test accommodations raises many theoretical questions with educational implications. The aim of the current study is to examine levels of positive affect as an indicator of wellbeing among students with LD who receive test accommodations and to identify the mediating role of personal resources such as academic self-efficacy, hope, attitudes towards test accommodations and loneliness. Two groups of junior high school students (157 students with LD and 278 typical development peers) completed questionnaires about their attitudes towards test accommodations, their positive affect, academic self-efficacy, loneliness and hope. Results indicate that students with LD who are entitled to test accommodations reported lower levels of academic self-efficacy, hope and positive affect compared to their typical development peers. A serial multiple mediation analysis demonstrates that personal resources as well as attitudes fully mediated the relations between receiving such accommodations and positive affect. This study offers unique, though preliminary, findings about the important relations between receiving test accommodations and attitudes about them, positive affect and personal resources by providing a deeper look at the complexity of the relations between the factors that predict students' wellbeing.
Transitional Bilingual Education and Two-Way Immersion Programs: Comparison of Reading Outcomes for English Learners in the United States
Author: Polanco, Paul
Date: 2018-11-00
Type: Journal Articles
Subjects: Transitional Programs,Immersion Programs,Educational History,Outcomes of Education,English (Second Language),Second Language Learning,Educational Benefits,Program Evaluation,Literacy,Guidelines,Program Effectiveness,Educational Quality,General Education,Teaching Methods,Bilingual Education Programs,Comparative Analysis,Elementary Secondary Education,Native Language,Language of Instruction

The purpose of this review is to provide a comparison of reading outcomes of the two most popular bilingual programs in the United States: Transitional Bilingual Education and Two-way Bilingual programs. To provide context, we present a theoretical framework and a brief historical perspective on how these programs came to gain popularity. We explored two questions. The first one asks whether there are differences in student outcomes between the programs and whether there are advantages of one program over the other. The second question looks into practical strategies that make these programs beneficial to English learners. For selection methods, we used the previous definition of high-quality articles that included clear outcomes and program definitions. For evaluation of the programs, we used a five-framework model that defines effective bilingual programs that incorporates components of second language literacy development, high-quality instruction, and precise definition of the sample population. After the careful review of articles, academic outcomes are presented, indicating that while there might be non-significant differences on reading outcomes, bilingual programs are not detrimental to English learners and there are additional benefits to having a bilingual program beyond potentially enhancing reading outcomes. Also, we found that strategies that work well in a general education classroom for native speakers, also work well for English learners. Finally, we provide recommendations for program development and future research.
Wash-Back Effect of Iranian Students&apos; Pre-University English Textbook and University Entrance Examinations: Teachers-Based Perspectives
Author: Sadighi, Shiva
Date: 2018-12-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Testing Problems,Foreign Countries,College Entrance Examinations,Teacher Attitudes,High Stakes Tests,Instructional Materials,Textbooks,Teaching Methods,Language Tests,High School Students

In this study, we investigated the possible wash-back effect of the university entrance exam as a high-stakes test and the pre-university English textbook. A 16-item teacher's perspective questionnaire was given to 40 female and male teachers teaching at pre-university schools in Education District No. One, Shiraz, Iran. The data obtained were subjected to SPSS version 17 using Chi-square test to be analyzed. The results showed alignment with those studies which supported the wash-back effect of the high-stakes exams on the teaching materials at different educational levels. Our EFL teachers' perceptions in the study highlighted that the fourth-graders' teachers mostly used supplementary materials geared toward university entrance exams' demand, contrasting with the main textbook's educational objectives. Further pedagogical implications and suggestions for future research would follow.
Epistemological Validation Methods in African Philosophy: A Case Study of Herbalism in Uganda
Author: Kutesa, Disan
Date: 2018-11-00
Type: Journal Articles
Subjects: Epistemology,African Culture,Folk Culture,Medicine,Indigenous Knowledge,Costs,Validity,Foreign Countries,Western Civilization,Drug Therapy,Focus Groups,Birth,Anatomy,Bayesian Statistics,Health Services,Philosophy

There is noticeable reversion to traditional approaches in the treatment of physical and psychosocial ailments. In part, this comes because conventional medicines are becoming ineffective and expensive and there is a feeling that traditional approaches are more dependable. Hence this study tried to find out exactly the epistemological validation methods of traditional herbals among traditional healers. The rationale for this research was that traditional approaches are not exactly the same as western approaches. In many instances, the practitioners are not aware of their methodologies, yet there is no way in modern times where people can sustain a practice without a clear understanding of its verisimilitude, hence this study was an investigation of the epistemological foundation of traditional herbal medicine. The research was conducted in Central, Western, Northern and Eastern regions of Uganda and principally used document analysis, interviews and focus group discussions. In each of the four regions, four (4) traditional birth attendants, four (4) traditional bone setters, four (4) traditional herbalists, 4 village elders, and two (2) NACOTHA officials were purposely selected. The results indicated that 98% of all the categories of traditional medical practitioners validate their knowledge using &quot;coherence theory&quot; while 2% employ &quot;Piercian principle&quot; at elementally level. The study recommended that &quot;Bayesian theorem&quot; be introduced in traditional herbalogy, putting herbals at a level which can be internationally accepted.
Status of School Feeding Programme Policy Initiatives in Primary Schools in Machakos County, Kenya
Author: Kiilu, Redempta M.
Date: 2019-02-00
Type: Journal Articles
Subjects: Elementary School Students,Wastes,Out of School Youth,Food,Lunch Programs,Program Evaluation,Attendance,Correlation,Elementary School Teachers,Teacher Attitudes,Student Attitudes,Administrator Attitudes,Financial Support,Foreign Countries,Breakfast Programs,Academic Persistence,School Holding Power

Although education stakeholders agreed on achieving Education for All by 2015, high wastage rates in developing countries has remained a major concern. In Kenya, data shows that more than one million primary age children are still out school. In many countries, school feeding programmes has been used as one of the interventions to promote retention and improving learning outcomes in primary schools. The paper therefore investigated the status of school feeding policy initiatives in primary schools in Kenya. The objectives of the study were to examine the status of school feeding initiatives; to establish the sources of funding for feeding initiatives and assess the influence of feeding initiatives on school attendance in Machakos County. The study targeted 30 schools in Kalama and Kola zones. Simple random sampling was used to obtain a sample of 28 teachers and 55 class eight pupils while nine head teachers were selected purposively, making a total of 92 respondents. The study used descriptive survey design using questionnaires for data collection. Data was analyzed by use of descriptive statistics aided by Statistical Package for Social Sciences. Findings were presented in frequency tables and graphs. From the findings, majority of schools have implemented the primary school feeding programs as attested by 53% of the teachers, 88% of the head teachers and 61% of the pupils. However, 70% of funding for the school feeding programme come from the community and this has rendered the initiative less effective as most of the parents in the targeted schools have limited resources. The paper recommends for a more state participation to sustain the primary school feeding programme initiative in Machakos County
Experiences of the Namibian College of Open Learning Tutors in Using Multimedia Resources in Distance Education
Author: Karipi, Edwig
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Multimedia Instruction,Tutors,Multimedia Materials,Printed Materials,Computer Mediated Communication,Distance Education,Conventional Instruction,Teaching Methods,Teacher Attitudes,Time Management,Technological Literacy,Technology Integration,Information Technology,Electronic Learning,College Students,Open Universities

Although print-based materials remain the main distance education mode of delivery, the Namibian College of Open Learning (NAMCOL) recognises the use of multimedia as an important tool to enhance access and strengthen operational systems. Multimedia resources such as video, audio, animations and online content are produced as complementary resources to the print-based materials. The College appoints tutors to provide support to learners through various methodologies including face-to-face and online support. This study aims to explore the experiences of the NAMCOL Southern region tutors regarding the use of multimedia when they conduct their tutorial duties at a distance and through face-to-face interactions. The theories that underpin this study are; Michael Moore's (1990) theory of transactional distance, Charles Wedemeyer's (1981) theory of independent study and Hede's (2002) Integrated Model of Multimedia Effects on Learning. The study was informed by an interpretive paradigm and adopted a qualitative case study design. Five tuition centres were purposively selected based on the set criteria for this study. Methods of collecting data used included semi-structured interviews, document analysis and observations. Data analysis was done by way of providing detailed descriptions of the setting, participants, and activities. Data was categorised and coded into themes. The study finding revealed that NAMCOL tutors in Southern region do not use multimedia in their instruction due to some challenges such as lack of time, lack of ICT skills, and lack of awareness. Tutors, however, show willingness to integrate ICT in their tuition. There is a lack of collaboration between NAMCOL Learner Support and Material Development operations which results in resources produced not utilised by learners. The study recommends that NAMCOL should ensure that all operational units are integrated to facilitate successful implementation of eLearning at the College.
Predictors of Numeracy Skills Giftedness in Young Children: Perceptions of Botswana Early Childhood Practitioners
Author: Adedoyin, O. O.
Date: 2018-10-00
Type: Journal Articles
Subjects: Numeracy,Gifted,Preschool Teachers,Teacher Attitudes,Preschool Children,Factor Analysis,Identification,Mathematical Concepts,Problem Solving,Pattern Recognition,Predictor Variables,Mathematics Instruction,Teaching Methods,Foreign Countries,Mathematics Skills

Giftedness in numeracy skills in young children is a phenomenon that is not always visible and easily identifiable. However, these numeracy skills should be recognised in the early years of pre-school education for adequate enrichment on curriculum and pedagogy in teaching young children. Numeracy skills in young children at pre-schools involves the ability to apply mathematical concepts in all areas of life, understanding numbers, counting, solving number problems, measuring, sorting, noticing patterns, adding and subtracting numbers. This study investigated predictors that should be readily visible to notice in preschool children, who possess giftedness in numeracy skills. In order to establish these predictors, a questionnaire was administered to a random sample of one hundred (100) pre-school teachers from twenty (20) pre-schools in Gaborone. The questionnaire consisted of twenty five (25) items on four Likert scale (Strongly Disagree SD; Disagree D; Agree A; Strongly Agree SA). The pre-school teachers' responses were analysed using factor analysis (available on SPSS Computer package). The principle factor analysis with iteration and varimax rotation method was used to identify the main predictors of giftedness in numeracy skills of young children, and ten (10) factors emerged as predictors of numeracy giftedness in young children, which should have implications on the curriculum and pedagogy in teaching pre-school young children numeracy concepts.
Teachers&apos; Perception of Job Satisfaction and Retention in Ghana: Perspectives from Special Needs Educators
Author: Kumedzro, Felix Kwame
Date: 2018-11-00
Type: Journal Articles
Subjects: Special Needs Students,Special Education Teachers,Teacher Attitudes,Job Satisfaction,Foreign Countries,Special Schools,Teacher Persistence,Teacher Role,Awards,Professional Recognition,Teacher Motivation

The study aimed at examining special education teachers' perception of job satisfaction and retention in Ghana. Specifically, the study sought to find out if teachers' perception of their job has any impact on their retention in the special schools. The study employed descriptive survey design and utilized quantitative methods in data collection and analysis. Data for the study was collected from 140 teachers sampled across the country from the three categories of special schools in Ghana. In this study, the independent variable of teachers' perceptions of their job satisfaction was examined to find out their effect on the dependent variable of teacher retention. Descriptive statistics including frequencies and percentages were computed. Further statistics such as regression analysis and independent sample t-test were also employed. The study found that generally, the three categories of teachers expressed dissatisfaction of their job and indicated that given the opportunity, they would quit the job of teaching in special schools. The test statistic revealed that there were no statistically significant differences among the teachers in these three school categories in relation to their job satisfaction and retention. The study further found that teachers with more teaching experience in the special schools were more satisfied with their jobs compared to those with less teaching experience. The study recommended that the Ministry of Education through the Division of Special Needs Education should recognize the unique and challenging roles of special school teachers and motivate them to remain in the special needs schools. These teachers can be recognized through the Annual National Best Teachers' Awards.
Prioritization of Girls&apos; Schooling: Is There an Intergenerational Impact in Niger?
Author: Yedan, Ali
Date: 2018-12-00
Type: Journal Articles
Subjects: Females,Access to Education,Educational Attainment,Mothers,Parent Child Relationship,School Policy,Correlation,Gender Differences,Educational Objectives,Political Influences,Sex Fairness,Decision Making,Males,Foreign Countries,Parent Background,Educational Background,Enrollment,Elementary Secondary Education,Family Characteristics,Geographic Regions

This paper aims to assess the impact of the parents' education on the progeny schooling using the Demographic and Health Survey (DHS) data of Niger. It focuses on verifying whether the mothers' education better impacts the children schooling, and therefore measures the intergenerational efficiency of the pro girls schooling policies in the case of Niger. The results prove that the education of female today could lead to a significant increase in the education of the children of tomorrow. However, this rise is slightly (or even not significant according to econometric models) lower than the rise due to the education of male. Furthermore, having both parents educated and uneducated have respectively strongly positively and negatively significant impact on the probabilities that their children go to school. Therefore, with the goal of an education system dynamically efficient, there is a necessity not to neglect the endeavors and political decisions for male in Niger. Any prioritization of one sex over the other is not justified in a mid or long-term vision, especially females' one over males.