ethanporcaro/eric-fulltext-meta huggingface dataset:
Studying Away and Well-Being: A Comparison Study between International and Home Students in the UK
Author: Alharbi, Eman S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Well Being,Foreign Students,College Students,Personality Traits,Health Behavior,Life Style,Student Attitudes,Online Surveys,Student Adjustment,Gender Differences,Prediction,Study Habits,Academic Achievement,Correlation,Leisure Time,Study Abroad,College Preparation,Foreign Countries

The aim of this study was to investigate the impact of being away from home on the well-being of international and domestic UK university students as a function of demographic factors, course load, support, personality, healthy lifestyle, and their employment of pre-planning and being at university strategies. A total of 510 students (n = 391 international and 117 British) completed an on-line survey to record demographic details and measure their well-being, quality of university life, and their being away from home strategies. The findings showed that International students reported greater quality of university life and used more pre-departure strategies; the female students reported a significantly more negative well-being and higher course demand than their male peers. A regression analysis showed that positive well-being was predicted by a positive personality, a healthy lifestyle, control and support for academic work, quality of university life and employing well-being strategies (using technology without over-reliance on it and the ability to unwind from study). Negative well-being, on the other hand, was predicted by a less positive personality and a less healthy lifestyle, a higher course demand, less control and support for academic work and less quality of university life. Moreover, the regression analysis showed that international students who employed more pre-departure strategies showed less negative well-being.
Preferred Cognitive Learning Patterns (VAK) among Secondary Students Admitted to King Saud University and Its Effect on Their Academic Achievement in Physics
Author: Almomani, Jehad Ali
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cognitive Processes,Learning Processes,Secondary School Students,Science Achievement,Physics,Auditory Stimuli,Visual Stimuli,Gender Differences,Kinesthetic Perception,Teaching Methods,Higher Education,College Students,Student Characteristics

The aim of this study was to determine the preferred cognitive learning patterns among secondary students and their effect on their achievement in physics. To achieve the objective of the study, the researcher designed a scale of cognitive learning patterns (VAK) that consisted of (16) items, and after verifying its validity and reliability, it was applied to the sample of the study that consisted of (628) students randomly selected from the study population composed of secondary students admitted to King University Saud for the academic year 2017-2018. The results showed that there were statistically significant differences between the types of learning patterns preferred by students, that the majority of students preferred the visual pattern, followed by those who preferred the auditory pattern, while the kinesthetic pattern was the least favored by the students. The results also showed statistically significant differences in the learning patterns preferred by students attributed to the gender variable. It showed that males prefer the auditory pattern more than females, while females preferred the visual pattern more than males. There were no gender differences in their preference for the kinesthetic pattern. Moreover, Results related to the effect of the learning pattern on achievement showed a statistically significant effect of learning patterns on students' achievement in physics. It showed that the students who preferred the kinesthetic pattern are those who had the highest academic achievements, followed by the students who preferred the visual pattern, while the students who preferred the audio pattern were the least achievable students. Based on these results, the study recommended that teachers should be encouraged to diversify the strategies and methods of university teaching to suit the learning styles preferred by their students, especially the new students, to motivate them to learn in the university environment and to provide the training needs and requirements necessary to enable them to take into consideration the individual differences among their students when they identify educational goals, content, methods, and strategies.
Graduation Profiles of Pedagogy Programmes According to the Current Educational Policies
Author: Medina, Jessica C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Policy,Foreign Countries,Universities,Inclusion,Citizenship Education,Teacher Education,Developing Nations,Educational Legislation,Geographic Regions,Accreditation (Institutions),Institutional Mission,Educational Quality,Alignment (Education),Intellectual Disciplines,Teacher Competencies,Academic Achievement,College Graduates

The research analyzes the graduate profiles of pedagogical careers belonging to the universities of the Valparaíso region, Chile. For this purpose, a metrically consistent instrument has been proposed and created, according to the main Education Policies of the country that is called as an integral profile, which includes aspects with which Chilean teachers are evaluated, plus indicators of inclusion and citizen education. These Policies are not always measured, that's why universities give such importance to these three educational policies. For these reasons, the objective of this article is to analyze, based on quantitative techniques, the relation of similarity between graduation profiles and educational policies, contributing to empower the descended aspects and to visualize the importance that the universities grant to train students with an integral profile. The results of this research invite to promote the Educational Policies related to the exit profiles of the pedagogical careers, since having integral profiles contributes to form a model of teacher training for the country, especially in those with emerging economies, such as those of Latin America.
Enhancing Teacher Education and Community Learning Center Programs through Critical Participatory Action Research
Author: Coles-Ritchie, Marilee
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Community Centers,Participatory Research,Action Research,School Community Relationship,Outcome Measures,Partnerships in Education,Preservice Teachers,Liberal Arts,Schools of Education,Summer Programs,Teacher Educators,Student Research,Administrators,Service Learning,English Language Learners,Reflection,Program Implementation,Stakeholders,Educational Needs,Elementary School Students,Children,Curriculum Design,Multilingualism,English (Second Language),Specialists,Community Needs,Data Use,Instructional Improvement,Culturally Relevant Education,Critical Theory

This paper describes the impact of using Critical Participatory Action Research (CPAR) to enhance a campus-community partnership. The key stakeholders, who are also the participants, share how learning from the reflective journals, collaborative sessions, and interview data analysis transformed their practice. The collaborative partnership was designed to allow prospective teachers from a School of Education at a U.S. liberal arts college the opportunity to teach Diverse language learners (DLLs) who were attending a summer program at a nearby community learning center. The teacher educators responsible for teaching the prospective teachers, the director of the community learning center, and a student researcher joined the project as collaborative participant researchers. Together they analyzed the data collected from various participating groups, which included their own work and reflections, as well as those of the prospective teachers and prevention specialists who were employed by the community learning center. The findings from this study revealed that all participants benefited from the campus-community partnership because it was built on trust, mutual respect, reciprocity, and the use of shared language among key stakeholders. This CPAR project provides specific ideas and steps implemented to develop a well-functioning and reflective partnership between a community learning center and a local college. Examples of the specific praxis involved in such partnerships are often absent from the literature.
Examining the Relationship between Preservice Teachers&apos; Interest in Various Disciplinary Areas of Social Studies and Their Planned Teaching Effort for These Disciplines&apos; Topics
Author: Dündar, Sahin
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Correlation,Intellectual Disciplines,Social Studies,Instructional Development,Economics,Geography,History,Political Science,Sociology,Elementary School Teachers,Teacher Attitudes,Teacher Influence,Lesson Plans,Public Colleges,Foreign Countries,Teaching Methods,Student Teaching,Interests,Predictor Variables

Social studies promotes civic competence by equipping students with the knowledge, values, beliefs, attitudes, and skills needed in a democratic society (Allen &amp; Stevens, 1998; National Council for the Social Studies [NCSS], 1994). However, the multidisciplinary characteristics of civic issues entail an integrated curriculum covering different aspects of human social behavior (Naylor &amp; Diem, 1987; NCSS, 1994). Therefore, social studies draws its content mostly from various social sciences such as anthropology, economics, geography, history, political science, sociology, and so forth (Martorellla, 1998; NCSS, 1994; Turkish Ministry of National Education [MoNE/MEB], 2018; Turner, 2004), which makes it &quot;the most inclusive of all school subjects&quot; (Ross, 2001, p. 19). This study investigated the interest of preservice teachers in the core social science disciplines covered in the social studies curriculum; namely, economics, geography, history, political science, and sociology (Maxim, 2006; MoNE/MEB, 2018; Turner, 2004) and preservice teachers' planned teaching efforts for social studies topics associated with these disciplines.
Posing for the Camera: An Analysis of Pre-Service Teachers&apos; Discursive Practices during a Video Analysis Session
Author: Barnes, Meghan
Date: 2019-00-00
Type: Journal Articles
Subjects: Video Technology,Teaching Methods,Preservice Teachers,Language Arts,Discourse Analysis,Feedback (Response),Teacher Educators,Learning Processes,English Teachers,Reflection,Teacher Education Programs,Student Attitudes,State Universities

In this study, we inquired into the potential that the collective analysis of teaching via a Video Analysis Session (VAS) might serve as a form of critical reflection for pre-service teachers (PSTs) to not only pose questions about their own practice, but to take on a critical stance, or pose, toward their craft. Specifically, we analyzed the experiences of pre-service English Language Arts teachers as they planned for, participated in, and collectively reflected on video clips of their teaching in a collective VAS. We drew on positioning theory and the tools of Conversation Analysis to examine the nature of the interactions among PSTs as they provided feedback to one another during the VAS. Implications suggest that to facilitate critical reflection via a VAS, teacher educators must guide PSTs to consider the myriad contextual factors that shape student learning and teachers' pedagogical choices.
Exploring Teachers&apos; Perspectives on Effective Organizational Change Strategies
Author: Thompson, Canute S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Change Strategies,Teacher Attitudes,Leadership Effectiveness,Administrator Behavior,Foreign Countries,Behavior Change,Strategic Planning,School Effectiveness,Leadership Styles,Organizational Change,Early Childhood Teachers,Elementary School Teachers,Secondary School Teachers,Postsecondary Education,Employee Attitudes,Participative Decision Making,Teacher Administrator Relationship,Peer Influence,Teacher Behavior

This study explores behaviors which teachers perceive would be effective when leaders are undertaking organizational change. A sample of one hundred teachers drawn from all levels of the education system in Jamaica was used. The data were collected using a Likert-type instrument that was designed by the researcher and was tested for reliability using Cronbach's Alpha. The study found two categories of leadership conduct, and ten specific strategies which teachers considered to be effective tools in effecting organizational change efforts. This study also found that the forces for change are largely internal and deeply personal. The findings of the study suggest that change at the organizational level requires, and depends upon, change at the level of the individual employee and the quality of the engagements and interactions at the interpersonal level. If organizations are to be successful in effecting organizational change they must first succeed at effecting behavior change at the individual level. The study has major planning implications. Planning for improvements in the performance of schools is a change management undertaking, especially for schools which are underperforming. This study also provides clues for leaders concerning the kinds of leadership approaches and behaviors which motivate and sustain support for change.
Take out Some Educational Planning Insurance by Using the Planning Hierarchy: Where You Start Is Important
Author: Kaufman, Roger
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Planning,Strategic Planning,Futures (of Society),Role of Education,Institutional Mission,School Activities,Efficiency,Teacher Effectiveness,Educational Objectives,Value Added Models,Educational Improvement,Educational Resources,Educational Finance,Human Resources,Success

As a vital part of the educational enterprise, plans must be made to define the future we want to create for tomorrow's child and to enable educators to deliver on the promise. Planning is just a substitute for good luck. Not relying on luck, educators must identify valid and valuable measurable objectives for education and then enable educators to have the professional competencies, the physical and financial resources to do their jobs, and the supportive environment to operate. Where to start the planning is a challenge. Due to immediacy, we often start our professional work at improving parts of the educational enterprise, such as individual performance, leadership for administrators, or assessment, or curriculum development, improve learning, delivery, testing and assessment. These are the important parts of the total educational enterprise but not the entire system and its supporting parts. This article suggests a hierarchy of planning that may be used to assure that there is alignment with what an agency uses, does, produces and delivers with adding measurable value to our shared society.
Micro-Lecture Teaching for Improving the Learning Effect of Non-English Majors at North China Electric Power University
Author: Han, Jia-ling
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Nonmajors,English (Second Language),Second Language Instruction,College Students,Academic Achievement,Student Motivation,Lecture Method,Teaching Methods,Conventional Instruction,Video Technology,Educational Technology,Technology Uses in Education,Student Attitudes

The present study aimed to investigate the effect of micro-lecture teaching on non-English majors' academic achievements and learning motivation. One hundred and twenty-two non-English majors studying the college English course in North China Electric Power University participated in the study. The micro-lecture teaching and traditional PPT teaching were implemented in the two classes respectively. Statistical analysis showed a significant improvement in the academic achievements of the participants (t = 3.128, p &lt; 0.05) between the pre and post measurements in favor of the post measurement. The results of the questionnaire survey undertaken in the experimental class showed that participants' learning motivations were improved. Accordingly, the researcher concluded that micro-lecture teaching was significantly effective in improving non-English majors' academic achievements and enhancing their learning motivation.
Values Development in Teacher Trainees: Implications for Lecturers in Primary Teacher Training Colleges in Kenya
Author: Muthigani, Augusta
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Values Education,Moral Development,Moral Values,Preservice Teacher Education,Preservice Teachers

Teachers are key to provision of quality education and as noted by Mompoint-Gaillard (2011), they have a great opportunity to facilitate development of values in learners. However, it is not clear whether lecturers in Primary Teacher Training Colleges (PTTCs) in Kenya are prepared for training teacher trainees in development of values. Instilling values and forming character are important education goals (Malinda, Mwania, &amp; Maithya, 2017). Consequently, developing values in teacher trainees is critical, because it is not only the aim of national educational goals, but also the mission to prepare students to become responsible citizens. It is therefore critical that education planners take into account the place of values in preparing self-regulated citizens. The purpose of this paper is to explore the preparation of lecturers in facilitating the development of values in teacher trainees in PTTCs in Kenya. This paper is based on reviews of critical analyses of existing literature on values education in training of teachers. The analyses point at the importance of values education for both teachers and pupils as they plan to help one to relate values to corresponding actions in life based on informed and reasoned positions. The paper argues that lecturers, who are adequately and intentionally prepared for values education, effectively prepare teacher trainees for facilitation of development of values in pupils. This effort calls for purposeful planning. This paper hopes to shed new light on how lecturers model and demonstrate the behaviour and values they expect teacher trainees to practice. The paper concludes with a call to rethink the pedagogy in teacher education courses with a view of re-focusing on the practical aspect of development of values for lecturers in PTTCs including planning for specific value-based objectives. Lecturers' knowledge, perception and pedagogical approaches have implications on values development in teacher trainees.
Supervisor-Supervisee Relationships: Absence Makes the Heart Grow Fonder?
Author: Tamvakologos, Katrina
Date: 2019-00-00
Type: Journal Articles
Subjects: Supervisor Supervisee Relationship,Construct Validity,Organizational Effectiveness,Leadership Styles,Teacher Administrator Relationship,Teacher Attitudes,Psychological Patterns,Trust (Psychology),Responsibility,Memory,Rating Scales,Value Judgment,Teacher Characteristics,Supervisors,Teachers

The purpose of this short report is to provide additional evidence of the reliability of the LMX-7 (Northouse, 2007, 2016) as well as offer potential construct validity data in support of its practical application. The LMX-7 is an instrument designed to assess the degree to which leaders and members of an organization relate to each other for the effective functioning of the organization. The LMX-7 has substantial theoretical development based on Social Exchange Theory and promising evidence of its construct validity (Gerstner &amp; Day, 1997; Nickels &amp; Ford, 2017). It has been used in a variety of studies of supervisor-supervisee relationships. However, with the growth of the field of leadership research, there also has been the increase in instruments to assess leadership relationships and styles, and these instruments need continuing psychometric support for their reliability and validity (Squires, 2018). Two independent samples of teachers participated in this study. The first sample included 110 teachers; the second sample included 38 additional teachers. Demographic data about age, gender, race, language, experience and training were collected for both samples. Teachers were asked to complete the LMX-7 survey for either a previous supervisor or a current supervisor. This paper discusses the instruments used, procedures, and findings of the results of the two samples.
Introductory Students&apos; Attitudes and Approaches to Physics Problem Solving: Major, Achievement Level and Gender Differences
Author: Balta, Nuri
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Physics,Science Instruction,Problem Solving,Majors (Students),Science Achievement,Gender Differences,College Students,Foreign Countries

Students' attitudes and approaches to problem solving are claimed to be related to their ways they learn physics and to their success in solving physics problems. In this study, the Attitudes and Approaches to Problem Solving (AAPS) survey was used to reveal Turkish introductory university students' attitudes and approaches to physics problem solving. The data were collected from 175 students, in the spring semester of 2015-2016 academic year, from an introductory physics course at a university in the Black See Region of Turkey. The analysis of the data was conducted by grouping the data by major, achievement level, and gender. They were no statistically significant differences between the averages of civil engineering and molecular biology majors, and between male and female students. However, we obtained a small sample correlation between students' attitudes and exam grades that suggests high achievers' attitudes and approaches to physics problems are more expert-like than the attitudes and approaches of low achievers. Implications for problem solving strategies and directions for further research are discussed.
Increasing Principal Candidates&apos; Self-Efficacy through Virtual Coaching
Author: Lewis, Travis E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Principals,Self Efficacy,Coaching (Performance),Instructional Leadership,Preservice Teachers,Administrator Education,Supervision,Universities,Video Technology,Asynchronous Communication,Feedback (Response),Teacher Administrator Relationship,Departments,Educational Cooperation,School Administration,Masters Programs,Social Studies,Elementary School Teachers,Teaching Experience,Documentation,Student Attitudes,Instructional Effectiveness,Self Evaluation (Individuals),Virtual Classrooms

One of the skills necessary to be an effective school leader is the ability to effectively provide instructional leadership, including coaching and feedback to teachers and instructional staff. The Wallace Foundation (2016) stated that high-quality principal preparation programs include experiential learning. Preparation programs must embed opportunities to practice practical skills such as coaching and feedback into coursework (Howard, 2018). Opportunities to practice skill development in this regard, however, are difficult to adequately simulate within a principal preparation program (Boies &amp; Fiset, 2019; Davis, Darling-Hammond, LaPointe, &amp; Meyerson; 2005; Searby, Browne-Ferrigno &amp; Chang, 2017). As a result, many principal candidates enter the field with little to no experience in instructional coaching. This lack of experience may result in decreased self-confidence and uncertainty in the mind of the new administrator. This study explores the effect a virtual coaching experience may have on self-efficacy for principal preparation program students. The research upon which this study is based utilizes a unique collaboration between faculty for elementary and middle grades education and the faculty for educational leadership to match preservice teacher candidates with principal candidates in order to provide virtual instructional coaching to the benefit of all involved in improving through applied practice.