ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of Achievement Test: Validity and Reliability Study for Achievement Test on Matter Changing
Author: Kara, Filiz
Date: 2015-00-00
Type: Journal Articles
Subjects: Achievement Tests,Test Construction,Test Reliability,Test Validity,Secondary School Science,Grade 5,Achievement Gains,Science Achievement,Multiple Choice Tests,Content Validity,Item Analysis,Difficulty Level,Psychometrics,Scientific Concepts,Foreign Countries

For &quot;Matter Changing&quot; unit included in the Secondary School 5th Grade Science Program, it is intended to develop a test conforming the gains described in the program, and that can determine students' achievements. For this purpose, a multiple-choice test of 48 questions is arranged, consisting of 8 questions for each gain included in the training program. The test, of which the content validity is reviewed and ensured by 2 chemistry domain experts and 2 science lecturers, is applied to 354 6th grade students (ages 11-12) in the Black Sea Region of Turkey, in a city centre. Item analysis of the test is carried out and 16 items of which the distinctiveness are below 0,30 are excluded from the test. As a result of item analysis the average difficulty of the questions are estimated to be 0,38 and it is seen that their difficulty level is intermediate. Likewise, the average distinctiveness of the questions are estimated to be 0,38 and it is seen that the distinctiveness strength of the questions are good. After the questions are excluded, Kuder Richardson-20 reliability coefficient is estimated to be 0,763. As a result of the study, an effective and reliable achievement test including 32 questions with intermediate difficulty level and good distinction strength created for &quot;Matter Changing&quot; unit is brought to the science education.
The Relationship between the Quality of Teachers and Pupils Academic Performance in the STMA Junior High Schools of the Western Region of Ghana
Author: Bonney, Ebenezer Appah
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Junior High Schools,Junior High School Students,Teacher Effectiveness,Academic Achievement,Secondary School Teachers,Questionnaires,Teacher Qualifications,Faculty Development,Educational Opportunities,Likert Scales,Teaching Skills,Teaching Experience,Correlation

The study investigated into the relationship between the quality of teachers and students' academic performance in Sekondi Takoradi Metropolitan Assembly (STMA) Junior High Schools. Descriptive survey design was used and the target population was Junior High School teachers and pupils in the metropolis. Five educational circuits in the metropolis were randomly selected for the conduct of the study. Stratified and systematic sampling techniques were used to sample participants and the sample size was 500. Questionnaire was the main instrument used for the data collection. Pearson Moment Correlation, ANOVA, means, percentages and standard deviations were used to analyse the data. The results of the study showed that even though the quality of teachers was high in terms of their academic and professional qualifications, it did not reflect much in the performance of the students.
Teachers' Perception of Their Preparedness to Apply Facilitation Teaching in Secondary School Mathematics Instruction by Teacher Characteristics
Author: Ng'eno, J. K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Attitude Measures,Secondary School Teachers,Mathematics Teachers,Secondary School Mathematics,Teacher Characteristics,Facilitators (Individuals),Comparative Analysis,Questionnaires,Statistical Analysis,Statistical Inference,Gender Differences,Hypothesis Testing,Teacher Competencies,Teacher Qualifications,Foreign Countries,Mathematical Concepts,Concept Formation,Teaching Experience

This study set out to find out the differences in teachers' perception of their preparedness to apply facilitation methods in teaching secondary school mathematics. Facilitation methods allow learners to be actively involved in the teaching and learning of mathematics hence making them be co-creators of knowledge. Facilitation teaching allow learners to form schemes of knowledge by being self-directed and self-driven in inquiry, problem solving, engaging in interactive skills, experimentation and independent study. The study applied ex post facto research, causal comparative research design. There was a population of 1500 mathematics teachers in Rift Valley Province. A sample of 300 mathematics teachers drawn from this population participated in the study. The participants were selected using systematic random sampling and stratified random sampling (stratified by qualification). The data was collected using self-report questionnaire for mathematics teachers. The instruments were validated by experts in the department of Curriculum, Instruction and Education Management. The instruments were pilot tested and reliability coefficient was estimated and found to be 0.83, which is above the required threshold value of 0.70, Cronbach alpha in social science research. The collected data was analysed using both descriptive (means and percentages) and inferential statistics (ANOVA and t-test) to establish differences in teacher preparedness to teach secondary school mathematics using facilitation approach by teaching experience, qualification and gender. The hypotheses were tested at 0.05 alpha (a) level. The findings of this study show that teachers perceive themselves to be prepared to apply facilitation methods to teach secondary school mathematics. The findings also indicated a statistical difference in teachers' preparedness to apply facilitation by teaching experience and qualification. There was however no significant difference by gender. The results would be expected to inform practice and advice policy makers on improvement of teacher training programs and also designing of appropriate in-service training programmes for practising mathematics teachers.
Teacher Education Preparation Program for the 21st Century. Which Way Forward for Kenya?
Author: Katitia, David Melita Ole
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Educational Development,Educational History,Teacher Empowerment,Pedagogical Content Knowledge,Technology Integration,Special Needs Students,Cooperative Learning,Educational Practices,Preservice Teacher Education

Teacher quality is always cited as the most significant efficiency of teacher preparation programs. This paper discusses the aspects of Teacher education factor that influences student achievement. There has always been an increased interest in examining the preparation program for the 21st century in Kenya and recommending the way forward for our teacher education preparation program in the primary teachers colleges. This paper gives the background of the teacher preparation program in Kenya and how we need to prepare teachers for the 21st century. The paper will also focus on whether the practising teachers are empowered to deal with the learner and practising teachers in schools.
Using Assistive Technology in Teaching Children with Learning Disabilities in the 21st Century
Author: Adebisi, Rufus Olanrewaju
Date: 2015-00-00
Type: Journal Articles
Subjects: Assistive Technology,Learning Disabilities,Teaching Methods,Educational Technology,Foreign Countries,Writing (Composition),Mathematics Instruction,Reading Instruction,Writing Instruction,Listening Skills,Memory,Student Needs,Student Characteristics

This paper was written to expose the meaning, benefits, and answer why the use of assistive technology for children with learning disabilities. The paper discussed the various types of assistive technology devices that were designed and used to solve written language, reading, listening, memory and mathematic problems of children with learning disabilities. It pointed out the need for selecting the right technology tools for the children with learning disabilities, to enable achievement of the target goals, and highlighted instructional guides for the classroom teachers, that would make children with learning disabilities benefit maximally from the use of assistive technology tools, whether in the classroom or at home, in order that the technology would make the teaching-learning process enjoyable and productive. The possible challenges faced by developing nations in using assistive technology were mentioned. It concluded that there was potential for assistive technology to improve the lives and to eliminate learning difficulties for children with learning disabilities.
Education as Instrument or as Empowerment? Untangling White Privilege in the Politics of Ethnic Studies: The Case of the Tucson Unified School District
Author: Dotts, Brian W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Multicultural Education,School Districts,Whites,Racial Identification,Undergraduate Students,Ethnic Studies,Case Studies,Empowerment,Politics of Education,Hispanic Americans,Hispanic American Culture,Hispanic American Students,Academic Achievement,Culturally Relevant Education,School Segregation,Power Structure,Racial Bias,School Desegregation,Misconceptions,Program Effectiveness,Success

Public school curriculum battles offer great examples for illustrating how politics saturates education policy, particularly in the State of Texas. However, Arizona has emerged as another peculiar contender in contemporary battles to control high school curricula. Curriculum battles have deep historical roots in Arizona and elsewhere that go beyond the scope of this article, therefore herein in the author's focus is on Tuscon's recent and controversial ethnic studies program. The Tucson Unified School District's Mexican-American Studies Program in short taught cultural pride, and it has been extremely successful in raising the academic achievement of students in Tucson's segregated schools. Notwithstanding success and despite its serving as a replacement for deeper institutional remedies, the White power structure in Tucson began attacking the program as un-American and, ironically, racist. After realizing success by circumventing the integration of Tucson's public schools, critics then focused on dismantling a culturally relevant indigenous curriculum. The ethnic studies program has been misunderstood, erroneously described, and inappropriately criticized by politicians, policymakers, and the media. More importantly, what often gets lost in the cacophony is the academic success of the program. This article offers the a brief historical context, an overview of the controversy followed by an in-depth personal perspective on the program's impact. The author concludes that the ethic studies program in Tuscon should not only be maintained; its academic success story should be celebrated.
Realities of War: Using Picture Books to Teach the Social Effects of Armed Conflicts
Author: Suzuki, Tadayuki
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,War,Picture Books,Pictorial Stimuli,Childrens Literature,Social Studies,Elementary Education,History Instruction,Japanese Americans,Children,Jews,Death,Resilience (Psychology)

Teachers regularly evaluate children's literature for literary quality and age-appropriate information. Today's picture books address issues such as world population, homelessness, climate change, and other socially important themes, but when faced with social studies lessons on sensitive topics such as war and its reality, elementary teachers may hesitate when faced with realism in text and images. School librarians provide excellent opportunities for teachers to collaborate in the selection of suitable titles which will maximize student learning and understanding, especially when reading about sensitive or controversial topics. A strong social studies program provides students opportunities to explore similarities and differences within varied cultural contexts. Placing the right books at the right time in children's hands can make an important impact in developing children's worldview. In this article, the authors review a variety of picture books that look at the realities of war from several periods in recent history and from several perspectives: (1) protection of innocence; (2) Japanese experiences in World War II; (3) experiences of the Holocaust; (4) costs of war; and (5) resiliency. In this brief exploration, the authors discuss titles that will engage student attention, provide room for discussion, and address serious issues in ways that children can comprehend. They address considerations in title selection, classroom use, and Common Core Anchor Standards connections.
Effect of Conceptual Change Texts for Overcoming Misconceptions in &quot;People and Management&quot; Unit
Author: Dagdelen, Orhan
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Elementary School Students,Grade 4,Attitude Change,Misconceptions,Concept Formation,Pretests Posttests,Teaching Methods,Conventional Instruction,Comparative Analysis,Control Groups,Experimental Groups,Academic Achievement,Knowledge Level,Statistical Analysis

This study aimed to investigate the effects of conceptual change texts in teaching concepts in the &quot;People and Management&quot; Unit of a Social Studies Course. The working group of the study was composed of 4th graders in a primary school in Çorum, assigned as control (n = 23) and experimental (n = 23) groups. Non-equivalent control group design, a quasi-experimental method, was used in the study. Conceptual change texts were used in the experimental group for 4 weeks to overcome misconceptions related to &quot;constitution, independence, republic, democracy, government/state, public opinion, centralized administration, national sovereignty, local administration&quot; and traditional teaching approach was used in the control group. The People and Management Unit Achievement Test (PMUAT) was utilized in the study as data collection tool. Analysis of experimental and control groups' pre and post test scores pointed to significant differences in the favour of experimental group in the post test.
Perception of Teaching Efficacy by Primary and Secondary School Teachers
Author: Bedir, Gülay
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Effectiveness,State Schools,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Self Evaluation (Individuals),Efficiency,Self Efficacy,Classroom Techniques,Teaching Methods,Educational Strategies,Measures (Individuals),Statistical Analysis,Schools of Education,Departments,Comparative Analysis,Gender Differences,Interpersonal Relationship,Student Evaluation,Questionnaires,Likert Scales

This research aims to identify how teaching efficacy is perceived by teachers working at state schools. Having a survey model design, this study hosts a total of 678 primary and secondary school teachers--401 females and 277 males--working in the province of Tokat during the academic year of 2013 and 2014. Research data has been collected through teaching efficacy scale consisting of 28 items and 6 sub-dimensions. Analyses have revealed that teachers mostly regard themselves as efficient especially in class management dimension. On the contrary, the dimension that participating teachers feel the least efficient has been determined to be instructional methods/strategies. Significant differences have been noted among teachers' perception concerning teaching efficacy across different variables such as the faculty they graduated, gender, course match, in-service training, branch, and seniority.
Instructional Materials Commonly Employed by Foreign Language Teachers at Elementary Schools
Author: Çakir, Ismail
Date: 2015-00-00
Type: Journal Articles
Subjects: Instructional Materials,Elementary School Teachers,Teaching Methods,Preservice Teachers,Observation,Semi Structured Interviews,Questionnaires,Decision Making,Barriers,Second Language Instruction,English (Second Language),Foreign Countries,Language Teachers,Textbooks,Printed Materials,Workbooks,Chalkboards,Visual Aids,Audio Equipment,Video Technology,Music,Teacher Attitudes,Internet,Technology Uses in Education

This study aimed to determine the teachers' choices of instructional materials in teaching English at elementary schools. The reasons behind preferring or not preferring some certain instructional materials specified within the research were analysed. To this end, during the course of School Experience, 68 prospective English teachers observed 38 teachers of English working at 14 elementary schools on a weekly basis, and they completed a questionnaire. A semi-structured interview was also conducted with five randomly selected teachers to identify their reasons for choosing certain instructional materials. The descriptive results revealed that most of the teachers were reluctant to use many of the highly beneficial materials due to reasons including overcrowded classes, limited technological knowledge, lack of time for preparation, curricular time constraints, heavy work load, burnout etc. The study suggests that apart from course-books teachers should be encouraged to use other instructional materials to motivate learners and offer an interactive foreign language teaching atmosphere.
Teaching Decolonial Sounds on the Margins: Reflections on a K-12 Teacher Workshop Covering Black &amp; Brown Musical Transculturation in Texas
Author: Cervantes, Marco Antonio
Date: 2015-00-00
Type: Journal Articles
Subjects: Cultural Differences,Workshops,Faculty Development,Elementary Secondary Education,Summer Programs,Cultural Awareness,Multicultural Education,African Americans,African American Culture,Mexican Americans,Hispanic American Culture,Artists,Music,Popular Culture,Teaching Methods,History,Correlation,Social Studies,Fine Arts,Social Change,Activism,Consciousness Raising

To demonstrate the significance of cultural crossings in Texas and how cultural exchanges can inform teachers and students in the areas of history, fine arts, geography, and social studies, the author constructed a Summer 2013 teacher workshop for Texas K-12 teachers through the Smithsonian Affiliated Institute of Texan Cultures. The author separated his workshop into four parts on three days to demonstrate how cross-cultural connections between African American and Mexican American artists and intellectuals contribute to the cultural and economic formation of the state of Texas: (1) 1930s-1940s: Blues, Jazz, Orquesta, and Conjunto Roots; (2) 1950s-1960s: Doo Wop, R&amp;B and Soul; (3) 1970s-1980s: the Funky Roots of Tejano Music; and (4) 1990s-2000: Freestyle and Hip Hop. In this article, the author describes and reflects on the workshop.
Students' Opinions on the Light Pollution Application
Author: Özyürek, Cengiz
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Attitudes,Light,Pollution,Animation,Cartoons,Science Education,Science Activities,Outdoor Education,Grade 7,Pretests Posttests,Semi Structured Interviews,Qualitative Research,Instructional Effectiveness,Foreign Countries,Secondary School Science,Environment,Natural Resources,Economic Factors,Learning Activities

The purpose of this study is to determine the impact of computer-animated concept cartoons and outdoor science activities on creating awareness among seventh graders about light pollution. It also aims to identify the views of the students on the activities that were carried out. This study used one group pre-test/post-test experimental design model with 30 seventh graders. The data in the study were collected via open-ended questions on light pollution and semi-structured interview questions. The open-ended questions on light pollution were administered as a pre-test and a post-test. After the post-test was administered, semi-structured interviews were conducted with seven students. The data collected from the open-ended questions and semi-structured interviews were qualitatively analysed and quotes from the students' statements were included. Looking at the answers of the students to questions on light pollution, it was understood that the activities that were carried out were effective. Furthermore, all of the students that were interviewed made positive statements about the activities that were carried out.
Investigation of Teachers' Mathematics Teaching Self-Efficacy
Author: Nurlu, Özge
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Self Efficacy,Elementary School Teachers,Public Schools,Semi Structured Interviews,Teacher Effectiveness,Foreign Countries,Teacher Attitudes,Mathematics Achievement,Qualitative Research,Questionnaires,Beliefs,Surveys,Statistical Analysis,Student Characteristics,Parent Influence,Teacher Role,Teacher Characteristics,Teacher Influence

The aim of this research is to investigate primary school teachers' characteristics by comparing their mathematics teaching self-efficacy beliefs. In this research, qualitative research method is used. In order to determine the participant teachers, firstly, &quot;Self-Efficacy Beliefs toward Mathematics Teaching Scale&quot; (Dede, 2008) was applied to 33 primary school teachers, at seven public primary schools, in Adana, Turkey, in 2011-2012 school years. Then, according to results of the scale, four teachers are chosen to carry out semi-structured interviews. The interview data were analysed by conducting qualitative analytic methods. The results demonstrated that teachers with a higher self-efficacy belief have some different characteristics to those with a lower self-efficacy belief such as showing a higher level of effort and persistence with students, being more open to new ideas and new methods, believing in students' achievements and taking responsibility for students' success, placing more importance on building a warm relationship with their students rather than with the parents.
The Right to Be Included: Homeschoolers Combat the Structural Discrimination Embodied in Their Lawful Protection in the Czech Republic
Author: Kašparová, Irena
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Legislation,Federal Legislation,Home Schooling,Longitudinal Studies,Ethnography,Social Discrimination,Interviews

There is a 240-year tradition of compulsory school attendance in the Czech Republic. To many, compulsory school attendance is synonymous with the right to be educated. After the collapse of communism in 1989, along with the democratization of the government, the education system was slowly opened to alternatives, including the right to educate children at home, expressed in Act no. 561/2004. This inclusive law has had exclusionary consequences for many families who wish to choose this mode of education. The situation reveals a clear struggle over various forms of capital in the field of education, as famously described by Bourdieu (1998). The article, based on a longitudinal ethnographic study of homeschooling families, maps the structural discriminative dimension of the law and displays the strategies that the actors have adopted in order to combat them.