ethanporcaro/eric-fulltext-meta huggingface dataset:
A Multilevel Analysis of the Impact of Teachers&apos; Beliefs and Mathematical Knowledge for Teaching on Students&apos; Mathematics Achievement
Author: Ekmekci, Adem
Date: 2019-12-00
Type: Journal Articles
Subjects: Teacher Attitudes,Beliefs,Pedagogical Content Knowledge,Mathematics Instruction,Mathematics Achievement,Elementary School Teachers,Middle School Teachers,Teacher Competencies,Teacher Effectiveness,Faculty Development,Racial Differences,Ethnicity,Gender Differences,Socioeconomic Influences,Prior Learning,Poverty,Urban Schools,Correlation,Elementary Secondary Education,Student Characteristics,Teacher Characteristics

Teachers' content knowledge and beliefs about teaching and learning are among the key factors for effective teaching and, in turn, for student achievement-related outcomes. This study explores the extent to which K-8 math teachers'--who teach in high-poverty urban schools--professional background, motivational beliefs, and mathematical knowledge for teaching (MKT) have an impact on students' math achievement. Hierarchical linear modeling (HLM) results indicated that although students' prior mathematics achievement was the most determining factor of their subsequent math achievement, teachers' MKT and holding a bachelor's degree in mathematics had significant positive effects on students' math achievement. Results provide support for professional development (PD) to focus on improving mathematics teachers' mathematical knowledge for teaching. Results may also have implications for education policies at both the district and state level for teacher incentives to further develop teachers' mathematical knowledge for teaching, especially for urban school teachers.
Types of Research &amp; Literature Informing Our Practices in the Field of Intellectual Disability
Author: Demchak, MaryAnn
Date: 2019-00-00
Type: Journal Articles
Subjects: Intellectual Disability,Journal Articles,Research Design,Research Methodology,Educational Legislation,Federal Legislation,Equal Education,Peer Evaluation,Special Education,Students with Disabilities,Effect Size,Children,Intervention

This descriptive study focused on identifying types of research conducted in the area of intellectual disability (ID) and published in peer-reviewed journals identified from professional organizations, experts in the field, and databases. The most common research design implemented with IDEA-eligible individuals identified as having ID was single case research designs, specifically multiple probe and multiple baseline designs. Within journals targeting the area of ID, most publications were empirical studies of individuals with ID or other participants (e.g., parents, teachers). It is important to understand types of literature and research informing the study of ID to understand the evidence underlying our practices and policies. Increased numbers of high quality intervention studies are needed to inform the field.
Cooperating Teachers&apos; Perceptions of Their Preservice Teacher&apos;s Impact on Student Learning
Author: Kaka, Sarah J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Cooperating Teachers,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Preschool Teachers,Pedagogical Content Knowledge,Classroom Techniques,Phenomenology,Preservice Teachers,Teaching Methods,Teacher Student Relationship,Feedback (Response),College School Cooperation,Career Choice,Job Satisfaction

This phenomenological study explored the research question: In what ways do cooperating teachers perceive that their preservice teachers impact student learning? The preservice teachers' ability to impact student learning was rooted in Shulman's pedagogical content knowledge framework and was defined as the ways in which preservice teachers use their pedagogical content knowledge to help students learn, understand, and improve. In depth interviews with eight K-12 cooperating teachers were conducted, and five major themes emerged when determining how preservice teachers impact student learning: creating relationships with students; providing feedback to students; being able to engage students; having good classroom management; and having a passion for teaching.
Factors That Predict ACT Science Scores from a Multicultural Perspective
Author: Brazill, Shihua Chen
Date: 2019-00-00
Type: Journal Articles
Subjects: Predictor Variables,College Entrance Examinations,Science Achievement,Scores,STEM Education,Disproportionate Representation,Gender Differences,Racial Differences,Socioeconomic Status,School Size,High School Students,Grade Point Average,Public Schools,Grade 11

This study investigated predictors for ACT Science scores, a test used by many universities to rank applicants. This study utilized quantitative research methods using the Montana Office of Public Instruction's GEMS (Growth and Enhancement of Montana Students) data set. All advanced statistical analysis was conducted using Stata software IC/15. This research is significant for increasing the representation of under-represented groups in STEM education because it helps clarify three important relationships: (1) How well do gender, race, and meal status predict 11th grade ACT Science scores; (2) How well does school size predict 11th grade ACT Science scores while controlling for gender, race, and meal status; and (3) How well does high school GPA predict 11th grade ACT Science scores while controlling for gender, race, meal status, and school size.
Literature Review of Adjunct Faculty
Author: Danaei, Kami J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mentors,Adjunct Faculty,Faculty Development,Employment Practices,Higher Education,Educational Research,Teacher Characteristics,Faculty College Relationship,College Faculty,Program Effectiveness,Community Colleges

Since the 1970s, higher education has become increasingly reliant upon adjunct faculty to fill gaps in class instruction, but institutions tend to offer adjuncts subpar professional support as compared to their full-time counterparts. To ensure students' academic success, it is vital that adjuncts are provided resources, points of engagement that enable adjunct instructors to build collegiality, and meaningful professional development opportunities. The purpose of this literature review was to evaluate connections of professional development to adjunct faculty. The focus became adjunct professional development, specifically mentoring. Mentoring is one effective way to narrow the divide between tenured and adjunct faculty. This study highlights points of consideration and implications for mentoring programs within higher education and makes recommendations to higher education administrators.
How Online Students Approach Bracketing: A Survey Research Study
Author: Weatherford, Jennifer
Date: 2019-00-00
Type: Journal Articles
Subjects: Graduate Students,Online Courses,Distance Education,Research Training,Educational Research,Student Attitudes,Factor Analysis,Student Interests,Teaching Methods,Course Content,Phenomenology,Bias

Graduate students in online educational research courses participated in a questionnaire about bracketing practices. Exploratory factor analysis led to the result that student researchers followed three approaches to their work: a) engaging strengths, b) being neutral, and c) honoring feelings. In a descriptive analysis of means, we found that students most strongly agreed that their personal interests inspired their research, that they had been frustrated by a research project, and that they questioned what they knew before they began a study. These responses led to recommendations that bracketing be formally taught and that associated practices be included in distance research courses.
Mentoring: Perceptions of Three Junior Faculty
Author: Diamond, Lindsay
Date: 2019-00-00
Type: Journal Articles
Subjects: Mentors,Academic Rank (Professional),College Faculty,Teacher Attitudes,Faculty Development,Program Effectiveness,Nontenured Faculty,Interprofessional Relationship,Adjustment (to Environment),Expectation,Scholarship

Mentoring is recognized as an effective way to support the development of junior faculty in higher education. Engagement in an informal or formal mentoring program will support the development of junior faculty on the path to tenure. Because the needs of individual faculty vary, many institutions of higher education have implemented formal mentoring programs. This study explored the perceptions of three junior faculty participating in university-based mentoring programs using a moderate approach to autoethnography. Results of a qualitative analysis of personal narratives indicates that the participants were engaged in formal and informal mentoring programs. This article describes the specific mentoring experiences of three junior faculty which support the need for mentoring programs and provides suggestions for junior faculty seeking mentorship.
Small-Town and Rural Idaho Elementary Teachers&apos; Desired versus Current Use of Differentiated Instructional Practices
Author: Eller, Amanda L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Individualized Instruction,Teacher Attitudes,Expectation,Constructivism (Learning),Rural Areas,Student Centered Learning,Geographic Isolation,Mastery Learning,Student Evaluation,Teacher Role

As part of a 12-state nationwide study, elementary teachers in small-town and rural Idaho were surveyed regarding their actual use of differentiation versus their desired use of differentiation in the classroom across five teaching-learning behaviors: classroom expectations of students; student objectives; student evaluations; teacher communication and messages; and teacher objectives. The purpose of this research was two-fold: first to gather information about elementary teachers in rural and small-town Idaho and study that data individually; and second, to utilize the Idaho data in the nationwide study. This article discusses the results for the Idaho portion of the study, as well as the relation to trends emerging across other states in the study.
New Teacher Mentoring and Teacher Retention: Examining the Peer Assistance and Review Program
Author: Wiens, Peter D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Beginning Teacher Induction,Mentors,Teacher Persistence,Peer Evaluation,Helping Relationship,Urban Schools,Faculty Mobility,Program Effectiveness,School Demography,Low Income Students

The first years of teaching can be difficult for some teachers and substantial numbers of them leave the profession early in their careers. This attrition can be detrimental to student academic outcomes and financially damaging to school districts. One solution schools have implemented is peer mentoring teacher induction programs. The Peer Assistance and Review program (PAR) is one such mentoring initiative adopted by a group of schools in a large, urban school district in the Southwestern United States. Administrative data indicate that schools that implemented PAR saw decreases in new teachers leaving and teacher attrition overall.
Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners
Author: Phillips Galloway, Emily
Date: 2020-00-00
Type: Journal Articles
Subjects: Contrastive Linguistics,Spanish,Academic Language,Language Skills,English (Second Language),Second Language Learning,Bilingual Education Programs,Grade 4,Grade 5,Elementary School Students,Interdisciplinary Approach,Syntax,Reading Comprehension,Correlation,Transfer of Training,Second Language Instruction,Metalinguistics,Student Characteristics,Reading Tests,Scores

In this study, we examine the unique and shared contributions of Spanish and English core academic language skills (CALS) to English reading comprehension in a population of Spanish-English dual language learners in Grades 4 and 5 (n = 165). We focus on cross-disciplinary CALS, operationalized as sets of high-utility lexical, syntactic and discourse resources prevalent in school texts. This study finds that Spanish and English CALS are positively and significantly related, and, further, that both sets of skills exert a unique positive influence on English reading comprehension. Aligned with an interpretation of linguistic interdependence between Spanish and English academic language skills, results document their cross-linguistic contribution to reading comprehension for students enrolled in educational programs that foster literacy and content learning regularly in two languages.
Maintaining Academic Standards and Integrity in Online Business Courses
Author: Goff, Delbert
Date: 2020-00-00
Type: Journal Articles
Subjects: Integrity,Business Administration Education,Cheating,College Students,Online Courses,Business Schools,Educational Trends,Ethics,Majors (Students),Student Attitudes,Conventional Instruction,Teaching Methods,Comparative Analysis

As the number of online courses being offered at universities has increased dramatically over the past several years, the level of oversight has lagged and created an environment ripe for cheating. We find that students admit to higher levels of cheating in online classes and believe other students also cheat more relative to face-to-face classes. This is likely due to the lack of tools to combat online cheating and the lack of policy from universities. We know from previous studies that business colleges have a comparatively high level of cheating and the amount of cheating at universities has been rising. These trends threaten to create an unfair system where cheaters are rewarded with higher grades than non-cheaters, thereby encouraging otherwise honest students to cheat. This may result in declining and erratic knowledge among university graduates, diminishing the value of a university education.
Prevalent Crime in Nigerian Tertiary Institutions and Administrative Strategies for Its Effective Management
Author: Asiyai, Romina Ifeoma
Date: 2020-00-00
Type: Journal Articles
Subjects: College Administration,Foreign Countries,Crime,Higher Education,Incidence,Administrator Attitudes,Prevention,Plagiarism,Violence,Sexual Harassment,Deception,Records (Forms),Strategic Planning

This study examined crime in tertiary institutions in southern Nigeria. The purpose of the study was to identify the common crime prevalent in the institution, the administrative strategies for managing crime and find out the extent to which institution managers or Administrators are employing the identified strategies to ensure a crime free environment. Three research questions were asked and answered. The sample of the study was drawn from a population of tertiary institutions in Southern Nigeria A sample of 932 respondents were selected through stratified random sampling technique from nine tertiary institutions in South-West Nigeria. The questionnaire was the instrument for collection of data from the respondents. It is divided into three sub-scales. Cronbach Alpha for the three sub scales yielded 0.84, 0.80 and 0.76. The finding revealed the common crime prevalent in tertiary institution in South-West Nigeria as examination malpractices, assault, plagiarism, sexual harassment, and certificate forgery. The findings further showed that crime management strategies like mounting closed circuit camera in strategic locations, regular monitoring of activities, use of anti-cult group are some of the identified crime management strategies. The extent of employment of the identified strategies in crime management is low.
Study of the Training Accreditation in a Moroccan Engineering School: Strengths, Weaknesses, Opportunities and Threats
Author: Ouzzine, Zhor
Date: 2020-00-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Engineering Education,Foreign Countries,Instructional Improvement,Outcomes of Education,Global Approach,Higher Education,Standards

This research paper aims to improving engineering training quality in Morocco with a special focus on the learning outcomes assessment. To achieve the purpose of this study, we reviewed the different accreditation related to the Higher National School of Electricity and Mechanics (ENSEM) between 2007 and 2018. The data was gathered from the Mechanical Design and Integrated Production branches (CMPI) and we considered it using the SWOT decision-making method. We then compared the CMPI program to a list of learning outcomes chosen after conducting a benchmarking analysis. The present research aims at highlighting the strengths and weaknesses of the Moroccan engineering accreditation system, especially regarding the learning outcomes. The findings of this examination provide some implications to improve the quality of engineering training, specifically the assessment of learning to enable the Moroccan diplomas to align with the international standards and meet the great challenges facing globalization.
An Evaluation of a Pilot Study of the Personal Tutoring Programme in Improving Skills Development at the University of Trinidad and Tobago
Author: Hunte, Andrew
Date: 2020-00-00
Type: Journal Articles
Subjects: Pilot Projects,Program Effectiveness,Skill Development,Foreign Countries,College Freshmen,School Holding Power,Tutors,Academic Support Services,Engineering Education,Difficulty Level,Student Attitudes,Academic Persistence,Holistic Approach,Peer Evaluation

Personal tutoring provides professional skills development and support to students as they matriculate through their respective university programmes. Recently, there has been a growing trend of students facing academic difficulties in their first year of undergraduate study at the University of Trinidad and Tobago (UTT) which have impacted on student retention rates. This paper shares the experiences of a pilot study of the Personal Tutoring Programme (PTP) launched in term 2 (January to May) of the 2018 academic year, at the UTT where five hundred and thirty-two (532) students along with forty-eight (48) personal tutors (PTs) engaged in activities that promoted academic and social support. During term 2, PTs met with their assigned tutees at least once per week. The evaluation of the PTP in skills development was based primarily on pass rates of term 2 courses in the Certificate of Applied Engineering (CAE) and Bachelor of Applied Science Common Year I (BASc Common Yr I). These programmes are used as entry requirements to specialized diploma and bachelor level programmes at UTT. Within the BASc Common Yr I, there were marked improvements in the Engineering Thermodynamics course while in the CAE programme, there were marked improvements in the Applied Engineering Mathematics II course with 100% pass rates in two campuses where it was offered. Student feedback was indicative of the positive impact of the PTP which improved students pass rates with engineering courses that traditionally were difficult for them. Overall the PTP contributed to the holistic development of the students.
Challenges of Teaching English Language Classes of Slow and Fast Learners in the United Arab Emirates Universities
Author: Zakarneh, Bilal
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Slow Learners,Ability Grouping,English Teachers,Classroom Techniques,Lesson Plans,Attention,Student Motivation,Teaching Methods,Foreign Countries,College Faculty,Instructional Effectiveness,Barriers,Language Aptitude,Material Development

One of the greatest challenges experienced by teachers teaching students who learn English as a foreign or a second language is teaching a class consisting of fast learners and slow learners commonly referred to as mixed-ability classes. The present study investigates challenges experienced by teachers of English language classes encompassing slow learners and fast learners. Data was collected using survey questionnaire and analyzed using Microsoft excel. Results revealed that teachers of English language experience several challenges: mixed-ability class tend to be uncooperative and fast learners get bored easily; challenges in planning for the lesson to teach a mixed-ability class; challenges in creating appropriate work-materials for the mixed-ability class; lack of best approaches to manage mixed-ability class; challenges in getting attention of all learners in a mixed-ability class; and frustration when teaching mixed-ability classroom due to low motivation of weak students.
The Predictive Validity of Teachers&apos; Personality, Cognitive and Academic Abilities at the End of High School on Instructional Quality in Germany: A Longitudinal Study
Author: Roloff, Janina
Date: 2020-00-00
Type: Journal Articles
Subjects: Predictive Validity,Personality Traits,Cognitive Ability,Academic Ability,Foreign Countries,Teacher Characteristics,Grade Point Average,Teacher Effectiveness,Secondary School Students,Secondary School Teachers,Teacher Education,Student Evaluation of Teacher Performance

The present study investigated to what degree teachers' personality traits, cognitive abilities, and academic abilities (high school GPA), which were assessed at the end of high school as well as grades from the first and second state examinations of teacher education, predict later instructional quality. The study combined ratings of instructional quality from 3,768 German secondary school students and their 113 teachers with up to 10 years between assessment of teachers' personality traits, cognitive abilities, as well as academic abilities at the end of high school and student ratings of instructional quality. Multilevel regression analyses revealed that agreeableness, high school GPA, and the second state examination grade predicted teachers' instructional quality.
The Impact of Strategic Notetaking on EFL Learners&apos; Academic Performance in Jordan
Author: Almaagbh, Ibrahim F. F.
Date: 2020-00-00
Type: Journal Articles
Subjects: Notetaking,Academic Achievement,English (Second Language),Second Language Learning,Second Language Instruction,Learning Strategies,State Universities,College Students,Foreign Countries,Student Attitudes,Prediction,Correlation

This study investigates the impact of strategic notetaking on English as Foreign Language (EFL) learners' academic performance among university students in Jordan. Thus, we hypothesized that there is a significant and positive impact of strategic note-taking on EFL learners' academic performance. To confirm this hypothesis, descriptive research design was applied in this study. 384 (three hundred and eighty-four) respondents were randomly selected from the four public universities in Jordan. This study adapted instruments which include strategic note taking and students' academic performance measurement items and the data obtained was analysed through Statistical Package for the Social Science (SPSS-22). The result showed that the strategic note taking (i.e. independent variable) has significant effects on EFL learners' academic performance (R2 =0.919). Moreover, the strategic notetaking made the significant contribution (Beta= 0.449; t= 18.714; P &lt;0.05) to the prediction of EFL learners' academic performance. In line with the findings, this study emphasised and explained the impact of strategic notetaking and how to improve EFL learners' level of notetaking for better academic performance in Jordan.