ethanporcaro/eric-fulltext-meta huggingface dataset:
Causal Theoretical Model That Favors the Use of Comprehensive Sexuality Education
Author: Salas, María Julieta Solórzano
Date: 2019-12-00
Type: Journal Articles
Subjects: Sexuality,Sex Education,Intervention,Decision Making,Teaching Methods,Sexual Abuse,Gender Bias,Social Attitudes,Religious Factors,Course Content,Elementary Secondary Education,Teacher Education,Higher Education,Self Efficacy

This theoretical review goes over the different theoretical variables and constructs that could condition teacher intervention in relation to CSE curricular contents, since teachers' experiences affect the pedagogic decisions they make. The theoretical model includes the constructs of sexual conduct, teacher training, and teacher self-efficacy for sexual education. Sexual behavior is operationalized by the theoretical variables of sexual abuse, sexism, attitude toward sexuality, dogmatic and permissive religiousness, and social, pair and family constructions. Sexual education in teacher training includes the variables in elementary school, high school, university and any further training. The conclusion is that teachers must review their own sexual experiences to deconstruct their understanding and to become an appropriate model for the pedagogic praxis of CSE contents.
The Influence of Age and Gender on Class Attendance plus the Academic Achievement of Undergraduate Chemistry Education Students at University of Calabar
Author: Nja, Cecilia
Date: 2019-12-00
Type: Journal Articles
Subjects: Attendance,Age Differences,Gender Differences,Chemistry,Science Instruction,Science Achievement,Scores,Undergraduate Students,Correlation,Foreign Countries

This article investigated the influence of age and gender on class attendance as well as Chemistry Education students' academic achievement in SED 281, at the University of Calabar. Descriptive survey research design was employed for the study. The target population was two hundred and twenty Chemistry Education students in the Department of Science Education, University of Calabar. A sample size of sixty-four (64) Chemistry Education students of 2018/2019 academic session was used for the study. Data were obtained from existing records for the research. These were: 2018/2019 first semester result of Secondary Chemistry Content 1 and students' register that had their ages. Results obtained showed that the mean score of the female students' class attendance was 83.76, which was greater than that of the males (67.2). The young and matured students had mean scores of 82.11 and 57.20, respectively. Independent t-test and analysis of variance (ANOVA) were used in the study. The null hypothesis that there is no significant difference in the academic performance of the students with regard to class attendance was not accepted. This paper recommends that class attendance should be made compulsory for all undergraduate students in Chemistry Education, University of Calabar.
Understanding the Linkages between Racial/Ethnic Discipline Gaps and Racial/Ethnic Achievement Gaps in the United States
Author: Gopalan, Maithreyi
Date: 2019-12-09
Type: Journal Articles
Subjects: Achievement Gap,Academic Achievement,Ethnicity,Racial Differences,Institutional Characteristics,Correlation,School Districts,Discipline Policy,African American Students,White Students,Hispanic American Students,Economic Factors,Discipline,Referral,Law Enforcement,Suspension,Expulsion,National Competency Tests,Racial Segregation,Racial Composition,Elementary Secondary Education

This study estimates racial/ethnic discipline gaps, using multiple measures of school discipline outcomes, in nearly all school districts in the United States with data collected by the Office of Civil Rights between 2013 and 2014. Just like racial/ethnic achievement gaps, discipline gaps also vary substantially, ranging from negative to greater than two standard deviations, across districts. However, unlike the correlates of racial achievement gaps, the extensive set of district-level characteristics available in the Stanford Education Data Archive (SEDA) including economic, demographic, segregation, and school characteristics, explain roughly just one-fifth of the geographic variation in Blackwhite discipline gaps and one-third of the variation in Hispanic-white discipline gaps. This study also finds a modest, statistically significant, positive association between discipline gaps and achievement gaps, even after extensive covariate adjustment. The results of this analysis provide an important step forward in determining the relationship between two forms of persistent inequality that have long plagued the U.S. education system. Keywords: school discipline; achievement gap; discipline gap; race; ethnicity
&quot;Do It All but Don&apos;t Kill Us&quot;: (Re)positioning Teacher Educators and Preservice Teachers amidst edTPA and the Teacher Strike in West Virginia
Author: Sherfinski, Melissa
Date: 2019-12-02
Type: Journal Articles
Subjects: Teacher Educators,Preservice Teachers,Mentors,Performance Based Assessment,Teacher Strikes,Self Concept,Professional Identity,Phenomenology,Portfolios (Background Materials),Teacher Supervision,Neoliberalism,Teacher Attitudes,Student Attitudes,Moral Values,Educational History,Activism,Teacher Salaries,Teacher Certification,Educational Policy,Educational Practices,Accountability,Teacher Role,Universities,Early Childhood Education,Teacher Education Programs,Preschool Teachers

We explore how two &quot;happenings&quot; representing different political, social, historical and economic influences converge to shape the narratives of preservice teachers and teacher educators in West Virginia. These happenings are the 2017-2018 edTPA roll out and the teacher strike of February 2018. We use the framework of sensemaking to explore preservice teacher and teacher educator identity/agency using a phenomenological analysis of narratives accessed through narrative portfolios, artifacts, and interviews with pre-service teachers, mentors (supervising teachers), and teacher educators. We found that the confluence of these political moments reinforced a neoliberal orientation for both preservice teachers and teacher educators, positioning preservice teachers to expect teacher educators to intensively support the edTPA and ensure their success while silencing the collective history and moral imperative of protest. Preservice teachers and some mentors reframed the edTPA as a pathway to increased teacher pay/meritocracy by linking it with the National Boards, yet there were pockets of resistance within this among both preservice teachers and teacher educators. These findings are important for informing educational policy and practice around both corporate involvement in assessment/accountability policy and preservice teachers' and teacher educators' roles in protest at this moment when both are expanding simultaneously.
The Social Unemployment Gap in South Africa: Limits of Enabling Socio-Economic Redress through Expanding Access to Higher Education
Author: Tivaringe, Tafadzwa
Date: 2019-12-09
Type: Journal Articles
Subjects: Foreign Countries,Low Income,Socioeconomic Background,Intervention,Educational Policy,Access to Education,Labor Market,Disadvantaged,Policy Analysis,Correlation,Unemployment,Race,Affirmative Action,Barriers,Higher Education,Social Differences,Educational Attainment,Educational History,Bachelors Degrees

The South African government recently adopted an education policy that attempts to achieve socio-economic redress through expanding free university education to first-year students from low-income backgrounds. However, in a country in which structural factors such as race, gender, and age continue to shape labor market outcomes, to what extent can attainment of university education significantly improve the labor market outcomes of historically marginalized groups? To evaluate the limits and possible unintended consequences of this policy intervention, I use nationally representative data from 1994 through 2017 to explore the correlation between a bachelor's degree and the likelihood of unemployment. Using a logistic regression and predicted probabilities, I show that, despite the existence of a race-based affirmative action policy designed to alleviate structural barriers in South Africa's labor market, structural factors still significantly attenuate the role of university education in enabling labor force participation among historically marginalized groups. I term the effect of these multi-dimensional structural barriers: the social unemployment gap. These findings suggest that the use of university education as a strategy for socio-economic redress in labor markets characterized by structural asymmetries extending beyond race necessitates the existence of intersectional labor market affirmative action policies.
The Effect of Discipline-Related Knowledge on Heritage Language Learners&apos; Reading Comprehension
Author: Velásquez, Edna
Date: 2020-02-00
Type: Journal Articles
Subjects: Reading Comprehension,Spanish,Heritage Education,Second Language Learning,Second Language Instruction,Native Language,Language Tests,Recognition (Psychology),Prior Learning,Medicine,Prereading Experience,Familiarity,Intellectual Disciplines,Reading Tests,Teaching Methods,Content Area Reading,Universities,College Students,Student Placement,Course Descriptions

This study explores the effect of prior discipline-related knowledge in reading comprehension for two groups of students of Spanish as a Heritage Language (SHL). The first group (G1), had 22 students enrolled in a general Spanish course and the second (G2), had 18 students enrolled in a course of Spanish for medical professions. The aim was to determine whether G2's reading comprehension of a text related to medicine was better than G1's. The instruments used were a lexical recognition test (LR) and a reading comprehension questionnaire (RC), both based on an article related to medicine. The former was used to verify the lexical baseline for both of these groups. From the results of the latter, we conclude that having prior thematic knowledge (in the area of medicine) had no effect on the understanding of this text. Additionally, at lower levels of lexical recognition (between 50% and 70%), the contribution of prior knowledge seemed to be greater, which could indicate that these students would greatly benefit from pre-reading activities that might activate previous knowledge or familiarize them with the topic.
Is Mathematical Logic Really Necessary in Teaching Mathematical Proofs?
Author: Aristidou, Michael
Date: 2020-02-00
Type: Journal Articles
Subjects: Mathematical Logic,Mathematics Instruction,College Mathematics,College Students,Student Attitudes,High School Students,Foreign Countries,Logical Thinking,Intuition,Automation

As it is already observed by mathematicians and educators, there is a discrepancy between the formal techniques of mathematical logic and the informal techniques of mathematics in regards to proof. We examine some of the reasons behind this discrepancy and to what degree it affects doing, teaching and learning mathematics in college. We also present some college students' opinions about proofs, and we briefly observe the situation in Greek and Greek-Cypriot high schools in which mathematical logic is part of the curriculum. Finally, we argue that even though mathematical logic is central in mathematics, its formal methods are not really necessary in doing and teaching mathematical proofs and the role of those formalities has been, in general, overestimated by some educators.
Earnings Differences among Senior University Administrators: Evidence by Gender and Academic Field
Author: Mang, Colin F.
Date: 2019-00-00
Type: Journal Articles
Subjects: Gender Differences,Salary Wage Differentials,College Administration,College Presidents,Deans,Women Administrators,Intellectual Disciplines,Work Experience,Administrator Characteristics,Comparative Analysis,Foreign Countries,Fringe Benefits

This study examines earnings inequality by gender and academic field among senior university administrators, including presidents, vice presidents, associate and assistant vice presidents, and deans, using data from the Canadian province of Ontario. While a 4.4 percent earnings gap between male and female administrators is initially identified, much of the gap is explained by earnings inequality across academic fields and by the career experience of the administrators. Administrators who specialize in professional fields such as engineering, health sciences, law, and social work earn between 12 percent and 33 percent more than administrators who specialize in liberal fields in the humanities and social sciences.
Perceptions of Institutional Teaching Culture by Tenured, Tenure-Track, and Sessional Faculty
Author: Dawson, Debra L.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Tenure,Part Time Faculty,Adjunct Faculty,Teacher Attitudes,School Culture,Teaching Conditions,Beliefs,Research Universities,Teacher Effectiveness,Recognition (Achievement),Teacher Evaluation,Foreign Countries

The Institutional Teaching Culture Perception Survey (ITCPS) was used to investigate beliefs of tenured, tenure-track, and sessional faculty members (N=576) about the teaching culture within three large research-intensive universities in Canada. As predicted, we found significant differences between these three groups of faculty members' perceptions of their institutions' teaching cultures. Sessional faculty perceived that their universities rewarded effective teaching less than their tenured or tenure-track colleagues. Tenured faculty were less likely than the tenure-track and sessional faculty to believe it was important to encourage, recognize, or assess effective teaching. These results have important implications for the quality of teaching and, ultimately, student learning, as sessional faculty are teaching an increasing number of students and tenured faculty are the primary decision-makers in setting the priorities for their institutions.
Sexual Violence on University Campuses: Differences and Similarities in the Experiences of Students, Professors and Employees
Author: Bergeron, Manon
Date: 2019-00-00
Type: Journal Articles
Subjects: Sexual Abuse,Violence,Campuses,Universities,College Faculty,College Students,Foreign Countries,Employee Attitudes,Teacher Attitudes,Student Attitudes,Power Structure,Individual Characteristics,Physical Health,Mental Health,Disclosure,Sexual Harassment,Victims of Crime,Psychological Services,Crime Prevention

This article presents a portrait of sexual violence on university campuses (SVUC) at six universities in Québec (Canada) and explores differences and similarities in the experiences of students, professors and employees. Data are drawn from the &quot;Enquête Sexualité, Sécurité et Interactions en Milieu Universitaire&quot; (ESSIMU). They reveal disturbing rates of SVUC among students (36.2%), professors (38.8%) and employees (38.7%). The results show that the hierarchical status of perpetrators was higher than that of victims for a significant proportion of professors (33%) and employees (50.7%). When asked about the type of assistance they would want in the event of SVUC, the majority of students, professors and employees affirmed they would want support during the reporting/complaint process, information about available recourse within the university to report the incident, and psychological support provided by a resource outside the university.
An Analysis of the Pre-Service Teachers&apos; Teaching Anxiety and Coping Strategies: A Turkish Elementary School Context
Author: Han, Turgay
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Teachers,Preservice Teachers,Student Attitudes,Anxiety,Practicums,Coping,Classroom Techniques,Mentors,Cooperating Teachers,Observation,Feedback (Response),Self Esteem,Teacher Education Programs,Experience,Time Management,Teacher Student Relationship,Language Usage

The aim of this study is to investigate the construct of English as a foreign language (EFL) pre-service teachers' feelings of anxiety before, while, and after experiencing teaching English within a Turkish elementary classroom setting. Specifically, this intrinsic qualitative study investigates the anxiety sources for pre-service teachers in their practicum experiences and the ways they adapted to cope with these anxiety-provoking sources. The data were triangulated by consulting three sources of information(e.g., open-ended questions in the self-report forms, open-ended questions in the peer-reflection forms, and diaries) relating the 32 participants' practicum experiences. The findings indicated that prior to practicum experience, classroom management was the major teaching anxiety source and the &quot;the most&quot; frequently employed coping strategy was to consult their mentors and cooperating teachers. However, during the actual practicum experience, being observed by a mentor was the most common concern and to cope with it, each participant developed different coping mechanisms. Finally, receiving negative feedback from mentors after the post-practicum experience decreased self-confidence and to compensate, pre-service teachers frequently asked mentors to provide further advice. It is implicated that teacher education programs raise the awareness of pre-service teachers of the potential challenges awaiting them in the practicum experience and equip them with coping strategies.
Assessment of English Learning in a Language Teacher Education Program
Author: Mosquera, Leonardo Herrera
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),State Universities,Formative Evaluation,Foreign Countries,Teacher Education Programs,Course Descriptions,Language Tests,Guidelines,Diaries,Teaching Methods,Student Attitudes,Teacher Attitudes

This paper reports the findings of a study aimed at characterizing the assessment process in an English Language Teacher Education Program (ELTEP, henceforth) at a Colombian public university. Perceptions of teachers and students, revision of some official documents such as course syllabi and test samples, and class observation were used to respond to the inquiries of this study. Interviews, questionnaires, field diaries, and documentary records were employed to gather information for this qualitative-descriptive study. Data analysis suggests that despite the general guidelines proposed by the institution in terms of assessment of learning, and some good evaluative practices implemented by the professors of the ELTEP, the consolidation of an approach is required; an approach understood as criteria and pedagogical procedures that guide both teachers and students, and one that promotes more formative, fair and democratic assessment.
Indonesian Educators&apos; Knowledge and Beliefs about Teaching Children with Autism
Author: Budiyanto
Date: 2020-02-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Students with Disabilities,Autism,Inclusion,Access to Information,Social Bias,Beliefs,Cultural Influences,Knowledge Level,Teaching Methods,Intervention,Special Schools

There is a large number of children with autism who need to be taught within the Indonesian education system. A significant influence on how their needs are perceived are the epistemological and cultural beliefs of teachers. This research is the first to examine these issues in the context of the Indonesian government's intention to develop an inclusive education system. An analysis of 136 questionnaire responses from teachers and educational therapists indicated that although only a minority was aware of, or had been trained in, established autism interventions, children with autism are being taught within Indonesian schools. This included being taught within regular schools. The data suggest that having access to information about autism in the Bahasa Indonesia language plays a role in educators' beliefs about the stigmatization of teachers and parents of autistic children. Teachers' epistemological beliefs were found to be linked to their beliefs in inclusive education. This research suggests that is essential for educational research to acknowledge the influence of the cultural milieu within which inclusive education is being developed. The implications of this research for how the development of inclusive education can be supported within Indonesia are discussed.
Responsibility Center Budgeting as a Mechanism to Deal with Academic Moral Hazard
Author: Myers, Gordon M.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Administration,Budgeting,Administrative Organization,College Faculty,Incentives,Income,Responsibility,Risk,Moral Issues,Foreign Countries

Universities face inherent informational asymmetries. These make university budgeting prone to various challenges including moral hazard. The last forty years has seen some large research- intensive universities move from centralized incremental budgeting to decentralized Responsibility Center Budgeting (RCB). It is assumed that a faculty chooses a level of costly effort in generating revenue for the university. The level of faculty effort is not observable by the central administration. When there is no revenue uncertainty or when the faculty is not risk averse, pure RCB is best from the perspective of the administration. The intuition is that pure RCB fully aligns financial responsibility with academic authority, that is, it makes the faculty the residual claimant. Once the faculty is risk averse, partial RCB is optimal. Partial RCB provides a balance between providing the right incentives to the faculty and the university reducing the revenue risk faced by the faculty.
Promising Practices in Coaching Co-Taught Preservice Clinical Experiences
Author: Strieker, Toni S.
Date: 2020-02-00
Type: Journal Articles
Subjects: Coaching (Performance),Team Teaching,Teacher Education,Student Teaching,College School Cooperation,Cooperating Teachers,Elementary Secondary Education,Self Management,Goal Orientation,Mentors,Teacher Effectiveness,State Universities,Urban Universities,Faculty Development,Dialogs (Language)

In 2010, the National Council for Accreditation of Teacher Education (NCATE) called for colleges and universities to &quot;turn teacher education upside down&quot; (pg. 2) and focus on clinical experiences, rather than coursework. This charge resulted in major shifts in teacher education programs in the USA as colleges and universities forged new partnerships to create yearlong clinical experiences that included co-teaching and coaching. In 2018, the American Association of Colleges for Teacher Education (AACTE) Commission on Clinical Experiences recognized and described the mutual benefits of expanding these partnerships between schools and universities to include various forms of collaboration, co-teaching and coaching. While these partnerships are increasing in number, little is known about the efficacy of the specific coaching approaches and practices employed in the co-taught classroom. This self-study examined the communication and behavioral approaches of 13 co-teaching coaches who collaborated with 39 teacher candidates enrolled in yearlong, co-taught P-12 clinical experiences. The co-teaching coaches attended up to four sessions of professional learning on co-teaching and coaching. Basic statistics were used to determine the demographics, the content of the coaching conversations, and preferred coaching approaches. The main data sources were the coaches' resumes, their reflections on goal-setting sessions, observation reports, and surveys on their daily coaching activities. Results indicated that effective coaches engaged in collaborative dialogue that moved candidates to self-directed learning. Similarly, these results described the pedagogical practices of effective coaches in terms of goal-setting with the candidates, basic mentoring, and demonstration teaching.