ethanporcaro/eric-fulltext-meta huggingface dataset:
Editor's Perspective Article: Alternative Certification Teachers--Strategies for the Transition to a New Career
Author: Evans, Brian R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Beginning Teachers,Motivation,Self Efficacy,Trust (Psychology),Feedback (Response),Teacher Attitudes

New teachers who are prepared to teach through alternative certification pathways may find the transition to a new career stressful and tumultuous. There are techniques that can be used to help make the transition easier on new teachers as they begin their new careers. This article explores several strategies for new teachers, which include approaching the new school year with a trusting and caring classroom approach, a sense of efficacy among teacher and student, early academic success, conceptual understanding, and developing intrinsic motivation and love of learning. Alternative certification teachers were asked about their own experiences in the classroom and provided feedback on some of things they have learned.
FOCUS: A State-Wide Initiative to Select and Retain Transition Teachers
Author: Cobia, Debra C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Selection,Teacher Persistence,Teacher Placement,Alternative Teacher Certification,Sustainability,Beginning Teacher Induction,Data Collection,Qualitative Research,Disadvantaged Schools,Disproportionate Representation,Program Effectiveness,Program Evaluation,Statistical Analysis

Through Focus on Change in Understanding Staff and Staffing Systems in Georgia Public Schools (FOCUS), over 500 teachers of record were recruited, selected, and placed in Georgia's high-need schools. Teachers in the first three cohorts were retained at very high levels as well as achieving full certification. Project outcomes also included the consolidation of Georgia's six alternative pathways to certification under one area and the development and implementation of a hybrid model of teacher preparation. Additional sustainability initiatives include the development and launch of two new technological tools to be used by local education agencies to predict and prepare for staffing needs.
Answering the Call to Improve STEM Education: A STEM Teacher Preparation Program
Author: Dailey, Debbie
Date: 2015-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Alternative Teacher Certification,STEM Education,Majors (Students),Experiential Learning,Inquiry,Student Attitudes,Focus Groups,Writing (Composition),Coding,Student Satisfaction,Barriers,Secondary School Teachers,Student Motivation

This study examined a program that gives undergraduate candidates options for teacher certification. Candidates in STEM majors were recruited in order to provide them with a compact, flexible, and innovative option for adding teacher licensure to their bachelor degrees. This program used early field experiences that allow candidates to practice inquiry-focused teaching during their first class in an effort to expose them to the teaching profession and to secure their commitments to earning a teaching license in mathematics or science. The purpose of the study was to uncover the variables that contributed to this initial growth. The researchers found that candidates were highly satisfied with the program and were completing the first course with motivation to continue in the program.
Social Capital and Educational Aspiration of Students: Does Family Social Capital Affect More Compared to School Social Capital?
Author: Shahidul, S. M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Capital,Academic Aspiration,Family Influence,School Culture,Secondary Schools,Secondary School Students,Secondary School Teachers,Parents,Regression (Statistics),Predictor Variables,Effect Size,Socioeconomic Status,Comparative Analysis,Interviews

Resources from multiple social contexts influence students' educational aspiration. In the field of social capital a neglected issue is how students obtain social capital from varying contexts and which contexts benefit them more to shape their future educational plan which consequently affects their level of aspiration. In this study, we aim to examine whether the students' social capital, which is created by their families, has an extensive effect in shaping their educational aspiration compared to the social capital which is created in schools. We use the information collected from 553 students, their parents and 225 teachers from 12 selected secondary schools in Bangladesh. We conduct a series of multiple linear regression analyses to estimate the influence of family social capital and school social capital on the dependent variable of educational aspiration. To compare the effect size of family social capital and school social capital we consider the standardized Beta (ß) weights of these two variables. The results show that beyond the socio-economic status, both family social capital and school social capital positively affect students' educational aspiration. In addition, when we compare the effect size of these two variables, results show that family social capital has more strength compared to school social capital to predict the educational aspiration outcome of students.
The Integration of New Media in Schools: Comparing Policy with Practice
Author: Ismail, Nurzali
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Integration,Technology Uses in Education,School Policy,Teacher Attitudes,Knowledge Level,Qualitative Research,Case Studies,Semi Structured Interviews,Observation,Secondary School Students,Secondary School Teachers,Instructional Leadership

Beyond policy, this paper investigates the actual practice related to the integration of new media in schools. Despite continuous government effort to integrate new media in schools, the use of digital technologies for teaching and learning in the classroom remains limited. This study suggests that, apart from the issue related to the state of technological infrastructure, other related factors, including school's leadership and policy, and teachers' attitude and knowledge of new media, can also influence the integration of digital technologies into the classroom. Hence, it is important for schools to develop a comprehensive policy of new media, to ensure that the technological infrastructure is carefully managed and maintained. Schools also should provide teachers with continuous professional development opportunities, to ensure that their knowledge and skills of new media remain relevant in the constantly changing digital environment.
Teachers' Attitudes toward Using Interactive Whiteboards in English Language Classrooms
Author: Gashan, Amani K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Technology,Bulletin Boards,Interactive Video,Teaching Methods,Technology Uses in Education,Teacher Attitudes,Females,English (Second Language),Language Teachers,Barriers,Questionnaires,Foreign Countries,Secondary School Teachers,Statistical Analysis

Educational technology plays an increasingly important role in the teaching and learning process. Successful integration is the goal of any new educational technology. The interactive whiteboard (IWB) can be effectively used by teachers to enhance the effectiveness of their lessons. This study explored the attitudes and insights of Saudi female teachers regarding the use of IWBs when teaching English as a foreign language (EFL). It also investigated possible obstacles they may face during their use of this novel technology. Data was collected by distributing questionnaires to forty three teachers at different girls' schools in Riyadh. The results indicated that participants in this study demonstrated positive attitudes toward using the IWB in the EFL classrooms. The results also showed that teachers consider IWBs to be useful devices for enhancing the teaching and learning process and for designing new instructional situations. IWB-based lessons were perceived to be more comfortable for teachers in teaching English. However, teachers stated that they faced some technical obstacles in their use of IWBs. The current study recommended that EFL classes should be equipped with all supplicants of the IWBs. It also suggested that training is important for teachers to deal with the technological devices. EFL teachers need more training to learn how to resolve technical and system problems; they also need to understand how to use all the options offered by the IWBs.
Higher Education Quality: Perception Differences among Internal and External Stakeholders
Author: Abidin, Munirul
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Quality,Teacher Attitudes,Student Attitudes,College Students,College Faculty,Stakeholders,Statistical Analysis,Questionnaires,Demography,Student Satisfaction,College Curriculum,Educational Facilities,College Libraries

Conceptually, education quality of higher education can be determined by evaluation of their stakeholders's satisfaction level. The purpose of this study is to describe how students as external stakeholder and lecturers as internal stakeholder, perceived their satisfaction of learning experience in the university. This study was conducted in quantitative research method to collect, analyze and interpret data. The findings indicated that students and lecturers had different perceptions on the quality of education. Lecturer perceived all dimensions of quality with a higher satisfaction level than students. This finding shows that there is a gap between perception of lecturers and students on higher education quality.
Socio-Economic Factors on Indonesia Education Disparity
Author: Azzizah, Yuni
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Socioeconomic Influences,Equal Education,Geographic Location,Access to Education,Correlation,Educational Attainment,Teacher Student Ratio,Enrollment Trends,Economic Factors

Since 1998, regional governments in Indonesia have had greater autonomy due to the commencement of a reformation movement across Indonesia. Large portions of education management were delegated to the regional governments. Because of this, the education level varies strongly across Indonesia' provinces. Referring to the data provided by the Indonesian Bureau of Statistics, it is found that Eastern Indonesia generally has a higher rate of uneducated than Western Indonesia. We review the current condition of Indonesian education in terms of regional disparity among eastern and western provinces and study the correlation between inequality in education and other related aspects, such as social and economic conditions. We find that inequality issues on socio-economic conditions are reflected in the education disparity between Eastern and Western Indonesia. By employing panel data with provinces as units of observations, we find that the difference in regional development among Indonesian provinces influences education issues. By evaluating the standard deviation of the statistic we were able to identify socio-economic factors that influence the regional education disparity.
A Youth Development Approach to Evaluation: Critical Participatory Action Research
Author: Zeller-Berkman, Sarah
Date: 2015-00-00
Type: Journal Articles
Subjects: After School Programs,Participatory Research,Action Research,Community Organizations,Youth Programs,Measures (Individuals),Evaluation Methods,Program Improvement,Delivery Systems,Case Studies,Semi Structured Interviews,Educational Benefits,Interpersonal Relationship,Youth,Adults,Focus Groups,Program Evaluation,Capacity Building,Grounded Theory

Across the U.S., youth development approaches are being tested in out-of-school time programs as a strategy to combat the growing opportunity gap between privileged and underprivileged youth (Gardner, Roth, &amp; Brooks-Gunn, 2009). Along with increased recognition of the value of youth development programming has come increased financial support (Padgette, 2003; Zeller-Berkman, 2010). This investment, in turn, brings increased pressure to continually prove to funders that youth development programs affect student outcomes (Zeller-Berkman, 2010). The increased emphasis on accountability has sometimes forced community-based organizations (CBOs) to maintain a myopic focus on outcomes that are easily measurable but not necessarily the most important (Fusco, Lawrence, Matloff-Nieves, &amp; Ramos, 2013). Underfunded nonprofits can feel overwhelmed by the intense emphasis on producing &quot;evidence-based&quot; outcomes, especially if evaluation feels like an &quot;add-on&quot; rather than being aligned with and integrated into program goals. This article raises up critical participatory action research and youth participatory evaluation as possible answers to this challenge. It explores how five programs use critical participatory action research and youth participatory evaluation to engage youth and improve program delivery. These trailblazing organizations illuminate the possibilities and challenges of using approaches to research and evaluation that reflect youth development principles and practices.
&quot;The Text Opened My Eyes&quot;: A Book Club on Teaching Writing to ELLs
Author: Andrei, Elena
Date: 2015-11-00
Type: Journal Articles
Subjects: Writing Instruction,English Language Learners,Books,Clubs,Teaching Methods,Qualitative Research,Guidelines,Interviews,Teacher Leadership,Faculty Development,Teacher Attitudes,Second Language Learning,Second Language Instruction,Educational Strategies,Researchers,Misconceptions,Elementary School Teachers,Middle School Teachers,Writing Skills,Questionnaires,Communities of Practice

This qualitative study looked at a book club for US teachers in public schools focused on teaching writing to English language learners (ELLs). To guide the study, the central research questions were: (1) What are teachers' perceptions about a book club professional development experience?; and (2) How are teachers' views about second language (L2) writing affected by a book club focused on teaching writing to ELLs? Participants were five in-service teachers who teach or have taught ELLs. They read a book about teaching ELL writers using a book club as the framework for professional discussion. Data consisting of intake forms, exit questionnaires, and exit interviews was collected and analyzed. The findings suggest that teachers participating in a book club found a sense of leadership and advanced their practices and knowledge about ELL writers and strategies to teach writing to ELLs.
Using Action Research to Engage Youth in Improving OST Programming
Author: Hubbard, Brian
Date: 2015-00-00
Type: Journal Articles
Subjects: Action Research,Participatory Research,Youth Programs,Civil Rights,Citizenship,Decision Making,Social Capital,After School Programs,Knowledge Management,Environmental Education,Nonprofit Organizations

Youth are often portrayed as apathetic, uninvolved, and reluctant to participate in their communities (Baizerman, Hildreth, &amp; Roholt, 2013). Ironically, however, communities offer few opportunities for youth to address issues that are compelling to their interests and that engage their commitment and action (Bradford &amp; Cullen, 2012; Sabo-Flores, 2008). Youth are rarely invited into established decision-making structures or trained to participate in them (Baizerman et al., 2013). In response to this gap, funders and policymakers have increasingly asked youth organizations to involve young people in decision-making processes (Williams, Ferguson, &amp; Yohalem, 2013). Underlying this requirement is the belief that youth participation gives young people voice, builds social capital, and extends their citizenship rights while simultaneously generating knowledge that organizations can use to improve services, programs, political structures, and environments (Kirby, Lanyon, Cronin, &amp; Sinclair, 2003; Percy-Smith, 2007). To build a culture of participation, out-of-school time (OST) providers, educators, planners, and advocacy groups need to partner with youth, engaging them in projects that are meaningful to them, to the adults who support them, and to their communities. One means of building such a culture is action-based research. After introducing the context of the Conservation Corps, this article describes two specific aspects of the action-based research approach: a participatory process and the co-production of necessary and useful knowledge.
Voices of Chinese Post-­80s Students in English Academic Writing
Author: Que, Hua
Date: 2015-11-00
Type: Journal Articles
Subjects: Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Academic Discourse,Ideology,Collectivism,Essays,Asians,Writing (Composition),Interviews,Qualitative Research,Writing Instruction,Teaching Methods,Graduate Students,Foreign Countries,Case Studies,Course Descriptions

This study looks into the changing voice of Chinese Post-80s' students in English academic writing. Data were collected qualitatively through interviews with four Chinese Post-80s overseas graduate students and through an examination of their English essays with a focus on discursive features. Findings indicate that Chinese Post-80s' voice is changing as a result of their use of linear logical patterns, reduced influence of the ideology of collectivism, and dismissal of the traditional eight-legged essay. The paper offers pedagogical implications for academic writing programs both in China and in the West. Further research on other discursive features employed in Chinese students' English writing is suggested.
But…What about My Epistemological Foundations?
Author: Curin, Raquel Isabel Barrera
Date: 2015-00-00
Type: Journal Articles
Subjects: Epistemology,Mathematics Education,Educational Researchers,Educational Research,Foundations of Education,Educational Theories,Theory Practice Relationship,Educational Principles

At one time or another, all researchers in mathematics education must face the rather complex question of their epistemological foundations. Discussing epistemological foundations naturally leads to a conversation about theories. Theories and epistemological foundations work in a circular fashion: theories can have epistemological foundations and theories can lead to the development of epistemological foundations. In this article, Université du Québec à Montréal mathematics education professor Raquel Curin briefly touches on what she considers to be the epistemological foundations that underlie her research. In doing so, she focuses on one central question: How can her epistemological foundations become visible in what &quot;others&quot; read into her research, and in her actions (or reactions) with respect to others' foundations?
Getting out of the Way: Learning, Risk, and Choice
Author: Barney, Lee S.
Date: 2015-00-00
Type: Journal Articles
Subjects: College Faculty,Teaching Methods,Learning Processes,Risk,Decision Making,Work Environment,Job Skills,Individual Development,Action Research,Student Development,Educational Change,Educational Theories,Mentors,Correlation,Peer Relationship,Outcomes of Education,Computer Software,Computer Science Education,Instructional Design,Teacher Student Relationship,Professional Education,Personal Autonomy,Student Attitudes,Industry,Systems Approach,Course Descriptions,Interviews

Students learn best when teachers get out of the way. Unfortunately, university classrooms continue to be intensely teacher-centric, are driven by the teacher's agenda and calendar, and embrace simple models rather than complex alternatives. These simple types of learning environments frustrate students' development of the risk-­taking and choice making confidence they need in the workplace. Bain (2004) makes the point that environments embracing choice as a priority, welcoming risk-taking, and nurturing students who make mistakes, better prepare students for professional success. In this article, we intend to provide context to the conversation about how learning-­risks and agency impact and promote the individual growth of the student when the teacher gets out of the way. Using a Rapid Assessment Process (RAP) (Beebe, 2001) combined with Action Research (AR) (McNiff, 1988; Stringer, 2007; Schön, 1983; Argyris, 1993) we devised an experiment to determine if a university course would invite more student growth when the environment changed from being teacher-­centric with highly structured assignments and critical assessments, to one that embraces the tenets of complexity theory. The purpose of this approach was an attempt to challenge the status quo; to show how complex interactions between risk-­taking, agency, learning culture, teacher-facilitator-­mentors, peers, coursework, and outcomes are important to students' preparation for successful professional work. To accomplish this we experimented within a software development course at a large university in the northwestern United States. We found students appeared to be more prepared to move on to the professional workplace and demonstrated professional ways of being when they had experienced risk-taking and agency in a learning environment based on complexity theory principles. Without many examples of complex research or course design processes to follow, we envisioned and applied processes for both.
An Analysis of the Effect of a Cyber Home Learning System on Korean Secondary School Students' English Language Achievement and Attitude
Author: Shin, Ji Hye
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Quasiexperimental Design,Online Systems,Access to Education,Educational Quality,Public Education,Surveys,Academic Achievement,Experimental Groups,Control Groups,Language Proficiency,Cognitive Style,Statistical Analysis,Student Attitudes,Secondary School Students,Tutoring,Online Courses,Instructional Effectiveness,Learning Motivation,Foreign Countries,Pretests Posttests,Grade 9,Middle School Students

This study examined the effectiveness of a Cyber Home Learning System (CHLS), an online learning system currently being employed in South Korea to improve the access and quality of public education as well as to reduce private tutoring expenditures. The quasi-experimental research design used experiment and survey methods to learn about the impact of CHLS on student performance and to ascertain students' perceptions of the system. The results of the experiment indicated that no statistically significant differences in test performance existed between the experimental and control groups. This finding suggested that CHLS did not have an impact on student performance overall. However, after the data were disaggregated according to ability level, students in the advanced level showed statistically significant differences between the experimental and control groups. Results from the survey indicated that the CHLS was particularly effective for those who are motivated to voluntarily participate in academic activities and who have the capability for self-initiated study. The CHLS can be considered a useful supplement but not a replacement for secondary private tutoring. To better address the needs of other learners, the English content of CHLS may need to be further modified to match students' varying proficiency levels and learning styles.