ethanporcaro/eric-fulltext-meta huggingface dataset:
Basic Technology Competencies, Attitude towards Computer Assisted Education and Usage of Technologies in Turkish Lesson: A Correlation
Author: Özdemir, Serpil
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technological Literacy,Computer Assisted Instruction,Educational Technology,Teaching Methods,Teacher Competencies,Teacher Attitudes,Public Schools,Technology Integration,Secondary School Teachers,Teacher Surveys,Questionnaires

The present research was done to determine the basic technology competency of Turkish teachers, their attitude towards computer-assisted education, and their technology operation level in Turkish lessons, and to designate the relationship between them. 85 Turkish teachers studying in public schools in Bartin participated in the research. The research was designed with relational screening model. The results obtained in the research are as follows: The information technology competency of Turkish teachers was determined as high-level in technologies usually used vocationally, and as mid-level in others The Turkish teachers had high-level of attitude towards computer-assisted teaching. However, they tended to use technology in their lessons at mid-level. The dependent variables did not indicate remarkable differences based on gender, teaching experience, and education level. Results showed that there was a high-level relationship between the attitude towards computer-assisted education and using information technology in Turkish lessons. Also, there existed a mid-level relationship between the basic technology competency and attitude towards computer-assisted education.
Principals' Moral Agency and Ethical Decision-Making: Toward a Transformational Ethics
Author: Cherkowski, Sabre
Date: 2015-00-00
Type: Journal Articles
Subjects: Moral Values,Decision Making,Principals,Foreign Countries,Transformational Leadership,Guidelines,Administrator Attitudes,Elementary Secondary Education,Questionnaires

This descriptive study provides a rich portrait of moral agency and ethical decision-making processes among a sample of Canadian school principals. Using an ethical responsibility framework linking moral agency and transformational leadership, the researchers found that (1) modeling moral agency is important for encouraging others to engage their own moral agency in the best interests of all children; (2) despite efforts to engage in collaborative decision-making, principals are often faced with the reality that they are the ones to absorb the cost of decisions; and (3) moral agents need to become wide-awake to the ethical issues and challenges that permeate their day-today work lives.
Making Sense, Making Do: Local District Implementation of a New State Induction Policy
Author: Ellis, Chad D.
Date: 2016-00-00
Type: Journal Articles
Subjects: State Policy,Beginning Teacher Induction,Program Implementation,School Districts,Barriers,Fidelity,Performance Factors,Mentors,Semi Structured Interviews,Administrator Attitudes,Teacher Attitudes,Academic Achievement,Faculty Development,Administrative Organization,School Support

Connecticut's Teacher Education and Mentoring (TEAM) program is in its early stages of implementation. This study examined how local school districts implemented TEAM and identified factors that affected implementation. It was based on interviews with twenty-two participants at the state, district, and local school levels. The intentions of the program designers at the state level were compared to district- and school-level understandings of the program's intentions and how those understandings influenced implementation. Additionally, factors affecting local understanding and implementation of the new program were described. The findings of this study suggest that there was close alignment of understanding between the state and local implementers on the key provisions of the program related to its role as a professional development tool. The data reveal tacit rather than explicit understanding at the local level of the program's intention to improve student achievement. Variations in understanding can be attributed to other factors, including contextual, structural, cognitive, and affective elements.
The Role of Religious Institutions, Electronic Games, Books, and Educational Stories in the Development of the Child's Culture from the Perspective of Jordanian Mothers According to Some Variables
Author: Al Harbat, Rima
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Religious Education,Video Games,Mothers,Parent Attitudes,Questionnaires,Teaching Methods,Books,Statistical Analysis,Educational Attainment,Correlation,Family Income,Cultural Influences,Children,Reading Material Selection

The purpose of this study is to investigate the role of religious institutions, electronic games, books and educational stories in the development of the child's culture from the perspective of some of Jordanian mothers in Al Karak Governorate, and to achieve the objective of the study a questionnaire was build, it consisted of (33) items divided into (3) dimensions. The study sample consisted of 175 mothers; &quot;Kruskal Wallis test&quot; was used to know the significance of differences in the responses of the study sample. The study reached some results, most notably a good impact of electronic games on the culture of the child with a mean of (2.76) this came in the first rank, in the second rank came the impact books and educational stories, with a mean of (2.61) the impact of religious institutions (houses of worship) was in third rank with a mean of (2.32). Results also show a statistically significant differences at the significance level (a = 0.05) in the views of mothers due to the educational level of the mother and in favor of (university and above), and there was also a positive role for books and educational stories attributed to the higher level of education, there were also no statistically significant differences at the significance level (a = 0.05) in the views of mothers attributed the economic level of the family.
Educational Contracting and the Translation of Research into Practice: The Case of Data Coach Vendors in Delaware
Author: Farley-Ripple, Elizabeth
Date: 2015-00-00
Type: Journal Articles
Subjects: Privatization,Vendors,Case Studies,Research and Development,Theory Practice Relationship,Research Utilization,Educational Policy,Accountability,Content Analysis,Citation Analysis,Networks,Institutional Characteristics,Educational Research

In the United States, federal and state accountability policies put demands on educational agencies that often exceed their capacity. As a result, a variety of educational organizations are contracted to design and implement policy. Programs and services offered by these contractors are not only instrumental in the process of mediating and implementing policy, but may also be instrumental in translating research into practice. To explore this issue, a case study is conducted using vendor proposals for Delaware's data coach initiative. Data are analyzed through content and citation analyses to examine the degree and nature of research use by selected educational contractors. This research offers not only new directions for studies of research use in policy, but also lessons for policymakers and practitioners who seek the services of educational contractors.
School Reform: America's Winchester Mystery House
Author: Meyer, David
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Change,Statistical Analysis,Correlation,Competition,Achievement Tests,International Assessment,Mathematics Tests,Science Tests,Scores,Foreign Countries,National Competency Tests

This quantitative study examines the correlation between international student achievement test outcomes and national competitiveness rankings. Student achievement data are derived from a variation-adjusted, common-scale metric data set for 74 countries that have participated in any of the international mathematics and science achievement tests since 1964. National competitiveness data are taken from the 2014-15 Global Competitiveness Index (GCI) published by the World Economic Forum. A Spearman's rank-order correlation was run to assess the relationship between student performance on international achievement tests and the competitiveness of nations. For all nations, there was a moderate positive correlation between student performance on international achievement tests and the competitiveness of a nation, r[subscript s](98) = 0.688, p&lt;0.001. However, this relationship disappeared among the 18 most competitive nations, the cohort to which the United States belongs. The relationship also disappeared among the 18 nations with the highest achievement scores on international tests. Student performance on international assessments appears to have no relationship to the competitiveness of the United States. This study has implications for legislators and public education leaders who want to maximize the return on investments in education. Education dollars and reform initiatives should be diverted toward addressing poverty, funding schools equitably, alleviating social stress and violence, and supporting young families and students of immigrant families.
What They Think about How They Are Evaluated: Perspectives of New York State Physical Educators on Teacher Evaluation Policy
Author: Seymour, Clancy M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Physical Education Teachers,Teacher Attitudes,Teacher Evaluation,Educational Policy,Teacher Surveys,State Policy,Scores,Tests,Performance Tests,Language Tests,Mathematics Tests,Teacher Effectiveness,Value Added Models

While research on high stakes testing continues to expand, little is known about how the use of student test scores to evaluate teachers is affecting physical education (PE). A proportionate, stratified random sample of physical educators in New York State was drawn (n = 489) to survey them about their district's practices and their attitudes about the State's new teacher evaluation policy. Results indicated that 38 percent of respondents reported their district used students' written PE test results for teacher evaluation purposes, while 27 percent indicated that their district used student fitness tests for teacher evaluation purposes. Eighteen percent of respondents reported that their district used state-mandated English Language Arts (ELA) and mathematics test scores in calculating physical educators' effectiveness ranks. While few reported using performance-based measures, 94 percent of respondents indicated these as the preferred means of assessment in PE. Eighty-three percent of respondents predicted that the new teacher evaluation system would not improve PE.
A Classroom Research Skills Development Emphasizing Data Analysis and Result of SSRU Students by RBL
Author: Waree, Chaiwat
Date: 2017-00-00
Type: Journal Articles
Subjects: Skill Development,Classroom Research,Data Analysis,Research Skills,Lesson Plans,Pretests Posttests,Evidence Based Practice,Schools of Education,Educational Practices,Teaching Methods,Foreign Countries,Qualitative Research,Statistical Analysis

The purpose of the study is the learning using research as a base. To strengthen the skills of classroom research Emphasizing Data Analysis and Result and to study the development of research skills in the class Emphasizing Data Analysis and Result of SSRU' Students by learning using research base. The target group are students in the 2nd semester academic year 2557, 159 the sample used to select specific (Purposive Sampling) by researchers as an instructor in the course of the first year students at two and three majors in Thailand, English, Mathematics. The instruments used in the trial, including lesson plans. A pretest-posttest and evaluation of the 25 items and analysis of the data by the percentage of grades and research skills in the classroom and t-test and qualitative data are carried out. The study found that students who meet the grade from C + to 130 percent 81.76 with students who do not pass the threshold from 29 percent to 18.24 overview of the skills an overview of the rating process skills, research and the two sides are the highest average score was 12.50, the deviation was 0.72 posttest scores higher than the previous value t = 33.97 significant level statistically 0.05 students with the skills to do research on learning and research. The overall satisfaction level of an average value is 4.46 and a standard deviation of 0.68.
Developing Leadership Capacity in Others: An Examination of High School Principals' Personal Capacities for Fostering Leadership
Author: Huggins, Kristin Shawn
Date: 2017-00-00
Type: Journal Articles
Subjects: High Schools,Principals,Leadership Training,Capacity Building,Case Studies,Participative Decision Making,Transformational Leadership,Qualitative Research,Interviews,Administrator Characteristics,Familiarity,Intention,Risk,Administrator Attitudes

In this multisite case study, we examine the personal capacities of six high school principals who have developed the leadership capacities of other leaders in their respective schools. Participants were purposefully selected by two teams of researchers in two states of the United States, one on the east coast and one on the west coast, who engaged their professional networks of current and former educational leaders to obtain recommendations of high school principals known for developing the leadership capacities of formal and informal leaders in their schools. The findings indicate that the principals possessed a strong commitment to developing leadership capacity, that they understood leadership development as a process, and that they tolerated risk. This study adds to the rapidly growing corpus of literature focused on distributed leadership; it does so by illustrating the complexities of developing leadership capacity in attempts to increase organizational leadership capacity, and by highlighting the relevant characteristics of principals who have intentionally sought to do so.
The Implementation of the Mixed Techniques in Teaching English in Public Elementary Schools
Author: Al Darwish, Salwa
Date: 2017-00-00
Type: Journal Articles
Subjects: Curriculum Implementation,Elementary Schools,Public Schools,Foreign Countries,English (Second Language),Grade 1,Second Language Instruction,Grammar Translation Method,Elementary School Teachers,School Districts,Communicative Competence (Languages),Audiolingual Methods,Qualitative Research,Observation,Interviews

Kuwait, an Arabic-speaking country in which English serves important functions, has adopted so many methods in teaching EFL in public schools which in 1993 started with the Grammar-Translation and continued until 2005 the eclectic method was applied. In 2005 the emphasis on communicative techniques and almost entirely through listening and speaking in the first grade was used. This qualitative investigation of the opinions and teaching practices of twelve first grade teachers found that certain communicative techniques were seen by many of the teachers to contribute to slow academic progress and motivational problems: not translating vocabulary, not overtly correcting errors, not teaching reading and writing, and not giving formal tests. In spite of the important functions of the English language in Kuwait, it appeared that most of these first graders were not hearing English outside the classroom, which appears to be important for the success of the communicative method. Most teachers and some parents were concerned that the children were not being prepared for formal examinations in their future. The conversational frame of the drills and recitations probably contributed importantly to students' understanding of English as a functional language. However, the communicative aim of encouraging students to absorb English through hearing it conversationally was undercut when the non-native-speaking teachers modeled English mistakes.
Competencies for Production, Search, Diffusion and Mobilization of Open Educational Resources
Author: García-López, Ramona-Imelda
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Resources,Open Source Technology,Minimum Competencies,Online Courses,Statistical Analysis,Scoring Rubrics,Instructional Design,Skill Analysis,Foreign Countries,Higher Education

The purpose of this study is to evaluate the achievement of competencies for production, search, diffusion and open educational resources through a Massive Open Online Course (MOOC). The development of this project required the participation of 10 institutions of higher education in Mexico*, as well as financial support from the National System of Distance Education (SINED). This is a quantitative research and the participants were 134 teachers in Mexico and other Latin American countries. Rubrics were used to evaluate the competencies mentioned (which conformed the four modules object of study); each was broken down into indicators and self-assessment was used with the student (basic), beginner (intermediate) and expert (advanced) criteria. It was found that in the three levels of competency, the total percentage is very similar in the four modules: Basic level is between 0.5% and 3.9%, intermediate, around 30.0% and 31.5% and advanced around 65.4% and 69.5%.
Teacher Incentive Pay Programs in the United States: Union Influence and District Characteristics
Author: Liang, Guodong
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Salaries,Incentives,Unions,School Districts,Urban Schools,Rural Schools,Elementary Secondary Education,National Surveys,Teacher Recruitment,Teacher Persistence

This study examined the characteristics of teacher incentive pay programs in the United States. Using the 2007-08 SASS data set, it found an inverse relationship between union influence and districts' incentive pay offerings. Large and ethnically diverse districts in urban areas that did not meet the requirements for Adequate Yearly Progress as defined under the &quot;No Child Left Behind Act&quot; are more likely to offer a larger number of economic incentives. Although rural districts are likely to reward teachers in hard-to-staff schools, they are not more likely to reward teachers who are certified by the National Board or who teach in the subject areas of shortage, nor are they more likely to offer multiple financial incentives.
Academic Socialization: Mentoring New Honors Students in Metadiscourse
Author: Bedetti, Gabriella
Date: 2017-00-00
Type: Journal Articles
Subjects: Honors Curriculum,College Students,College Faculty,Mentors,Language Usage,Discussion (Teaching Technique),Reflection,Focus Groups,Surveys,Modeling (Psychology),Group Discussion,Qualitative Research

Discussion-based classes are a defining characteristic of honors curricula (National Collegiate Honors Council). Of the 177 institutions to describe their curriculum in the &quot;Official Online Guide to Honors Colleges and Programs,&quot; 50% promote their classes as &quot;discussion&quot; or &quot;discussion-based.&quot; The descriptions include the following: &quot;Honors Seminars are unique, discussion- based courses&quot; at the University of Minnesota; &quot;Discussion-based seminars... [provide] the highest level of personal attention&quot; at Villanova; and the importance of &quot;Discussion-based courses, where lecturing is avoided&quot; at Western Carolina. I, too, follow a conversational learning model, a &quot;dialogic pedagogy&quot; (Knauer 44), in my honors teaching. Students learn by externalizing their thoughts in debate with others, and helping students improve their abilities to discuss topics is thus a key element of higher education. This study reveals techniques that faculty can use to help students hone their thinking and learn the fine art and skill of effective oral discourse. I facilitated learning and socialized students into academic life by introducing my Succeeding in Honors class to spoken metadiscourse. According to one of its leading researchers, socialization into academic life takes place largely in and through the spoken word (Mauranen, &quot;But Here's&quot;). Students, from the first-year seminar to the thesis defense, are expected to situate their discourse in the larger academic conversation. While the thesis and publications will matter later in an undergraduate's life, new students display the rigor of their thinking in the structure of their spoken language. Independent of course grades, I asked students to use verbal cues to signal agreement, dissension, or return to a previous point. My goal was for students to discern that expert discussion includes metadiscourse, defined as talk about the ongoing talk, and that signaling recognition of others' views, paradoxically, gives greater visibility and clarity to their own points of view. As students found their own contexts to encode new ideas, they used metadiscourse to translate their thought process into language. While both written and oral communication includes metadiscourse, the presence of others makes the deepened inquiry of oral communication a collective responsibility.
The Evaluation of Teachers' Job Performance Based on Total Quality Management (TQM)
Author: Shahmohammadi, Nayereh
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Job Performance,Total Quality Management,Elementary School Teachers,Foreign Countries,Questionnaires,Pilot Projects,Statistical Analysis

This study aimed to evaluate teachers' job performance based on total quality management (TQM) model. This was a descriptive survey study. The target population consisted of all primary school teachers in Karaj (N = 2917). Using Cochran formula and simple random sampling, 340 participants were selected as sample. A total quality management model-based researcher made questionnaire was used for collecting the data. Its validity was confirmed by experts. The pilot study was conducted on 30 participants; using Cronbach Alpha formula, its reliability was determined to be 0.813. The data were analyzed using SPSS software in two descriptive (median, mean, mode, standard deviation, skewness) and inferential (one-sample T test) levels. The findings showed that at a = 0.05 level, the teachers' job performance was higher than mean. At a = 0.05 level, also, the teachers' job performance in process design, management, process improvement, public participation, and focus on customer was higher than mean.
Leveraging a Modest Success for Curriculum Development
Author: Lyon, Kathy A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Curriculum Development,Teacher Administrator Relationship,Conferences (Gatherings),General Education,Adoption (Ideas),Universities,Credits,Outcomes of Education

The primary goal of honors administrators is to deliver the highest quality honors education possible at their institutions; however, this has become more of a challenge since budgets at state-supported institutions have decreased dramatically over the last decade. Although this situation often appears to paint a gloomy picture, honors administrators often learn early in their honors careers that a healthy relationship between honors and higher administration is essential for honors to flourish. While deans of honors colleges have structural ties to the higher administration, maintaining a strong relationship is often hard for directors of honors programs who do not have a seat at the table where budget decisions are made. In this article, Kathy Lyon draws upon her own experience to illustrate how important a strong relationship with higher administration is key to the health of an honors program. By accentuating the success of an established, low-cost, and popular one-credit-hour honors symposium, Lyon explains how she was able to garner institutional support for three-credit-hour general education honors courses.