ethanporcaro/eric-fulltext-meta huggingface dataset:
Elementary Pre-Service Teacher Knowledge and Transfer of Mathematics Intervention Practices
Author: Hurlbut, Amanda R.
Date: 2018-12-00
Type: Journal Articles
Subjects: Elementary Education,Preservice Teachers,Mathematics Instruction,Teacher Characteristics,Formative Evaluation,Summative Evaluation,Mathematics Skills,Response to Intervention,Teaching Methods,Preservice Teacher Education

The purpose of this study was to examine how elementary pre-service teachers' transferred mathematics instructional practices learned in a methods course at the university to a field-based classroom setting using response to intervention (RTI) methodology. Pre-service teachers (PSTs) implemented a required Mathematics Interaction Project with small groups of elementary students in the field. The project consisted of initiating a screening instrument on a targeted math skill, providing four to six intervention lessons, and then tracking student progress using formative and summative assessment measures. Data were generated through document analysis of the MIP reflection submissions and focus group interviews with 22 participants. Findings indicate that most PSTs' transferred mathematics instructional practices such as manipulative use, lesson planning, and assessment to the field-based setting. However, only candidates with a background in special education saw the process specifically tied to response to intervention.
Motivational Differences throughout Teachers&apos; Preparation and Career
Author: Ponnock, Annette R.
Date: 2018-12-00
Type: Journal Articles
Subjects: Teacher Motivation,Teacher Education,Teacher Effectiveness,Preservice Teachers,Beginning Teachers,Experienced Teachers,Teaching Experience,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Faculty Development,Attitude Change,Self Efficacy,Models,Faculty Mobility,Career Choice,Self Concept,Values,Urban Universities,Public Schools,Social Influences,Predictor Variables,Career Development

Teacher motivation is an impact aspect of the teacher performance and thus student achievement. Given the varying degrees of responsibility, tasks, and obstacles over the course of a teacher's training and career, their motivation is likely to change over time. This study examined the motivational differences of pre-service teachers (PSTs), early, mid, and late-career teachers, as well as differences between early childhood, middle grades, and secondary teachers. Using the Factors Influencing Teacher Choice (FIT-Choice) model of teacher motivation, we found significant main and interaction effects. Motivation was generally highest in pre-service and early childhood teachers; it was lowest in early career teachers with no significant differences between mid- and late-career teachers. These findings have important implications for teacher retention, particularly in early career teachers when they are especially vulnerable to stress and attrition.
U.S. Teachers&apos; Perception of Confucian Teaching Philosophies and Methodologies
Author: Chan, Tak
Date: 2017-12-00
Type: Journal Articles
Subjects: Teacher Attitudes,Confucianism,Educational Philosophy,Teaching Methods,Urban Schools,School Districts,Elementary School Teachers,Middle School Teachers,High School Teachers,Positive Attitudes,Values Education,Role Models,Individualized Instruction

The purpose of this study is to solicit the perceptions of United States teachers to examine the extent of their agreement with the Confucian teaching philosophies and methodologies. A mixed research methodology was used in this study. Sixty elementary, middle, and high school teachers from 24 schools of five urban school districts of Georgia were randomly selected and invited to participate in the study. Thirty-two teachers (53.3%) representing 17 different teaching areas responded by returning an author designed survey. Quantitative data were analyzed by using descriptive statistics and qualitative data were analyzed by examining emerged themes and patterns. The findings of this study indicate that teachers strongly support the application of Confucius teaching philosophies and methodologies in the classrooms of the United States.
Exploring the Use of Debate to Enhance Elementary Teacher Candidates&apos; Argumentation Skills
Author: Wang, Jianlan
Date: 2018-08-00
Type: Journal Articles
Subjects: Debate,Elementary School Teachers,Preservice Teachers,Persuasive Discourse,Skill Development,Science Process Skills,Instructional Effectiveness,Scoring Rubrics

The purpose of this action research is to introduce a debate activity contextualized in a scientific topic and explore its effectiveness in prompting teacher candidates' (TC) argumentation skills and affective perception of argumentation. We also investigate the separate impacts of the different aspects of the debate activity. Through comparing the quality of structural argumentation from 28 elementary TCs before and after the activity, we find that the debate has enhanced the TCs' argumentation skills in terms of the use of rebuttals. The transcript data further reveals that the confrontational aspect of the debate, i.e. Clash and Extension, are most effective in arousing high-level arguments as well as most risky in triggering negative TC attitudes towards argumentation. Through reflecting on our action of implementing the debate, we suggest a revised rubric for argumentation assessment in which sophisticated argumentation skills are epitomized by not only rebutting but also synthesizing various information and multiple perspectives to reach a conclusion.
Effectiveness of Experiential Learning-Based Teaching Material in Mathematics
Author: Mutmainah
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Effectiveness,Experiential Learning,Instructional Materials,Mathematics Instruction,Mathematics Education,Cognitive Ability,Elementary School Mathematics,Elementary School Students,Grade 5,Experimental Groups,Control Groups

This research was aimed at finding out the effectiveness of experiential learning-based teaching material in Mathematics on the Mathematics cognitive ability of the fifth-grade student in elementary school. This research used quasi-experimental design involving two sample groups: experiment and control group. The sampling technique in this research used simple random sampling. The subject of this research was 54 students from the fifth-grade elementary school in Gunungpati Sub-district in the academic year 2017/2018. This study involved 28 students of the fifth-grade elementary school Nongkosawit 02 as the experimental group and 26 students of the fifth-grade elementary school Sadeng 03 as the control group. The instrument used in this research was multiple choice test consisting of 30 questions. The test was used to obtain pretest and posttest score. The data analysis in this research used T-independent test to examine the hypothesis. The result of the study shows the significance level of 0.000 is less than a = 0.05 which means that there is different cognitive ability between the experimental and control group. Thus, the use of experiential learning-based teaching material in Mathematics is effective to improve the Mathematics cognitive ability of the fifth-grade student in elementary school.
The Effect of Psychological Factors on Syrian Refugees&apos; Participation in Lifelong Education
Author: Karacabey, Mehmet Fatih
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Psychological Patterns,Refugees,Lifelong Learning,Participation,Predictor Variables,Locus of Control,Self Efficacy,Adult Learning,Learning Strategies

The purpose of this research was to determine the effect of psychological factors on Syrian refugees' participation in lifelong education. The ex post facto co-relational causal design was employed in this research. A questionnaire form consisted of four scales was used to collect data from 297 refugees participated in lifelong education. The structural equation modeling analysis revealed that psychological factors affect participation in lifelong education and learning approaches played the biggest role in this effect. It was claimed that learning approach is a strong predictor of participation in lifelong education. The effect of locus of control on participation in lifelong education was medium while the effects of self-efficacy and self-worth were weak. Recommendations to education providers, decision-makers and researchers to align both formal and lifelong education curricula with the results were given.
Occupational Anxiety and Self-Efficacy Levels among Prospective Teachers
Author: Durdukoca, Sule Firat
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Self Efficacy,Secondary School Teachers,Gender Differences,Departments,Institutional Characteristics,High Schools,Educational Attainment,Parent Background,Anxiety

This study examined the relationship between occupational anxiety and self-efficacy levels of prospective teachers enrolled in pedagogical formation training certificate program at the faculty of education in universities under the Council of Higher Education to teach in secondary schools and high schools in Turkey, and evaluated them based on diverse variables (gender, department, high school type, educational level of parents). It was a descriptive study using survey model. The study group comprised 236 prospective teachers. Research data were gathered through &quot;Teaching Occupation Anxiety Scale&quot; and &quot;Teachers' Sense of Efficacy Scale&quot;. The study concluded that the prospective teachers' anxiety about the teaching profession was low, whereas they had high occupational self-efficacy, and there was a moderate, negative relationship between the two variables. The study also found that occupational self-efficacy levels of the participants differed in relation to the educational level of father.
Cartoon to Solve Teaching Problem on Mathematics
Author: Gokbulut, Yasin
Date: 2019-03-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Cartoons,Elementary School Students,Elementary School Mathematics,Grade 2,Problem Solving,Mathematics Skills,Addition,Subtraction,Instructional Effectiveness,Foreign Countries,Achievement Gains

The aim of this study is to determine the effect of mathematics teaching with cartoons on the problem solving skills of primary school 2nd grade students based on addition and subtraction. In the research, pretest-posttest control group design of the experimental model was used. In the classroom where the experimental group students were present, cartoon supported education was applied and the current program based teaching method was used in the control group class. The target population of the study consisted of 2nd grade students of all primary schools of the Ministry of National Education of Mersin. The population of the study consisted of 2nd grade students of all primary schools of the Ministry of National Education of Mersin. The study was conducted for 4 weeks in the fall semester of the 2015-2016 academic year. The experimental group consisted of 17 students and the control group consisted of 13 students. In order to determine the validity and reliability of the achievement test used in the study, item analysis was performed with the TAB program. The t-test was used to determine whether there was a significant difference between the pre-test and post-test scores of the groups. As a result of the research, it was observed that the success of the students in the problem solving in addition and subtraction education has increased.
Online Translator Usage in Foreign Language Writing
Author: O'Neill, Errol M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Oral Language,Translation,Ethics,Teaching Methods,Writing (Composition),Second Language Learning,Second Language Instruction,Computational Linguistics,Evaluators,Writing Evaluation,Computer Software,School Policy,Sanctions,French,College Students,College Faculty,Cheating

With the increasing availability of technology, one issue that has arisen in foreign language education is the use of online translation (OT) sites that claim to convert text from one language to another but are generally prohibited for classwork due to ethical and pedagogical concerns. In a study to explore the effects of OT usage, teacher raters were able to determine, to a statistically significant level, on which compositions OT was used; there were, however, a number of cases for which OT use went undetected and some instances it was incorrectly suspected. This article discusses the results of the study and implications for language instruction. Since compositions written with the help of OT cannot always be distinguished from those written with such aid, instructors and institutions may wish to review their approach to dealing with the issue of online translators in the classroom as well as policies concerning academic sanctions.
Medical Spanish for U.S. Medical Students: A Pilot Case Study
Author: Davidson, Lauren
Date: 2013-00-00
Type: Journal Articles
Subjects: Medical Students,Medical Education,Languages for Special Purposes,Spanish,Second Language Instruction,Second Language Learning,Medical Schools,Curriculum Development,Course Evaluation,Cultural Awareness,Pilot Projects

In an effort to expand the teaching of medical Spanish to medical students, a one-week pilot course was developed and implemented at The University of Alabama School of Medicine (UASOM) in January 2010. Objectives included offering a refresher course in Spanish for medical students before third-year clerkships and providing a model for medical schools interested in developing medical Spanish courses. The pilot course included the teaching of Spanish language and related cultural information to students at varying levels of Spanish proficiency by an experienced Spanish for Specific Purposes (SSP) instructor. Students completed an evaluation to suggest future directions for the course. The results suggest that a medical Spanish course for medical students can indeed be added to U.S. medical school curricula.
Staying in the Target Language While Teaching Middle School and High School
Author: Worden, William
Date: 2013-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Language Usage,Spanish,Teaching Experience,Teaching Methods,High School Students,Middle School Students,Language Teachers,Language Proficiency,Language Attitudes,Middle School Teachers,High School Teachers,Classroom Communication,Teacher Student Relationship

This article advocates the use of the target language at all times in the classroom at all levels of language instruction. While addressed specifically to middle school and high school teachers, the article suggests an approach to language instruction that can be implemented for students of all ages. After recounting how the author's experience teaching high school students convinced him to teach exclusively in Spanish, the article then addresses possible objections to the instructional method, presents topics to cover when teaching Day 1 of Level 1 of a language, and discusses ways to help students thrive in an all-target-language classroom.
First-Year Influences &amp; Belief Adaptation: A Case Study of Urban Schoolteachers
Author: French, Kate Rollert
Date: 2018-08-00
Type: Journal Articles
Subjects: Urban Teaching,Beginning Teachers,Urban Schools,Teaching Experience,Teacher Attitudes,Attitude Change,Beliefs,Faculty Development,Teacher Role,Role Perception,Teacher Student Relationship,Social Justice,Teacher Expectations of Students,Role of Education,Cultural Awareness,Reflective Teaching,Social Desirability

Presented in this article is a case study of first-year teachers working in an urban school. Drawing on literature around the early-career experiences of teachers--including a unique vulnerability for emotional turbulence and belief change--this article examines the changing beliefs of brand new urban educators as they progress throughout their first year as teacher of record. Findings suggest that new teachers are more likely to change their beliefs when they undergo various stages of emotional conflict. Specifically, teachers were more likely to change their beliefs about teaching and what it means to teach for social justice during the survival and disillusionment phases of the Moir (1990) model. New teachers were also more likely to turn to more experienced teachers than new teachers for advice and insight. Implications for classroom practice and policy concerning social equity are discussed.
Hybrid Practices in the Alternative Learning Spaces of Community-Based Heritage Language Programs
Author: Hinman, Tierney
Date: 2017-04-00
Type: Journal Articles
Subjects: Cultural Differences,Heritage Education,Community Programs,Spanish,Second Language Learning,Critical Incidents Method,Native Language Instruction,Program Descriptions,Rural Areas,School Districts,College School Cooperation,Immigrants,English (Second Language),Hispanic Americans,Parent Participation,Parent Child Relationship,Middle School Students,Adults,Cultural Capital,Cultural Background

Community-based heritage language (HL) programs can empower culturally and linguistically diverse students and families to construct hybrid practices linking home and school knowledges to promote learning. This study focused on the analysis of critical incidents in one Spanish HL program involving both youths and adults. Findings revealed the ways participants challenged the privileging of commodified knowledges by leveraging community cultural wealth and negotiating their roles in the alternative learning space. Discussions regarding the transformation of individual knowledge into shared knowledge are provided for educators to further explore ways to create more equitable learning spaces for all learners.
Collaborating with Theatre, Nature, and STEM: A Multigenerational Family Event
Author: Reinking, Anni K.
Date: 2017-04-00
Type: Journal Articles
Subjects: STEM Education,Family Involvement,Drama,Recreational Activities,Dramatic Play,Developmentally Appropriate Practices,Partnerships in Education,Physical Activities,Community Involvement,Age Differences,Generational Differences,Art Education,Family (Sociological Unit),Interaction,Enrichment Activities

Family engagement can take many different formats, including community events. In this study, the researchers designed an event to encourage multigenerational family involvement using STEM (science, technology, engineering, and mathematics) and DAT (developmentally appropriate theater). The study was also designed in an outside environment to encourage interactions with nature and outdoor physical activity. The researchers found that families enjoyed the event and understood the academic and social benefits of nature and arts based education. Overall, this study continues a conversation focused on the importance of engaging families in nature and art based activities.
The Influence of Proficiency Level on the Use and Choice of L1/L2 Communication Strategies Used by Iraqi EFL Students
Author: Ugla, Raed Latif
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Second Language Learning,English (Second Language),Native Language,Semitic Languages,Language Proficiency,Communicative Competence (Languages),Communication Strategies,Speech Communication

This study aimed to investigate the influence of language proficiency level on the frequency of the use and choice of L1/L2 communication strategies used by Iraqi EFL students. This study was qualitative in nature. The interactive task and speaking task were used to gather data regarding communication strategy use and choice from 52 second and third year English major students. Those participants were divided into two groups; low and high proficient students (n=27 low proficient students and n=25 high proficient students). Taxonomy of communication strategies was adopted to code the communication strategies used by low and high proficient Iraqi EFL students. The results revealed that low proficient students use communication strategies more frequently than high proficient students. Both low and high proficient students used communication strategies other than those included in selected taxonomy. This study showed that low proficient students use L1- based strategies more frequently, while high proficient students use L2-based strategies more frequently.
The Influence of Problem Based Learning towards Social Science Learning Outcomes Viewed from Learning Interest
Author: Permatasari, Berti Dyah
Date: 2019-03-00
Type: Journal Articles
Subjects: Influences,Problem Based Learning,Social Sciences,Outcomes of Education,Foreign Countries,Grade 4,Elementary School Students,Pretests Posttests,Control Groups,Experimental Groups,Direct Instruction,Instructional Effectiveness,Student Interests

The aim of this study is to determine the influences of Problem Based Learning and learning interest at improving the cognitive learning outcomes in social science of fourth-grade elementary school students. This study is a quasi-experiment study with pre-test and post-test control group design. The sample collection is taken with stratified cluster random sampling technique. The sample of this study is 109 fourth-grade elementary school students, consisted of 50 students from experiment group and 59 students from control group. The students from experiment group are given the application of Problem Based Learning, while the students in control group are given the application of Direct Instruction. The data collection is carried by using the instruments of social science learning outcomes test and social science learning interest questionnaire. The validity of test and questionnaire instruments is carried by expert judgement. The difficulty level, distinguishing power, and reliability of test instrument are tested by using ITEMAN application. The internal consistency and reliability of questionnaire instrument is tested by using SPSS application. The data is analysed by using two-way anova. The outcomes of the study show that PBL and learning interest contribute significant impact towards social science learning outcomes of elementary school students.
Service Learning and Foreign Language Acquisition: Working with the Migrant Community
Author: Wehling, Susan
Date: 2011-00-00
Type: Journal Articles
Subjects: Service Learning,Second Language Learning,Language Acquisition,Immigrants,College Students,Language Proficiency,Spanish,Grammar,Cultural Awareness,Culture Conflict,Interdisciplinary Approach,Educational Benefits

Language learning within the context of service-learning presents a unique opportunity for students, educators, and community members alike. Most service-learning projects focus on the development of a more civic-minded student whose increased knowledge of democratic values through the service-learning experience benefits the community and society at large. Because many school systems have service learning requirements, service-learning in support of migrant and immigrant communities can provide a national outlet for foreign language students in the United States. As the focus on a communicative-based approach to language acquisition in the classroom grows, it becomes increasingly apparent that real life exchanges with L1 (native) speakers eventually need to be a part of the language learning experience. Many universities have developed specific guidelines for general education outcomes, which often include a demonstration of cross-cultural perspectives and knowledge of other societies, a demonstrated knowledge of principles of ethics, and their employment in the analysis and resolution of moral problems. These national, state, and local mandates challenge foreign language educators to provide opportunities for students to demonstrate their language proficiency outside the classroom. This paper will focus specifically on the integration of a service-learning component into an intermediate-level Spanish grammar and conversation class and the possibilities service-learning offers the foreign language educator in general.