ethanporcaro/eric-fulltext-meta huggingface dataset:
Multicultural Education and Approaches to Teacher Training
Author: Acar-Ciftci, Yasemin
Date: 2019-00-00
Type: Journal Articles
Subjects: Multicultural Education,Teacher Education,Immigrants,Foreign Countries,Cultural Differences,Educational Practices,Acculturation,Social Integration,Critical Theory,Social Justice,Social Bias,Student Diversity,Theory Practice Relationship

Turkey exposed to several mass immigration movements due to its location, is not a &quot;transit country&quot; anymore for immigrants, but a &quot;target country&quot;. Since the day that the migration flows have started, Turkey developed various policies regarding the education of immigrant children. And by the year 2016, these children have begun to be included in the Turkish education system. Research findings reveal that immigrant children face the number of challenges in their education life. These problems include communication and discrimination problems arising out of language and cultural differences. Many countries exposed to mass immigration movements in the world often use multicultural education approaches to solve the educational issues of newcomers. Therefore, comprehensive literature research is needed and that this research will be useful to see the subject as a whole. The findings of the study revealed that the three basic approaches to teacher education could be defined in six stages, each of which consists of two phases. The educators of teachers and policymakers can examine these approaches and evaluate the strengths and weaknesses of each of them based on their philosophical stances about multiculturalism.
Black Female Teachers on Teacher Preparation and Retention
Author: Farinde-Wu, Abiola
Date: 2019-00-00
Type: Journal Articles
Subjects: African American Teachers,Females,Women Faculty,Public Schools,Teacher Education Programs,Teacher Persistence,Teacher Effectiveness,Intention,Barriers,Experience,Racial Differences,Ethnicity,Program Effectiveness,Alternative Teacher Certification,Elementary Secondary Education,Special Education,Culturally Relevant Education,Teacher Qualifications,Minority Group Students

Black teachers are disproportionately underrepresented in U.S. public schools. Over the past five decades, the percentage of Black teachers has not surpassed nine percent. Considering this trend, teacher education programs play a vital role in the retention of Black teachers. Hence, inadequate teacher preparation produces ineffective teachers, negatively influences teachers' efficacy and intentions to remain in classrooms, and subsequently hinders teaching and learning in classrooms. This qualitative study examines the teacher preparation experiences of twelve Black female teachers. Utilizing phenomenology as a theoretical lens, we identify four salient themes and engender recommendations for teacher preparation programs.
Efficacy Study of a Social Communication and Self-Regulation Intervention for School-Age Children with Autism Spectrum Disorder: A Randomized Controlled Trial
Author: Nowell, Sallie W.
Date: 2019-07-00
Type: Journal Articles
Subjects: Interpersonal Communication,Interpersonal Competence,Self Control,Metacognition,Intervention,Social Development,Grade 1,Grade 2,Elementary School Students,Clinical Diagnosis,Autism,Pervasive Developmental Disorders,Comparative Analysis,Instructional Effectiveness,Parent Attitudes,Generalization,Parent Child Relationship,Measures (Individuals),Group Activities,Program Effectiveness

Purpose: This study aimed to examine the initial efficacy of a parent-assisted blended intervention combining components of Structured TEACCHing and Social Thinking, designed to increase social communication and self-regulation concept knowledge in 1st and 2nd graders (n = 17) diagnosed with autism spectrum disorder (ASD) and their parents. Method: A randomized delayed treatment control group design with pre- and post-intervention assessments of both parents and children was implemented within a community practice setting. Two follow-up assessments at 3 and 6 months post-intervention were also completed. Results: Overall, results indicate that the intervention is efficacious in teaching social communication and self-regulation concept knowledge to children with ASD and their parents. Both parents and children demonstrated an increase in social communication and self-regulation knowledge after participating in the Growing, Learning, and Living With Autism Group as compared to a delayed treatment control group. The effects of the intervention did not extend to parent-child interactions coded from video recordings. Child treatment effects were maintained at the 3- and 6-month follow-up assessments. Conclusions: Preliminary efficacy of the Growing, Learning, and Living With Autism Group was established. Based on parent report at the conclusion of the intervention, this is a socially valid intervention for teaching social communication and self-regulation skills to school-age children with ASD.
An Investigation of the Round Robin Brainstorming in Improving English Speaking Ability among Nakhonphanom University&apos;s Second Year Students in Thailand
Author: Sripradith, Raweewat
Date: 2019-00-00
Type: Journal Articles
Subjects: Brainstorming,Cooperative Learning,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Oral Language,Teaching Methods,Undergraduate Students,Universities,Pretests Posttests,Pronunciation,Accuracy,Language Usage,Grammar,Language Fluency,Student Attitudes,Instructional Effectiveness,Teamwork,Problem Solving

As a second-year English teacher at Nakhonphanom University, it has become important to put more emphasis on the student's ability to understand and speak the English language. The main objective as a teacher is to help the students learn the English language by utilizing the best methods. Thailand is rapidly becoming part of the global economy where university students require English speaking skills to get recognition in the global job market. As such, English teachers must double their efforts to ensure students reach international standards of communicating. Like any other university in Thailand, Nakhonphanom University has prioritized its efforts in improving the English-speaking abilities of its students. This research, therefore, aims at exploring the use of Round Robin Brainstorming as a technique to help Thai students understand and speak English through oral presentations. The researcher arranged the students in groups each having eight participants in a circular manner. Each group contained high English performing students and low English performing students. Each participant was given 5 minutes to talk about each other's weaknesses and to brainstorm ideas that would help improve these weaknesses. The study combined both qualitative and quantitative methods. The study used a pre-test and post-test design as well as observing the students and questionnaires as data collection instruments. The overall pre-test scores showed a mean 4.03 which was low but went to a high of 11.97 in the post-test. The SD in the pre-test was 0.83 and the post-test was 0.13 meaning an overall improvement in the speaking abilities of the participants after implementing the Round Robin technique. The findings from the research showed that the pronunciation accuracy, language appropriateness, grammatical accuracies, and English fluency had been significantly higher after the implementation of the Round Robin Brainstorming technique. The students were extremely satisfied with the technique and they also felt relaxed and comfortable in discussing any of the topics given. The Round Robin Brainstorming method facilitated teamwork and enjoyment while at the same time improving the students' ability to speak English. The findings and results of this study will be used to improve the English-speaking process for Thai students. More specifically, the findings can be used as a reference while implementing the Round Robin Brainstorming technique as well as solving problems in the classrooms.
Factors Influencing Choice of a Subject Specialisation by Prospective Teachers at Teacher Training College in Eswatini
Author: Tsikati, Alfred F.
Date: 2019-06-00
Type: Journal Articles
Subjects: Majors (Students),Specialization,Preservice Teachers,Teacher Education Programs,Foreign Countries,Elementary School Teachers,Student Attitudes,Student Interests,Student Characteristics,Intellectual Disciplines,Influences

There is no college decision that is more thought provoking and guts wrenching than the choice of a major. However, the factors influencing prospective student teachers at teacher training institutions in Eswatini are yet to be known. Thus, the study sought to determine factors influencing the choice of a subject specialisation by prospective Primary Teachers' Diploma teachers in Eswatini. The study employed a pragmatism paradigm using convergent or triangulation mixed method design. This study involved 16 experts from three teacher-training institutions and a census of 351 prospective teachers who were eventually admitted to these teacher-training institutions for PTD in Eswatini. Data collection involved a triangulation of modified Delphi technique and survey questionnaire. The qualitative data were analysed using thematic analysis while the quantitative data were analysed using descriptive statistics. Findings revealed that student interest, attitude and impression, related exposure, and the nature of subject specialisation were the factors influencing prospective students' choice of a specialisation at the teacher training institutions. Therefore, the study recommended that tertiary institutions or institutions of higher education should organise student expo which will expose them to different careers and areas of specialisation in each career.
Trainee Teachers&apos; Readiness towards 21st Century Teaching Practices
Author: Ibrahim, Norezan
Date: 2019-06-00
Type: Journal Articles
Subjects: Teaching Methods,Preservice Teachers,Practicums,Teacher Education Programs,Stress Variables,Supervisors,Barriers,Student Attitudes,Teaching Experience,Educational Needs,Teaching Skills,Academic Standards,21st Century Skills,Foreign Countries,Knowledge Base for Teaching,Technological Literacy,Creativity,Communication Skills,Critical Thinking,Teacher Education,Cooperative Learning,Innovation

Teaching practicum is a component in preparing a student to be a beginner teacher. Yet there are a lot of preparations needed for the trainee teacher before he or she could teach in a school. A lack of preparation at the institution level could significantly affect trainee teachers' readiness to teach in schools. Students who are not well-prepared for teaching assignments could became stressed due to high expectations from their supervisors. This study aimed to investigate the level of trainee teachers' readiness and the challenges encountered during teaching practice. A total of 160 questionnaires were distributed to final year Education students who had completed their teaching practice. A descriptive research design was employed which utilized survey method to analyse teaching experiences of trainee teachers at the Faculty of Education, UiTM. The findings showed a high level of readiness among trainee teachers. An important finding from the data showed that students needed more individual attention be the most predominant challenge in teaching practice among the participants. This study sheds light into the crucial needs to help trainees teachers to raise the standard of teaching and to develop world-class teaching capabilities needed for classroom instructions in the 21st century millenium.
Evaluating Learning Objectives of the Pre-School Teacher Education Programme in Terms of Special Field Competencies: A Curriculum Alignment Study
Author: Demir, Ozden
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Objectives,Teacher Education Programs,Preschool Teachers,Teacher Competencies,Foreign Countries,Preservice Teachers,Competency Based Education

In Turkey, as in other countries, candidate teachers are expected to achieve the teaching qualifications and competencies outlined by the ministries of education. In Turkey's case, the Ministry of National Education of Turkey (MoNE) (Yüksek ögretim Kurulu (YÖK), 1998; MoNE, 2006) has developed the general competencies for the teaching profession including six-main competency domains called A-B-C-D-E-F, associated thirty-one sub-domains, and 233 teaching performance indicators for knowledge, skills, and attitudes for the teacher education programmes. More specifically, special field competencies for pre-school teachers have been developed to bring effective-teaching and learning to both public and private schools. This study analysed general competencies and related special field competencies with the aim of determining the extent to which there is a correlation between the general competencies of Pre-School Teacher Education Programmes and the courses' learning objectives and sub-competencies. Qualitative content analysis methods yield the descriptive frequencies presented. This exploratory approach of these important elements of a teacher education programme will be useful to determine and seek to eliminate the intended and enacted gap between the learning objectives and the special field competencies. This study is offered as an example comparison among these elements that might also be helpful in the evaluation of teacher education programmes in other contexts.
Ethical Research in the Secondary School Classroom
Author: Briggs, Susan
Date: 2019-00-00
Type: Journal Articles
Subjects: Ethics,Informed Consent,Secondary School Students,Classroom Research,Risk,Reflection,Student Participation,Secondary School Teachers,Educational Research,Vignettes,Action Research

Two key ethical principles of research in the secondary school classroom are &quot;voluntary participation&quot; and &quot;informed consent.&quot; Voluntary participation is the principle that participants should be able to freely choose whether or not they participate in the research, in any way, big or small (Mutch, 2005). Informed consent is the principle that the participants should be thoroughly and accurately informed of the purpose, processes and dissemination of the findings of the research, and give their consent accordingly (Mutch, 2005). Ethical principles have been established by research institutions, such as universities, to ensure that participants in educational research are not treated as passive objects by the researcher (Snook, 2003), and so that no personal harm results from the research process. This article will discuss these two ethical principles, and examine two research scenarios in secondary schools where ethical dilemmas arise. Potential ways to address these ethical concerns and minimise risk are explored, with a view to encouraging teacher reflection and consideration of research situations that may require the voluntary participation and informed consent of secondary school students in classrooms.
Teacher Questioning in a Chinese Context: Implications for New Zealand Classrooms
Author: Zhu, Yiyi
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Questioning Techniques,Teacher Student Relationship,Elementary School Mathematics,Teacher Behavior,Elementary School Students,Children,Expectation,Cultural Context,Elementary School Teachers

Teacher questioning is a very important aspect of teacher-student interaction in classrooms around the world. However, expectations of the purposes and types of these interactions can be variable, particularly across cultural contexts. This qualitative study considers the way teacher questioning is used in a mathematics class in a Chinese primary classroom. The types of questions, expectations for answers and teacher behaviours are described through the use of a short-structured observation. Questions were found to be restricted to a rapid-fire format and only a minority of students were called upon to answer questions. This is contrasted with the expectations of the use of questioning in Western contexts, and highlights the challenges for both Chinese teachers and students when they move into the New Zealand education system.
Trans-National Education System for Students from the Mekong Region Thai Universities
Author: Thaklong, Nhumpung
Date: 2019-06-00
Type: Journal Articles
Subjects: Universities,Undergraduate Students,Scholarships,Tuition,Barriers,Cultural Differences,Student Attitudes,Second Language Learning,Food,Student Adjustment,Acculturation,Educational Administration,Exchange Programs,Instructional Materials,International Education,Foreign Countries,Immigrants,Case Studies,Foreign Students,Graduation,Occupational Aspiration,Asians,Geographic Regions,Thai,English (Second Language)

The aim is of this research is to study issues of the trans-national education system of students from the Mekong region who are enrolled at Thai universities. Qualitative research was conducted to collect data from Bachelor's degree students who are studying at Thai universities. The research instruments were in the form of a questionnaire, which consisted of multiple choice and open-ended questions, based on the review of related literature on Trans-nationalism. The results demonstrated that students from the Mekong region who study at Thai universities use different sponsor to their study. Some students were granted a scholarship while others were self-supporting. However, all of them had the same aspiration: to apply the knowledge acquired in Thailand to benefit their country and the people around them after graduation. The problems faced by the students were related to language, culture, and food. Most of the students from Mekong region had to adjust themselves to the culture and the society they were living in. After their graduation, the students from the Mekong region expressed their concerned issues to the educational administrators in the Thai universities. The concerned issues are: international curriculums, student exchange programs and teaching materials should be more up-to-date and beneficial to the students.
Changing from a Traditional Approach to Learning: Teachers&apos; Perceptions of Introducing WebQuests into Mathematics and Science Classrooms in Qatar
Author: Murphy, Carol
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Stress Variables,Inquiry,Teaching Methods,Science Instruction,Technology Integration,Educational Change,Teacher Attitudes,Faculty Development,Web Based Instruction,Mathematics Instruction,Elementary School Students,Middle School Students,Time Management,Teacher Student Relationship,Foreign Countries,Classroom Techniques,Student Motivation

Several studies have identified stress factors that teachers might experience in changing from a traditional approach to a more student-centred inquiry-based learning (IBL) approach. In this study, we report on teachers' perceptions following professional development (PD) that introduced WebQuests as a didactic tool alongside ongoing classroom support into Qatari mathematics and science classrooms with students grades 4 to 8. The findings suggested that the use of WebQuests as a didactic tool provided a structure for many teachers that supported a change in teaching towards a student-oriented approach. Nevertheless, some stress factors remained, in relation to control of learning, managing time and classroom behaviour and the integration of IT.
Making Multiplication Meaningful: Teaching for Conceptual Understanding
Author: Mills, Judith
Date: 2019-00-00
Type: Journal Articles
Subjects: Numeracy,Mathematics Instruction,Mathematical Concepts,Teaching Methods,Pedagogical Content Knowledge,Lesson Plans,Multiplication,Instructional Materials,Concept Formation,Foreign Countries,Elementary School Students

The term numeracy is used widely in schools today and brings with it the expectation that students will be taught both how to do the mathematics, alongside an understanding of the concepts associated with the procedural application. One issue, which has arisen with the terminology 'numeracy classroom', is how to best support teachers to enhance their teaching of mathematics to allow this understanding to occur. This article stems from a larger research study that analysed the professional knowledge of teachers when teaching numeracy, and the impact their mathematics knowledge and procedural application had on children's learning. This article presents observations of three teachers teaching a multiplication lesson (the first in a series of lessons over a six-week period) as they developed their students' understanding of the mathematical concepts associated with the interpretation of the multiplication symbol. An analysis of the findings shows when the teachers used manipulatives, related word problems to the children's lives, and promoted discussion in groups, a greater understanding of multiplication was apparent.
Teachers&apos; Educational Beliefs and Curriculum Orientations: A Relational Research
Author: Bas, Gökhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Beliefs,Teacher Attitudes,Curriculum Design,Public Schools,Elementary School Teachers,High School Teachers,Foreign Countries,Cultural Context,Student Centered Curriculum,Problem Based Learning,Intellectual Disciplines

The purpose of this study was to examine the relationship between teachers' educational beliefs and curriculum design orientation preferences. In this research, prediction research design, one of the correlation models, was employed. The study group consisted of teachers (n = 182) working in public primary, elementary and high schools in Bilecik province, Turkey. The findings revealed there were significant relationships between the teachers' educational beliefs and curriculum orientations. According to the regression analysis undertaken, the model was statistically significant as a whole and the teachers' educational beliefs and curriculum orientations were significantly correlated. The teachers' educational beliefs predicted 39% of the curriculum orientations. According to these results, it is suggested that the educational beliefs of teachers have a key role in shaping their curriculum orientations.
An &apos;Open Letter to Teachers&apos;
Author: Kelly-Ware, Janette
Date: 2019-00-00
Type: Journal Articles
Subjects: Early Childhood Teachers,Foreign Countries,Critical Theory,Reflective Teaching,Curriculum Development,Social Justice,Young Children,Differences,Inclusion,Culturally Relevant Education,Teacher Student Relationship

Teaching is a highly complex and political endeavour, and as teachers, we need to be courageous as we support children to make sense of the increasingly complex and diverse societies that we live in. My doctoral research highlighted a number of issues related to teachers and curriculum. Te Whariki, the Aotearoa New Zealand early childhood curriculum is the framework for critical socially relevant curriculum, and this letter speaks to teachers whose daily work involves recognising and responding to children's 'working theories' about the social world. I argue that as teachers we need to be reflective and reflexive, and think critically about curriculum planning to go beyond children's surface interests and focus on deeper issues like fairness, justice, anti-racism and our shared humanity -- issues of concern to society as a whole. As teachers, we also need to involve families in the conversations that they are part of, and privy to, so together we can create a fairer, more just society for all who call Aotearoa New Zealand home.