ethanporcaro/eric-fulltext-meta huggingface dataset:
The Emergence of Relay Graduate School
Author: Mungal, Angus Shiva
Date: 2019-00-00
Type: Journal Articles
Subjects: Graduate Study,Preservice Teacher Education,Teacher Education Programs,Alternative Teacher Certification,Schools of Education,Masters Programs,Educational Development,Partnerships in Education,Charter Schools,Standards,Qualifications,Competition,Educational Change,Criticism

This article traces the political, historical, and ideological roots of the Relay Graduate School of Education. Relay represents a more current iteration of alternative teacher preparation programs and emerged from the earlier partnerships between education schools and independent alternative programs (Mungal, 2012). These programs have become major producers of teacher candidates, attracting a significant number of teaching candidates who enter into the teaching profession and bypass university-based education schools. This article informs the field of teacher preparation on the emerging phenomenon of Relay Graduate School of Education. Unaffiliated with university-based education schools, Relay bypasses education schools and is allowed to confer a Masters of Arts in Teaching (M.A.T.) through state organizations such as the New York State Board of Regents and other equivalent state agencies. In this article, the author first describes the origins for this study in the research design. Second, he contextualizes teacher preparation in the United States, historically, politically, and ideologically as well as describe the conditions in which modern alternative teacher preparation programs took hold. Third, he explores the origin of Teacher U and its partnership with the charter school networks, and the emergence of Relay and its partnership with Teach For America. The author also reports on methods that Relay uses in the classrooms and captures the critiques of Relay. Finally, he assesses the role of Relay and its implications for teacher education. This historical analysis ultimately suggests that the role and relevance of Relay Graduate School is growing at a fast rate yet is still largely unnoticed among educators, education schools and to a much larger degree, the general public.
New Insights on Young Peoples&apos; Motivation in Lower Secondary Education in Denmark
Author: Pless, Mette
Date: 2019-02-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Goal Orientation,Student Motivation,Secondary School Students,Adolescents,Secondary Education,Secondary School Teachers,Teacher Student Relationship

In this article we explore and develop the understanding of young people's motives for (non)participation in lower secondary education. Based on a two-year study dominated by qualitative and explorative methods, we combine a focus on young peoples' motives and goal orientations with a socio-cultural (and social constructivist) understanding of motivation/learning (Wenger, 1998; Wertsch, 1994). This combination allows us to explore the dynamic complexity of pupils' motives for participation in school and look into how motivation is produced in the interplay between individual goals and motives and the learning climate within the school context (Ames, 1992; Dowson &amp; McInerney, 2003; Maehr &amp; Zusho, 2009; Jackson, 2006; Lemos, 2001). In the article, we identify key motivational orientations as they unfold in the social and learning processes that take place in the learning contexts young people are part of. As a mean to synthesise and highlight the complexities at play we introduce a situated model that visualises our results.
Attitudes towards Plagiarism in Business Administration Students from Two Private Universities in Arequipa
Author: Ramos Quispe, Teresa
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Plagiarism,Business Administration Education,College Students,Private Colleges,Foreign Countries

The present study seeks to identify, describe and explain attitudes towards plagiarism of Business Administration students from two private universities in Arequipa. A qualitative methodology was used and the analysis content technique was applied. The data were obtained from information from the application of an individual interview guide and a focus group guide. Twenty individual interviews and two focus groups were conducted, totaling 20 newly-admitted students (10 women and 10 men). The categories arising from the answers expressed by the participants were: (a) knowledge of the issue, (b) permissive attitude towards plagiarism, (c) plagiarism as a social facilitator, (d) consequences and (e) preventive attitude. The results show that, for those interviewed, plagiarism is defined as the act of &quot;copying the work of others&quot;, &quot;cheating&quot; or &quot;stealing&quot;. They also concluded that plagiarizing is a common and even institutionalized practice that begins at school and is perfected in the University. Getting good grades is the reason why there are no accusations or discrepancy between students who commit plagiarism and those who do not, since they maintain that plagiarism is not a crime. Finally, the ignorance that you are committing plagiarism, the easy way to do something and fear of failing a course are some of the causes of this cheating action. Among the proposals that the interviewees make to solve this problem is that fact that universities disclose and implement their disciplinary regulations.
Characterization of Mathematical Reasoning Skills in Children with ADHD
Author: Salvatierra Melgar, Ángel
Date: 2019-00-00
Type: Journal Articles
Subjects: Children,Attention Deficit Hyperactivity Disorder,Mathematics Instruction,Mathematical Logic,Logical Thinking,Foreign Countries,Special Needs Students,Elementary School Teachers,Mathematics Skills,Computation,Problem Solving,Elementary School Students

The objective of the present research was to characterize the mathematical reasoning skills in children with ADHD between 7 and 9 years old. The study begins with the conception of children with special needs and an anthropological research is carried out in perspectives of the actor on mathematical reasoning skills and interviews of their three teachers about their difficulties, alterations and disorders. The research method is an ethnographic fieldwork. The results show lack of mathematical skills specifically in numerical calculation; observing disorder, combination of simultaneous operation between addition and subtraction, attention deficit during the reading of a problem so they fail to systematize, identify data for algorithmic operations.
Breaking Binaries: #BlackGirlMagic and the Black Ratchet Imagination
Author: Toliver, S. R.
Date: 2019-00-00
Type: Journal Articles
Subjects: African Americans,Females,Racial Identification,Popular Culture,Activism,Racial Relations,Minority Groups,Youth,Personal Narratives,Afrocentrism,Cultural Awareness,Social Justice,Stereotypes,Negative Attitudes

CaShawn Thompson's hashtag, #BlackGirlMagic, has transformed into a movement over the past five years. The hashtag focuses on celebrating the beauty, influence, and strength of Black women and girls. However, Thompson's term sits in a space of tension, where contradictory interpretations create boundaries around what Black girl celebration means as well as who gets to celebrate Black girl magic, specifically when it comes to girls without a celebrity status and girls who are considered hood or ratchet. In this paper, the author contends that the tension between respectability and ratchetness must be further explored, as it is an essential component in discussions of Black girl identities. To do this, the Afrofuturist young adult literature of Nnedi Okorafor is analyzed using a conceptual framework that highlights the Black Ratchet Imagination and its aversion to respectability politics and the ways in which Afrofuturism challenges notions of respectability in terms of traditional Black literary cultural production. Findings suggest that, although each character, like real Black girls, exhibits traits of respectability, they also depict traits of ratchetness. Thus, the author calls for all literacy stakeholders to dissolve preconceived binaries and conceptualize ratchetness as another celebratory space of agency and Black Girl Magic.
Characteristics of the Opt-Out Movement: Early Evidence for Colorado
Author: Clayton, Grant
Date: 2019-04-01
Type: Journal Articles
Subjects: Accountability,Educational Change,Politics of Education,Educational Legislation,Federal Legislation,Common Core State Standards,Standardized Tests,Parent Attitudes,Student Participation,Incidence,Charter Schools,Suburban Schools,Rural Schools,White Students,High Stakes Tests,Cultural Capital,Language Arts,Elementary Secondary Education

Testing and accountability measures have continued to expand since the passage of the No Child Left Behind Act in 2001. In addition to school and district accountability, student test scores increasingly formed the foundation of teacher performance metrics. State participation rates exceeded the 95% minimum prescribed by law despite increasing opposition to many testing requirements. However, the rollout of the Common Core aligned PARCC tests in 2015 marked the start of a backlash against state mandated testing. The movement, commonly called opt-out, encouraged families not to participate in required tests. We use pooled OLS regression on statewide panel data from Colorado schools to examine school-level characteristics in one of the states with the largest declines in test participation. We find the prevalence of opt-out is largest in charter schools, suburban and rural areas, higher performing schools, and schools with a higher proportion of White students.
Determining Academic Success in Students with Disabilities in Higher Education
Author: De Los Santos, Stephanie Bain
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Achievement,Students with Disabilities,Higher Education,Academic Support Services,Academic Accommodations (Disabilities),Predictor Variables

Students with disabilities have not been fully welcomed in higher education in spite of litigation, court cases, and positive shifts in public perceptions. The transition from high school to college is challenging for students without disabilities. Students with disabilities often get overlooked by their institution and overwhelmed during this transition, contributing to an achievement gap for these students. Student success is measured by retention, academic achievement, and on-time graduation. This research study examined how student success was impacted by a student's registration with the campus disability office, use of accommodations, and use of institutional and social support systems. This study explored a new frontier of research that dispels the myth that students with disabilities are a homogenous group. The results of this study can be used to increase knowledge regarding students with disabilities and their success in higher education. The results will assist college and university administrators as well as staff in disability services offices in tracking the success of accommodations for students with disabilities. This study can help university administration to better understand the benefits of institutional support services as well as encourage faculty involvement in implementing accommodations and helping students see the benefit of student registration with the campus office of disabilities.
Relationship between Emotional Labor Behavior and Burnout Level of Football Coaches
Author: Tolukan, Ersan
Date: 2019-00-00
Type: Journal Articles
Subjects: Athletic Coaches,Team Sports,Burnout,Emotional Response,Correlation,Foreign Countries,Work Environment,Psychological Patterns

In the scope of this research, it is aimed to determine emotional labor behavior and burnout level of football coaches and to examine the relationship between them. In this study conducted in relational survey model, Emotional Labor Scale developed by Diefendorff et al. (2005) and adapted to Turkish by Basim and Begenirbas (2012), and Maslach Burnout Sclae developed by Maslach and Jackson (1981) and adapted to Turkish by Ergin (1992) were applied to 321 voluntary participants. Descriptive statistics (number of participants, minimum, maximum, mean, standard deviation) regarding emotional labor and burnout levels of participants were calculated. Besides, pearson correlation coefficient was calculated with the aim of determining the level of relation between the sub-dimensions of emotional labor and burnout. p significance level in difference tests was taken as 0,05. Research results showed that burnout levels of coaches were low; as the sub-dimensions of emotional labor scale, the factors of deep acting and genuine emotions were high, and the factor of surface acting was low. According to the correlation results, it was determined that there was a low level negative relation between their burnout levels and surface acting behavior and a low level positive significant relation between deep acting behavior and genuine emotions.
Tracking the University Student Success: Statistical Quality Assessment
Author: Cechová, Ivana
Date: 2019-00-00
Type: Journal Articles
Subjects: College Entrance Examinations,Undergraduate Students,Military Training,Foreign Countries,Bachelors Degrees,Leadership Training,Exit Examinations,Military Personnel,College Outcomes Assessment

Higher education institutions are continually striving to make education relevant to the working environment students will encounter upon graduation. One of the tools for enhancing an institution's quality and sufficiently informing students about their outcomes and learning opportunities is a quality assessment. Quality assessment is a long process which establishes measurable student learning outcomes, then analyses and interprets them. This enables students to receive feedback on their learning and helps them to improve their performance. The authors' objective was to gather empirical data on students´ learning in order to improve the process of learning and to refine study programmes. A longitudinal study was used to observe students' performance and outcomes from entrance exams to state exams. Statistical analysis revealed that there is a correlation between the results of the admission tests and the study results, especially the connection between the results of the entrance test and the chance of successful completion of studies. No statistically significant correlation was found between the overall results of military students' studies. An interesting issue is a comparison between military and civilian students, as well as civilian students´ results. As a continuous process, assessment of students' performance was observed up until the Final State Examination.
Education and Business as a Key Topics at the Instagram Posts in the Area of Gamification
Author: Pilar, Ladislav
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Photography,Computer Mediated Communication,Telecommunications,Games,Language Usage,Education,Business,Entrepreneurship,Universities,Innovation,Communities of Practice

The aim of this paper is to examine the communication content of Instagram social network users, on the basis of the hashtags they use relating to gamification and to define communities within the network in the context of education. The results are based on the analysis of Instagram's worldwide social network. Primary data were collected using script to capture communication on the social network Instagram. The analysis included Instagram photos selected on the basis of hashtag #gamification (17,994 contributions). The results identify that the most commonly associated expressions with hashtags #gamification are hashtags associated with education and business, especially where startup and innovation are concerned. On the basis of an analysis visually isolated communities with an average modularity of 0.506 were identified, which relate to the communication of the gamification on the social network Instagram: 1) Education, 2) Entrepreneurship, 3) Gamification in general, 4) Social and 5) Enjoyment. The benefit of analysis for the education area is to identify the university's links between Education and Entrepreneurship and the Teacher and Trust between education and enjoyment.
Student Adoption of a Nontraditional Teaching Method in Accounting: How Previous Experience Impedes Willingness to Change
Author: Stejskalová, Irena
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Attitudes,Accounting,Teaching Methods,Instructional Innovation,Nontraditional Education,Administrator Education,Adoption (Ideas),Prior Learning,Gender Differences,Student Adjustment,Case Method (Teaching Technique),Case Studies,Instructional Effectiveness

This research paper examines a new teaching method consisting of a real-life case study that is used in accountancy and its introduction at two universities. The research was conducted at universities that specialise in preparing students to become managers. The main focus of the study is to examine the different ways that students might accept the new teaching method. We consider the utilisation of an active form of teaching, as opposed to a passive form, which is the more prevalent form of teaching accountancy in the Czech Republic. Since the use of active forms of teaching brings a range of advantages, case studies are rarely used, so we were interested to see the students' reaction. The research was conducted over two consecutive academic years and the main factors that were examined to assess the introduction of real-life case studies were country, gender and previous experience with accountancy education at secondary school. The results clearly show that men accept the new way of teaching better than women. Students with previous experience perceived case studies negatively. The results of the study indicate that when introducing changes to teaching, the need to introduce the changes must be appropriately clarified.
The Relationship between Hope and Perceived Stress in Teacher Candidates
Author: Sucan, Serdar
Date: 2019-00-00
Type: Journal Articles
Subjects: Stress Variables,Psychological Patterns,Teacher Selection,Foreign Countries,Correlation,Life Satisfaction,Preservice Teachers,Individual Characteristics,Gender Differences,Age Differences,Marital Status,Income

The long-term and uncontrollable stress of KPSS (Personnel Selection Examination) candidates disrupts their psychology, weakens thinking and decision-making, and thus decreases academic achievement. The aim of this study is; It is the determination of the relationship between the level of hope and perceived stress of teacher candidates prepared for KPSS. A total of 382 teacher candidates participated in a special KPSS preparatory course in Kayseri. Candidate teachers who graduated from different departments and universities are between the ages of 21-25 in 41.6%. When we look at socio-demographic characteristics; 68.4% male; 59.9% single and 51.5% were at medium income level. Perceived Stress Scale (PSS-10) and Adult Hope Scale (AHS) were administered to the participants. The mean AHS score of the teacher candidates was 27.73±1.92. This shows the high level of hope of the participants. Perceived Stress level was found to be medium at 53.6%. As a result of the analysis, a significant a negative correlation was found between level of hope and perceived stress (p &lt;0.01). According to regression analysis, level of hope in teacher candidates showed a statistically significant positive effect on perceived stress (p &lt;0.01). As a result, negative relationships were found between hope and perceived stress. It is thought that highly hopeful people perceive stress lower and life satisfaction increases. Therefore, in order to increase the level of hope and to reduce the negative effects of stress, educators should support KPSS candidates. Programs related to the high level of hope to be implemented in schools may have positive effects on individuals' low stress and examinations.
&apos;Triage, Transition, and Transformation&apos;: Advocacy Discourse in Urban School Reform
Author: Lenhoff, Sarah Winchell
Date: 2019-04-01
Type: Journal Articles
Subjects: Urban Schools,Educational Change,Advocacy,Power Structure,Ideology,Community Action,Educational Policy,Discourse Analysis

Advocacy coalitions have the potential to be a vehicle for community-based education reform in urban school systems, where state legislatures have increasingly adopted top-down policies such as state takeover and accountability systems. Yet, coalitions are influenced by and create their own informal and formal power structures that can include or exclude certain stakeholders and perspectives. In this study, the Advocacy Coalition Framework was used alongside critical discourse analysis of interviews, documents, and more than 50 news articles to explore how power and ideology shaped policy in the Coalition for the Future of Detroit Schoolchildren. We find that personal stories, political loyalties, and prior reform experiences shaped the narratives of Coalition members. While discourse from and about the Coalition was narrower in scope and representation during a tough legislative battle, the group's policy victories and organizational infrastructure created potential for substantive community-led reform in the years following. This suggests that community-based education reform may require advocates to strategically sequence the promotion of diverse stakeholder interests in order to achieve broad coalition goals.
Towards a Better Understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System
Author: Dörnyei, Zoltán
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Experience,Second Language Learning,Second Language Instruction,Learning Motivation,Learning Processes,Learner Engagement,Educational Psychology,Predictor Variables,Student Behavior,Self Motivation,Self Concept

The theoretical emphasis within the L2 Motivational Self System has typically been on the two future self-guides representing possible (ideal and ought-to) selves, leaving the third main dimension of the construct, the L2 Learning Experience, somewhat undertheorized. Yet, this third component is not secondary in importance, as evidenced by empirical studies that consistently indicate that the L2 Learning Experience is not only a strong predictor of various criterion measures but is often the most powerful predictor of motivated behavior. This paper begins with an analysis of possible reasons for this neglect and then draws on the notion of student engagement in educational psychology to offer a theoretical framework for the concept. It is proposed that the L2 Learning Experience may be defined as the perceived quality of the learners' engagement with various aspects of the language learning process.