ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of TPACK Integration into English Language Teacher Education Programs: A Comparative Study of Turkey and Denmark
Author: Turgut, Yildiz
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),College Second Language Programs,Comparative Education,Pedagogical Content Knowledge,Technological Literacy,Technology Integration,Mixed Methods Research,Teaching Methods,Preservice Teacher Education,Phenomenology,Likert Scales,Student Surveys,Educational Practices,Second Language Instruction,Observation

Technology has always been a part of teaching process and being able to teach with technology requires an understanding of how technology, pedagogy, and content interact to support student learning. Recently, studies on developing TPACK skills of teachers have been emerged; however, studies on TPACK in pre-service education on a specific domain, more specifically English Language Teaching, are limited and none of the existing studies have attempted to compare pre-service teachers' TPACK in different countries or contexts. Therefore, this study compares pre-service English language teachers' TPACK in two countries, Turkey and Denmark, at two Teacher Education Institutions' (TEI) contexts. Through a mixed-method design, results of the study indicated the differences not only in definition of technology, but also in technology applications and teaching processes. Based on these findings, suggestions for teacher education and future research were made.
National Provisions for Certification and Professional Preparation in Low-Incidence Sensory Disabilities: A 50-State Study
Author: Howley, Craig
Date: 2017-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Disabilities,Perceptual Impairments,Documentation,Content Analysis,Structured Interviews,State Departments of Education,Administrators,Higher Education,Teacher Certification,Teacher Education Programs,State Standards,Teacher Competencies,Blindness,Deafness,Special Education,Visual Impairments,Hearing Impairments,Deaf Blind,Web Sites

Multimethod study examined the 50 U.S. states' preparation and licensure practices regarding students with low-incidence sensory disabilities (LISD). The researchers used document review and structured interviews with state education agency representatives. It was found that institutions of higher education (IHEs) in 38 states offer at least one LISD preparation program; 12 states offer no programs at all. Further, program intensity, a measure of state capacity to serve students with LISD, varies from 0 to about 3 programs per million state residents. States also differ by the regime used to qualify teaching candidates, using either licensure or endorsement. Nationally, being an LISD licensure regime is, all else being equal, negatively correlated with number of LISD programs. The findings suggest that many states lack the capacity to supply enough trained professionals to serve students with LISD. Recommendations are framed for states, national organizations, and IHEs.
Blended Eduction in Food and Health (Home Economics): Do We Need Campus?
Author: Ask, Anne S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,Technology Uses in Education,Foods Instruction,Health Education,Teaching Methods,Questionnaires,College Students,Student Satisfaction,Interviews,Student Evaluation,Conventional Instruction,Online Courses,Comparative Analysis,Home Economics,Statistical Analysis,Likert Scales,Foreign Countries

Blended education, or on-line education in combination with face-to-face education, is becoming more relevant in postsecondary education. The University of Agder offers blended education in food and health. In this study, we explored the advantages and disadvantages of providing blended education in food and health compared to providing oncampus education. The study focused on differences in student satisfaction for practical and theoretical education, as well as ICT and administrative support. Questionnaires were sent to students enrolled in two blended food and health education courses and to students enrolled in two on-campus courses. In-depth interviews were conducted with randomly selected students. Student evaluations and final reports for the different groups were studied. The findings indicated that both groups had high satisfaction scores for the theoretical and practical lectures. Students in blended learning courses indicated higher satisfaction for theoretical lectures and ICT and administrative support, but not for practical skills teaching.
Challenges University Students Face When Integrating New ICT Tools into Their Learning: An Exploratory Study of a Social Annotation Tool
Author: Chan, Jackie W. W.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Cooperative Learning,Student Attitudes,Technology Integration,Barriers,Data Collection,Information Dissemination,Information Management,Usability,Peer Influence,Undergraduate Students,Foreign Countries,Qualitative Research,Content Analysis,Semi Structured Interviews

To facilitate students' learning, teachers are keen to try out various ICT tools, recommend those they find useful to their classes, and even tailor-make tools for their classrooms with the assistance of engineers. However, students are not always eager to voluntarily apply these tools to their assignments. This paper reports on findings from a study that explored the introduction of a commercial social annotation application, Diigo, to university students enrolled in three different courses. All participating students were given a two-hour, in-class, face-to-face tutorial at the beginning of the semester. Diigo was expected to facilitate students' collaboration in collecting, sharing, analysing, and elaborating data while engaged in a group inquiry learning assignment. Seventeen students were invited to participate in individual interviews. Qualitative content analysis of transcripts was conducted to examine the challenges students faced when they decided to incorporate new technology into their studies. Findings indicate that although Diigo is helpful for data collection and sharing among students, students prefer Google Drive, an online file storage and synchronization service, for data analysis and elaboration. Interviewees pointed to the usability of the ICT tool, their motivation as students, peer influence, and the arrangement of the face-to-face tutorial as challenges associated with integrating the ICT tool. We argue that addressing these four areas of student concern is pivotal to the cultivation of a conducive atmosphere that encourages students to try out and integrate new ICT tools into their learning.
Mathematics Video Podcasts as Integrated Elements of Online Lessons in Further University Education: In-Service Teachers&apos; Flow Experiences
Author: Wathne, Unni
Date: 2017-00-00
Type: Journal Articles
Subjects: Information Dissemination,Case Studies,Teacher Attitudes,Educational Technology,Technology Uses in Education,Mathematics Instruction,Online Courses,Secondary School Teachers,Distance Education,Inservice Teacher Education,Questionnaires,Video Technology,Teaching Methods,Program Effectiveness,Calculus,Semi Structured Interviews,Foreign Countries,Qualitative Research,Statistical Analysis

This case-study examined in-service teachers' perceptions of learning by means of online mathematics lessons consisting of a mix of text and video podcasts. The investigation is part of further university education directed at practicing teachers in lower secondary schools. The course was a distant education course, with in-service teachers learning online only. The research, based on a series of questionnaires and follow-up interviews, examined whether in-service teachers perceived that video podcasts embedded in online lessons fostered their learning compared to reading similar material. The study focused on efficiency, enjoyment, and concentration as perceived conditions for learning in conjunction with flow theory.
School Development Planning: A Strategic Tool for Secondary School Improvement in Rivers State, Nigeria
Author: Agi, Ugochukwu Kysburn
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Strategic Planning,Educational Improvement,Educational Planning,Secondary Education,Teacher Surveys,Questionnaires,Educational Development,Predictive Validity,Rural Urban Differences,Hypothesis Testing,School Location,Teacher Attitudes,Educational Administration,Regression (Statistics),Statistical Analysis

The challenge of improving secondary education to achieve the goals defined in the National Policy on Education (FRN, 2013) remains a daunting task. This study addressed the role of school development planning as a strategic tool for the improvement of secondary education in Rivers State, Nigeria. Three research questions and three hypotheses were used to guide the study. Stratified sampling technique was used to select 200 teachers from rural and urban schools in five local government areas of Rivers State. The Teacher Perception of School Development Planning and Improvement Questionnaire (TPSDPIQ) was used to collect data. The findings showed that, in general, teachers' perceptions about the significance of school development planning factors for secondary school improvement were strikingly similar. Specifically, the findings showed that: (a) teachers' perceptions about school development significantly predicted their perceptions about school improvement, (b) there was no significant difference between teachers' perception of school development planning across urban and rural schools, and (c) there was no significant difference between teachers' perception of school improvement across urban and rural schools. Recommendations included the development of a policy requiring all secondary schools in the state to have a school development plan for a specified period, as well as, having headteachers, teachers, and community engage in developing the school plan.
The Effects of the Niger Delta Crisis on Educational Resources, Attitude to Schooling, and Academic Achievement of Basic Science Students in Rivers State, Nigeria
Author: Pepple, Tamunosisi Furo
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Access to Education,Educational Attitudes,Science Achievement,Secondary School Students,Conflict,Educational Resources,Grade 7,Grade 8,Differences,Questionnaires

This study investigated how the Niger Delta crisis affected students' access to educational resources, attitude to schooling, and academic achievement in basic science. An ex post facto design was used for the study. Participants included 400 students and 16 principals from 16 secondary schools drawn from four local government areas of Rivers State, two of which were affected by the crisis and two of which were unaffected. Purposive and random sampling techniques were used for participant selection. Three research instruments were used for data collection: Availability of Educational Resources Checklist (AERC), Students' Attitude to Schooling Questionnaire (SASQ), and the Basic Science Achievement Test (BSAT). The test-retested method was used to establish the reliability of the BSAT, with an estimated reliability coefficient of 0.86. Descriptive statistics and t-tests were used for data analysis. Four null hypotheses were formulated and tested at significant levels of 0.05. Although schools from the unaffected locations descriptively received higher scores than their counterparts in the affected locations for availability of educational resources, there were no significant differences between schools in affected and unaffected areas, t(14) = -2.09, p = 0.05. Basic Science I (Grade 7) and Basic Science II (Grade 8) students from the unaffected schools performed greater on the measures of basic science achievement than their peers from affected areas, t(398) = -26.73, p &lt; 0.05. Students from affected and unaffected schools did not differ significantly in their attitude to schooling, t(398) = -1.01, p = 0.125. The findings indicated that there were no significant differences in educational resources and attitude to schooling within affected and unaffected schools, but significant differences in students' science achievement in Rivers State due to the Niger Delta crisis.
The Power of Meaningful Work: Extra Mile Teachers
Author: Selamat, Nuharani
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Behavior,Foreign Countries,Statistical Analysis,Structural Equation Models,Questionnaires,Teacher Surveys,Principals,Administrator Role,Teacher Motivation,Citizenship,Teacher Responsibility,Hypothesis Testing,Secondary School Teachers,Factor Analysis

The purpose of this study is to examine the relationship between meaningful work and organizational citizenship behaviour. This study employed a quantitative approach using a cross-sectional survey strategy to obtain data from 395 teachers in Malaysia. Proportional stratified sampling was applied to ensure equal probability for respondent selection. Data analysis included descriptive statistical analysis and structural equation modelling analysis. The results indicate that the path coefficient from meaningful work to organizational citizenship behaviour was significant and in an expected positive direction. The use of a self-administered questionnaire and single-source data may lead to concerns about bias. The cross-sectional survey employed in this study may also contribute to data inaccuracy. The findings of this study imply that principals should assist teachers to engage with meaningful work in order to motivate them to exhibit organizational citizenship behaviour (OCB) which involves going above and beyond their formal job requirements. Thus, the results of this study offer insight on the importance of teachers' experiences with meaningful work and enhanced OCB. These findings also contribute to the limited literature exploring the relationship between meaningful work and OCB in educational organizations in the Malaysian education context.
Differences between Licentiate and Non-Licentiate Courses: A Case Study of Students with and without ProUni Scholarships in Brazil
Author: Felicetti, Vera Lucia
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Study,Comparative Analysis,Certification,Statistical Analysis,Scholarship,Graduation Rate,Dropout Rate,Academic Persistence,College Freshmen,Regression (Statistics),Student Records,School Statistics

With increasing access to Brazilian higher education comes increasing dropout rates in both licentiate and non-licentiate undergraduate programs. This paper reports on a comparative study of licentiate and non-licentiate undergraduate programs that enrolled students who either had or did not have a University Program for All (ProUni) scholarship. The study, conducted in 2014, analysed data on freshmen enrolled in 2005 at a non-profit higher education institution (HEI) in Rio Grande do Sul, Brazil. The study used quantitative comparative methods including descriptive and inferential statistics to analyse the data. Results indicated that graduates with a ProUni scholarship had a higher graduation rate and decreased dropout rate in both licentiate and non-licentiate degrees, p &lt;0.0001.
The 5E Instructional Model: A Constructivist Approach for Enhancing Students&apos; Learning Outcomes in Mathematics
Author: Omotayo, Stephen Akinyemi
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Models,Constructivism (Learning),Mathematics Instruction,Pretests Posttests,Quasiexperimental Design,Mathematics Achievement,Student Interests,Instructional Effectiveness,Secondary School Mathematics,Secondary School Students,Foreign Countries,Experimental Groups,Control Groups,Statistical Analysis

The numerous and varied applications of mathematics to all human endeavours justifies placing emphasis on the teaching and learning of the subject. This study established the effectiveness of the 5E instructional model (Bybee, Taylor, Gardner, Scotter, Powell, Westbrook, &amp; Landes, 2006) for enhancing learning outcomes in mathematics. The study adopted a pretest-posttest, quasi-experimental design method. Simple random sampling technique was adopted to select 172 participants (96 males, 76 females, M = 15 years) for the study. Four research instruments were used. Data were analyzed using descriptive and independent t-tests. There was no difference in students' achievement and interest in mathematics before treatment. There was a significant posttest effect of treatment on students' mathematics achievement t(170) = 4.45, p &lt; 0.05 and interest t(170) = 4.22, p &lt; 0.05. Teachers are encouraged to adopt constructivist instructional approaches that discourage rote memorization and guide learners to develop their own understanding.
Developing an Attitude Scale towards Special Education as a Teaching Profession: A Test Study
Author: Küçüközyigit, Mehmet Salih
Date: 2017-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Special Education,Preservice Teachers,Likert Scales,Foreign Countries,Special Education Teachers,Attitude Measures,Teaching (Occupation),Career Choice,Factor Analysis,Statistical Analysis

The purpose of this study was to develop and demonstrate the reliability and validity of the The Attitude Scale Towards the Special Education Teaching Profession (ASTSETP). The participants were 384 students from Faculties of Education and teacher candidates from 1st, 2nd, 3rd, and 4th year classes. Using a 5-point Likert Type, a 42-item draft version of the ASTSETP was developed. As a result of subsequent analysis, the scale was reduced to 19 items across 3 factors. Final compliance index values were as follows: X[superscript 2] = 36.17, SD = 15, p = 0.001, RMSEA = 0.07, GFI = 0.90, AGFI = 0.87, NFI = 0.95, NNFI = 0.97, CFI = 0.97 and IFI = 0.97. The Cronbach Alpha coefficient was 0.88. The scale was re-administered to 100 students four weeks after the first application, with a test-retest reliability coefficient of 0.89. Collectively these findings demonstrate that this scale is reliable.
Collegiality versus Instructional Support
Author: Palaniandy, Seloamoney
Date: 2017-00-00
Type: Journal Articles
Subjects: Faculty Development,Collegiality,Teacher Collaboration,Information Seeking,Information Dissemination,Teacher Behavior,Literature Reviews,Teacher Competencies,Higher Education

This conceptual paper is intended to highlight the need for instructional support for teachers and academic lecturers who enter the profession without formal pedagogy training, and discuss how this phenomenon can be addressed via healthy collegial practices and institutional support. The paper also emphasizes the need for those who enter the teaching profession to hold knowledge-seeking and knowledge-sharing attitudes. The author shares and discusses a number of critical behavioural characteristics observed among academics. From the review of literature on collegial practices and knowledge sharing, this paper encourages academic institutions not only to encourage collegial practices, but turn them into platforms to provide supportive services for professional enhancement. True collegiality must pave way for knowledge seeking and knowledge sharing, especially in the context of improving instructional and pedagogical practices.
Dietary Habits and Behaviour Problems at School among Norwegian 14 Year Olds
Author: Western, Inger M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Eating Habits,Behavior Problems,Dietetics,Adolescents,Foreign Countries,Student Behavior,Questionnaires,Statistical Analysis,Socioeconomic Status,Secondary School Students,Grade 9,Parents

This study examined the association between dietary habits and behavioural problems at school among adolescents in Norway. Participants in this study included 517 adolescents and 336 of their parents. Students attended schools in the south of Norway, where the study was conducted. In 2012, adolescents completed a food frequency questionnaire (FFQ) and a questionnaire regarding behavioural problems at school. Parents completed a questionnaire regarding socioeconomic status. All statistical analyses were carried out using SPSS. High intake of soda with sugar and frequent consumption of take-away food were significantly associated with increased behavioural problems at school in the adjusted analysis, while frequent consumption of fast food and frequent consumption of dinner (as opposed to skipping meals) were significantly associated with decreased odds of behavioural problems only in the crude analysis (i.e., unadjusted for age, BMI, and parental SES). The study shows an association between diet and behavioural problems at school, even when adjusting for parental SES. The study underlines the importance of a healthy diet in adolescence and the importance of promoting both cooking skills and nutritional knowledge among adolescents at school.
Preparation of Student Teachers for Multicultural Classrooms: Reflections on the Danish Teacher Education Curriculum
Author: Petersen, Karen Bjerg
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Teachers,Multicultural Education,Student Diversity,Classroom Techniques,Teacher Competencies,Teaching Skills,Migrant Children,Interpersonal Competence,Bilingual Education,Bilingual Students,Educational Philosophy,Citizenship,Religious Factors,Preservice Teacher Education,Curriculum Research,Foreign Countries

Most European Union countries and members of the Organization of Economic Co-operation and Development (OECD) are facing increasing learner diversity in schools and are accommodating increasing numbers of children from ethnic minority and/or migrant backgrounds. International surveys from OECD indicate that teachers are in need of professional training to better prepare them for working in multicultural and multilingual classroom settings. The aim of this article is to briefly investigate how curriculum in the 2013 reform of Danish teacher education suggests that student teachers address classroom diversity.
From Shame to Mindfulness and Self-Compassion: A Teacher&apos;s Journey to Greater Self-Efficacy
Author: Akpan, Patricia L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Emotional Response,Psychological Patterns,Self Efficacy,Metacognition,Altruism,Classroom Environment,Teacher Surveys,Observation,Interviews,Qualitative Research,Case Studies,Mathematics Teachers,Secondary School Teachers,Likert Scales,Self Concept

Shame, an emotion based upon individuals' belief that they, alone, are not good enough--influences their sense of efficaciousness, which directly affects their lives. This study examined how learning mindfulness and self-compassion skills changed one teacher's self-efficacy and impacted the classroom environment. Using mindfulness and self-compassion to address feelings of shame creates opportunities to manage emotions with objectivity and clarity. The Teachers' Sense of Efficacy Scale (Tschannen-Moran Hoy, 2001, 2014), and the Self-Compassion Scale (Neff, 2003) were administered to the participant before and after the study to determine any changes in self-efficacy and self-compassion. Classroom observations and teacher interviews were also conducted. Results indicated an increase in self-efficacy, particularly in classroom management and ability to modify lessons to fit the needs of individual students. An increase in self-kindness and self-compassion were also shown.