ethanporcaro/eric-fulltext-meta huggingface dataset:
School and District Leaders Talk about Teacher Attrition
Author: Elyashiv, Rinat Arviv
Date: 2019-00-00
Type: Journal Articles
Subjects: School Administration,Central Office Administrators,Administrator Attitudes,Faculty Mobility,Inspection,Principals,Stress Variables,Teaching Conditions,Foreign Countries,Teacher Persistence,Elementary Schools,Secondary Schools,Experienced Teachers,Beginning Teachers,Teacher Burnout,Teacher Motivation

Teacher attrition has become a challenge in many educational systems worldwide. Many studies have focused on teachers' perspectives, while attempting to identify the factors that motivated teachers' decision to leave the profession. The present study aimed to explore teacher attrition from the point of view of school leaders - principals and inspectors. Using qualitative and quantitative methods, the results indicate that school and district leaders perceived teacher attrition via two-dimensional structure, including explicit and implicit dimensions. The explicit dimension refers to the act of leaving. The participants indicated that the main reasons that motivate teachers' decision to leave the profession are related to the stressful working environment and poor job conditions. The implicit dimension presents a hidden attrition. Based on cost-benefit theory the study highlights the complex structure of teacher attrition.
The Relationship between Prospective Teachers&apos; Thinking Styles and Attitudes towards Teaching Profession
Author: Ozan, Ceyhun
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Cognitive Style,Student Attitudes,Teaching (Occupation),Theological Education,Teacher Education Programs,Gender Differences,Grade Point Average,Foreign Countries

The aim of this study is to determine the prospective teachers' thinking styles, attitudes towards teaching profession and the relationship between thinking styles and attitudes towards teaching profession. Relational survey model was used in the study. The universe of the study consists of the prospective teachers studying in the Faculty of Theology, Faculty of Theology and Pedagogical Formation Program of a state university in the fall semester of 2017-2018 academic years. The sample of the study consisted of 1215 prospective teachers who were selected through convenience sampling method. According to the results of the study, prospective teachers preferred the most legislative, monarchic, executive, judicial, liberal thinking styles e.g. the hierarchic, conservative, oligarchic and anarchic thinking styles. Prospective teachers' attitudes towards teaching profession are positive. A significant positive relationship was found between liberal, external, monarchic, executive, hierarchic, legislative, judicial and conservative thinking styles and attitudes towards teaching profession. On the other hand, a significant negative correlation was found between the oligarchic thinking style and the attitude towards teaching profession. The relationship is moderate in liberal and external thinking styles and low in other thinking styles.
Sensible or Outdated? Gender and Opinions of Tenure Criteria in Canada
Author: Dengate, Jennifer
Date: 2019-00-00
Type: Journal Articles
Subjects: Gender Differences,Teacher Attitudes,Gender Bias,College Faculty,Tenure,Foreign Countries,Models,Natural Sciences,Engineering Education

The university reward structure has traditionally placed greater value on individual research excellence for tenure and promotion, influencing faculty's allocation of time and definition of worthwhile labour. We find gender differences in Canadian natural sciences and engineering faculty's opinions of the traditional criteria for measuring academic success that are consistent with an implicit gender bias devaluing service and teamwork. Most women recommend significant changes to the traditional model and its foundation, while a substantial minority of men support the status quo. However, this comparative qualitative analysis finds more cross-gender similarities than differences, as most men also want a more modern definition of success, perceiving the traditional model to be disproportionately supportive of one type of narrow research scholarship that does not align with the realities of most faculty's efforts. Thus, this study suggests a discrepancy between traditional success criteria and faculty's understanding of worthwhile labour.
How Rurality Affects Students&apos; Higher Education Access in Kazakhstan
Author: Amankulova, Zhuldyz
Date: 2018-00-00
Type: Journal Articles
Subjects: Rural Areas,Access to Education,Higher Education,Foreign Countries,Disadvantaged,Ethnography,Outcomes of Education,Geography,Rural Education,Social Capital,Educational Experience,Barriers,Personal Narratives,Educational Legislation

In this paper, I address the issues of rural disadvantage in accessing higher education. Taking an autoethnographic approach and building on research on rural education, which has shown that geography is an important stratifier of educational outcomes, I reflect on the factors that helped me to access higher education despite my rural background in Kazakhstan. I then argue that the role of students' social capital in accessing higher education is critical.
Dispositions for Inclusive Literacy: Fostering an Equitable and Empowering Education for Academically Diverse Learners
Author: Valtierra, Kristina M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Inclusion,Literacy,Equal Education,Student Empowerment,Preservice Teachers,Personality,Student Attitudes,Students with Disabilities,Reading Difficulties,Teacher Education,Elementary Secondary Education,Teaching Methods,Graduate Students,Academic Ability,Student Diversity

This article offers teacher educators' practical methods for, and shares findings from a study of, developing teacher candidate dispositions for inclusive literacy. Based on the extensive teacher disposition literature, the authors discern that dispositions for inclusive literacy include the &quot;belief&quot; that all students have valid ways of being literate; the &quot;value&quot; of inclusive literacy experiences for all students; and an &quot;attitude&quot; that all students should be participants in meaningful literacy experiences. Using a within-site case study approach, qualitative thematic analysis of three assignments used in a literacy teaching methods course suggest that it is possible to shift narrow dispositions to broader and more inclusive conceptualizations that support struggling readers and students with disabilities in the general education classroom. Conclusions suggest that dispositional development toward inclusive literacy can support teacher candidates' implementation of inclusive literacy practices; thus, fostering an equitable and empowering education for academically diverse learners.
The Curriculum and Community Enterprise for Restoration Science S.T.E.M. + C Professional Learning Model: Expansion and Enhancement
Author: Birney, Lauren
Date: 2019-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,STEM Education,Student Interests,Learner Engagement,Relevance (Education),Faculty Development,Interdisciplinary Approach,Middle School Teachers,Readiness

Professional Development in the field of education has undergone several shifts in focus. Currently, teacher content knowledge and the ability to disseminate this knowledge is the focus in professional learning communities. The importance of creating a thriving STEM workforce in the United States has been promoted for the last decade. Studies have shown that capturing students' interest must occur before they enter high school, ideally in the middle school years (Blotnicky, Franz-Odendaal, French, &amp; Phillip, 2018). Teachers are the conduits for encouraging students to explore STEM-related career options. Student engagement is piqued when there is a strong real-world connection to the content being presented. Students find relevance through actual experience with the concepts and skills incorporated in projects that are community-based. The Curriculum and Community Enterprise for Restoration Science STEM + C Project is the marriage of these two components. The professional development of the New York City middle school teachers involved in the CCERS STEM +C Project furnishes these educators with the tools to stimulate students' interest by tackling a problem in their local community using STEM-related content and computational thinking. The hope is that authenticity of the learning experience will entice all students, especially those under-represented populations in the STEM workforce, to consider this as a viable career pathway. The analysis of this project is intended to highlight the significant inroads made and the value of self-reflection and re-design in strengthening the work as it continues.
Create in 3-D: Building a Maker Mindset One Print at a Time
Author: Osborne, Amanda T.
Date: 2019-00-00
Type: Journal Articles
Subjects: Printing,Visual Aids,School Libraries,High Schools,Access to Computers,Disadvantaged,Librarian Teacher Cooperation,Secondary School Curriculum,Computer Uses in Education

The author began thinking about 3-D printing in 2014 when she learned that the Mississippi Library Commission would loan school libraries a printer for programming. At the time, she was a brand new school librarian who had recently transitioned from being an English teacher, so she was learning about the maker movement in libraries and all the different ways that looked. 3-D printing stood out to her as innovative and awe-inspiring. She was curious about the technology and wanted to share with her school community the sense of wonder she felt. When she brought the printer to the school library for the first time, it mesmerized the students, teachers, and her. They spent hours watching the printer build robots, dragons, and other trinkets. This was the &quot;ah-ha&quot; moment for her when she knew she needed to purchase a 3-D printer for the school library's makerspace. It was exciting to think about how 3-D printing could really shift the culture of her library from a &quot;sit and get&quot; to a &quot;make and take&quot; environment. This was a major turning point in how she is now shaping the makerspace at Oxford High School. Until this moment, she struggled with developing makerspace programming that could capture the attention and spark the curiosity of her school community.
Social Media: Usage and Influence on Undergraduate Studies in Nigerian Universities
Author: 'Tayo, Subair S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Undergraduate Study,Foreign Countries,Undergraduate Students,Computer Oriented Programs,Video Technology,Electronic Publishing,Web Sites,Antisocial Behavior,Bullying,Negative Attitudes,Influence of Technology,Internet,Addictive Behavior

This study examined social media usage among undergraduates vis-à-vis its influence on their studies. The study adopted a descriptive survey research design. The population for the study comprised all undergraduate students of Obafemi Awolowo University, Ile-Ife Nigeria. Five faculties were randomly selected, from which 850 students were selected using random and convenience sampling techniques. A self-designed instrument titled &quot;Social Media Usage and Influence Questionnaire (SMUI-Q)&quot; was used for data collection. The results show social media platforms used by undergraduates, include WhatsApp (97%), Facebook (85%), Instagram (65%), YouTube (62%), Twitter (25%), LinkedIn (21%), Google Plus (15%), Snapchat (10%), and Skype (7%). Further, undergraduates spend an average of 2-3 hours daily on social media, and their perceived purposes of social media usage include: socialisation (83%), information (74%), academic (73%), business (68%), and entertainment (61%). The results highlight Internet addiction (45%), distraction (32%), anti-social behaviour (6%), cyber bullying (4%), and writing and spelling skills deficiency (24%) as the influences of social media on undergraduate studies. The study concludes that the social media platforms mostly used are WhatsApp, Facebook, Instagram, and YouTube; which are used mainly for socialisation, information, and academic purposes and may also perhaps suggest the reason for addiction to social media.
Status of Mobile Agricultural Apps in the Global Mobile Ecosystem
Author: Kumar, S. Aravindh
Date: 2019-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Computer Software,Agricultural Occupations,Agricultural Education,Usability,Foreign Countries,Agribusiness,Access to Information,Educational Technology,Rural Development,Agricultural Production,Weather,News Reporting

Smart phones can be regarded as one of the greatest invention of this century and have become inseparable gadgets from everyone's pocket. The diffusion of smartphones has been widening more rapidly due to its means for communication, gaming, education, entertainment, technical support, information, day to day news coverage, and trading and business. Mobile apps are software programs designed to run on smartphones, tablets and other devices. There is a need for the design and development of a mobile application for farmers, students and agriculture experts with improvisation of content/features in both educational and advisory services. This study aims to explore the present scenario of mobile agricultural applications in the global mobile ecosystem available in various platforms and to highlight the challenges in the upscaling of the mobile agricultural apps, while pointing out certain additional contexts to strengthen mobile agricultural applications. Developers and agricultural experts must review carefully to avoid the stereotypes and clichés and the new mobile applications must be user friendly to the farmers in advisory services and in education.
What Do Teacher Candidates Know about the Limits of the Sequences?
Author: Tuna, Abdulkadir
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Sequential Approach,Mathematics Education,Pedagogical Content Knowledge,Mathematical Concepts,Foreign Countries

The aim of this study is to investigate the concept knowledge about the limits of sequences of mathematics teacher candidates. Research is a case study in which qualitative methods are adopted. The first phase of the study was conducted with a total of 45 teacher candidates taking the course of Analysis III. At this stage, the &quot;Limit Knowledge Test in Sequences&quot;, which was developed by the researchers to investigate the concept knowledge of the sequence concept, was used as a data collection tool. At this stage, &quot;Limit Knowledge Test in Sequences&quot;, which was developed by researchers to investigate the limit concept knowledge in sequences of the teacher candidates, included 2 open-ended problems were used as data collection tool. In the second phase of the research, individual interviews were made with 8 teacher candidates selected from the sample to conduct in-depth research. Content analysis was used to analyze the obtained data. As a result of the analysis of the data, significant shortcomings were found in the knowledge of the concept of the limit topic in the sequences of teacher candidates. It is seen that the candidates do not know the importance of the concept of &quot;accumulation point&quot;, which is indispensable to convergence.
The Effectiveness of Teaching an Educational Unit According to the Learning Cycle-5 Es Model &quot;Bybee&quot; in the Development of Problem-Solving Skills and Academic Achievement in Geography Subject in Grade 9 in Jordan
Author: Assaf, Jamal Abdel Fattah Al
Date: 2019-00-00
Type: Journal Articles
Subjects: Geography Instruction,Grade 9,Problem Solving,Teaching Methods,Foreign Countries,Undergraduate Students,Comparative Analysis,Educational Benefits,Units of Study,Academic Achievement,Instructional Effectiveness,Thinking Skills,Skill Development,Secondary School Students,Teacher Education,Behavioral Objectives

The aim of this study is to investigate the effectiveness of the learning cycle-5 Es model &quot;Bybee&quot; in the development of problem-solving skills and academic achievement in Geography subject in the ninth graders in Jordan. The study consists of 60 students from the University Education Directorate in Amman in the second semester for the year 2017/2018. The sample was distributed randomly into two groups; one of which is experimental of (30 students) and was taught according to the Bybee model. The other was a control group, which consisted of (30) students and was taught in the usual way. The study tools consisted of the cognitive achievement test and the capacity scale for problem-solving. The results of the study showed that there were statistically significant differences in the average achievement of the ninth-grade students in geography subject, due to the impact of the teaching strategy in favor of the experimental group. Also, it showed statistically significant differences in the average achievement of ninth grade students in geography, due to the teaching strategy of problem-solving skills and in favor of the experimental group. The researcher recommended the benefit of the learning model &quot;Bybee&quot; in teaching the geography subject at all stages of the upper stage.
An Investigation of the Relationship between University Prep Class Students&apos; Intelligence Types and Their Success of Foreign Language Learning
Author: Gülünay, Y. Ismail
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,College Preparation,Multiple Intelligences,Second Language Learning,Second Language Instruction,Comparative Analysis,English (Second Language),College Students,Student Attitudes,Academic Achievement,Team Sports,Gender Differences,Age Differences,Scores,Language Tests,Exercise,Summer Programs,Foreign Countries,Physical Activities

In the 21st century, when foreign language learning has become almost compulsory, everyone is trying to fulfill this obligation. In fact, foreign language has become a very important thing not only for the people who work on linguistic sciences but also for politicians, academicians, and even sportsmen. In this context, the main purpose is to compare the English achievement levels of students with physical/kinesthetic intelligence to those with other intelligence areas. 198 males, 66 females, in total 267 students, who study at Karabuk University, School of Foreign Languages during the summer term of 2017-2018, have participated in this study. &quot;Personal Information Form&quot; developed by researchers; &quot;Multiple Intelligence Observation Form&quot; from the book &quot;Multiple Intelligence Applications&quot; (2003) by Selçuk, Kayili, Okut; Karabük University Preparatory Summer School foreign language success averages for determining the English achievement levels of the students, have been used as data collection tools. Kolmogorov Smirnov, Mann-Whitney U, Kruskal Wallis, and Spearman Correlation tests have been used to analyze the data. Consequently, there are no significant differences between the foreign language scores of the students according to the variables of doing sports with a license, gender, age, and licensed sports branches. However, there is a significant difference between the foreign language scores of the students according to the variable of exercising regularly (p=0.04&lt;0.05). There is no statistically significant relationship between students' multiple intelligences and foreign language scores.
Religious Education and Societal Development: The Nigerian Context
Author: Okwuchukwu, Azuakor Paul
Date: 2019-00-00
Type: Journal Articles
Subjects: Religious Education,Foreign Countries,Ethics,Moral Values,Tribes,Religious Factors,Social Problems,Violence,Justice,Logical Thinking,Social Development,Christianity,Islam

The present writer is drawn to write on this topic based on the realization that the Nigerian society seems to be one that is bereft of the practicalisation of the ideal standards of virtues. There is apparent lack of objective measures of rightness and wrongness of actions, especially in the present dispensation, irrespective of the so much touted religiosity of Nigerians. A particular action is regarded (by implication and praxis) as right when performed by persons of a particular religion, tribe and party affiliation, but as an abomination when performed by some other persons. This beats one's imagination to the core, especially given the fact that the religio-tribal considerations appear to be the major driving force. This paper is therefore interested in the contents of the religious education of the various major religious types and how these contents that are imbibed by their adherents aid or mar the development of the Nigerian society. It was discovered, through personal observations and through the tools of analytical and deductive reasoning via library research methodology, that certain aspects of certain religious teachings have great positive impact on societal cohesion which leads to development in the Nigerian society while some others rather sow the seed of discord, injustice, hate and rancor that have led to killings, oppressions and upsurges that have characterized the Nigerian social space for decades on end and have drastically militated against social development of Nigeria. Recommendations include: religious education must consider the virtue of justice, it must adhere to the demands of rationality, it must be universalizable and not myopic, it must be dynamic, and it must be morally honest and must proceed from right conscience rather than a sick conscience.
The Contribution of Drama in Education to the Development of Skills Improving the Interpersonal Relations of Multicultural Classroom Students
Author: Mavroudis, Nick
Date: 2019-00-00
Type: Journal Articles
Subjects: Drama,Teaching Methods,Empathy,Skill Development,Case Studies,Low Income,Elementary School Students,Empowerment,Cooperation,Interpersonal Relationship,Self Evaluation (Individuals),Student Evaluation,Foreign Countries,Cultural Background,Cultural Pluralism,Self Esteem,Student Attitudes,Prosocial Behavior,Outcomes of Education

The aim of this study is to demonstrate the contribution of a drama in education programme, implemented among students of a multicultural elementary school, to advance skills promoting personal empowerment, develop empathy and collaboration, and to improve their interpersonal relationships. The research is a case study, the tools of which are &quot;interviews,&quot; &quot;observation,&quot; &quot;researcher's log,&quot; as well as the &quot;assessments&quot; and &quot;self-assessments&quot; of students who participated in the processes. The participants are 21 children with various cultural origins, from the lowest financial strata of Greece. The results of this study highlight drama in education as a valuable pedagogical tool that develops a series of qualitative skills necessary in many aspects of everyday life.