ethanporcaro/eric-fulltext-meta huggingface dataset:
Elementary School Teachers and Mathematics: Communities of Practice and an Opportunity for Change
Author: Gellert, Laura M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Communities of Practice,Mathematics Instruction,Pedagogical Content Knowledge,Reflection,Observation,Professional Identity

This paper investigates the transformation of new elementary teachers in their understanding of mathematics in relation to pedagogy and learning. By participating in an intentionally created community of practice, new elementary school teachers, began to connect to mathematics in new ways: reflectively, confidently, and inquisitively. Analysis focused on data from teacher reflections, observations, group meetings, and revealed communities of practice in which an increased confidence with mathematics and teaching mathematics developed. Through the course of the community of practice, the participants began to think of themselves as mathematics teachers, mainly through their ability to reflect, question, and take ownership of their practice.
Teacher Judgment of Reading Achievement: Cross-Sectional and Longitudinal Perspective
Author: Valdez, Alfred
Date: 2013-00-00
Type: Journal Articles
Subjects: Surveys,Longitudinal Studies,Children,Elementary School Teachers,Teacher Attitudes,Reading Achievement,Reading Skills,Elementary School Students,Kindergarten,Grade 1,Grade 3,Predictor Variables,Socioeconomic Status,Teaching Experience,Bias,Rating Scales,Multiple Regression Analysis,Predictive Validity,Item Response Theory,Correlation

Analyses were conducted, using the Early Childhood Longitudinal Study, Kindergarten Class (ECLS-K) database, to compare teachers' judgment of reading skill with direct measures of reading performance for kindergarten, first grade, and third grade students. Teacher judgments of kindergarten students' reading skill significantly predicted first and third grade performance on direct reading measures. In addition, concurrent validity quotients were moderate ranging from r = 0.58 to 0.71. These concurrent relationships were further investigated to determine whether socioeconomic status (SES) or teacher experience significantly moderated the concurrent validity estimates. While teacher experience did not significantly moderate the relationship between teacher judgment and direct measures of reading, a small but significant moderation effect was found for SES. That is, SES appeared to differentially bias estimates of reading skill. Judgment bias due to SES level appeared to be greatest when teacher judgments were higher on the rating scale (i.e., proficient) for kindergarten and first grade students. However, for third grade students, judgment bias due to SES was greatest for students lower on the rating scale (i.e., skill not present).
Metacognitive Strategies to Chinese College English Learners: A Real Gold or Only with a Golden Cover
Author: Gao, Li
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Metacognition,Learning Strategies,English (Second Language),College Students,Listening Comprehension,Second Language Instruction

With the advent of computer-assisted autonomous learning, English listening has become more challenging to Chinese college English learners. Metacognitive strategies, often adopted in process-based approach emphasizes more on the listening process. This paper discusses the feasibility of metacognitive strategies in English listening instruction in Chinese universities by synthesizing and appraising the empirical research about metacognition in EFL/ESL listening. Through contrast and comparison, the possible problems existing in these current research and implications for future research and teaching are given at the end of the paper. Finally, the applicability of metacognitive strategies is analyzed under the context of Chinese college English instruction.
Students' Perception of Daylight Illumination in the School Workshop as a Determinant for Effective Students' Task Performance in Workshop Practice
Author: Amasuomo, Japo Oweikeye Morto
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Workshops,College Students,Questionnaires,Lighting,Educational Environment,Environmental Influences,Student Attitudes,Performance,Technical Education,Vocational Education,Interior Space,Natural Resources,Fatigue (Biology),Visual Perception

The study investigated daylight illumination in the school workshop as a determinant for effective students' task performance in workshop practice. 183 NCE Technical students in 300 Level which comprised of 73 and 112 students from Federal Colleges of Education (Technical), Asaba and Omoku, Nigeria respectively during the 2008/2009 academic session was used for the study The daylight Illumination Task Performance Questionnaire (DITPQ) was used to collect data. The students perceived that there was inadequate daylight illumination of the school workshop and it negatively affected effective students' task performance workshop practice; and no significant difference existed in the students' mean perception scores of daylight illumination in the school workshop as a determinant for their effective task performance in workshop practice.
Investigating Kindergarten Parents' Selection of After-School Art Education Settings in Taiwan
Author: Hsiao, Ching-Yuan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,Parents,Decision Making,Leisure Time,After School Programs,Art Education,Literature Reviews,Interviews,Parent Attitudes,Surveys,Age Differences,Art Teachers,Influences,Art Products,Institutional Characteristics,Mothers,Occupations,Educational Attainment,Parent Background,Fathers,Creativity,Teaching Methods,Art Materials,Statistical Analysis,Self Expression

The research purpose was to investigate kindergarten parents' selection of after-school art education settings in Taiwan. A review of the literature and interviews with parents were conducted to identify several possible factors that would impact on parents' selection of after-school art education settings for their children. Then, the researcher self-compiled a survey and distributed 550 copies to parents and 515 copies were obtained. The effective return rate was 93.6%. The findings were as follows: 1. The majority of parents believed children can attend after-school art education settings at the age of four years, and parents also believed that art specialists have a great impact on children's drawings. 2. Type of kindergarten attended by children (public or private), mother's age, mother's occupation, and education level of mother and father have significant effects on decision making regarding the selection of after-school art education settings for their children. 3. The effects on learning: More than 85% of the parents believed that their children have achieved their expectation, which was to enrich creativity, patience, and attention. And, over 80% of the children discussed what they had learned with their parents. 4. The most popular way to teach is to combine teacher-directed and student-directed methods. 5. The most frequently used art materials are markers and crayons in after-school art education settings.
Helping Second Language Literature Learners Overcome E-Learning Difficulties: LET-NET Team Teaching with Online Peer Interaction
Author: Wu, Pin-Hsiang Natalie
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Barriers,Team Teaching,English (Second Language),Second Language Instruction,Second Language Learning,Peer Relationship,Interaction,Computer Mediated Communication,Mandarin Chinese,Cooperation,Internet,Social Media,Group Discussion,Video Technology,Electronic Publishing,Web Sites,Interviews,Instructional Design,Computer Assisted Instruction,Literature,Native Speakers,English Teachers,Cultural Influences,Cultural Differences,College Students,College Faculty,Qualitative Research,Semi Structured Interviews

This study presents and discusses results from an EFL second language literature program in which the instructional design included a team teaching scheme, blended learning practice, and computer-mediated peer-interaction. The team teaching plan used a Mandarin speaking English teacher and a Native English-speaking teacher collaborating and interacting via the Internet. In order to assist second language learners in in-depth textual understanding, videos presenting cultural perspective as well as multimedia glossaries were created as digital learning materials. An online forum was created using social media including Facebook and a conventional blog for the learners. Qualitative data was collected from interviews and from the Facebook/blog comments written by participants. Interview findings showed that participants of the program found the instructional design to be beneficial, including the team-teaching structure, the digital learning materials offered via the video, and online peer-interaction. Four primary themes and four additional secondary themes emerged in the student's online written discussion. Conclusions and recommendations for practice are presented.
Differentiation of Teachers' and Principals' Engagement in Distributed Leadership According to Their Demographic Characteristics
Author: Vlachadi, Maria
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Role,Principals,Administrator Role,Instructional Leadership,Leadership Styles,Participative Decision Making,Elementary Schools,Secondary Schools,High Schools,Foreign Countries,Teacher Participation,Age Differences,Teaching Experience,Power Structure,Gender Differences,Surveys,Statistical Analysis

The role of leadership in the educational process has come to the forefront of international research through the establishment of new organizations and the number of studies that have been conducted. New concepts and types of leadership enter the educational arena in order to meet the contemporary needs of principals and students. Styles of leadership that encourage the principal to share responsibilities and distribute authority have been examined by scholars. The present study provides an examination of the application of distributed leadership practice and its effects on the Greek primary, secondary and high schools. it will also contribute to the empirical research on distributed leadership by advancing the understanding of the relationship between this leadership practice and teachers' engagement. As far as the demographic characteristics are concerned, this research showed that the age and the teaching experience are those which affect mostly the engagement of teachers. Finally, the study concluded that there is a difference between the teachers' and the principals' engagement with the leadership practices at schools.
Effectiveness of Therapeutic Horseback Riding on Social Skills of Children with Autism Spectrum Disorder in Shiraz, Iran
Author: Ghorban, Hemati
Date: 2013-00-00
Type: Journal Articles
Subjects: Horses,Therapy,Autism,Pervasive Developmental Disorders,Children,Special Education,Interpersonal Competence,Social Development,Program Effectiveness,Intervention,Hypothesis Testing,Pretests Posttests,Skill Development,Statistical Analysis,Foreign Countries,Recreational Activities,Rating Scales

The purpose of this study was to investigate the effect of therapeutic horseback riding on social skills of children with autism spectrum disorder. Participants were 6 children with autism spectrum disorder in a special education center for autistic children in Shiraz, Iran. The hypothesis of the study was that participants would demonstrate significant improvement in social skills following a 4-week horseback riding intervention. Using a One Group Pre and Post Test design, the Stone's social skills Scale was administered to assess the social skills of children with autism spectrum disorder as pretest. Then the subjects participated in a 4-week therapeutic horseback riding program consisting of two 45 minute session of riding per week. After completion of the 4-week intervention the post-test was administered. Paired-samples &quot;t-test&quot; was utilized to analyze the data. The results indicated that therapeutic horseback riding improves affective understanding and perspective taking, initiating interactions and maintaining interactions significantly. It can be concluded that therapeutic horseback riding has a positive effect on social skills improvement.
Literacy Strategy Journal: Planning Literacy Instruction in a Liberal Arts College
Author: Causarano, Antonio
Date: 2013-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Journal Writing,Literacy Education,Theories,College Faculty

This paper discusses the importance of writing, developing, and implementing a literacy strategy journal as a junior faculty teaching literacy courses in a University in the United States. The analysis of the content of the literacy strategy journal is carried out by applying a Bakhtinian dialogic framework to become aware and understand how dialogicality between the instructor and the content of the literacy strategy journal supported a systematic and in depth self-reflection aimed to improve teaching and pedagogy in the literacy courses taught. The author wants to demonstrate that the literacy strategy journal is not a static object, a legal pad notebook with words written down in a linear fashion but a dynamic site of self-reflection and growth for improving teaching and learning in literacy courses in higher education. The literacy strategy journal used by the author is a third space for self-reflection and pedagogical growth paramount to prepare literacy teachers for the 21st century in K-12 schools in the United States.
The Culturally Responsive Teacher Preparedness Scale: An Exploratory Study
Author: Hsiao, Yun-Ju
Date: 2015-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Teaching Methods,Teacher Education Programs,Sex Fairness,Racial Attitudes,Factor Analysis,Measures (Individuals),Psychometrics,Group Dynamics,Preservice Teachers,Multicultural Education,Questionnaires,Student Attitudes

The purpose of this study was to investigate the competencies of culturally responsive teaching and construct a Culturally Responsive Teacher Preparedness Scale (CRTPS) for the use of teacher preparation programs and preservice teachers. Competencies listed in the scale were identified through literature reviews and input from experts. The preparedness scale was created through an exploratory factor analysis. According to the factor analysis, there were three factors for CRTPS: curriculum and instruction, relationship and expectation establishment, and group belonging formation. The scale is well supported by psychometric analysis including factor loadings, internal consistency, and testing fairness with gender and race. Limitations and conclusions were made for the use of this scale.
Shared Governance at Lincoln University: An Elusive Quarry
Author: DeBoy, James L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Governance,Performance Factors,Black Colleges,Participative Decision Making,Unions,Collective Bargaining,Program Proposals,Administrative Change,Barriers,Teacher Participation,Leadership Styles,College Administration

This paper identifies those factors that led to American Association of University Professors (AAUP) representation at the nation's oldest degree-granting Historically Black College University (HBCU). In the span of 18 months, Lincoln Faculty overwhelmingly embraced unionism when the body agreed to have AAUP as its official agent in the collective bargaining process. While the decision to organize presented some difficulties, securing and maintaining faculty voice in campus decision-making was fraught with challenges. That struggle continues today.
Assuring Quality in Online Offerings: Insights from a University's Faculty
Author: Budden, Connie B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Quality Assurance,Educational Quality,Online Courses,Teacher Attitudes,College Faculty,Blended Learning,Quality Control,Teacher Certification,Time on Task,Participant Satisfaction,Instructional Effectiveness,Mandatory Continuing Education,Rewards

As the growth of online education offered by universities accelerates and spreads, universities are increasingly grappling with concerns related to widespread availability and the maintenance of academic quality. The &quot;Quality Matters at Southeastern&quot; Program fosters quality through a peer review process and offers a certification process to help assure quality in the University's online and blended course offerings. This report is a look at perceived impacts of the internal certification process by faculty.
The Effectiveness of Blended Learning Environments
Author: Eryilmaz, Meltem
Date: 2015-00-00
Type: Journal Articles
Subjects: Blended Learning,Educational Environment,Introductory Courses,Computer Science Education,Conventional Instruction,Electronic Learning,Intermode Differences,Preferences,Student Attitudes,Student Surveys,Instructional Effectiveness,Teaching Methods,Likert Scales,College Students,Foreign Countries

The object of this experimental study is to measure the effectiveness of a blended learning environment which is laid out on the basis of features for face to face and online environments. The study was applied to 110 students who attend to Atilim University, Ankara, Turkey and take Introduction to Computers Course. During the application, students took the lesson face to face, online and blended. Blended learning environment has been designed in the form of online material sharing, forum, exam, text, picture and lesson summaries supported by videos. Following the training, a scale had been applied to the students on the effectiveness of blended learning environment. According to the results of the analysis, a significant difference was found between students' view in relation with blended learning environment as well as online and face to face learning environments. In their answers, students have expressed that they learn more effectively in a blended learning environment.
Lecturers' Experience of Using Social Media in Higher Education Courses
Author: Seechaliao, Thapanee
Date: 2015-00-00
Type: Journal Articles
Subjects: Higher Education,Media Literacy,Technology Uses in Education,Teaching Experience,Phenomenology,Teacher Surveys,Questionnaires,Gender Differences,Age Differences,Educational Attainment,Tenure,Salary Wage Differentials,Teacher Background,Teaching Skills,Social Media,Foreign Countries

This research paper presents lecturers' experience of using social media in higher education courses. The research methodology used a survey approach. The research instrument was a questionnaire about lecturers' experience of using social media in higher education courses. Thirty-one lecturers completed the questionnaire. The data were scored by frequency and percentage. The research results are as follows: 1) A slight majority of the lecturers were male. The largest age group was 30-35 years old. The most commonly held highest degree was a Master's. The most common academic position they held was &quot;lecturer.&quot; The largest group was in the Department of Educational Technology and Communications. They had monthly incomes of 30,000 THB and over. They had experience of using social media, namely, Facebook, mostly through internet use on devices such as notebooks and desktops. 2) A majority of the lecturers had some experience using social media in higher education courses, mostly Facebook. However, they did not have teaching experience using social media in courses. The devices they used for facilitating social media use in courses were notebooks and desktops. Learners' role in using social media in courses was searching. Lecturers' roles were posting or creating, and commenting. Social media use in the courses was part of a blended approach that employed both regular and online instruction. The lecturers always searched for information and studied hard by themselves to cope with the problems of social media use in their courses and to enhance their skills in using social media in courses effectively.
Bullying of Educators by Educators: Incivility in Higher Education
Author: King, Chula
Date: 2015-00-00
Type: Journal Articles
Subjects: Bullying,Interpersonal Relationship,Work Environment,Literature Reviews,Teacher Administrator Relationship,Peer Relationship,College Faculty,Adults,Psychological Patterns,Vignettes,Intervention,Interaction,School Personnel

Bullying of adults by adults appears to be a common experience in work, social, and even family life. Yet, historically, there has been limited empirical research on the nature of this prevalent and aberrant interpersonal style among personnel in higher education. This article presents a review of studies that reflect key issues on bullying and incivility of/by administrators, faculty, and staff in college and university settings. There is strong empirical evidence that depicts the adult bully as harboring pervasive psychopathological tendencies such as narcissism and Machiavellianism, with a propensity for exhibiting abusive, controlling, callous, condescending, domineering, coercive, and self-centered behaviors (see Piotrowski, 2015). Several hypothetical case vignettes of incivility/bullying incidents specific to the academe are offered to illustrate these tendencies, along with strategies to recognize, manage, and combat &quot;bullying&quot; styles in interpersonal interactions in college/university settings. Official policy should designate higher education settings as a &quot;No Bully Zone&quot;.
Title I Schools: The Student-Based Impact of Online, On-Demand Professional Development on Educators
Author: Shaha, Steven
Date: 2015-00-00
Type: Journal Articles
Subjects: Pretests Posttests,Achievement Gains,Quasiexperimental Design,Reading Achievement,Mathematics Achievement,Faculty Development,Online Courses,Student Improvement,Control Groups,Experimental Groups,Teacher Effectiveness,Program Effectiveness,Elementary Secondary Education,Federal Legislation,Educational Legislation

Title I students remain among the most challenging population for achieving significant gains in academic performance and standardized test scores. This multi-state, quasi-experimental, pre-versus-post study reflects the comparative Title I gains for math and reading scores for teachers participating in an online, on-demand professional development program school-wide versus non-participating Title I in their respective districts as benchmarks. Average Title I gains in reading were 4.8% (p&lt;0.001) versus 0.1% (ns) in the non-participating Title I schools. For math scores, non-participating Title I schools in the districts saw a decline of 5.9% (p&lt;0.001), while Title I schools participating in the professional development experienced a gain of 7.3% (p&lt;0.001). Conclusions are that significant advantages for Title I students are achieved when teachers participate actively in such a high impact, high accessibility professional development program.
Mentor: A Wise Friend and Counselor--A Revolutionary Process for Tomorrow's Policy in Education
Author: Vlachadi, Maria
Date: 2013-00-00
Type: Journal Articles
Subjects: Mentors,Foreign Countries,Teacher Attitudes,Teacher Collaboration,Questionnaires,Qualitative Research,Teacher Role,Teacher Responsibility,Special Schools,High Schools,Secondary School Teachers,Special Education Teachers,Teamwork,Knowledge Level,Expertise

The institution of Mentor is not well-known in Greek educational reality since it has recently been introduced. Many teachers face it with skepticism however, it should be noted that the mentor is not only a teacher but also a student partner. He does not compete and does not interfere in the teachers' work, he simply facilitates and guides them in the increased needs arising in school everyday life. The purpose of the present research is to detect the intentions of teachers concerning their future collaboration with the mentor. A questionnaire was given to 40 teachers of different specialties in four schools. The qualitative analysis of the questionnaires revealed that the teachers are more receptive to a possible collaboration with the mentor.