ethanporcaro/eric-fulltext-meta huggingface dataset:
Graduate Programs in Education: Impact on Teachers' Careers
Author: Tucker, Janice
Date: 2013-11-15
Type: Reports - Research
Subjects: Graduate Study,College Programs,Education Courses,Career Choice,Student Educational Objectives,Questionnaires,Graduate Surveys,Barriers,Gender Differences,Occupational Aspiration,Masters Programs,Educational Administration,Leadership,Foreign Countries,Extended Teacher Education Programs

This paper examined teachers' decisions to pursue graduate programs and their career choices following completion of their studies. Based on document analysis and statistical examination of teacher questionnaire responses, this study determined that teachers choose graduate studies for different reasons, their program choice influences future career options, the impact varies across programs, and barriers preventing teachers from advancing to leadership positions exist. These findings also show that females are underrepresented in the most senior leadership positions and there are significant gender differences in career goals and program selection. Policy makers need to address issues like the work-life balance, increased workload, gender imbalance, and increased opportunities for aspiring leaders.
Developing the Parameters of Scholarship in Postgraduate Coursework Studies
Author: McLay, Allan F.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Scholarship,Supervisors,Student Research,Teacher Student Relationship,College Instruction,Engineering,Engineering Education,Graduate Study,Student Characteristics,Models,Masters Theses,Case Studies

Scholarship parameters, in relation to postgraduate coursework studies, are developed against the expectations of the Boyer classifications of scholarship (Boyer, 1990) with particular emphasis on the role of minor thesis development. An example is presented in which postgraduate coursework students are required to undertake a three semester minor thesis sequence in which students engage in self directed, individual analysis and thesis preparation based on the findings of an investigative project, under the guidance of an academic supervisor. It is argued that the approach is a viable example of combined pedagogical and research oriented scholarship that addresses Boyer's tetradic framework of scholarship and provides an effective environment for developing both discipline focussed scholarship and practical experience in research activity.
A Message from The Chalk Face--What Casual Teaching Staff Tell Us They Want To Know, Access and Experience
Author: Brown, Natalie R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Adjunct Faculty,Teacher Surveys,Online Surveys,Likert Scales,Statistical Analysis,Qualitative Research,Faculty Development,Teacher Attitudes,Part Time Faculty,Job Security,Mixed Methods Research

The University of Tasmania established a project in 2009 to investigate the particular needs of casual teaching staff, identify strategies to improve access to information, and facilitate a consistent approach to employment, induction, development and recognition. The project was managed by the university learning and teaching centre, and co-ordinated by a Reference Group. A preliminary survey in 2010 explored casual teaching staff information and resource needs and a mapping exercise was undertaken to establish institutional practices. The findings of the preliminary 2010 survey and mapping exercise prompted the development of an institution-wide &quot;Casual Teaching Staff Policy&quot;. The preliminary 2010 survey was subsequently updated and a second survey administered in 2012 to obtain additional baseline data against which to evaluate the casual teaching staff project and implementation of the &quot;Casual Teaching Staff Policy&quot;. This paper presents the results of the 2012 survey designed with this dual focus in mind. The 2012 survey items were explicitly aligned to the &quot;Sessional Staff Standards Framework&quot; arising from the Benchmarking Leadership and Advancement of Standards for Sessional Teaching (BLASST) project. The 2012 survey results were mapped to the &quot;Sessional Staff Standards Framework&quot; guiding principles (Quality Learning and Teaching, Sessional Staff Support and Sustainability), standards (Good Practice, Minimum Standard, Unsustainable), and criteria spanning different institutional levels (Institutional Level, Faculty Level, Department Level, Individual Level). Together the quantitative and qualitative survey data results provide a rich depiction of the world of casual teaching staff at the University of Tasmania. On the one hand the results evidence examples of well-supported, fully engaged casual teaching staff; on the other hand, a distressing picture emerges for many such staff. The findings are presented with discussion regarding the requisite ensuing steps in this ongoing initiative to improve the employment, induction, development and recognition experiences of University of Tasmania casual teaching staff.
Setting the Standards for Sessional Staff: Quality Learning and Teaching
Author: Harvey, Marina
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Adjunct Faculty,Part Time Faculty,Standards,Educational Quality,Feedback (Response),Career Development,Faculty Development,Sustainability,Action Research,Participatory Research,College Students

Across the Australian Higher Education sector a focus on quality is driving a new paradigm for learning and teaching: quality standards. One challenge is to engage all academics with this progress towards systematic quality enhancement and assurance. Sessional staff, who provide most of the face-to-face teaching in Australian universities, remain at the periphery of learning and teaching. Any development of standards must therefore proactively address the role of sessional staff in attaining and achieving quality learning and teaching. Building on seminal research on sessional staff, this paper argues the need for standards as a potential strategy for quality learning and teaching with sessional staff. The rationale for, and process of, developing national standards is outlined and the learning and teaching standards are introduced.
A CLASS Act: The Teaching Team Approach to Subject Coordination
Author: Lefoe, Geraldine E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Faculty,Part Time Faculty,Teaching Methods,Teacher Improvement,Faculty Development,Coordinators,Team Teaching,Intellectual Disciplines,Educational Environment

Advancing the development of good practice around the teaching team has been the focus of a recently completed, nationally funded Australian grant entitled Coordinators Leading Advancement of Sessional Staff (CLASS). The project focused on developing leadership capacity of subject coordinators to provide supportive contexts for sessional staff to enhance their knowledge of teaching practice and contribute to subject improvement through a team approach. An action learning approach and notions of distributed leadership underpinned the activities of the teaching teams in the program. This paper provides an overview of a practical approach, led by the subject coordinator, to engaging sessional staff through the facilitation of a supportive network within the teaching team. It addresses some of the gaps identified in the recent literature which includes lack of role clarity for all members of the team and provides some examples of initiatives that teams engaged with to address some of the challenges identified. Resources to support this approach were developed and are shared though the project website. Recommendations for future direction include improved policy and practice at the institutional level, better recognition and reward for subject coordinators and resourcing to support the participation and professional development needs of sessional staff.
The Effects of Authentic Tasks on Preservice Teachers' Attitudes towards Classes and Problem Solving Skills
Author: Kocyigit, Sinan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Problem Solving,Methods Courses,Special Education,Preschool Education,Relevance (Education),Learning Activities,Pretests Posttests,Preservice Teacher Education,Student Teacher Attitudes,Comparative Analysis,Control Groups,Experimental Colleges,Attitude Change,Interviews,Skill Development

This study aimed to investigate the effects of authentic tasks on preschool preservice teachers' attitudes towards the course and problem solving skills. The study was designed in accordance with the pretest-posttest control group model. The data were collected by using the &quot;Problem Solving Skills Inventory&quot;, the &quot;Course Attitude Scale&quot;, and the &quot;Structured Interview Form&quot; to obtain participant views about the process. The study was conducted with a total of 100 third-year preservice teachers who were enrolled in the course &quot;Special Education Methods I&quot; at Marmara University Ataturk Faculty of Education's Preschool Education Department during the 2010-2011 academic year. Of these participants, 35 were in the experimental group, 35 in the 1st control group and 30 in the 2nd control group. The results showed a positive significant difference in the attitudes of the experimental group towards classes and their problem solving skills perceptions at the end of the experiment, while no such difference was observed in the two control groups. The responses to the interview forms included positive views regarding the process of using authentic tasks from the experimental group, but mostly negative views from the two control groups who underwent traditional instruction. The tasks used in the experimental group in order to develop problem solving skills and recognize professional problems and solutions improved preservice teachers' problem solving perceptions and attitudes towards classes.
Different Grade Students' Use and Interpretation of Literal Symbols
Author: Celik, Derya
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,Symbols (Mathematics),Secondary School Students,Grade 7,Grade 8,Grade 9,Algebra,Age Differences,Comparative Analysis

The aim of the study was to determine and compare 7th, 8th, and 9th grades students' level of use and interpret the literal symbols. In addition, students' responses to questions that require use of different roles of literal symbol were examined to identify the errors. For this purpose, Chelsea Diagnostics Algebra test developed by The Concepts in Secondary Mathematics and Science (CSMS) research project was applied to total 407 students from different grade. The results of the study could be summarized in three headings : i) The majority of the 7th and 8th grade students had difficulty in using and interpreting literal symbols as generalized number, unknown and variable whereas 9th grade students had some problems particularly in understanding variable role of the literal symbols; ii) The performance of students' using and interpreting literal symbols do not increase monotonously with grade level and age; iii) Although the students' tendency of assign number value for letters, ignoring letters or considering letters as abbreviation of objects varies at different grade levels, this inclination decreased towards upper grades. However, it was revealed that when the complexity level of questions raised, upper grade level students displayed the mentioned behaviors.
Challenges School Principals Facing in the Context of Technology Leadership
Author: Sincar, Mehmet
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,Principals,Semi Structured Interviews,Validity,Reliability,Interrater Reliability,Standards,Qualitative Research,Urban Schools,Educational Technology,Instructional Leadership,Administrative Organization,Educational Resources,Educational Innovation,Inservice Teacher Education,Technology Uses in Education,Leadership Responsibility,Attitudes,Faculty Development,Resistance to Change,Elementary Schools

The purpose of this study is to determine the challenges school principals facing in the context of technology leadership. This is a qualitative case study guided by the National Educational Technology Standards for Administrators (NETS*A). Six elementary school principals working in a large city in southeastern Turkey participated into the study. The data were collected through face-to-face interviews via a semi-structured interview protocol. The data collection tool was developed through pilot studies based on expert opinions. The data were analyzed through a thematic approach and validity and reliability were investigated via peer-review, member checking, and inter-coder reliability processes. The findings show that in assuming their roles as technology leaders school principals face various challenges, including bureaucracy, lack of resources, resistance to innovation, lack of in-service training, and poverty. Based on the findings, various measures are recommended to diminish bureaucratic obstacles and organize sustainable in-service training activities in order to overcome the challenges that school principals are facing in the context of technology leadership.
The Stress Sources of Nursing Students
Author: Oner Altiok, Hatice
Date: 2013-00-00
Type: Reports - Research
Subjects: Stress Variables,Nursing Education,Interviews,Socialization,Sampling,Student Attitudes,Self Control,Time Management,Family Attitudes,Clinics,Undergraduate Students,Foreign Countries

Overall, nursing training is a stressful process. Especially when second year nursing students are evaluated within the professional socialization theory, they are stated to be affected by these sources of stress more negatively. This research was carried out in order to determine the stress sources of second year nursing students. 15 nursing second year students were included in the research by using the maximum variety sampling. The data were collected by depth interview method. Inductive content analysis method was used to analyze the data. As a result of the interviews four main categories which were clinical practice, theoretical training, social, and personal lives, and themes and sub themes related to these were identified. Six themes regarding the clinical practice were identified. These themes were sources of stress from the trainer, therapist, nurses, patients, student's own, and practice. The themes under the theoretical training category were stress sources experienced with trainer, student, and other students and under the social life category were accommodation, university life and family attitude and lastly, under the personal life are under self-confidence, not being able to control the emotions, time management, and opinion mistakes. As a result, it was found out that the stress sources of students were both internal and external. It is recommended to organize programs to help students become stronger.
The Effects of Using Google SketchUp on the Mental Rotation Skills of Eighth Grade Students
Author: Erkoc, Mehmet Fatih
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Spatial Ability,Visualization,Computer Assisted Design,Grade 8,Elementary School Students,Pretests Posttests,Manipulative Materials,Statistical Analysis,Geometry,Mathematics Education

The aim of this study is to investigate the effectiveness of Google SketchUp, which is a computer aided design (CAD) software, on the Mental Rotation Skills of eighth grade students. For this purpose, in the spring semester of the 2011-2012 academic year, a treatment was conducted with 62 students comprised of 8A and 8B classes in the GSD Education Foundation Bahcelievler Primary School during the six weeks. The study was carried out in accordance with a quasi-experimental research with pretest and posttest design. The &quot;Vandenberg Mental Rotation Test&quot; was used to determine mental rotation skills of the students, participating the research study, as a pretest and posttest. When pretest results examined with independent samples t-test, a significant difference was found in favor of the class 8B ([x overline][subscript 8A] = 5.42 [x overline][subscript 8B] = 8.45 t(60)=3.62, p less than 0.01). During the four weeks, the students in the control group tried to draw the different view of unit cube models developed by researchers on an isometric paper. In the same duration, the students in the experimental group tried to draw same models with the help of Google SketchUp software. At the end of the four weeks, the Mental Rotation Test was re-conducted for participants as a posttest. Although the increase in the mean scores of mental rotation test is higher in the experimental group, the ANCOVA results revealed that, there is no significant difference between the mean scores of the Mental Rotation Test of the experimental and control groups (F[subscript (1-59)]=0.309, p less than 0.05).
The Validity and Reliability Work of the Scale That Determines the Level of the Trauma after the Earthquake
Author: Tanhan, Fuat
Date: 2013-00-00
Type: Reports - Research
Subjects: Validity,Reliability,Trauma,Natural Disasters,Measures (Individuals),Foreign Countries,Factor Analysis,Posttraumatic Stress Disorder

In this study, it was aimed to develop a short, comprehensible, easy, applicable, and appropriate for cultural characteristics scale that can be evaluated in mental traumas concerning earthquake. The universe of the research consisted of all individuals living under the effects of the earthquakes which occurred in Tabanli Village on 23.10.2011 and in Van, Edremit on 09.11.2011. The intensity of these earthquakes were 7,2 and 5,6 respectively according to the Richter scale. The sample of the research was determined according to the simple random and purposeful methods in this universe. 1505 individuals (401 females, 1104 males) were determined according to this generated the sample of the research. The age range of these individuals was between 15 and 86. According to Exploratory Factor Analysis, the scale was constituted of five sub-factors. Thus, the first factor is &quot;Behavior Problems&quot;; the second factor is &quot;Emotive Limitedness&quot;; the third factor is &quot;Affective&quot;; the fourth factor is &quot;Cognitive Structures&quot; and the fifth factor is &quot;Sleep Problems&quot;. Also Confirmatory Factor Analysis confirmed the construction of the scale which was constituted by Exploratory Factor Analysis. The reliability finding showed sufficient and appropriate level that Cronbach Alfa Reliability Coefficient was used to determine it. After all, it can be said that the Scale That Determines the Level of the Trauma after the earthquake is a measurement tool which has the validity and reliability values used for the aim of screening after earthquake, of measuring the level of trauma after earthquake.
Primary School Students' Parents' Level of Involvement into Their Children's Education
Author: Sad, Suleyman Nihat
Date: 2013-00-00
Type: Reports - Research
Subjects: Elementary School Students,Parent Participation,Parent School Relationship,Foreign Countries,Parent Child Relationship,Child Development,Homework,Parent Teacher Cooperation,Social Development,Educational Attainment,Parent Background,Personality Development,Volunteers,Family Environment

The aim of this study was to investigate the extent to which parents of elementary students (1st to 5th) participate in their children's education with regard to some variables. The study was designed based on descriptive survey model and comparative and correlational associative models. The sample of the research comprised 1252 parents whose children studied at 1st to 5th classes of six primary schools in Malatya province. The Parental Involvement Scale was used to collect data. As a result of the analysis, it was found out that parents' level of involvement was high for such tasks as communication with children, creating enabling home settings, supporting child's personality development, and helping with homework, but low especially for volunteering. Also mothers were found to support their children's homework significantly more than fathers (n[superscript 2] = 0.05 and d= 0.48). Finally, families' monthly income was found to be positively and moderately associated especially with involvement tasks of supporting child's socio-cultural development and creating enabling home settings, and negatively and moderately with volunteering task.
The Effect of Corpus Assisted Language Teaching on the Learners' Proper Use of Punctuation Marks
Author: Celik, Serkan
Date: 2013-00-00
Type: Reports - Research
Subjects: Computational Linguistics,Computer Assisted Instruction,Semi Structured Interviews,Foreign Countries,Achievement Tests,Questionnaires,Teaching Methods,Second Language Learning,Second Language Instruction,Punctuation,College Students,Student Attitudes

One of the critical contributions of the emerging technologies in computer sciences is the capability of corpus compilation and processing. Corpus resources and approaches are regarded as a potentially valuable areas both in developing instructional methods and designing pedagogical materials. This study aimed to explore the effect of exposing language learners to corpus data and guiding them to make deductions on the acquisition of punctuation marks in comparison to lecture based teaching. The participants were 171 prospective teachers attending a state university in central Anatolia, Turkey. The data were gathered through an achievement test, a questionnaire, and semi structured interviews. The results related to the achievement revealed that the learners who exploited corpus resources performed significantly better compared to those who received lecture based instruction. Besides, the findings also noted that the collaboration should be an important factor of success in corpus consultation among language learners. The results obtained via questionnaire and interviews underlined the positive perceptions of the participants toward corpus assisted language learning activities and materials. Suggestions were made for further research to have a deeper understanding of corpus utilization in Turkish language education.
The Impact of a Developed Measurement and Evaluation Development Program on Pre-Service Physical Education Teachers' Perceptions Related to Measurement and Evaluation
Author: Arslan, Yunus
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,Preservice Teachers,Physical Education Teachers,Student Attitudes,Teacher Competencies,Alternative Assessment,Educational Assessment,Pretests Posttests,Program Effectiveness,Attitude Change,Focus Groups,Preservice Teacher Education

The purpose of this study was to investigate the impact of the Measurement and Evaluation Development Program on pre-service physical education teachers' general perceptions and competency perceptions related to alternative assessment in physical education, and their competency perceptions related to educational measurement and evaluation. The subjects were 26 pre-service physical education teachers ([x overline][subscript Age] = 23.26[plus or minus]1.21). In this research, a pre-test/post-test control group experimental design was used. The experimental group participated in an 8-week Measurement and Evaluation Development Program and a 3-week field experience. The results indicated that the Measurement and Evaluation Development Program was effective in changing pre-service physical education teachers' general perceptions (p less than 0.05) and competency perceptions (p [left arrow] 0.05) related to alternative assessment in physical education, and their competency perceptions (p [left arrow] 0.05) related to educational measurement and evaluation, positively.