ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Socio-Cognitive Variables in Predicting Learning Satisfaction in Smart Schools
Author: Firoozi, Mohammad Reza
Date: 2017-03-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Student Satisfaction,Predictor Variables,Computer Literacy,Self Efficacy,Expectation,Educational Environment,Correlation,Regression (Statistics),Technology Integration,Questionnaires

The present study aimed to investigate the role of Socio-Cognitive variables in predicting learning satisfaction in Smart Schools. The population was all the primary school students studying in smart schools in the city of Shiraz in the school year 2014-2015. The sample, randomly chosen through multi-stage cluster sampling, was 383 primary school students studying in smart schools in Shiraz. The instruments were the Computer Self-Efficiency Questionnaire developed by Torkzadeh (2003), Performance Expectation Questionnaire developed by Compeau and Higgins (1995), System Functionality and Content Feature Questionnaire developed by Pituch and Lee (2006), Interaction Questionnaire developed by Johnston, Killion and Oomen (2005), Learning Climate Questionnaire developed by Chou and Liu (2005) and Learning Satisfaction Questionnaire developed by Chou and Liu (2005). In order to determine the possible relationship between variables and to predict the changes in the degree of satisfaction, we made use of correlational procedures and step-wise regression analysis. The results indicated that all the socio-cognitive variables have a positive and significant correlation with learning satisfaction. Out of the socio-cognitive variables in question, Computer Self-Efficiency, Performance Expectation and Learning Climate significantly explained 53% of the variance of learning satisfaction.
The Wicked Problem of the Intersection between Supervision and Evaluation
Author: Mette, Ian M.
Date: 2017-03-00
Type: Journal Articles
Subjects: Principals,Elementary Schools,Teacher Supervision,Teacher Evaluation,Administrator Role,Problems,Conflict,Teacher Improvement,Coaching (Performance),Instructional Leadership,Qualitative Research,Administrator Attitudes

The purpose of this research was to explore how principals in eight high-functioning elementary schools in one American school district balanced teacher supervision and evaluation in their role as an instructional leader. Using the theoretical framework of &quot;wicked problems,&quot; to unpack the circular used to problematize teacher supervision and evaluation, the findings analyse how elementary principals in these eight buildings acknowledge the tensions and conflicts between supervision and evaluation, specifically as they relate to improving teacher instruction. Specifically, the results of this study highlight not only the differences between supervision and evaluation, but also the intersection between the two functions, as well as how high-performing elementary school principals serve as an instructional coach rather than a manager of teachers. While the two functions of supervision and evaluation are inherently different, it is the acknowledgement of the intersection between the two functions that can allow building principals to progress as instructional coaches who can better develop human resources and create higher-functioning school systems. Overall, this study points toward the importance of elementary principals having the instructional leadership skills to differentiate supervision and professional development need for teachers, which in turn influences the evaluation of a teacher is in her/his respective career.
Understanding Elementary Teachers' Different Responses to Reform: The Case of Implementation of an Assessment Reform in South Korea
Author: Choi, Jinyoung
Date: 2017-03-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Student Evaluation,Educational Change,Educational Practices,Foreign Countries,Mixed Methods Research,Educational Policy,Correlation,Case Studies,Performance Based Assessment,Evaluation Methods,Teacher Surveys

This study explores how teachers implemented an assessment reform in South Korea, with an analysis of different aspects of the reform. Using a mixed method design, this study reveals that the relation between policy and practice depends upon the nature of the changes that reform policies propose. Teachers' implementation varies in terms of different aspects of the reform. Teachers struggle with implementing its fundamental aspects. This study suggests that it is important to take into account variation in implementation as the developmental progress of the reform and attend to scaffolding to make teachers further progress toward fundamental changes in practice.
Understanding and Applying the QAR Strategy to Improve Test Scores
Author: Cummins, Sean
Date: 2012-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Tests,Grade 4,Reading Strategies,Reading Motivation,Elementary School Students,Pretests Posttests,Instructional Effectiveness,Reading Instruction

The academic landscape has been changing over the last several years bringing with it an emphasis on high stakes testing. Studies conducted over the past several years that have shown the success of the Question-Answer-Relationships (QAR) strategy in helping students develop their comprehension skill. This study looks at the effects of the QAR strategy on a small group of 4th graders. The study shows how the students become more diligent in their efforts to find the correct answers in academic comprehension tasks, including tests.
The Role of Genre in Reflective Practice: Tracing the Development of a Beginning Teacher's Journaling Practice
Author: Hallman, Heidi
Date: 2013-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Reflective Teaching,Diaries,Teacher Educators,Rhetoric,Case Studies

In this article, a teacher educator and a first-year teacher identify the role that genre, in a rhetorical sense, plays in reflective practice. As reflection in teacher education has been criticized for its potential to reinforce prior attitudes and dispositions within pre-service and beginning teachers, we see how meta-knowledge of genre is important to beginning teachers' successful practice of reflection. Throughout this article, we draw on examples from one beginning teacher's journaling practice as a way to illustrate that multiple genres of reflection co-exist within teachers' reflective practice.
Crossing the Bridge: Transitioning from a K-12 Teacher to a College Professor
Author: Page, Steven
Date: 2012-00-00
Type: Journal Articles
Subjects: Career Change,Qualitative Research,Teacher Educators,Teachers,Experience,Elementary Secondary Education,School Size,Schools of Education,Teacher Surveys,Professional Autonomy,Work Environment,Politics,Peer Acceptance,Faculty Workload,World Views,Attitude Change,Teacher Attitudes,Figurative Language

This is a qualitative study that was conducted to gain a better understanding of the experiences of professors in Colleges of Education who were former K-12 teachers. The study presents the responses of eighty-nine professors from across the United States. Coding based on the university setting (national, large regional, small regional) in which the respondents worked revealed that professors have different experiences in their transition from K-12. The authors found that the size of the university was a factor in how welcome the new faculty felt welcomed and how colleagues treated them. This study also found that the way professors feel about their move into higher education is dependent on the size of the institution in which they work. Despite the type of higher institution, however, the most significant finding reflects the respondents' feelings of gaining greater autonomy in their lives. Implications for future research are to survey K-12 teachers on their feelings about professors who were former classroom teachers and the authors would also like to implement the current survey at the international level.
Incorporating Rural and Farm Novels in the Secondary School Classroom: Where We Come from Is Who We Are
Author: Longhurst, Jesse Moon
Date: 2012-00-00
Type: Journal Articles
Subjects: Place Based Education,Language Arts,Rural Areas,Novels,Literature,Teacher Education Programs,Geographic Regions,Teacher Competencies,Secondary School Curriculum,Rural Schools,History,Curriculum Development,United States Literature

Place-based education has received significant attention in recent years. This article briefly surveys common place-based education models and then argues for a more place-focused English language arts classroom in secondary schools where rural and regional literature is often absent from the curricula. The author posits that teacher-education programs do not usually address rural or regional literature and consequently, teachers enter the classroom unprepared to teach it. The article presents a rationale for focusing on rural literature written before 1965 as well as a rationale for foregrounding the rural experience in such a course. The author then describes the process of researching and developing a course template for teacher-education programs wishing to focus on regional literature. Also included are the course template and materials developed using the Rural Lit. R.A.L.L.Y. regional and rural authors database.
Examining Elementary Teachers' Sense of Efficacy in Three Settings in the Southeast
Author: Page, C. Steven
Date: 2014-00-00
Type: Journal Articles
Subjects: Self Efficacy,Teacher Effectiveness,Teacher Attitudes,Elementary School Teachers,Urban Schools,Suburban Schools,Rural Schools,Teacher Surveys,Correlation,Teaching Experience,Teacher Competencies,Learner Engagement,Teaching Methods,Classroom Techniques,Statistical Analysis

This study was conducted to investigate if teachers at urban, rural and suburban elementary schools differ significantly in their sense of self-efficacy. The schools utilized for this research are located in the southeastern United States. Along with being in different geographic areas the schools are also different in their socioeconomic make-up and status. The Teachers' Sense of Efficacy (TSES) created by Tschannen-Moran and Woolfolk Hoy, was utilized. The authors found that, overall, the teachers at the urban elementary school displayed significantly lower scores on the TSES than did the teachers at suburban and rural schools.
How Does the Use of Blogs Impact Student Motivation for Literature Discussions?
Author: Pane, Pamela
Date: 2014-00-00
Type: Journal Articles
Subjects: Electronic Journals,Student Journals,Student Motivation,Literature Appreciation,Discussion Groups,Computer Mediated Communication,Elementary School Students,Grade 4,Semi Structured Interviews,Student Surveys,Data Analysis,Gender Differences,Reading Ability,Preferences,Usability,Reading Strategies,Outcomes of Education,Suburban Schools,Pretests Posttests

This study sought to determine the impact of blogs on student motivation to discuss literature. The participants were 11 male and 12 female fourth grade students ranging from eight to ten years of age. All of the students were instructed in one classroom located in a suburban school setting. All students had access to computers fitted with high speed Internet in their classroom. Most of the students had access to the Internet at home as well. Semi-structured interviews and survey instruments were administered over a six-week period. The response data were analyzed to ascertain the strengths and weaknesses of the students as well as to make suggestions for improvement with reference to the use of blogs. Data analysis revealed gender and reading ability did not impact preferences significantly, and there was generally an equal split between preferences for blogs and face-to-face discussion of literature. A major factor in student preference was the ease with which the blog approach was perceived. Ease interacted with time limitations, technological ability, individual and group dynamics, and beliefs towards publication to a worldwide audience. It was concluded that blogs, while not solely motivating, can impact student motivation toward discussion.
Purpose as Content and Pedagogy: Rationale-Development as a Core Theme of Social Studies Teacher Education
Author: Hawley, Todd
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Studies,Preservice Teacher Education,Teacher Educators,Pedagogical Content Knowledge,Objectives,Decision Making,High Stakes Tests,Beginning Teachers,Methods Courses,Student Teaching,Modeling (Psychology)

Grounded in a belief in the transformative possibilities of social studies teacher education, I present an argument for considering the development of purpose as both content and pedagogy of social studies teacher education. As part of developing a coherent pedagogy of rationale-based social studies teacher education, I begin by exploring the influence of competing conceptions regarding the purpose of social studies teaching and learning on the work of social studies teacher educators. Next, I consider three distinct paths social studies teacher educators have taken to prepare teacher candidates for content and pedagogical decision-making as first-year teachers. While each has potential, I contend that they each miss an important first step--considering why teacher candidates want to teach social studies. Drawing on a growing body of research on rationale development, and my work as a teacher educator, I propose forging a new path. Situated in rationale-development as a core theme of social studies teacher education, and built on a conception of purpose as content and pedagogy, this path is designed to bridge the gap between rationale development and the subsequent rationale-based practices of beginning teachers.
Right from the Start: A Kindergarten Program That Helps Prevent Reading Failure
Author: Shea, Mary
Date: 2014-00-00
Type: Journal Articles
Subjects: Kindergarten,Reading Programs,Prevention,Reading Failure,Intervention,Developmentally Appropriate Practices,Word Recognition,Reading Interests,Reading Achievement,At Risk Students,Scaffolding (Teaching Technique),Teacher Collaboration,Vocabulary Development,Reading Tests,Sight Method,Statistical Analysis,Oral Reading

This article describes a study conducted with four Kindergarten teachers and students. The researchers were the building's literacy specialist/reading teacher and a college professor teaching pre-service teachers on site at the school. This was a naturally evolving teacher research study generated from questions raised as children demonstrated literacy achievement at the end of their kindergarten year. An assessment of kindergarten students' end of year word recognition level--to determine those who qualified for intervention services in grade 1--triggered kindergarten teachers' queries about the developmental appropriateness of their current curriculum; they questioned their methodologies and resources when considering the literacy interests, experiences, and skills children demonstrated at the beginning and end of kindergarten. In response, the reading teacher collaborated with kindergarten teachers to infuse a more developmentally appropriate literacy curriculum. The on-site college professor participated in end of year assessment and analyzing data. Measures reflected positive growth in students' word recognition, book interest, and reading levels; teachers' confidence and ability to reflect on practice also increased.
Adolescent Dating Violence: How Should Schools Respond?
Author: Surface, Jeanne
Date: 2012-00-00
Type: Journal Articles
Subjects: Violence,Dating (Social),School Districts,Safety,Educational Legislation,Gender Discrimination,Federal Legislation,Sex Fairness,Decision Making,Sexual Harassment,Bullying,Educational Policy,Discipline Policy,Statistical Analysis,State Legislation,Legal Problems,Health Behavior,High School Students,National Surveys,Risk,Court Litigation

Educational leaders have a substantial degree of control over students and generally have a tremendous influence on the decisions that they make. District administrators are already involved in comprehensive efforts to stem sexual harassment, teen violence and bullying; therefore, they may be well positioned to identify and address the problem of teen dating violence. Unfortunately, school district failure to take action is far too common, despite the statutory duty to ensure the safety of all students during school hours and at school sponsored events. School districts can be held liable for student dating violence under Title IX, under 42 U.S.C. §1983 and under Tort liability.
In Pursuit of Democratic Practice: Self-Study as a Democratic Approach to Teaching Social Studies
Author: Hostetler, Andrew
Date: 2012-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Democracy,Social Studies,Reflective Teaching,Teacher Empowerment,Teacher Researchers,Secondary School Teachers,Graduate Students,Teacher Educators,Grounded Theory,Comparative Analysis

Dewey (1916/2009) viewed democracy as a &quot;path or journey.&quot; This suggests that there is no mutually agreed upon end. Similarly, in teaching and teacher education, if viewed as a learning problem, the end is the process according to Ritter (2010) &quot;[t]eaching others how to teach for democratic citizenship represents a process that righteously lacks a conclusion&quot; (p. 90). Without a definitive conclusion there are many potentially valuable conceptions and enactments of democratic living and learning. Discussing these strong connections between democracy in social studies and self-study, Powell (2010) argues &quot;when social studies teachers engage in &quot;reflectively pragmatic&quot; study of their own practice, they... position themselves to see the possibilities inherent in the social and political nature of their work&quot; (p. 26). This is indicative of a desire to pursue a teaching practice that does not contradict one's effort to explicitly teach democratic citizenship. Given the unique contexts and many potentially valuable conceptions of democratic citizenship, inquiry into one's practice toward a democratic approach and improving ones teaching practice is necessary. What follows is an argument for the promise of self-study to empower teachers toward democratic ends through researching their own practice. This is accomplished here through a review of relevant literature and a description of the framework, methods, and a major finding of a collaborative self-study research project conducted during the spring of 2009.
Challenges and Opportunities in the World of Tourism from the Point of View of Ecotourism
Author: González Fonseca, Fredy
Date: 2012-12-00
Type: Journal Articles
Subjects: Foreign Countries,Tourism,Ecology,Environmental Education,Data Analysis,Sustainable Development,Statistical Data,Conservation Education,Educational Objectives,Definitions,Criteria,Global Approach,Adventure Education

This article emerges from the analysis of the data corresponding to the tourism activity in the world and in Mexico, considering: the arrival of tourists and international visitors, and the arrival of tourists in the North American region. Subsequently, it is intended to place ecotourism as an option for sustainable development, which helps generate additional income for local communities and contributes to the protection and conservation of natural resources. The analysis of global tourism in the above categories, in addition to the discussion about the criteria and characteristics of ecotourism versus sustainable development, allows us to visualize the potential that this activity poses to emerging economies such as Mexico. The discussion about Ecotourism and sustainability shows that there is a mutually beneficial relationship when the community is incorporated in the development of ecotourism projects, as demonstrated in EcoAlberto Park. Nonetheless, an activity that has no government support or equitable tourism legislation, in addition to the absence of quality research, can overshadow any potential natural resource to practice ecotourism activities in global markets representing tourism.
Economic Competition, Sustainability, and Survival Endurance: The Extinction of the Dodo, the Easter Island Case, and the Tragedy of the Commons Effect
Author: Moreira, Pedro
Date: 2012-12-00
Type: Journal Articles
Subjects: Tourism,Economic Factors,Sustainability,Decision Making,Behavior,Travel,Games,Economic Development,Natural Resources,Wildlife,Ecology,Environment,Foreign Countries,College Freshmen,Cooperation,Competition,Quasiexperimental Design

A fast developing industry worldwide, tourism demands a monumental extent of resources, and at times devastates and condemns the very own environments that are fundamental to the economic survival of organizations and the sustainability of travel destinations. The purpose of the study is to link three established scientific themes on survival and sustainability to empirical results in the field of economic decision and behavior. The discussion of this link may also represent the originality value of the paper. Departing from the results of a series of decision games obtained under a quasi-experimental design, behavioral patterns were analyzed and extrapolated to explore the terminal effects of competition trends on the survival and economic viability of organizations and travel destinations in restricted environments. The findings show that the identified competition tendency neutralized an important share of the economic potential offered by the decision game, with significant negative effects on the economic efficiency. If persistent, the competition tendency is expected to produce long term effects on the sustainability and economic survival of organizations and travel destinations in restricted environments.
Strategic Implications of Corporate Social Responsibility in Hotel Industry: A Comparative Research between NH Hotels and Meliá Hotels International
Author: Mattera, Marina
Date: 2012-12-00
Type: Journal Articles
Subjects: Social Responsibility,Hospitality Occupations,Best Practices,Foreign Countries,Tourism,Guidelines,Corporations,Sustainability,Conservation (Environment),Competition

The hospitality industry serves millions of people globally and is a multibillion-dollar industry with a significant growth expectation in the upcoming years. The Spanish tourism industry is one of the most developed sectors of the nation, being one of the main contributors to the country's GDP. On a world wide scale, and specifically in the European context, there is a rising awareness for firms' actions to be responsible towards the environment and the community in which they operate. Based on &quot;triple bottom line&quot; guidelines, companies' mission in such a context is achieving competitive advantage by means of a business model considering three key aspects: people, profit, and planet. Considering the hospitality industry's characteristics, it becomes essential to fulfill these new requirements to achieve sustainable competitive advantages. This exploratory study will outline which are the best practices of two main Spanish hotel corporations: NH Hotels and Meliá Hotels International. By pointing out actions undertaken by the most important firms of the sector, they can serve as an example and be replicated by other firms, thus increasing sustainability practices, improving understanding of triple bottom line, minimizing negative social as well as environmental footprint, and enhancing positive firms' impacts in their operating contexts.