ethanporcaro/eric-fulltext-meta huggingface dataset:
Organizational Learning: Leading Innovations
Author: Collinson, Vivienne
Date: 2013-07-00
Type: Journal Articles
Subjects: Correlation,Educational Innovation,Workplace Learning,Educational Environment,Instructional Leadership,Educational Change,Principals,Modeling (Psychology),Risk,Case Studies,Secondary School Teachers,Teacher Leadership,Teacher Attitudes,Interviews,Inquiry,Teacher Collaboration,Social Networks

This article examines the interplay among the environment, learning, leaders, and innovations in school systems. Six conditions that, together, have potential to shape an environment that supports organizational learning are illustrated with data from two leaders of innovation: one in an environment that resisted change; the other in a supportive environment. In one case, the environment limited what a leader of innovation could accomplish. In the other case, a supportive environment allowed the leader to influence widespread change, including a situation where one school's loss of good principals became a gain for the broader profession. Data suggested that modeling is a powerful way to lead and that innovations provide a natural springboard for organizational learning and the emergence of leaders. Findings also demonstrated the importance of innovations, risk taking, collaboration, and communication for organizational improvement.
Measuring Preschool Children Temperament: Implications for Preschool Care and Education Practice
Author: Vorkapic, Sanja Tatalovic
Date: 2015-10-00
Type: Journal Articles
Subjects: Preschool Children,Personality Traits,Personality Measures,Educational Practices,Foreign Countries,Validity,Factor Analysis,Emotional Response,Interpersonal Competence,Reliability,Self Control,Questionnaires,Factor Structure,Age Differences,Gender Differences,Correlation,Statistical Analysis,Likert Scales

With the aim of measuring preschool children temperament, EASI temperament Survey has been applied. Preschool teachers (N = 192), all female, rated a total of N = 3275 children (1612 girls and 1639 boys) with mean age M 4.368 (SD = 1.482) within age range between 7 months and 7.7 years. Validation for the instrument was run. Factor analysis on principal components with Oblimin rotation and reliability analysis were performed on data based on preschool teachers' ratings. Three-factor solution has been determined: Emotionality, Activity and Sociability, which have explained 57.427% variance. As it was expected, impulsivity component was not replicated. Subscales inter-correlations and gender and age differences confirmed results from prior research. Overall, the findings were discussed within the frame of preschool children temperament development and variables related to the characteristics of observers. Several significant implications for preschool teachers practice and the quality of educational process have been emphasized.
Personality and Academic Motivation: Replication, Extension, and Replication
Author: Jones, Martin H.
Date: 2015-06-00
Type: Journal Articles
Subjects: Undergraduate Students,Personality Traits,Learning Motivation,Replication (Evaluation),Academic Achievement,Goal Orientation,Achievement Need,Self Efficacy,Student Attitudes,Beliefs,Student Surveys,Likert Scales,Personality Measures,Neurosis,Predictor Variables,Intelligence,Reliability,Multivariate Analysis,Path Analysis,Regression (Statistics),Correlation,Learning Strategies

Previous work examines the relationships between personality traits and intrinsic/extrinsic motivation. We replicate and extend previous work to examine how personality may relate to achievement goals, efficacious beliefs, and mindset about intelligence. Approximately 200 undergraduates responded to the survey with a 150 participants replicating the study two weeks later. When comparing data from the first and second collections, three of the five pathways for personality and achievement goals were replicated: neuroticism, openness, and agreeableness. For personality and efficacy three of the eight pathways remained significant from the first collection to the second. Openness was the only personality factor that significantly predicted participants' mindset about their intelligence. Results suggest certain personality traits may correspond with different motivational self-beliefs, but these results were neither reliable nor consistent.
Transforming Community College Education at The City University of New York
Author: Schmidt, Benno
Date: 2013-07-00
Type: Journal Articles
Subjects: Community Colleges,Educational Change,Evidence Based Practice,Acceleration (Education),Associate Degrees,Remedial Programs,College Credits,School Holding Power,Academic Persistence,Graduation Rate,Cost Effectiveness,Integrated Curriculum,Developmental Studies Programs,College Admission,Admission Criteria,Summer Programs,Student Placement,Two Year College Students,Quasiexperimental Design,Surveys,Focus Groups,Statistical Analysis

The City University of New York (CUNY) developed and implemented two evidence-based, educational initiatives at its community colleges. Accelerated Study in Associate Programs (ASAP), on six campuses, helped 55 percent of students who enter with one or two developmental needs earn an associate degree within three years. This compares with 20 percent for non-ASAP students who needed remediation. An external random assignment study by MDRC found that ASAP increased credits earned, completion of developmental coursework, and first-to-second semester retention. An independent study out of Columbia University Teachers College estimated that despite higher initial expenses, ASAP's higher graduation rate costs the university $6,500 less per three-year graduate. The second innovation, CUNY's New Community College (NCC), opened with 300 students in Fall 201 2. It offers A.A. and A.S. degrees for transfer to baccalaureate programs, plus occupational A.A.S. degrees. Using a curriculum organized around problem-solving for New York City's future, it integrates developmental and credit coursework, field experiences, and classroom learning in a structured and supportive environment. Other components include full-time study in the first year, limited majors, and a multidisciplinary faculty-staff instructional team. Early results include a 92 percent first-to-second-semester retention rate for Spring 2013.
Three Scales to Measure Burnout of Primary School Teachers: Empirical Evidence on Their Adequacy
Author: Platsidou, Maria
Date: 2016-06-00
Type: Journal Articles
Subjects: Elementary School Teachers,Primary Education,Teacher Burnout,Foreign Countries,Measures (Individuals),Factor Analysis,Factor Structure,Psychometrics,Goodness of Fit,Correlation,Hypothesis Testing,Validity,Reliability,Public School Teachers

This study aimed at comparing the psychometric properties of three measures of burnout administered in 320 Greek primary school teachers, namely the Maslach Burnout Inventory (Maslach and Jackson 1982), the Burnout Measure (Pines and Aronson 1988) and the Copenhagen Burnout Inventory (Kristensen et al. 2005). Confirmatory factor analysis tested a three-factor solution for each inventory, consistent to the respective theory. Results yielded a reasonably good model fit for the MBI, and merely acceptable model fit for the BM and the CBI. Overall the findings suggest that the MBI is more appropriate instrument for assessing teachers' burnout compared to the MB and the CBI, which presented not so well-defined inner structure and highly correlated subscales.
Compelling Counternarratives to Deficit Discourses: An Investigation into the Funds of Knowledge of Culturally and Linguistically Diverse U.S. Elementary Students' Households
Author: Kinney, Angela
Date: 2015-02-00
Type: Journal Articles
Subjects: Cultural Background,Elementary School Students,Language Arts,Working Class,Family Environment,Well Being,Cultural Differences,English (Second Language),Second Language Learning,Churches,Ethnography,Semi Structured Interviews,Student Attitudes,Parent Attitudes,Teacher Attitudes,Coding,Home Visits,Middle Class,Suburbs,Cultural Traits,Labeling (of Persons),Disadvantaged

This study focused on household funds of knowledge or &quot;historically accumulated bodies of knowledge and skills essential for household functioning and well-being&quot; (Gonzalez, Andrade, Civil, &amp; Moll, 2001). A Funds of Knowledge approach provides both a methodological and theoretical lens for educators to understand both themselves and their students in more complex ways. Participants included five culturally, economically, and linguistically diverse students and their families. The study setting was a middle- and working-class first-ring suburb in the Midwestern United States. Data collection included visits to home, church, and Sunday school settings; observations in Language Arts classroom settings; and informal conversations and ethnographic semi-structured interviews with students, parents, and teachers. Data sources included interview transcripts; fieldnotes and reflections on those fieldnotes; and data collected from each student's school cumulative folder. I coded parent and child interview and home visit data to create a multifaceted portrait of each household. Findings reveal that households possess a breadth and variety of resources, skills, bodies of knowledge, and strengths. These findings provide compelling counterevidence to deficit discourses by demonstrating that these households possess valuable knowledge and experiences.
Reflections on Educational Psychology in an Emerging Democracy
Author: Eloff, Irma
Date: 2015-10-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Psychology,Democracy,Developing Nations,Educational History,Intervention,Research Problems,Psychologists,Counselor Role,Literature Reviews,Definitions,Educational Change,Social Change,Trend Analysis

This paper reflects on the changes in Educational Psychology in South Africa in a ten year period (2005-2015) after the first democratic elections. It shows how Educational Psychology as a scientific discipline, and as a helping profession, has responded to the changing landscape and how the post-democracy years inspired a complete departure from previous practices. It also explores an expansion of its leitmotif from &quot;helping&quot; to leading and facilitating processes of change and support. It shows how conceptual shifts from the individual level towards systemic interventions have impacted the nature of the support provided by educational psychologists and how the creation of virtuous cycles became central their work. The shifts from individual support to systemic support interventions have also contributed to blurring boundaries between professionals and stakeholders. The paper also argues that the strong experiential nature of studies in Educational Psychology has led to gaps in the empirical database in Educational Psychology--specifically in terms of the limited comparative studies that have been conducted. Such studies were mostly conducted within bounded systems. Furthermore, the paper argues that the role of educational psychologists has been marginalized in formal education support structures even as their role increased in importance in broader society.
The Road to the Ivory Tower: The Learning Experiences of Students with Disabilities at the University of Manitoba
Author: Moola, Fiona J.
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Disabilities,Learning Experience,Phenomenology,Social Support Groups,Expectation,Academic Achievement,Employment Potential,Employment Opportunities,Barriers,Human Body,Semi Structured Interviews,Data Analysis,Visual Impairments

Although qualitative research on the learning experiences of disabled students at university is burgeoning, either/or, medical or social approaches are most often used to study disablement. In this study, I adopted an interpretive phenomenological analysis--which considers the fundamental imbrication of bodies, identities, and environments--to explore the learning experiences of students with disabilities at the University of Manitoba in Canada. While some students received social support to attend university, other students negotiated a challenging journey to higher education, characterized by low expectations for academic success. At university, the students reported bodily-social challenges to academic achievement that hindered the learning process. Students anticipated an uneasy future upon graduation, characterized by poor job opportunities and economic disparity. The findings suggest that great strides and much advocacy are still required for students with disabilities to be viewed as bodies that bear intellectual value in university settings. Researchers should consider the merits of phenomenological approaches to thinking about the body-social challenges that disabled students still face in the struggle for inclusive higher education.
Teacher Demoralization, Disempowerment and School Administration
Author: Tsang, Kwok Kuen
Date: 2016-06-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Teacher Morale,Teacher Empowerment,School Administration,Well Being,Teacher Burnout,Semi Structured Interviews,Teaching Conditions,Teacher Supervision,Centralization,Teacher Administrator Relationship,Organizational Communication,Trust (Psychology)

Teacher demoralization is a concept describing the negative emotional experiences affecting teachers' well-being and quality of teaching. However, since the dominant discourse about teacher demoralization is influenced by psychological perspectives, especially the theory of burnout, most of effort to promote teachers' well-being and quality of teaching reply on psychological approaches. Nevertheless, teacher demoralization is more socially constructed other than psychologically constructed. Thus, this study aims to identify the potential social causes instead of psychological roots of teacher demoralization. Using in-depth interview data, the study illustrates that school administration may, from teachers' perspectives, structurally demoralize teachers by disempowering teachers to control over labor process of teaching and to appreciate the instructional values of work and working condition. Thus, school reformers are recommended to empower teachers to exercise control over labor process of teaching and to appreciate the instructional values of their work and working conditions.
Enhancing Historical Reasoning: A Strategy Including Formative Assessment with Systematic Continuous Feedback
Author: Méndez, Sergio
Date: 2016-06-00
Type: Journal Articles
Subjects: Formative Evaluation,Feedback (Response),History Instruction,Logical Thinking,Case Studies,Scoring Rubrics,Secondary School Students,Public Schools,Foreign Countries

Learning History promotes students' reasoning. According to Van Drie &amp; Van Boxtel (2008), historical reasoning involves six elements: substantive concepts, metaconcepts, asking historical questions, using sources, contextualization, and argumentation. Although there are didactic strategies that promote historical reasoning, these do not include systematic continuous feedback using rubrics, which can be useful both in assessing and promoting students' progress and progression of ideas on metaconcepts. This study described the development of the six historical reasoning elements in a strategy that included formative assessment for K8 students. A case study was carried out in Mexico City: four teams of three students were formed according to their knowledge of history, with a single History teacher providing continuous systematic feedback on metaconcepts by using graded rubrics. Results showed that the six historical reasoning elements were developed in different ways and suggested possible methods for use in future didactics.
Graduate Students' Construction of Researcher Identities Explored through Discourse Analysis
Author: Davis, C. Amelia
Date: 2016-02-00
Type: Journal Articles
Subjects: Graduate Students,Methods Courses,Self Concept,Discourse Analysis,Qualitative Research,Researchers,Introductory Courses,Prompting,Computer Mediated Communication,Research Methodology,Reading Assignments,Online Courses,Group Discussion,Student Attitudes

While many research methods courses challenge students to make sense of their own researcher identities as they relate to research paradigms and perspectives, there is a lack of research that examines how students actually go about constructing these identities, particularly at the level of discourse. In this study, we attended to graduate students' talk in an introductory research methods course, taking note of how students used particular discursive resources to construct a research identity in online classroom discussions. We analyzed 93 discussion posts students were asked to make in response to a discussion board prompt after completing assigned readings related to research paradigms and researcher identity. We identified two discursive patterns through our analysis: 1) minimizing knowledge, and 2) justifying paradigmatic orientations. Our findings highlight how being asked to talk about one's research identity is a potentially fragile task, as evidenced by disclaimers of &quot;knowing&quot;, and justifications. We highlight implications for teaching research methodology, particularly qualitative methods courses.
The Ethnic Context and Attitudes toward 9th Grade Math
Author: Graham, Sandra
Date: 2015-02-00
Type: Journal Articles
Subjects: Secondary School Mathematics,Grade 9,High School Students,African American Students,Hispanic American Students,White Students,Asian American Students,Student Attitudes,Questionnaires,Attitude Measures,Educational Environment,Competence,Mathematics Anxiety,Factor Analysis,Statistical Analysis,Hierarchical Linear Modeling

The present study examined the relations between ethnic context and attitudes about 9th grade math in youth from different ethnic groups who had recently transitioned to high school. The large sample comprised African American, Latino, White, and Asian youth (n = 2,265, 55% girls, M[subscript age] = 14.6 yrs.) A new questionnaire was developed assessing four math attitudes (perceived competence, feelings of belonging, perceive importance and anxiety in math) and two ethnic context variables (perceived same-ethnic peers in one's math class and perceptions of the school ethnic climate). Participants listed the math course they were taking in 9th grade and then completed the questionnaire based on that class. Perceiving more same-ethnic classmates in math was related to more positive attitudes about perceived competence and feelings of belonging in math. Significant interactions between the two ethnic context variables were documented suggesting that a positive ethnic climate buffered some of the negative effects of few same-ethnic peers on perceived competence and belonging. Implications of the findings for understanding the social-motivational underpinnings of high school course-taking among multi-ethnic youth were discussed.
Mindfulness as an Alternative for Supporting University Student Mental Health: Cognitive-Emotional and Depressive Self-Criticism Measures
Author: Azam, Muhammad Abid
Date: 2016-06-00
Type: Journal Articles
Subjects: Mental Health,Metacognition,Personality Traits,Depression (Psychology),Outcomes of Treatment,Personality Measures,Outcome Measures,Statistical Analysis,Effect Size,Anxiety,Multiple Regression Analysis,Undergraduate Students,Likert Scales

Increases in university-based mental health problems require alternative mental health programs, applicable to students with elevated psychological risks due to personality traits. This study examined the cognitive-emotional outcomes of a university mindfulness meditation (MM) program and their relationship with Self-Criticism (SC), a personality factor linked to depressive vulnerability. University students (n = 71) were assessed at baseline with the Depressive Experiences Questionnaire (DEQ), a measure of depressive personality traits, and two outcome measures: Profile of Mood States (POMS) and Anxiety Sensitivity Index (ASI). Students attending the MM program were reassessed for outcomes at 3 follow up assessments over 2 semesters. Repeated measures analyses of variance revealed improved within-subjects effects with large or very large effect sizes for the subsample that completed the MM program (n = 18) on the POMS Tension-Anxiety, POMS Depression, POMS Fatigue, and Anxiety Sensitivity Index. Multiple linear regression using self-criticism as a predictor of change in depressed mood revealed that higher self-criticism predicted greater reductions in POMS Depression. This study provides evidence for MM-related cognitive-emotional benefits, suggesting that students with elevated self-critical traits may derive exceptional benefits evident in greater reductions of depressed mood.
Encyclopedic Memory: Long-Term Memory Capacity for Knowledge Vocabulary in Middle School
Author: Lieury, Alain
Date: 2013-02-00
Type: Journal Articles
Subjects: Long Term Memory,Academic Achievement,Middle School Students,Recall (Psychology),Recognition (Psychology),Correlation,Longitudinal Studies,Scores,Foreign Countries,Vocabulary Development,Textbooks,Content Analysis,Grades (Scholastic),Knowledge Level

This article is a synthesis of unpublished and published experiments showing that elementary memory scores (words and pictures immediate recall; delayed recall, recognition), which are very sensitive to aging and in pharmacological protocols, have little or no correlation with school achievement. The alternative assumption developed is that school achievement strongly depends on the long-term memory of scholastic knowledge (history, literature, sciences, maths, etc), called encyclopedic memory. a A longitudinal study from the grade 6 to the grade 9 of a cohort of eight classes of a French college, was undertaken in order to observe the implication of the encyclopedic vocabulary (i.e. Julius Caesar, Manhattan, Shangaï, Uranus, vector) in school performance. An inventory in the school textbooks gives approximately 6000 encyclopedic words in grade 6 to 24000 in grade 9. The encyclopedic storage capacity was estimated at the end of each year by a multiple-choice questionnaire with random samples of words (800 items; 8 subjects). The results show an estimation of 2500 words acquired at the end of grade 6, to 17000 at the end of grade 9. The correlations range from 0.61 to 0.72 between the score of encyclopedic memory and the average school grades.