ethanporcaro/eric-fulltext-meta huggingface dataset:
Relationships between Teacher Characteristics and Educational Technology
Author: Schulze, Kurt Ronald
Date: 2014-03-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Teacher Characteristics,Educational Technology,Technology Integration,Correlation,Teacher Attitudes,Gender Differences,Age Differences,Teaching Experience,Educational Attainment,Faculty Development,Constructivism (Learning),Elementary School Teachers,Secondary School Teachers,Teacher Surveys,Statistical Significance,Literature Reviews,Statistical Analysis

Too often, teachers are using educational technology resources for administrative purposes instead of using these resources in a constructivist manner to enhance student learning. The study site was well behind the national average in overall educational technology use categories. The purpose of this explanatory correlational research was to examine the relationships between teachers' technology perceptions and integration and the teacher characteristics of gender, age, years of teaching experience, current subject(s) taught, current grade level(s), and highest level of college education. With this information, professional development can be tailored to the specific population. Cognitive flexibility and constructivism provided the theoretical foundations. A convenience sample of 134 pre-K through 12 teachers from 5 school districts completed the Teacher Technology Integration and Perception Survey, which was created from 2 preestablished surveys: Teacher Technology Survey and the Teachers' Use of Educational Technology in U.S. Public Schools. The results indicated that teachers' overall perceptions of educational technology were high; however, their integration was low and did not provide authentic applications for students. Additionally, male teachers and high school teachers had the highest positive perceptions and technology integration as compared to their counterparts. Statistically significant negative rank-order correlations were observed between teacher age and perception, and experience and perception. These findings helped guide the creation of a professional development plan to increase teachers' integration of technology. School leaders and teachers may use this new information to adopt their instructional practices, which provides students with authentic and relevant learning experiences. The following appendices are included: (1) Project; (2) Survey Permission; (3) Superintendent Permission; (4) Research Questionnaire; and (5) Consent Form.
Student Disposition, Textbooks, and Class Time: What Do They Really Want?
Author: Skidmore, Ronald L.
Date: 2011-11-02
Type: Reports - Research
Subjects: Beliefs,Student Attitudes,Textbooks,Teacher Influence,Summer Programs,Regional Schools,College Students,Predictor Variables,Time Management,Time Factors (Learning),Classroom Environment,Preferences,Reading Assignments,Reading Habits,Motivation Techniques,Positive Attitudes,Negative Attitudes,Quasiexperimental Design,Use Studies,User Needs (Information),Student Surveys,Study Guides,Teamwork,Independent Study,Attitude Measures

The purpose of this study was to determine the relationship between student beliefs regarding instructor-imposed activities to encourage student use of course textbooks and Life Orientation (i.e., dispositional optimism or pessimism). A convenience cluster sample (n = 105) was obtained from students taking summer classes at a regional state university in the Mid-South. The Life Orientation Test-Revised was administered at the beginning of the semester, and yielded subscales of pessimism, optimism and a total LOT score. Additionally, students completed a researcher-designed survey regarding textbooks and use of class time. The LOT variables were analyzed for a relationship to student preferences regarding textbooks and use of class time. Analyses indicated that (a) students with higher optimism trended toward not reading assignments from the text, (b) an instructor prepared study guide might &quot;push&quot; both higher optimism and higher pessimism students to read the text, (c) using the text in class would not encourage either students exhibiting higher pessimism or higher LOT to read the text ahead of time, and (d) higher LOT and higher pessimism students are more likely to prefer individual vs. group presentations related to the textbook. Further investigation is warranted implementing quasi-experimental methods, various types of text guides, and formative assessments. Two appendices include: (1) Textbook and Use of Class Time Survey; and (2) Life Orientation Test--Revised. (Contains 4 tables.)
Pragmatic Exchanges and Cooperation to Prepare Quality Engineers and Technologists
Author: Lee, Lung-Sheng
Date: 2014-11-19
Type: Speeches/Meeting Papers
Subjects: Educational Quality,Engineering Education,Partnerships in Education,Educational Cooperation,International Educational Exchange,Success,Group Dynamics,Stakeholders,School Support,Institutional Mission,Strategic Planning,Scheduling,Learning Activities,Student Participation,Guidelines,Technology Education,Educational History,Change Strategies,Check Lists,Foreign Countries,Colleges,Universities

The mission of national colleges of technology (NCT's) in Japan and the universities of technology (UT's) in Taiwan is to pragmatically prepare quality engineers and technologists. In recent years, the partnership among NCT's and UT's is extended and expanded. This paper introduces the pragmatic and successful partnership between National United University (NUU), Miaoli, Taiwan and Kisarazu National College of Technology (KNCT), Chiba, Japan. The six key success factors are pointed out as follows: (1) Strong support from NUU's and KNCT's stakeholders, (2) Both NUU and KNCT focus on preparing quality engineers and technologists, (3) A shared focus is identified, (4) Good timing is selected for students' exchanges, (5) Multiple activities are arranged for students, and (6) Students are active partnership agents. Based on the past experiences, a checklist for pragmatic exchanges and cooperation to prepare quality engineers and technologists is suggested. It not only examines the current exchanges and cooperation but can also guide the future exchanges and cooperation.
Professional Development on an International Scale: Council of Europe--Pestalozzi Programme Virtual Community of Practice
Author: Mompoint Gaillard, Pascale
Date: 2014-06-10
Type: Reports - Research
Subjects: Communities of Practice,Virtual Classrooms,Faculty Development,Program Descriptions,Case Studies,Learning Activities,Educational Opportunities,Barriers,Group Dynamics,Program Design,Improvement Programs,Teacher Improvement,International Educational Exchange,Professional Development,Cooperative Learning,Scholarship,Role Perception,Facilitators (Individuals),Coordinators,Change Strategies,Foreign Countries

Communities of practice as organisations of learning have developed different forms as: task-based, practice-based or knowledge based communities (Barab et al., 2004). The paper presents a case study of a successful community of practice developed under the umbrella of Council of Europe Pestalozzi programme for teacher development. The programme itself is transformative, enabling the combination of a number of processes and conditions of learning. One of the most important ways of supporting teacher learning and professional development for education professionals is through ongoing activities within the virtual community of practice (vCoP).This paper presents the opportunities and challenges inherent to such an endeavour. [This paper was published in: &quot;E-Learning at Work and the Workplace From Education to Employment and Meaningful Work with ICTs&quot; Proceedings of the European Distance and E-Learning Network 2014 Annual Conference. Zagreb, 10-13 June, 2014. ISBN 978-963-89559-7-5. p457-466.]
Teachers' Remarks on Interactive Whiteboard with LCD Panel Technology
Author: Koçak, Ömer
Date: 2013-10-00
Type: Reports - Research
Subjects: Bulletin Boards,Visual Aids,Educational Equipment,Educational Technology,Interactive Video,Teacher Attitudes,Secondary School Teachers,Teaching Methods,Foreign Countries,Visualization,Phenomenology,Qualitative Research

This study investigated the opinions of teachers about using interactive whiteboards with an LCD panel that was installed in classrooms within the FATIH educational project. The study was conducted at six high schools in which installation of interactive whiteboards with an LCD panel in classrooms was completed and teachers who received training in order to use these whiteboards. One hundred and twenty one teachers participated in this study. The data was gathered using open-ended questions. Qualitative data obtained with open-ended questions was analysed using phenomenographic analysis method. Teachers were positive about using interactive whiteboards with an LCD panel in education. Teachers stated that the interactive whiteboard with an LCD panel was used throughout whole course. &quot;Visualization&quot; of an interactive whiteboard with an LCD panel is often expressed to as an acclaimed feature by teachers. The needs to remedy the lack of software and technical problems have been stated by the teachers.
An Investigation of Eighth Grade Students' Problem Posing Skills (Turkey Sample)
Author: Arikan, Elif Esra
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Grade 8,Mathematics Skills,Geometry,Mathematics,Arithmetic,Qualitative Research,Statistical Analysis,Mathematics Activities,Word Problems (Mathematics),Mathematics Education,Elementary School Students,Elementary School Mathematics

To pose a problem refers to the creative activity for mathematics education. The purpose of the study was to explore the eighth grade students' problem posing ability. Three learning domains such as requiring four operations, fractions and geometry were chosen for this reason. There were two classes which were coded as class A and class B. Class A was consisted of successful students in comparison to class B in terms of mathematical acquisition. The study has been carried out by means of qualitative research. On the other hand, independent samples T test was used for obtaining statically inference. Moreover, chi-square test was used whether this students' problem posing ability is independent of mathematics topics.
A Preservice Mathematics Teacher's Beliefs about Teaching Mathematics with Technology
Author: Belbase, Shashidhar
Date: 2015-00-00
Type: Reports - Research
Subjects: Preservice Teachers,Mathematics Instruction,Student Attitudes,Technology Uses in Education,Semi Structured Interviews,Mathematics,Geometry,Statistics,Technology Integration,Grounded Theory,Constructivism (Learning),Secondary Education,Computer Oriented Programs,Manipulative Materials

This paper analyzed a preservice mathematics teacher's beliefs about teaching mathematics with technology. The researcher used five semi-structured task-based interviews in the problematic contexts of teaching fraction multiplications with JavaBars, functions and limits, and geometric transformations with Geometer's Sketchpad, and statistical data with Excel Spreadsheet to generate data about the participant's pedagogical-technological beliefs. An additional unstructured interview was conducted with the same participant after his practice teaching. The interview data were analyzed and interpreted in two layers- the first layer portrays the participant's voice in his narratives and the second layer portrays researcher's voice in terms of his interpretation of data and interconnection to literature. The analysis and interpretation generated seven major categories of beliefs- beliefs about teaching materials, teaching strategy, bridging activities, technological tools, mathematical concepts, and meanings, activities and transformation, and issues and challenges. Finally, the author discusses implications of the study.
The Development of Thai Learners' Key Competencies by Project-Based Learning Using ICT
Author: Soparat, Sasithorn
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Active Learning,Student Projects,Information Technology,Curriculum Design,Competence,Communication Skills,Thinking Skills,Problem Solving,Daily Living Skills,Measures (Individuals),Lesson Plans,Student Journals,Semi Structured Interviews,Social Networks,Content Analysis,Academic Achievement,Science Achievement,Mathematics Achievement,Health Education,Second Language Learning,Technology Uses in Education,Qualitative Research,Action Research,Participatory Research,Researchers,Teachers,High School Students

This research aimed to study the use of Project-based Learning using ICT (PBL using ICT) to develop learners' five key competencies based on Thai Basic Education Curriculum 2008, which consists of 1) communication capability 2) thinking capability 3) problem solving capability 4) capability in applying life skills and 5) capability in technological application. The subjects were 212 students from 4 schools in Kanchanaburi, Chiang Mai, Mae Hong Son, and Si-Saked provinces that were enrolled in the 2010 academic year. The PBL using ICT approach was used as the research tool. The data collecting instruments were lesson plans, students' journals, semi-structured interviews, and social networking where students' learning artifacts and products were collected (nectecpbl.ning.com). Content analysis and triangulation methods were used to analyze the data. The results showed that students were able to perform five key competencies in communication capability, thinking capability, problem solving capability, capability in applying life skills, and capability in technological application. Moreover, the students learned the content in the learning areas of Science, Mathematics, Foreign Languages, Health and Physical Education, and Occupations and Technology. The research findings revealed that the use of PBL using ICT can help to develop students' abilities to communicate ideas, problem solving, life skills, and abilities to use technology, as well as their learning in content of the subject area.
Who Repeats Algebra I, and How Does Initial Performance Relate to Improvement When the Course Is Repeated? REL 2015-059
Author: Fong, Anthony B.
Date: 2014-11-00
Type: Reports - Research
Subjects: Algebra,Repetition,High School Students,Mathematics Achievement,Student Improvement,Grades (Scholastic),Standardized Tests,Mathematics Tests,Student Characteristics,Courses,Incidence,Longitudinal Studies,Elementary School Students,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Regression (Statistics),Multivariate Analysis

This REL West study explores the prevalence of students repeating Algebra I, who is most likely to repeat the course, and the level of improvement for students who repeat. Using six years of data from a cohort of 3,400 first-time seventh grade students in a California school district, authors found that 44 percent of students repeated algebra I. Overall, student performance improved on average by approximately one-half of a letter grade and a little less than one-third of a performance level on the CST when students repeated the course. But when the data was disaggregated based on initial performance in the class, higher-achieving students experienced variation in improvement levels. Repeating students who initially received average course grades of at least a &quot;C&quot; in Algebra I earned higher CST scores but lower course grades on average when they repeated the course. Students who initially scored Proficient on the Algebra I CST experienced increases in course grades but declines in CST scores on average when they repeated the course. Overall, these findings show that lower-performing students are likely to experience improvements in grades and CST scores when they repeat Algebra I, but that higher-performing students are likely to experience improvements on some measures of performance and declines on others when they repeat the course. The following are appended: (1) Detailed information about the dataset and analysis; and (2) The multivariate analysis, multiple repeaters, and summer repeaters.
Principal and Teacher Perceptions of Implementation of Multiple-Measure Teacher Evaluation Systems in Arizona. REL 2015-062
Author: Ruffini, Stephen J.
Date: 2014-11-00
Type: Reports - Research
Subjects: Teacher Evaluation,Teacher Attitudes,Administrator Attitudes,Interrater Reliability,School Districts,Volunteers,Models,Performance Based Assessment,Focus Groups,Pilot Projects,Teacher Surveys,Observation,Student Attitudes,Stakeholders,Teacher Behavior,Reflective Teaching,Instructional Leadership,Teacher Improvement,State Legislation,Evaluation Methods,Program Effectiveness,Elementary School Teachers,Secondary School Teachers,Teacher Administrator Relationship,Accuracy

This study describes how multiple-measure teacher evaluations were put into practice in a set of ten volunteering local education agencies (LEAs) in Arizona. After a key shift in state policy, five &quot;pilot&quot; LEAs implemented the new Arizona Department of Education teacher evaluation model in the 2012/13 school year, while five other &quot;partner&quot; school districts developed their own local models aligned with the new state requirements. Secondary analyses of survey and focus group data from the pilot and partner LEAs indicated that teachers and principals tended to more favorably view performance assessments (observations of teachers) that have traditionally comprised evaluations, and were more skeptical about incorporating results from student assessments and stakeholder surveys. Study participants had mixed perceptions about the new evaluations' initial outcomes, and raised concerns about the time burden involved, inter-rater reliability, and the need for ongoing training and support. The following are appended: (1) Research questions, data collection, and analysis; (2) Detailed responses to the teacher survey from pilot districts; and (3) Significant differences by subgroups in teacher survey results from pilot districts.
Building Teacher Capacity to Support English Language Learners in Schools Receiving School Improvement Grants. NCEE Evaluation Brief. NCEE 2015-4004
Author: Boyle, Andrea
Date: 2014-11-00
Type: Reports - Research
Subjects: English Language Learners,Grants,Educational Improvement,Federal Aid,Case Studies,Faculty Development,Teacher Selection,Teacher Competencies,Teacher Surveys,Teacher Effectiveness,High Schools,Elementary Schools,Qualitative Research,Statistical Analysis,English (Second Language),Second Language Instruction,Teachers,Teacher Placement,Program Effectiveness,Interviews,Teacher Attitudes,Comparative Analysis,Migrant Children,Immigrants,Capacity Building

The Study of School Turnaround examines the improvement process in a purposive sample of 35 case study schools receiving federal funds through the School Improvement Grants (SIG) program over a three-year period (2010-11 to 2012-13 school years). This brief focuses on 11 of these SIG schools with high proportions of English Language Learner (ELL) students (a median of 45 percent ELLs), describing their efforts to improve teachers' capacity for serving ELLs through staffing strategies and professional development (PD). Key findings that emerged from the ELL case study data collected during the 2011-12 and 2012-13 school years include: (1) Few schools reported leveraging staffing strategies to improve teacher capacity for serving ELLs. Administrators in 3 of the 11 schools reported considering ELL expertise and experience when hiring classroom teachers, while respondents in 2 of the 11 schools reported that teachers' ELL expertise and experience purposefully factored into assignment of teachers to specific classrooms; (2) Most teacher survey respondents (54 to 100 percent) in all 11 schools reported participating in ELL-related PD during the 2011-12 school year. On average, teachers reported that ELL-related PD accounted for less than 20 percent of their total PD hours; and (3) Teacher survey respondents in schools that reported a greater PD focus on ELL-related topics, such as instructional strategies for advancing English proficiency or instructional strategies to use for ELLs within content classes, also generally appeared more likely to report that PD improved their effectiveness as teachers of ELLs. An appendix presents: Data Collection and Analytic Methods.
School Mobility, Dropout, and Graduation Rates across Student Disability Categories in Utah. REL 2015-055
Author: Barrat, Vanessa X.
Date: 2014-11-00
Type: Reports - Research
Subjects: Graduation Rate,Dropout Rate,Disabilities,Outcomes of Education,Autism,At Risk Students,Multiple Disabilities,Mental Retardation,Brain,Injuries,General Education,Student Characteristics,Public Schools,Emotional Disturbances,Student Mobility,Hearing Impairments,Deafness,Intervention,Institutional Characteristics,Statistical Analysis,Learning Disabilities,Classification,Gender Differences,English Language Learners,Minority Group Students,Enrollment Trends,Physical Disabilities

This report describes the characteristics of students with disabilities in Utah public schools, and presents the single-year mobility and dropout rates for students in grades 6-12, as well as the four-year cohort dropout and graduation rates, for students who started grade 9 for the first time in 2007/08 and constituted the 2011 cohort. Results are reported for students with disabilities as a group and then further disaggregated by each of the disability categories. Using statewide administrative data, the research team found that, as a group, Utah students with disabilities had poorer outcomes than their general education classmates, but outcomes varied by disability category, highlighting the heterogeneity among students with disabilities. Results indicate, for example, that students with emotional disturbance, multiple disabilities, intellectual disability, traumatic brain injury, or autism were at greatest risk of failing to graduate during the four-year high school time frame, with graduation rates below 50 percent. Students with autism, multiple disabilities, or intellectual disability had dropout rates lower than those of general education students and students with disabilities as a group but also had low graduation rates and the highest retention rates after four years. In contrast, students with hearing impairment/deafness had four-year graduation rates roughly on par with general education students. By disaggregating the various student outcomes by disability category, educators and policymakers gain new information about which students with disabilities are most in need of interventions to keep them on track to receive a high school diploma. The following are appended: (1) Student and school characteristics for students with disabilities, 2010/11; (2) Data and methodology; and (3) Frequency tables for Utah public school system grade 6-12 students.