ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Instructional Leadership, Organizational Innovativeness, and School Hindering on Teachers&apos; Satisfaction at BILSEMs
Author: Atasoy, Ramazan
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Leadership Effectiveness,Educational Innovation,Job Satisfaction,Arts Centers,Science Teaching Centers,Foreign Countries,Teacher Administrator Relationship,Teacher Attitudes,Gifted Education,Influences

In this research, it is aimed to reveal the direct and indirect relationships among instructional leadership, teachers' job satisfaction, school hindering, and organizational innovativeness within the framework of the SEM model constructed in a cross-sectional survey design. The teacher's opinions scale for BILSEMs was used as the data collection tool. In this study, 'organizational innovativeness and school hindering' were proposed as mediators of the relationship between instructional leadership and teachers' job satisfaction. The results based on the analysis of responses from 357 teachers of 81 BILSEMs selected with the simple random sampling method revealed significant direct and indirect effects of instructional leadership on the teacher satisfaction via both organizational innovativeness and school hindering. In conclusion, instructional leadership is positively related to enhancing teachers' job satisfaction, supporting and improving organizational innovativeness, decreasing school hindering through focusing on the school resources. The results of the research are expected to shed light on current and future innovative policies and reform initiatives about gifted education.
A Bioecological View of Culturally Sustaining Pedagogy
Author: Billen, Rhett
Date: 2022-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Science Education,Educational Theories,Self Concept,Homework,Story Telling,Multicultural Education

Culturally sustaining pedagogy (CSP) considers the impacts of schools on communities, explicitly calling upon schools to sustain the cultural modalities of communities of color (Paris, 2012). In this paper, we argue that one important influence schools should have on families is the awareness and knowledge that families' culture are sustained and viewed as official knowledge (Ladson-Billings, 1995) in the education system. We do so by including a perspective found in the disciplines of developmental science, family science, and education, Bronfenbrenner's bioecological theory. Specifically, we examine the principles of CSP from the Person-Process-Context-Time (PPCT) model within bioecological theory. Furthermore, we problematize the traditional practice of assigning homework and offer an implication for reimagining homework from a CSP lens.
Partnering in Principal Preparation Program Redesign to Develop a Context-Specific Theory of Action
Author: Leggett, Stacy
Date: 2022-00-00
Type: Journal Articles
Subjects: Administrator Education,Principals,Program Design,Educational Change,Partnerships in Education,School Districts,State Agencies,Universities,Educational Policy

Research findings have identified the importance of university/district partnerships in the preparation of principals along with points of dissatisfaction of traditional preparation programs outcomes. While change had and was occurring in some programs, impactful change in the quality of programs and program completers must involve all stakeholders including partnering districts and state agencies in the redesign of preparation programs. This paper examines the local and state context as foundational to the redesign process and the engagement of one university's use of Wallace Foundation funds to engage area school districts and the state Professional Standards Board in the re-envisioning of its principal preparation program.
Teaching on Air Lessons during COVID-19: Highlighting the Work of the KMOS Summer Classroom
Author: Danley, Angela
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Television,COVID-19,Pandemics,Elementary Education,Preservice Teachers,Lesson Plans,Summer Programs,Student Attitudes,Educational Innovation

This article provides an example of how a television station and a teacher education program located at the University of Central Missouri partnered to provide on-air lessons for kindergarten through fifth grade lessons to respond to the academic need due to the school shutdowns in spring 2020 because of COVID-19. The article highlights how three teacher candidates who were completing their student teaching semester were invited by the curriculum director of KMOS Summer Classroom to plan lessons to teach on-air. The curriculum director of KMOS Summer discusses the process of selecting the candidates and planning the lessons. The KMOS Summer Classroom perceptions of this project prepared them for their first year of teaching. Successes of KMOS Summer Classroom are highlighted along with next steps for implementation of KMOS Summer Classroom 2.0. This article aims to shares an experience other teacher preparation programs can consider when reaching their surrounding communities during a crisis or pandemic.
Plant Awareness Disparity among Students of Different Educational Levels in Spain
Author: Marcos-Walias, Javier
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Plants (Botany),Biodiversity,Wildlife,Physical Environment,Animals,Taxonomy,Place of Residence,Student Interests,Preferences,Positive Attitudes,Knowledge Level,Identification,Recognition (Psychology),Environmental Education,Science Instruction,Secondary School Students,College Students,Age Differences,Multiple Literacies,Instructional Effectiveness

Plant awareness disparity (PAD), formerly known as plant blindness, refers to the fact of overlooking or failing to perceive plants, perhaps due to poor 'species literacy'. Despite numerous efforts made by scientists and educators over the years, PAD is still present in students at all educational levels. An assessment was carried out on 259 students from primary school to university in the Spanish education system to evaluate their species literacy, especially regarding local flora and fauna, its possible improvement across educational levels, and to assess whether PAD was a reality among students. A biased perception towards animals was confirmed with strong statistical support. Animals were recognized and identified more than plants at all educational levels. Even if a positive correlation for animal-plant literacy was found, the values were weak. Although the curricula set out content and learning outcomes related to local environment and flora, their teaching has been proven to be unsatisfactory. The recently implemented curricula have the mission to reverse this trend, which can be done by improving students' interest in plants through specific educational programs and activities, as well as comprehensive training in the field of botany and the effective implementation of activities for current and future educators.
Analyzing Teachers&apos; Knowledge Based on Their Approach to the Information Provided by Technology
Author: Rocha, Helena
Date: 2023-00-00
Type: Journal Articles
Subjects: Knowledge Base for Teaching,Technological Literacy,Technology Uses in Education,Mathematics Instruction,Grade 10,High School Teachers,Foreign Countries,Graphing Calculators,Mathematics Teachers,Fidelity,High School Students

Teachers' knowledge plays a central role in technology integration. In this study we analyze situations, where there is some divergence between the mathematical results and the information offered by the graphing calculator (lack of mathematical fidelity), putting the focus in the teachers and in their approaches. The goal of this study is to analyze, in the light of knowledge for teaching mathematics with technology (KTMT) model, the teachers' professional knowledge, assuming the situations of lack of mathematical fidelity as having the potential to reveal some characteristics of their knowledge. Specifically, considering the teaching of functions at 10th grade (age 16), we intend to analyze: (1) What knowledge do the teachers have of technology and of its mathematical fidelity? (2) What can the teachers' options related to situations of lack of mathematical fidelity tell us about their knowledge in other KTMT domains? The study adopts a qualitative and interpretative approach based on the case studies of two teachers. Data were collected by interviews and class observation, being the analysis guided by the KTMT model. The main result points to the relevance of the mathematics and technology knowledge. However, there is evidence of some difficulties to integrate the information provided by the technology with the mathematics, and also of some interference of the teaching and learning and technology knowledge, and specifically of the knowledge related to the students. This suggests that the analysis of the teachers' actions in relation to situations of lack of mathematical fidelity, can be useful to characterize their KTMT.
Practitioners&apos; Use of Conceptions of Mathematical Knowledge to Enhance Early Mathematics: A Qualitative Research Approach
Author: Gqoli, Neliswa
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teacher Attitudes,Pedagogical Content Knowledge,Teaching Methods,Learning Processes,Rural Areas,Early Childhood Education,Preschool Teachers,Child Care Centers,Foreign Countries

Empirical evidence has shown that children's mathematics achievement in South African has been on the low trend. However, no study has explored the practitioners' application of conceptions of mathematical knowledge in enhancing learners' achievement in mathematics. The study examined how practitioners apply mathematical knowledge to enhance early learning of mathematics. In this study, a qualitative research methodology was employed. The study also looked into how teachers in rural early childhood development (ECD) centers use their ideas of mathematical knowledge to foster young children's early mathematics learning in these environments. The researchers' investigation into the mathematical expertise held by practitioners and how they apply it in ECD contexts was made possible by mathematical knowledge for teachers theoretical framework, which served as the study's foundation. In order to help interpret the facts, the study was also set within an interpretivist paradigm. Five practitioners were chosen using a purposive sampling technique from the five ECD centers used for the study. The data were gathered using semi-structured interview questions and observation schedules. The gathered data were examined using a thematic analysis, which resulted in the formation of themes and sub-themes. The study's findings showed that because the five ECD centers consistently used conventional methods to teach early mathematics to the children who attended the centers, the practitioners in those centers were deficient in their application of conceptions of mathematical knowledge to enhance early learning of mathematics. The need for equipping practitioners with the knowledge and abilities to teach mathematics (subject and pedagogy) in early childhood is strengthened by this study.
Preparing, Leading, and Reflecting on Whole-Class Discussions: How Prospective Mathematics Teachers Develop Their Knowledge during Lesson Study
Author: Martins, Micaela
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Pedagogical Content Knowledge,Knowledge Base for Teaching,Preservice Teachers,Teacher Education Programs,Lesson Plans,Teacher Collaboration,Classroom Environment,Theory Practice Relationship,Reflective Teaching,Teacher Educators,Teacher Role,Mathematics Teachers,Discussion (Teaching Technique),Student Attitudes,Foreign Countries

This research aims to understand how prospective teachers develop their knowledge about whole-class discussions during a lesson study. Following a qualitative approach, we focus on the work of three prospective mathematics teachers preparing, leading, and reflecting on wholeclass discussions. Data was collected through participant observation with field notes, audio recordings, and document collection. The results show that a detailed analysis of a lesson plan, previously prepared autonomously by a prospective teacher based on a guide, promotes a focused discussion and a collaborative environment. Additionally, being involved in each other's formative process, through lesson study micro-cycles, created opportunities for prospective teachers to analyze and discuss different classroom situations, which promoted the development of their knowledge. Finally, classroom experiences seemed to be fundamental for the development of prospective teachers' knowledge. They were able to put into practice the work carried out during the lesson study, which allowed them to link theory and practice, and reflect on their own practice. This research also underlines the importance of the teacher educator's role in creating fruitful opportunities for the development of prospective teachers' knowledge.
Factors Contributing to Teachers&apos; Conceptual Difficulties in Teaching High School Organic Chemistry
Author: Adu-Gyamfi, Kenneth
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Secondary School Science,High School Teachers,High School Students,Organic Chemistry,Scientific Concepts,Concept Formation,Teacher Education,Teacher Collaboration,Teacher Competencies

Some research works have showed that Ghanaian teachers, teaching chemistry in the senior high school, have conceptual difficulties in organic chemistry. This research explored the factors contributing to teacher's conceptual difficulties on teaching organic chemistry to high school students. Through explanatory sequential mixed methods design quantitative data were collected using questionnaire and qualitative data, using semi-structured interviews. The questionnaire was responded to by 71 teachers teaching chemistry in 31 schools, and six teachers, purposively selected, interacted with researchers through interviews to triangulate any quantitative findings. From the quantitative data, four factors, tertiary exposure, professional collaboration, professional competence, and pre-tertiary exposure emerged. These factors were then used as themes to guide the analysis and presentation of results from the qualitative data. To inform further research, it is recommended that chemistry educators and researchers should examine the four factors that predict most of the teacher conceptual difficulties on organic chemistry.
Investigating the Status of Highly Able Students through the Lens of the Lebanese National Policy and the Mathematics and Science Centralized Curricula and Textbooks
Author: Antoun, Maya
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Curriculum,Science Curriculum,Educational Policy,Teacher Attitudes,Teacher Role,Educational Needs,Academically Gifted,Elementary Education,Grade 5,Elementary School Teachers,Public Schools,Private Schools,Textbooks,Textbook Content

Very few Lebanese students have been able to perform at the highest level in mathematics and science in TIMSS, leading to the belief that current curricula and/or pedagogies are not supporting our highly able students to realize their potentials. In this research, we investigate how the national Policy documents and the mathematics and science centralized curricula, and textbooks address the needs of highly able students. Teachers' perceptions and role in providing for the educational needs of highly able is also examined. Through qualitative methods, the following data sources were used to address the research aim: policy document analysis, curriculum analysis, and teacher interviews. Findings indicated no specific policy for highly able students in Lebanon and little evidence of curricular provisions and attention to the needs of highly able learners in the mathematics and science national curricula and textbooks. The resultant data also provided important insights into the limited knowledge of teachers in the area of supporting highly able learners. The findings of the current study will inform the efforts of the policy makers and the Ministry of Education faced with the challenge of effectively educating their most able students.
Solving Word Problems Involving Triangles by Transitional Engineering Students: Learning Outcomes and Implications
Author: Guo, William
Date: 2023-00-00
Type: Journal Articles
Subjects: Word Problems (Mathematics),Geometric Concepts,Problem Solving,Mathematics Instruction,Transitional Programs,Engineering Education,Two Year College Students,Nontraditional Students,Technical Education,Foreign Countries,Adult Education,Professional Continuing Education,Trigonometry,Teaching Methods,Instructional Effectiveness,Learner Engagement,Student Motivation,Outcomes of Education,Rural Population

Transitional engineering students are those who are academically ineligible to enter a bachelor's engineering program but are enrolled in an associate engineering program with a university. Successful completion of such an associate engineering program allows the higher achievers to transfer to a full bachelor's engineering program. The associate engineering program is taken commonly by self-employed tradesmen, technical workers, and young apprentices in regional, rural, and remote (RRR) areas. The foundation engineering mathematics course in the associate engineering program, particularly knowledge and skills in solving word problems involving triangles, plays a key role for the smooth transition of these students to the engineering disciplinary courses. However, there is little we have known about the performances of the transitional engineering students in solving problems involving triangles as the associate engineering programs are not among the mainstream of undergraduate programs. This study analyzed the 27 transitional engineering students' performances in solving word problems involving triangles assigned to the students in the foundation mathematics course at a regional Australian university and found that the RRR transitional engineering students demonstrated a higher level of study ethics and achievement in solving word problems involving triangles, compared with the RRR student mathematics teachers. This seems mainly due to the professional experiences in delivering real-world projects prior to the start of their mathematics learning. Further research should be expanded to more areas of mathematics to gauge the overall performances of the transitional engineering students in mathematics learning and progression.
Rasch Analysis and Validity of the Construct Understanding of the Nature of Models in Spanish-Speaking Students
Author: Oliva, Jose M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Spanish Speaking,High School Students,College Students,Item Response Theory,Questionnaires,Test Validity,Foreign Countries,Cutting Scores,Spanish,Models,Knowledge Level

A questionnaire was recently developed for the use with the Spanish-speaking, and evidence have been provided about the construct internal validity by means of structural equation modelling. In this paper, two research questions were considered: (i) What new evidence does application of the Rasch model provide regarding the validity of this construct?; (ii) What cutoffs should be applied to the constructed scales in order to differentiate between acceptable and insufficient levels of the construct being measured? Participants were 1,272 Spanish at both high-school and college level. The instrument is a pencil and paper questionnaire written in Spanish, comprising 20 items (5-point Likert-type scale) distributed evenly across four scales: beyond exact replicas, purpose of models, multiple models, and changing models. Students' responses were coded on an ordinal scale from zero to four. We then conducted a Rasch analysis using both a multidimensional approach and a consecutive unidimensional approach for each dimension. Data provided new evidence regarding the internal validity of the four scales of the questionnaire. The Rasch analysis also allowed us to establish cutoffs for the constructed scales. The evidence provided by this, and the previous study suggest that the questionnaire may be useful as a diagnostic tool when applied to groups or populations of students. In addition, the identified cutoffs could, hypothetically, serve to differentiate between students with an adequate versus an insufficient understanding of the nature of models. [Note: The page range (344-359) shown on the PDF is incorrect. The correct page range for this article is 344-361.]
Learner Characteristics and Learners&apos; Inclination towards Particular Learning Environments
Author: Chaw, Lee Yen
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,Educational Environment,College Students,In Person Learning,Blended Learning,Electronic Learning,Readiness,Cognitive Style

In addition to a face-to-face classroom learning environment, today's learners in higher education are likely to have also experienced a blended learning or an online learning environment. These learning environments not only differ in their delivery modes, but also learning activities, class interactions, assessment approaches, etc. Learners tend to have differing perceptions about the effectiveness of different learning environments. This study therefore investigates whether the reasons learners like or dislike a learning environment reveal learner characteristics that may explain why some learners are more inclined towards a particular learning environment. This study also examines whether learner demographics influence learner characteristics and their preference for a particular learning environment. Using an exploratory sequential mixed methods research design, this study first conducted several focus group discussions and then administered an online questionnaire survey to collect input from students at a local university. Analyses derived four learner characteristics (i.e. desire for direct support, digital readiness, learning independence, and online hesitancy) based on the reasons why the students liked or disliked face-to-face classroom learning, blended learning, or online learning environments. A cluster analysis further distinguished the students into three groups (i.e. classroom learners, insecure learners, and online learners) based on the four learner characteristics. Analyses also found that learners' demographics largely had no effect on learners' characteristics and their preference for a particular learning environment. The findings suggest that learner characteristics may provide a clue to why certain learners have a preference for a face-to-face classroom learning, a blended learning, or an online learning environment. A better understanding of the relationship between learner characteristics and learners' inclination towards a particular learning environment can be helpful to educational institutions and academics to design a range of engaging learning activities for learners with different characteristics.