ethanporcaro/eric-fulltext-meta huggingface dataset:
Finding Clarity in Teaching: One Teacher's Struggle
Author: Roberson, Sam
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Experience,Student Behavior,Scoring Rubrics,Learning,Instruction,Educational Practices,Achievement Gains,Instructional Effectiveness,Student Development

Teaching and learning are interdependent terms, and the work of the teacher is to ensure that students learn. Teachers need to be clear on what they mean by &quot;learning.&quot; Learning is often judged by what students accumulate in content or is based on a student's mastery of content as revealed by grades. However, for the author, there is more to learning-specifically, the behaviors of the learner. The author proposes a &quot;Rubric for Learning Behavior&quot; to augment the concept of &quot;learning&quot; with a concept of the engagement of the &quot;learner.&quot; In doing so, the author clarified his own struggle to make sense of the relationship between teaching and learning.
Ground, Warmth, and Light: Facilitating Conditions for Reflection and Transformative Dialogue
Author: Mälkki, Kaisu
Date: 2016-00-00
Type: Journal Articles
Subjects: Transformative Learning,Dialogs (Language),Reflection,Learning Processes,Teaching Methods,Social Environment,Educational Environment,Teacher Student Relationship,Ethics,Peer Relationship,Epistemology

In this paper we look into the conditions in which dialogue could be utilized to facilitate transformative learning and reflection. We explore the notion of a safe and accepting learning environment from the relational and phenomenological viewpoint, and analyze what it actually means and how it may be developed. We understand facilitating conditions as an inseparable aspect of the learning process similarly to the way a greenhouse supplies right conditions to facilitate the growth of the plant. Similarly as the ground, warmth and light play their essential roles in the growing of the plant, in our paper we offer conceptual tools to understand the dynamics of safe and accepting learning environment in facilitating the processes of reflection and transformative learning.
Changing Society, Changing Humanity: Freirian Goals of Education
Author: Madero, Cristobal
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Theories,Role of Education,Social Change,Individual Development,Humanism,Misconceptions,Social Structure,Consciousness Raising,Social Attitudes,Attitude Change,Barriers,Power Structure,Neoliberalism

In this paper, the author demonstrates how education is presented by Freire as the key both for changing society and leading people toward true humanity. The author's interest is not to further develop the method that Freire elaborated in the sixties and seventies, but, rather, to show the degree to which his theory is coherent with his vision of what it means to become truly human through social change. Specifically, this article explores whether or not education is the key element to build true humanity through social change. The author first explains how dialogue is a necessary starting point to understand the connection between education and change in the two aforementioned levels. The author presents how Freire considers the way myths in unequal societies play a damaging role due to their crystallization of unfair social structures. Consciousness and conscientization are the key tools to overcome these myths. This awareness at the same time is the essential component of an education for liberation. Finally, the author presents some obstacles to this new kind of liberation.
Models of Success, Teacher Quality and Student Disciplinary Infraction: A Critical Analysis of Chicago's Urban Preparatory Academies and Harlem Children's Zone
Author: Williams, John A., III
Date: 2016-00-00
Type: Journal Articles
Subjects: Discipline,Elementary Secondary Education,Racial Differences,African American Students,Disproportionate Representation,Suspension,At Risk Students,White Students,Expulsion,Juvenile Justice,Charter Schools,Urban Schools,High Achievement,Institutional Characteristics,Critical Theory,Race,Teacher Competencies,Correlation,Teacher Student Ratio

School discipline disparities in U.S. education is accompanied by a litany of literature that focuses on African Americans in low-performing urban schools (Civil Right Project, 2000; Losen, 2011; Mendez &amp; Knoff, 2003; Skiba, Michael, Nardo &amp; Peterson, 2002; Wilson, 2014). Public K-12 institutions in the U.S. report that African Americans are suspended at three-times the rate of White students (23% for African Americans as compared to 7% for Whites). Furthermore, the most recent Civil Rights Discipline Collection report (Office of Civil Rights, 2014) indicates that students who receive one suspension have a much greater chance of being suspended multiple times, ultimately leading to expulsion and or involvement in the juvenile justice system (Allen &amp; White-Smith, 2014; Gregory, 1995; Office of Civil Rights, 2014; Pane &amp; Rocco, 2014). A significant amount of research focuses on public education institutions' dismal outcomes in this area (Skiba et al., 2002; Office of Civil Rights, 2014; Wilson, 2014), without examining charter schools to determine if discipline disparities are endemic in them as well. This study examined two urban, high achieving charter schools. Urban Preparatory Academies in Chicago and Harlem Children's Zone in New York. The school characteristics are assessed through critical race theory to better understand the relationship between teacher quality and student discipline. The findings of the study indicate that while both schools had similar student demographics, lower rates of discipline infractions were reported in the individual campuses that employed a higher number of qualified teachers. These findings have implications for teacher preparation and urban education.
Facilitating Group Analysis of Two Case Studies Utilising Peer Tutoring: Comparison of Tasks and Outcomes
Author: Fong, Lin Siew
Date: 2016-00-00
Type: Journal Articles
Subjects: Peer Teaching,Tutoring,Case Studies,Video Technology,Interviews,Journal Writing,Foreign Countries,English (Second Language),Second Language Instruction,Observation,Teaching Methods,Self Esteem,Critical Thinking

Peer-tutoring sessions of two groups of advanced diploma in financial accounting students with mixed proficiency were analysed thoroughly in this study. Numerous studies in peer tutoring have produced favourable results to both tutors and tutees due to the scaffolding process which promotes effective learning. However, there is a lack of studies conducted using case study as a group task in peer tutoring. Therefore, in this study, the analysis of this type of task in the course of peer tutoring is given much prominence. Video recordings of the peer-tutoring sessions were made and informants were interviewed and wrote journals in order to obtain data to be analysed. The researcher's observation notes were useful in increasing understanding of the group process. The findings revealed that there were similarities and differences pertaining to the teaching and learning experiences encountered by both tutors and tutees when analysing the two case studies. Therefore, appropriate case studies which match students' abilities are recommended to be used in peer tutoring. Furthermore, regular guidance provided by instructors for tutors is crucial in developing their confidence in playing their role.
Evolving an Accelerated School Model through Student Perceptions and Student Outcome Data
Author: Braun, Donna L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Acceleration (Education),Public Schools,Educational Change,Middle Schools,At Risk Students,Grade Repetition,Social Promotion,Mixed Methods Research,Student Attitudes,Outcomes of Education,Dropout Prevention,Nontraditional Education,High School Students,Teacher Characteristics,Educational Practices,Sense of Community,Self Efficacy,Educational Environment,Cultural Differences

A mixed methods convergent evaluation informed the redesign of an innovative public school that uses an accelerated model to serve grades 7-9 students who have been retained in grade level and are at risk for dropping out of school. After over 25 years in operation, a shift of practices/policies away from grade retention and toward social promotion required the school to adapt their model to best served students with high risk factors for dropping out of school who have been socially promoted, rather than retained in grade level. This study provided the qualitative (perspectives of former students (N = 8) and quantitative (demographic and outcome variables for students (N = 164) who completed the program between 2007-2009) data to ground the evolution of the school model. Five critical aspects of the school model emerged from the former students: teacher as warm demander, diverse and creative practices, being one community, student self-efficacy, and upholding diversity and equity. Quantitative analyses revealed the key finding that the number of times a student accelerated to the next grade in their courses was a positive predictor of all the high school outcomes studied. Data mixed during interpretation generated recommendations to continue strong practices and strengthen the following: have students set, monitor, and share progress; increase clear and high expectations; engage the adult community in setting, tracking and assessing goals; and increase culturally competent practices. These findings can also be used by schools serving students who may be at risk for dropping out of school.
Why Educational Standards Are Not Truly Objective
Author: Metzgar, Matthew
Date: 2015-00-00
Type: Journal Articles
Subjects: Academic Standards,Educational Assessment,Bias,Common Core State Standards,Norm Referenced Tests,Expectation,Academic Ability,Individual Differences

Educational standards have become a popular choice for setting clear educational targets for students. The language of standards is that they are &quot;objective&quot; as opposed to typical tests which may suffer from bias. This article seeks to further analyze the claims that standards are objective and fair to all. The author focuses on six issues which illustrate the problematic nature of educational standards. Examples from the Common Core standards are chosen to show the range of problems associated with standards-based systems. Given these arguments, it is questionable as to whether educational standards represent a better alternative to norm-referenced tests.
A Call for Conducting Multivariate Mixed Analyses
Author: Onwuegbuzie, Anthony J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Multivariate Analysis,Mixed Methods Research,Measurement Techniques,Qualitative Research,Statistical Analysis,Graduate Students,Mathematics Anxiety,Coping,Statistics,Courses,Research Methodology,Doctoral Programs,Correlation,Likert Scales

Several authors have written methodological works that provide an introductory- and/or intermediate-level guide to conducting mixed analyses. Although these works have been useful for beginning and emergent mixed researchers, with very few exceptions, works are lacking that describe and illustrate advanced-level mixed analysis approaches. Thus, the purpose of this article is to introduce the concept of &quot;multivariate mixed analyses,&quot; which represents a complex form of advanced mixed analyses. These analyses characterize a class of mixed analyses wherein at least one of the quantitative analyses and at least one of the qualitative analyses &quot;both&quot; involve the simultaneous analysis of multiple variables. The notion of multivariate mixed analyses previously has not been discussed in the literature, illustrating the significance and innovation of the article.
Mind Mapping on Development of Human Resource of Education
Author: Fauzi, Anis
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Human Resources,Cognitive Mapping,Education,Educational Development,Labor Force Development,Teacher Student Relationship,Teacher Administrator Relationship,Conflict,Cooperation

Human resources in the field of education consists of students, teachers, administrative staff, university students, lecturers, structural employees, educational bureaucrats, stakeholders, parents, the society around the school, and the society around the campus. The existence of human resources need to be cultivated and developed towards the better of the situation that exists today. Which elements of human resources in education are preferred to be fostered and developed further depends on the designer's idea of development in the field of education. The development of human resources on education should include all elements. Elements of the students and the university students need to be developed simultaneously, the element of administrative staff and employees need to be developed optimally, elements of teachers and lecturers need to be developed professionally, elements of the stakeholders, the community around schools and colleges need to be developed further to be more productive, more innovative, and more creative. Of course by emphasizing on performance, motivation, reward, and certain punishment.
Exploring the Relationship between School Growth Mindset and Organizational Learning Variables: Implications for Multicultural Education
Author: Hanson, Janet
Date: 2016-00-00
Type: Journal Articles
Subjects: Multicultural Education,Beliefs,Administrative Organization,Organizational Climate,Organizational Culture,Organizational Development,Predictor Variables,Hypothesis Testing,Secondary School Teachers,Administrator Attitudes,Teacher Attitudes,Likert Scales,Locus of Control,Administrator Characteristics,Teacher Characteristics,School Culture,Questionnaires,Correlation,Educational Improvement,Educational Change,Statistical Analysis,Multiple Regression Analysis

According to school growth mindset theory a school's organizational structure influences teachers' beliefs in their collective ability to help all students grow and learn; including those from diverse cultural, religious, identity, and socioeconomic demographics. The implicit theory of growth mindset has been quantified for a school's culture on the What's My School Mindset scale. This exploratory study was an initial effort to examine the content validity of the school growth mindset construct using SPSS to perform correlation analysis with multicultural relevant, organizational learning variables from the literature that were shown to explain improved school outcomes. Regression analysis tested the hypothesis that the independent variables would explain variations in a school's growth mindset mean. Data was collected from a random stratified sample of middle and high school teachers (n = 64) and administrators (n = 5) in a large northwestern state. Responses were collected on the 19-question Likert-style WMSM survey. The overarching research question was, Is there a relationship between principal openness to change, faculty openness to change, work locus of control, and a school growth mindset? The results revealed organizational learning variables significantly correlated with a growth mindset culture and explained significant variations in the WMSM mean. The results have positive implications for providing school administrators with a way to measure their school's culture and to provide feedback to teachers that can challenge their beliefs and inform improvements in culturally responsive teaching practices.
Early School Withdrawals and Underperformance as Indicators of Poor Attention to Learner's Welfare: Botswana in 50 Years of Self-Rule
Author: Marumo, Boipuso B.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Educational Finance,Educational Policy,Equal Education,Access to Education,Academic Persistence,Elementary Secondary Education,Cultural Influences,Underachievement,Dropouts,Enrollment Trends,Social Influences,Educational Change,Case Studies,Qualitative Research

September 30th 2016 was Botswana's 50th birthday. Botswana, a deeply impoverished country in 1966 was on that day an upper-middle income country in the world rankings. Its education expenditure was one of the highest in the world, at around 9% of the GDP. It was on record to have provided more than 90% of universal and free primary education. Guided by the 1977 and 1994 education policies, the country committed itself to the universal declaration that education is a fundamental human right. It adopted a priority of reducing the growing percentages of non-enrolled school age children, let alone working around the clock to increase access to basic education schooling. Despite these good policies and sound financial resources, it has not escaped global challenges of unequal access which has denied some learners the opportunity to complete their education programmes. It also faced huge challenges of low school retention rates, particularly in the basic education programme, that is primary and secondary school systems. This article considers these challenges as critical indicators of lack of attention to learner's welfare in public schools. It argues that in the 50 years of self-rule, the basic education program remained trapped in a culture of moral indifference and silent exclusion. The article argues that post 50th birthday, Botswana needs to begin a new chapter, developing an education system that cares about learner's education welfare more than ever before.
Genre Analysis and Writing Skill: Improving Iranian EFL Learners Writing Performance through the Tenets of Genre Analysis
Author: Kalali, Nazanin Naderi
Date: 2015-12-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Second Language Learning,English (Second Language),Writing Instruction,Writing Skills,Writing Improvement,Language Tests,Writing Tests,Pretests Posttests,Experimental Groups,Control Groups,Comparative Analysis,Teaching Methods,Writing Evaluation,Scoring,Statistical Significance,Gender Differences,Hypothesis Testing

The main thrust of this study was to determine whether a genre-based instruction improve the writing proficiency of Iranian EFL learners. To this end, 30 homogenous Iranian BA learners studying English at Islamic Azad University, Bandar Abbas Branch were selected as the participants of the study through a version of TOEFL test as the proficiency test. The selected participants were 15 females and 15 males who were randomly divided into two groups of experimental and control. The both experimental and control groups were asked to write on a topic determined by the researcher which were considered as the pre-test. The writing of the students were scored using holistic scoring procedure. The subjects received sixteen hours instruction--the experimental group using a genre-based pedagogy and the control group through the traditional methodology which was followed by a post-test--the subjects were, this time, asked to write on the same topic which they were asked to write before instruction. Their post-writings were also scored through the holistic scoring procedures. In analyzing the data, t-test statistic was utilized for comparing the performances of the two groups. It was found that there is statistically significant difference between the writing ability of the participants who go under a genre-based instruction and who don't. The study, however, didn't find any significant role for gender.
A Qualitative Evaluation of Instructors' Exam Questions at a Primary Education Department in Terms of Certain Variables
Author: Demir, Mehmet Kaan
Date: 2012-00-00
Type: Journal Articles
Subjects: Qualitative Research,Test Items,Critical Thinking,Content Analysis,Elementary Education,Preservice Teacher Education,Preservice Teachers,Difficulty Level,Taxonomy,Test Content,Foreign Countries

The purpose of this qualitative research study is to analyze instructors' exam questions at a Primary Education Department in terms of the exam's period, the comprehensibility of the instructions, cognitive level, and the appropriateness to the critical thinking. This qualitative study is based on document analysis method. 100 randomly selected exam papers and 1665 questions asked in these exams are analyzed by three experts in the field. The results conclude that the exam questions are generally at knowledge level in terms of cognitive domain and they are not appropriate to critical thinking.
Combining Tier 2 and Tier 3 Supports for Students with Disabilities in General Education Settings
Author: MacLeod, K. Sandra
Date: 2016-00-00
Type: Journal Articles
Subjects: Disabilities,Intervention,Behavior Problems,Regular and Special Education Relationship,Program Effectiveness,Student Needs,Functional Behavioral Assessment,Observation,Elementary School Students,Urban Schools,Interviews

Secondary level or Tier 2 interventions such as the Check-in Check-out (CICO) intervention effectively reduce problem behaviors of students who are non-responsive to school-wide interventions. However, some students will not be successful with Tier 2 interventions. This study investigated the effects of adding individualized function-based support for four students with disabilities who were not successful in general education settings while receiving only a secondary level intervention. Results indicated that the combination of secondary and individualized function-based interventions effectively decreased problem behavior for all participants. Teachers and students rated the interventions as acceptable and effective. Research and practice implications are discussed.
Investigating the Relationship between School Level and a School Growth Mindset
Author: Hanson, Janet
Date: 2016-00-00
Type: Journal Articles
Subjects: School Culture,Elementary Secondary Education,Administrator Surveys,Teacher Surveys,Educational Change,Educational Improvement,Beliefs,Organizational Change,Organizational Climate,Organizational Culture,Likert Scales,Cooperative Learning,Participative Decision Making,Interpersonal Communication,Organizational Development,Statistical Analysis

This study explored the relationship between school level and the psychosocial construct of a growth mindset school culture. Data was collected on the What's My School Mindset (WMSM) Survey from a stratified random sample of PK-12 faculty and administrators (n = 347) in 30 schools across a large northwestern state. The overarching research question was, &quot;Is there a relationship between school level and a school's growth mindset?&quot; Results revealed a significant decrease in the WMSM mean between elementary school level and high school level participant self-reports. Therefore, the results of this study could be used to create opportunities for faculty dialogue and reflection to change perspectives, inform future practice, provide realistic ways to implement change by using research-based evidence to challenge assumptions, and give sound reasons for new practices.
A Model-Based Method for Content Validation of Automatically Generated Test Items
Author: Zhang, Xinxin
Date: 2016-00-00
Type: Journal Articles
Subjects: Test Items,Automation,Content Validity,Test Validity,Test Content,Multiple Choice Tests,Graphs,Theories,Medical Education

The purpose of this study is to describe a methodology to recover the item model used to generate multiple-choice test items with a novel graph theory approach. Beginning with the generated test items and working backward to recover the original item model provides a model-based method for validating the content used to automatically generate test items. The methodology is demonstrated using items from a content area in medicine.