ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessment for Learning While Learning to Assess: Assessment in Initial Teacher Education through the Eyes of Pre-Service Teachers and Teacher Educators
Author: Brunker, Nicole
Date: 2019-09-00
Type: Journal Articles
Subjects: Assessment Literacy,Teacher Educators,Preservice Teachers,Student Attitudes,Teacher Attitudes,Teacher Education Programs,Stress Variables,Graduate Study,Student Evaluation,Formative Evaluation,Accountability,Foreign Countries

Competing demands on assessment pose an ongoing challenge for Higher Education. In Initial Teacher Education (ITE) these demands are problematised further in meeting the roles of assessment for measurement, accountability, learning and curriculum. ITE holds a dual role of teaching through content and practice, whereby Pre-Service Teachers (PST) are assessed for learning while learning to assess, thus positioning assessment as curriculum. This exploratory study sought insight into PST and Teacher Educator's (TE) perceptions of assessment within a postgraduate ITE program. TEs and PSTs alike recognised and valued the assessment processes in focusing attention on learning while developing understanding of assessment for their own practice. They also highlighted PST stress related to the imposition of assessment processes for measurement which, for some, derailed the goals of learning focused assessment and understanding of assessment for practice. The project offers understanding to the potential and restraints for learning focussed assessment in ITE.
Trends That Are Shaping Education in Bangladesh
Author: Tunali, Sevinç
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Trends,Futures (of Society),Elementary Secondary Education,Poverty,Knowledge Economy,Children,Developing Nations,Educational Policy,Policy Formation,Private Schools,Public Schools,Child Health,Birth Rate,Urbanization,Teacher Shortage

Bangladesh has a highly complicated education system with a wide variety of institutions in both primary and secondary levels. The total number of students in primary and secondary level is higher than 25 million. This huge system need to forecast the future for the sake of all stakeholders' students, parents, teachers alike. This study aims to inquire as to trends that are shaping the future of education in Bangladesh. For this aim trends analysis was used. Trend analysis is a technique to scan drivers of change and supports as a baseline to create new ideas or policymaking for the future. This s a qualitative study therefore, natural observations (N=3) and interviews (N=16) are major tools for data gathering. As a result, this study provides information for major trends that shaping the future of primary and secondary schools in Bangladesh. According to the results of the study, there are two main trends. These are (1) Poverty and (2) Knowledge-intensive economy. Poverty theme has three subthemes: (1.1) Population, (1.2) urban poverty and (1.3) child poverty, respectively. Lastly, skills for the future of work is a subtheme of Knowledge-intensive economy.
Analysis of Graduate Satisfaction and Experience with Higher Education Services in a Ghanaian University
Author: Alhassan, Ibrahim
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,College Graduates,Student Satisfaction,Student Experience,Extracurricular Activities,School Health Services,School Security,College Athletics,Facilities,College Administration,Educational Quality,Academic Education

The paper examines the satisfaction and experiences of graduates of the University for Development Studies (UDS) with a range of academic and co-curricular services provided to them at the time they were being trained. The data for the study were collected using a self-designed structured questionnaire administered to 1000 graduands who graduated during the 18th Congregation of the University. With the retrieval of a usable 601 questionnaires, representing about 60% response rate, the data were analyzed using Statistical Package for Social Sciences (SPSS) version 25.0 for windows. The results of the study indicate that the graduates were very satisfied with the general conduct of operations in the University and most of them were willing to further their education in the University. They were however, quite dissatisfied with the existing health services and facilities, sporting facilities and the general security situation on the various Campuses of the University. Recommendations and implications for Management of the University have been discussed. The paper contributes to knowledge in the area of quality assurance of higher education services.
The Level of Organizational Commitment among School Teachers in the Arab Israeli Schools from Their Point of View
Author: Shamma, Fathi
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Arabs,Institutional Characteristics,Organizational Climate,Teacher Morale,Employee Attitudes,Elementary School Teachers,Junior High School Teachers,High School Teachers

The current study aimed to reveal the Level of the organizational commitment among the teachers in the Arab Israeli schools. The study sample consisted of (230) male and female teachers, to achieve the objectives of the study, the researcher used the analytical, descriptive approach where he prepared a questionnaire as a tool for data collection from the members of the study sample. After conducting the appropriate statistical methods, the researcher in this study concluded the following results: there is a very great degree in the level of the organizational commitment among the teachers in the Arab Israeli schools, The results also indicate that the teachers who belong to their schools are very committed, According to the results, the study recommended the need to maintain and strengthen this degree through continuing and preserving this status and conducting studies on the organizational commitment and its relationship to other demographic variables, such as the educational level, the educational stage, and the type of school.
Muggle Magic: Learning through Play in Harry Potter&apos;s World. Voices from the Field
Author: Wilson, Leigh Anne
Date: 2019-00-00
Type: Journal Articles
Subjects: Story Telling,Play,Fiction,Learner Engagement,Learning Experience,After School Programs,Informal Education,Class Activities,Science Education

Anthropologists have found evidence of storytelling throughout history, from orators in hunter gatherer tribes to modern writers and actors. To actualize a story--that is, to live it out in any way--plays on two of humanity's greatest desires: learning and having fun. People are biologically wired for survival, which implies that we are biologically wired to learn: We need to gather and process information in ways that increase the odds of our survival and success. When we have fun, the neurotransmitters serotonin and dopamine kick into high gear. If they are present while we are learning, then the learning experience is surrounded by positive emotions that increase the odds of intrinsic motivation and retention. Teaching that uses play and fun therefore is a surefire way to pass along information and skills in ways that invite learners to participate. Actualizing a story through play is a strategy that serves out-of-school time (OST) programs particularly well, as informal educators are not held to the same standards and structures as schools. In keeping with these precepts, coauthor Leigh Anne Wilson, a youth services librarian at Carol Stream Public Library in Carol Stream, Illinois, discusses how she recreated and implemented a Potions class from Hogwarts School of Witchcraft and Wizardry, the magical academy Harry Potter and his friends attend.
Raising Real Leaders Using Virtual Worlds: Blending Minecraft, Leadership, and Creativity
Author: Javorsky, Kristin H.
Date: 2019-00-00
Type: Journal Articles
Subjects: After School Programs,Elementary School Students,Rural Areas,Educational Technology,Technology Uses in Education,Youth Programs,Citizenship Education,Leadership Training,Grade 1,Grade 2,Grade 3,Grade 4,Clubs,Creativity,Computer Simulation,Student Behavior

This article describes how a federally funded afterschool program serving an elementary-age population in a rural southern community used the creative affordances of Minecraft and a creative youth development (CYD) framework to support the local school district's character education program, The Leader in Me (LiM). On receipt of a 21st Century Community Learning Centers (21st CCLC) grant in 2017, the program began serving students in grades 1 through 4 four days a week, with priority given to students performing at or below the 25th percentile on the state's standardized literacy assessment. In addition to using Minecraft for creative design work, students created art using various media, read high-quality diverse literature about leaders and leadership, kept daily writing journals, participated in conversations with community leaders, toured local public buildings, and prepared leadership presentations for family engagement events.
Stone Soup: Creating an Arts-Based Afterschool Program in Rural Maine. Voices from the Field
Author: Zapolsky, Valerie
Date: 2019-00-00
Type: Journal Articles
Subjects: After School Programs,Art Activities,Rural Areas,Creativity,Preadolescents,Adolescents,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Youth Programs

Rangeley Friends of the Arts (RFA) is a nonprofit arts organization in Rangeley, a town of 1,200 souls in the rural western mountains of Maine. Working with existing facilities and a largely volunteer workforce, the article explains how this group established Creative After School Arts, or CASA--a program that provides a safe home away from home and enriching programming to local students five days a week. CASA focuses on preteens and teens in grades 5-12. These young people are too old for day care; most participants are too young for work, but old enough for responsibility. Most are latchkey kids, entering adolescence with all its potential dangers but with little supervision. The after school program creates space for a bright creative community through the long, dark Maine winter, and exposes children to the arts, broadens their horizons and gives them opportunities to shine. The example provided by Rangeley Friends of the Arts shows that communities can build arts programming for youth with few resources, as long as they have the will to accomplish this goal.
Performance Management in Kenyan Public Schools: Implications and Challenges
Author: Jonyo, Dorothy Owuor
Date: 2017-09-00
Type: Journal Articles
Subjects: Public Schools,Foreign Countries,Performance Contracts,Productivity,Management Systems,Teacher Evaluation,Program Effectiveness,Elementary Secondary Education,Public Agencies

This paper reports findings of a recent conceptual literature review of teacher performance management systems as implemented by the Teacher Service Commission in Kenya. It was undertaken by reviewing several TSC circulars, documents used in teacher management, HR literature and the TSC Act. It reflects the perspectives of the authors and TSC management in relation to HRM good practices and theories. Its main purpose was to apprise processes from earlier procedures, to ascertain current levels of use and satisfaction, and to determine whether performance management has become a more effective strategic tool in the human resource management repertoire. The conclusions suggest, that the use of, and satisfaction with performance management systems remain challenging, although there are some indications that the increasing integration of the current perspectives of HRM appears to encourage more strategic links between individual, group, and organizational outcomes to improve TSC teacher management systems.
The Impact of Bridging Whole-Student Understanding between Elementary Students and Pre-Service Teachers
Author: Ingraham, Nissa
Date: 2017-09-00
Type: Journal Articles
Subjects: Elementary School Students,Preservice Teachers,Reading Difficulties,Urban Schools,Student Diversity,Low Achievement,Program Effectiveness,Rural Schools,After School Programs,Teacher Education,Curriculum Development,Performance Based Assessment,Socioeconomic Status,Potential Dropouts,Literacy,Children

This qualitative study reviewed the preparedness of pre-service teachers to meet the needs of struggling readers in an urban Florida school. The research was guided by the overarching question: What is the impact of targeted diversity training on rural university pre-service teachers when creating performance-based tasks (PBTs) for urban-core elementary low-performing students? The research reviewed the impacts of specific diversity training of pre-service teachers on quality construction of a PBT intended to meet the needs of diverse, urban-core, and academically struggling elementary students. Data triangulation was employed by reviewing researcher field notes during the targeted-diversity training sessions, a student pre- and post-treatment survey, and archived communication with the program's philanthropic liaison. Data were analyzed using open coding to allow themes to emerge. Key findings indicated common impacts through the lenses of logistics, collaboration, and reality. Implications speak to pre-service teachers, educational partnering, and future teacher employment.
The Impact of Professional Experience on Teaching Conceptions in University -- Case Studies from Tunisia
Author: Hsouna, Hejer Ben Jomaa Ben
Date: 2017-09-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Universities,Professional Continuing Education,Faculty Development,Experienced Teachers,Didacticism,Teacher Student Relationship,Teaching (Occupation),Teacher Attitudes,Educational Practices

Higher education is a contract between professor and student; which specifies what each pole can expect from the other (Johnson, 1995). The strategies, techniques and devices used by teachers to achieve their personal, scientific and technical purposes during their lessons are the subject of various researches in didactics. This research is in line with the scientific orientation of clinical didactics, which is characterized by a double theoretical and epistemological affiliation: didactics and clinical psychoanalytic inspiration. We are interested in the singularity of the subject teachers &quot;taken in didactics.&quot; In Tunisia, most higher education teachers do not have professional and continuous education in pedagogy and didactics, and no follow-up in their careers. As if the question did not arise and the ability to accompany students, to develop their critical thinking skills and to promote their learning was self-evident. The aim of this work is to insist on the importance of continuing education and professional development of experienced university teachers.
A Cutting Edge Method in Chinese Piano Education: The Xindi Applied Piano Pedagogy
Author: Guo, Wei
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Music Education,Musical Instruments,Holistic Approach,Music Teachers,Graduate Students,Acceleration (Education),Educational Theories,Instructional Innovation

The Xindi Applied Piano Pedagogy (XAPP) was self-formulated by Professor Xindi, the Dean of the Music Education Institute of Xinghai Conservatory of Music (MEIXHCM), in 2001. After a series of scaffolding developments over a decade, the single instrumental teaching method is now developing into a holistic music educational system for the preparation of graduate music teachers at both primary and secondary levels. In addition, this particular pedagogy seems to have created a competitive force in the market of community music education in mainland China. This article explores the XAPP in a narrative manner whilst investigating the advantages it has over three classical repertoire-oriented piano methods in mainland China in the modern era.
Research Synthesis of Meta-Analyses of Preservice Teacher Preparation Practices in Higher Education
Author: Dunst, Carl J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Educational Research,Meta Analysis,Higher Education,Outcomes of Education,Student Teaching,Field Instruction,Learning Experience,Coaching (Performance),Supervision,Feedback (Response),Experiential Learning,Cooperative Learning,Beginning Teachers,Outcome Measures,Teacher Effectiveness,Effect Size

Findings from a meta-analysis of meta-analyses of 14 different types of preservice student and beginning teacher preparation practices are described. The research synthesis included 118 meta-analyses and 12 other research studies of preservice practices-preservice student and beginning teacher outcomes. The research reports included between 5000 and 6000 studies and an estimated 2.5 to 3 million study participants. The outcomes included two different teacher quality measures and two different preservice student and beginning teacher measures. Mean difference effect sizes, confidence intervals for the average effect sizes, and generalized patterns of results were used to identify very high impact, high impact, medium impact, low impact, and no impact preservice practices. Results showed that clinically rich field experiences (extended and limited student teaching), learning experiences that included multiple opportunities for deliberate practice, faculty and school-based coaching, clinical supervision and performance feedback, different types of experiences and opportunities to learn to teach, course-based experiential learning experiences, and cooperative learning opportunities stood out as especially important practices that were related to optimal preservice and beginning teacher outcomes. The patterns of results are consistent with a practice-based approach to teacher preparation where the focus of preservice and beginning teacher education is the learning experiences and opportunities to learn and use optimal effective teaching practices.
The Effect of the Relationship to Knowledge of Physical Education Teachers on the Ostensive Forms in Swimming
Author: Hsouna, Hejer Ben Jomâa Ben
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education,Physical Education Teachers,Aquatic Sports,Knowledge Level,Teaching Methods,Communication Strategies,Higher Education

This article is interesting in ostensive forms of two physical education (PE) teachers within the activity of Swimming in Tunisia. Its objective is to analyze the ostensive forms of PE teachers and to extricate their effects on the relationship to knowledge. The methodology of the research is qualitative. It subscribes in the field of didactic clinical interactions of PE and on the clinical analysis of teaching practice of an experimented and a novice teacher in order to glimpse « case by case » the singular subject (Terrisse, 1999). Data collection and analysis subscribe in the constructed temporality in one time of professorial action. The test (Terrisse, 2000) relies on the knowledge ostension scale (Robert, 2012; Salin, 2002). Results put in evidence that PE teachers use ostensive forms to influent the relationship to knowledge in Swimming.
Use of Self-Assessment of Video Recording to Raise Students&apos; Awareness of Development of Their Oral Presentation Skills
Author: Tailab, Mohamed M. Khalifa
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Video Technology,Technology Uses in Education,Consciousness Raising,Public Speaking,Speech Skills,Skill Development,Undergraduate Students,Accounting,Student Attitudes,Reflection,Communication Skills,Self Esteem,Self Management,Outcomes of Education

This paper aims to examine if using video recordings help students raise their awareness of the development of their oral presentation skills by reviewing video recordings of their presentations. For this study, all students who took a Financial Accounting class in the academic year 2018--2019 at Lincoln University (LU) were video-recorded when presenting. Participants were asked to review their video recordings, assess their performance, and record their reflections by using a Self-Assessment Questionnaire (SAQ). The results indicated that the students' attitude toward recording the presentations was highly positive. The predominant response was that this new learning activity increased students' awareness of the importance of presentation skills without provoking their anxiety. Participants were able to observe that certain delivery skills such as good preparation, self-confidence, eye contact, and voice quality needed improvement. For managerial implications, LU, through its Writing and Speaking Center (WSC), offered thirty-minute sessions with a presentation coach to improve students' communication skills and prepare them to give a more polished presentation in class. In comparing the practice presentation at the WSC with the final in-class presentation, students were observed to be more confident, better prepared, and less nervous during the final presentation. However, we observed that the practice presentation did not carry the same weight as the final presentation as the practice presentation was neither graded nor delivered in front of an instructor or a wider audience.
Management of Cognitive Information and Its Relation to the Cognitive Interaction of University Students
Author: Khlebus, AL-Dulaimi Hassan
Date: 2017-12-00
Type: Journal Articles
Subjects: Learning Processes,Cognitive Ability,Attention,Self Management,Gender Differences,College Students,Foreign Countries,Majors (Students),Humanities,Science Education

After reviewing the studies and literature that dealt with information management, it was apparent that many students failed to manage and process information during their learning process. This is not due to a decline in the degree of intelligence or lack of tendency to study, but due to the lack of learning processes that include planning, monitoring, evaluation and control of their cognitive abilities. Therefore, the current research will try to identify the level of information management knowledge of university students and what is the relationship between the management of knowledge information and knowledge overlap?
Role of Previous Experience on Pre-Service Physical Educators&apos; Confidence in Teaching Individuals with Disabilities: Mediation Analysis
Author: Jeong, Mihye
Date: 2017-12-00
Type: Journal Articles
Subjects: Physical Education Teachers,Experience,Students with Disabilities,Self Efficacy,Preservice Teachers,Teacher Competencies,Program Effectiveness

This study aimed to examine relationships among the confidence of pre-service physical educators in teaching individuals with disabilities (IWDs), their previous experiences, and the quality of experiences and to test if the relationship between the quality of previous experiences and confidence in working with IWDs is mediated by the previous experiences. A total of 150 pre-service teachers completed a questionnaire. Significant relationships were found between previous experiences and the quality of such experiences (r = 0.70, p &lt; 0.001), previous experiences and confidence (r = 0.50, p &lt; 0.001) and the quality of previous experiences and confidence (r = 0.35, p &lt; 0.001). The regression analysis indicated that the quality of previous experiences was a significant predictor of confidence, [beta] = 0.35, F(1, 148) = 20.19, p &lt; 0.001. The quality of previous experiences was related to previous experiences, [beta] = 0.70, F(1, 148) = 142.76, p &lt; 0.001. Previous experiences was associated with confidence, [beta] = 0.50, F(1, 148) = 50.18, p &lt; 0.001. The results of the mediation analysis confirmed the mediating role of previous experiences in the relationship between the quality of previous experiences and confidence, [beta] = 0.24 (CI = 0.15 to 0.33). After controlling for previous experiences, the direct effects of the quality of previous experiences on confidence became nonsignificant, [beta] = -0.01, t (147) = -0.12, p = 0.904. Finally, the results of the bootstrapping test showed that the mediation model was significant, Z = 4.69, p &lt; 0.001, [kappa][superscript 2] = 0.24.