ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of College Students&apos; Entrepreneurial Self-Efficacy on Entrepreneurial Intention: Career Adaptability as a Mediating Variable
Author: Qiao, Xiaoping
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Entrepreneurship,Self Efficacy,Intention,Behavior Theories,Foreign Countries,Measures (Individuals),Universities,Student Attitudes,Career Choice,Guidance,Correlation

The aim of this study is to explore the relationship among college students' entrepreneurial self-efficacy, career adaptability, and entrepreneurial intention. Based on the Theory of Planned Behavior (TPB), this study adopted the entrepreneurial self-efficacy scale, career adaptability scale and entrepreneurial intention scale to investigate 1039 college students from a university in ShanDong province, China. The results indicated the following: (a) entrepreneurial self-efficacy of college student significantly and positively affected entrepreneurial intention; (b) entrepreneurial self-efficacy of college student significantly and positively affected career adaptability; (c) career adaptability significantly and positively affected entrepreneurial intention; and (d) career adaptability partially mediated the effect of entrepreneurial self-efficacy on entrepreneurial intention. The results of this study can serve as a reference for universities wishing to implement career education and provide entrepreneurship guidance.
Potential for Blocking Advancement: Teaching Surveys for Student Evaluation of Lecturers
Author: Eckhaus, Eyal
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Evaluation of Teacher Performance,Correlation,College Faculty,Teacher Attitudes,Academic Achievement,Student Attitudes,Career Development,Academic Rank (Professional),Colleges,Universities,Comparative Analysis,Foreign Countries,Risk,Faculty Workload

In the current study we examined the relationships between student evaluations of lecturers (teaching surveys) and faculty members' perceptions of these surveys as capable of blocking and limiting their professional advancement. Faculty members are judged and evaluated by academic authorities for their academic performance in research and teaching. 178 questionnaires were collected from the faculty of several academic institutions. We employ a mix method analysis, and form a model that reflects the factors perceived by faculty members as having the potential to block their professional advancement in academia. The research findings show that lecturers are of the opinion that teaching load has a detrimental effect on students' evaluations in the surveys. Lecturers at the beginning of their academic life, those in lower ranks: senior teacher and senior lecturer, address the negative aspects of the surveys more than others. The research findings indicate that although more hours are taught in colleges than at universities, it is harder to receive positive survey ratings at colleges. Moreover, since in Israeli academia research is still the main criterion for promotion -- faculty members born in Israel were found to teaching less than those born elsewhere. Hence, faculty members think that student surveys are destructive and entail risks for their professional advancement. Assuming that students' voice and opinions on teaching are important -- how can a balance be achieved between the research achievements of faculty members and student satisfaction?
Greek Pre-Service Primary Teachers&apos; Efficacy Beliefs in Science and Mathematics Teaching: Initial Adaptation of the STEBI-B and MTEBI Instruments
Author: Koutsianou, Athina
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Self Efficacy,Science Instruction,Mathematics Instruction,Psychometrics,Gender Differences,Elementary School Teachers,Student Attitudes,Correlation,Outcomes of Education,Expectation

Contemporary educational reforms, both in the fields of science and mathematics, highlight the importance of pre-service teachers' preparation with regard to several meaningful standards. However, teachers' own self-confidence in science and mathematics teaching are likely to influence their efforts. Framed within a growing body of research focusing on pre-service teachers' efficacy beliefs in science and mathematics teaching, the present study attempts to investigate Greek pre-service primary teachers' efficacy beliefs in science and mathematics teaching; and further examine whether there is a relationship between the two. Participants comprised 171 pre-service primary teachers, who were in their second (n = 55), third (n = 64) or fourth year (n = 52) of study and the majority were female (n = 148). Pre-service teachers were asked to complete a questionnaire consisting of the Science Teaching Efficacy Belief Instrument - Form B (STEBI-B) and the Mathematics Teaching Efficacy Belief Instrument (MTEBI). Principal component analyses and reliability analyses were performed for both instruments to examine their adaptation into Greek. According to the results, preservice teachers had medium to high scores in the personal efficacy and outcome expectancy scales, for both science and mathematics teaching. Minor differences in pre-service teachers' scores were detected according to their year of study. Furthermore, pre-service teachers' efficacy beliefs in science were strongly correlated with their efficacy beliefs in mathematics. In general, although pre-service teachers appeared to be confident and well-prepared to teach science and mathematics in classrooms, more effort is required to put the international education reform standards into practice.
Parents&apos; Participation Types in School Education
Author: Sahin, Umran
Date: 2019-00-00
Type: Journal Articles
Subjects: Parent School Relationship,Parent Participation,Middle School Students,Preferences,Educational Attainment,Parent Background,Socioeconomic Status,Institutional Characteristics,Grade 6,Foreign Countries,Parent Child Relationship,Family Environment,Decision Making,Volunteers

The aim of this study is to identify parental involvement types and determine what type of parental involvement the parents of middle school children prefer. Moreover, it is aimed to examine the parental involvement types with regard to the parents' gender, their educational background and the socio-economic status of the school. The population of the study comprises the parents of the six grade students study in 29 middle schools during 2018-2019 academic year in Denizli province in Turkey. The sample of the study consists of 243 volunteer parents in three different schools with low, medium and high socio-economic level based on their residential area according to the information obtained from the National Education Directorate. According to the data obtained from the scale, it was seen that parents were more likely to use parenting, learning at home and decision-making as parent involvement types; on the other hand they used 'collaborating with community' the least. Parental involvement types did not differ significantly according to gender. Whether parents are female or male did not affect the types of participation. This may be related to parents' trust in school. It may be stated that the school, which had a higher social status, met the expectations of parents and did not require active participation. Parental involvement types varied significantly depending on the parents' educational background.
The Impact of Instructional Technology and Material Design Course on Pre-Service Teachers
Author: Calik-Uzun, Selcen
Date: 2019-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Educational Technology,Instructional Materials,Instructional Design,Preservice Teachers,Preservice Teacher Education,Student Attitudes,Beliefs,Self Efficacy,Material Development,Attitude Change

The purpose of this study is to evaluate the effects of Instructional Technologies and Material Design (ITMD) course on pre-service mathematics teachers' attitudes, efficacy beliefs about using concrete materials, and their opinions regarding the material preparation process. A total of 73 pre-service teachers were participated in this study. The scale developed by Bakkaloglu was used to determine efficacy beliefs of pre-service teachers about using concrete materials, and the attitudes scale developed by Cetin, Bagceci, Kinay and Simsek was used to determine the attitudes towards ITMD course. A written form was also used to reveal the opinions of pre-service teachers regarding the material preparation process. The qualitative data collected from 16 pre-service teachers was analyzed with the MAXQDA. Using content analysis, codes and themes were created separately by the researchers and analyzed through several iterations. As a result of this study, positive changes were found in the attitudes and efficacy beliefs of pre-service teachers. The results obtained from the opinions of the pre-service teachers support this positive change. In other words, it is possible to argue that the attitudes of pre-service teachers towards the material development process changed positively with the positive change in the efficacy beliefs about preparing materials after taking the ITMD course.
The Effect of Teachers&apos; Savoring on Creative Behaviors: Mediating Effects of Creative Self-Efficacy and Aesthetic Experience
Author: Kong, LingKe
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Efficacy,Aesthetics,Foreign Countries,College Faculty,Positive Attitudes,Emotional Experience,Psychological Patterns,Creativity,Teacher Behavior,Correlation

This study aims to explore the effect of savoring of teachers at universities in Shandong, China, on their creative behaviors, using creative self-efficacy and aesthetic experience as mediators. This study adopted the use of questionnaires to investigate teachers at 32 universities in Shandong, China. 822 valid questionnaires were retrieved and were analyzed using structural equation model (SEM). Findings from this study include: 1. teachers' savoring has a negative effect on creative behaviors; 2. teachers' creative self-efficacy has a positive effect on creative behaviors; 3. teachers' aesthetic experience has a positive effect on creative behaviors; 4. teachers' savoring, mediated by creative self-efficacy, has a positive effect on creative behaviors; 5. teachers' savoring, mediated by aesthetic experience, has a positive effect on creative behaviors.
Prospective Teachers&apos; Views on Beauty Criteria
Author: Uysal, Huseyin
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Aesthetics,Evaluation Criteria,Art Appreciation,Painting (Visual Arts),Art Education,Opinions,Art Criticism,Foreign Countries

Art is one of the most powerful ways of expressing an individual's internal state, expectations and needs with an aesthetic attitude. Different materials can be used during the expression process including colour, line, sound, movement, word, object and so on. Although the materials used in these branches of art are different from each other, the path followed in the application process and the final results are the same &quot;to reveal an aesthetic product&quot;. In order for an artistic practice to mature and reach the beautiful one, the practitioner must have the art education discipline and acquire certain knowledge, skills and understanding of the art field concerned. The art of painting, which is one of the plastic arts, provides the ability to search for beauty through lines and colours on two dimensional surfaces, to create compositions and express the individual's self with this composition, also has its own beauty value criteria. From this point of view, it was aimed to determine the opinions of the prospective teachers studying in the Department of Painting Education in the study about the beauty criteria that should be in the picture. In this study, survey method which is one of the quantitative research methods was preferred. As a data collection tool, a five-point Likert-type scale was developed by the researchers, and 25 items were used. 110 prospective teachers from various grades participated in the study. The results of the research showed that the prospective teachers greatly contributed to the beauty criteria that should be in the picture.
Social Studies Teacher Candidates&apos; Perception of Digital Citizenship
Author: Dedebali, Nurhak Cem
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Social Studies,Age Differences,Foreign Countries,Gender Differences,Ethics,Technological Literacy,Internet,Citizenship Responsibility,Computer Use

With the rapid pace of technological and digital change, the use of mass communication and digital communication tools, and internet usage have become very prevalent and thus digital citizenship education has become a necessity for individuals so that they can effectively use these technologies. In this respect, in-class and out-of-class activities play a crucial role in developing students' digital citizenship competencies in social studies education. Teacher candidates' perception of digital citizenship will influence students as well. The objective of the current study is to identify the perception of the social studies teacher candidates towards digital citizenship. A descriptive cross-sectional screening model was utilized in the study. The sample of the study is composed of senior teacher candidates attending the Social Studies Teaching Department, Faculty of Education of Ege University in the 2016-2017 academic year. Digital Citizenship Attitude Scale was employed to identify the perceptions of teacher candidates towards digital citizenship. The analysis of the results in the context of subdimensions indicates that no statistically significant difference was found by the gender variable, however significant differences was observed in digital citizenship levels of the teacher candidates according to the variables of owning a personal computer, age and years of experience in computer use.
Examining Teacher Perceptions of the Appalachian Dialect in One Rural Appalachian Elementary School
Author: Brashears, Kathy
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Dialects,Elementary School Teachers,Rural Schools,English Instruction,Barriers,Speech,Writing (Composition),Interference (Language),Code Switching (Language)

While numerous studies focus on dialect in educational settings, this research focuses on teacher perception of the Appalachian dialect in one rural elementary school. Data collected, mainly through interviews with educators, indicate that teachers sometimes view the Appalachian dialect as impeding their teaching of Standard English. Implications of the study include that teachers may benefit from professional development that provides opportunities for self-reflection on the way they teach and use Standard English as well as how they teach students to use different registers or code-switching skills. Through this type of professional engagement, teachers may better understand their role in modeling Standard English while honoring the Appalachian dialect.
Impact of the English Advanced Placement (AP) Program on College Grade Point Average among Rural Appalachian Students
Author: Deaton, Shannon
Date: 2014-00-00
Type: Journal Articles
Subjects: Rural Schools,College Students,Success,Private Colleges,Predictor Variables,Scores,English,Grade Point Average,Standardized Tests,College Entrance Examinations,Advanced Placement Programs,College Credits,High School Students,Program Effectiveness,College Freshmen

This study explored the impact of the English Advanced Placement (AP) program on college success among rural Appalachian students attending four private colleges in central and eastern Kentucky: Alice Lloyd College, Georgetown College, Lindsey Wilson College, and University of the Cumberlands. A Pearson Product-Moment Correlation r and an independent-samples t-test were conducted. With respect to rural Appalachian students, statistical analyses revealed that the English ACT score is a better predictor of first-semester college grade point average than the English AP score. Analyses also revealed no statistically significant difference between first-semester college GPAs of rural Appalachian students with English AP credit and rural Appalachian students without AP credit. The study results are helpful for students, parents, administrators, and policymakers evaluating the English AP program at local high schools and colleges.
Turnaround Reform Efforts in a Rural Context: How Community and Culture Impart Change
Author: Mette, Ian
Date: 2014-00-00
Type: Journal Articles
Subjects: Rural Schools,School Turnaround,Educational Change,Accountability,Educational Improvement,School Districts,Program Implementation,Community Involvement

This article furthers research on the necessary components of what supports successful school turnaround, and also explores how and why two rural schools taking part in a Midwest State Turnaround School Project were successful in implementing school turnaround policy. Perceptions of building principals, district administrators, and regional support staff implementing turnaround policy were considered. Data were collected from 13 participants and analyses focused on the culture created and leadership provided by two rural school districts during the State Turnaround Schools Project implementation. Previous research has detailed district communication, district support of the turnaround principal, and shared leadership as important factors. However this article explores how and why the two participating rural school districts were successful implementing school turnaround and identifies the cultural and community conditions that support school turnaround in a rural setting.
A Comparison of Collaborative Practice and Teacher Leadership between Low-Performing and High-Performing Rural Kentucky High Schools
Author: Musselman, Meagan R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Rural Schools,Teacher Leadership,Low Achievement,High Achievement,Institutional Characteristics,High School Students,School Culture,Cooperation,Scores,Participative Decision Making,Principals,Teacher Administrator Relationship,Teacher Collaboration

This article reports the findings of the 2011 results of 'very rural' Kentucky high schools on the Teaching, Empowering, Leading and Learning (TELL) Survey to determine whether differences existed between high and low performing rural schools across specific survey items. Schools with ACT scores one standard deviation (or more) above their predicted value were compared to rural high schools where students' ACT scores were one standard deviation (or more) below their predicted value. Beale Codes of seven through nine from the United States Department of Agriculture were used to identify very rural Kentucky high schools. Very rural high schools identified as high-performing demonstrated significantly different results on survey items related to a culture of collaboration and teacher leadership than rural high schools identified as low performing. The survey suggested that in high-performing schools, the principal and teachers supported each other in their development as instructional leaders, and established communication and collaboration skills with families and community stakeholders.
Teachers&apos; Beliefs about Poverty and the Impact on Learning Disabilities Identification in a Poor, Rural School District
Author: Chandler, Renee
Date: 2014-00-00
Type: Journal Articles
Subjects: Rural Schools,Poverty,Low Income Students,Learning Disabilities,Disability Identification,Stereotypes,Teacher Attitudes,Intelligence Quotient,Academic Achievement,Response to Intervention,Teaching Methods,At Risk Students,Student Needs,Consciousness Raising,Socioeconomic Influences,Elementary Secondary Education

This qualitative case study examined a rural school district where many of the students live in poverty. The purpose of the study was to develop a deeper understanding of the learning disability (LD) identification process as implemented in a high-poverty rural setting. Analysis of the data revealed the prevalence of some stereotypical beliefs regarding poverty. In addition, the findings revealed use of a traditional, Intelligence Quotient (IQ)- Achievement discrepancy model rather than Response to Intervention (RTI). Furthermore, participants conveyed that their deliberations do not typically include the legally required consideration that other factors (such as poverty) may be the primary reason that the student is struggling. Recommendations include providing educational activities to challenge stereotypical beliefs about people living in poverty, considering socioeconomic reform in discussions about school improvement, supporting teachers in their efforts to meet the needs of all students in their classrooms, and implementing assessment methods designed to help students receive the assistance needed as early as possible.
Counselors in Rural Schools: A Position of Leadership
Author: Wimberly, Cynthia L.
Date: 2014-00-00
Type: Journal Articles
Subjects: School Counselors,Rural Schools,Counselor Role,Leadership Role

Approximately one-third of the K-12 student population attends school in areas identified as rural/small town. Rural schools offer counselors unique opportunities to lead by guiding students' education in directions that best fit their career aspirations, thus impacting the region educationally, economically and socially. The purpose of this paper is to identify the leadership role of school counselors in rural communities as identified by the American School Counselors Association (ASCA). Numerous challenges and opportunities inherent rural settings have been identified and suggestions offered as to ways in which counselors can effectively undertake leadership roles.
Placing the Standards: Will the Common Core State Standards Encourage Rural Youth Outmigration?
Author: Freeman, Eric
Date: 2014-00-00
Type: Journal Articles
Subjects: Rural Areas,Rural Schools,Common Core State Standards,Migration,Brain Drain,Rural Youth,Cultural Influences,Socioeconomic Influences,Environmental Influences,College Readiness,Career Readiness,High School Students,High School Graduates,Population Trends

Rural areas in many parts of the U.S. experience population decline from outmigration. Geographic mobility has long been a contributing factor to the social and economic instability of rural communities; high-achieving and ambitious youth are inclined to leave rural areas to take advantage of the expansive economic opportunities and cultural and lifestyle amenities typically found in metropolitan locations. In this article, I review 20 years of research on rural population loss and migration theory to anticipate how patterns of rural youth mobility might intersect with the Common Core State Standards' emphasis on preparing high-school students to be career and college ready. Given that the migration decisions of rural youth stem from a complex process that includes a range of social, economic, cultural, and environmental factors, I argue that certain types of rural communities are likely to be more strongly affected by the Common Core as are certain types of rural youth.