ethanporcaro/eric-fulltext-meta huggingface dataset:
Whiteness as a Barrier to Becoming a Culturally Relevant Teacher: Clinical Experiences and the Role of Supervision
Author: Willey, Craig
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Barriers,Culturally Relevant Education,White Students,Student Teacher Supervisors,Supervision,Racial Bias,Teacher Competencies,Equal Education,Cultural Awareness,Student Teachers,Student Behavior,Teacher Responsibility

Clinical experiences are crucial to the development of prospective teachers (PTs), especially the student teaching practicum. While the dynamics of schools are beginning to change in response to documented inequities for students, particularly students of color, the student teaching practicum remains largely unchanged and unchallenged with regard to addressing racism, oppression and white dominance. In this study, we explore PTs' experiences and discourse in the context of student teaching in urban schools and the corresponding supervision of student teachers. Specifically, we examine the ways in which whiteness and racism obstruct the development of culturally relevant teachers. The data illuminate key insights into the ways in which PTs maneuver to avoid critical self-interrogation in relation to racism and inequities in schools. We conclude that clinical supervision experiences are opportunities to hide behind and/or challenge whiteness, and that the role of the supervisor is critical in facilitating the exposure to, and enactment of, culturally relevant pedagogy.
Turkish Preschool Teachers&apos; Opinions on Aggression: Uncertainty of Relational Aggression
Author: Ersan, Ceyhun
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Teacher Attitudes,Aggression,Intervention,Knowledge Level,Peer Relationship,Preschool Children,Student Behavior,Bullying

Aggression in early childhood is considered to a common problem. Identification, reduction and prevention of aggression, especially in early childhood are also considered prevalent. Preschool teachers are known as one of the most important people in children's lives as they are the first ones to meet the child after parents. Therefore, they hold an important role in identifying, reducing and preventing child aggression observed in early childhood. The purpose of the present study is to examine the knowledge and the awareness levels of preschool teachers about aggression and aggressive behaviours. The study is based on phenomenological approach, as one of the qualitative research designs. A semi-structured interview form, prepared for the study based on expert opinions, was applied to the participants. On the light of the findings from the preliminary findings, the related form was applied to a second group of teachers over the internet. Besides, an additional scale consisting of the items of two different instruments directed to determine the aggressive behaviours of preschool children were formed and applied to the second group of participants. The last scale, which was prepared depending on the findings obtained from the second group of teachers, was applied to a third group of participants because the first two participant groups could not recognize and define relational aggression. The relevant themes and sub-themes were created from the data obtained and the findings were discussed within the scope of the literature. According to the results of the study, it was seen that preschool teachers generally defined aggression as physical and verbal harm, and similarly, aggressive behaviours were categorized under physical aggression and verbal aggression types. It was determined that teachers generally recognized relational aggression when they saw the items related to it in the scale. However, they hardly emphasized it while they were defining aggression. So, it can be said that preschool teachers have limited knowledge and awareness of relational aggression as they recognize it only when they see it but can neither define nor name it. The results are discussed and some suggestions are recommended.
A Critical a Critical Historical Examination of Tracking as a Method for Historical Examination of Tracking as a Method for Maintaining Racial Segregation
Author: McCardle, Todd
Date: 2020-03-00
Type: Journal Articles
Subjects: Critical Theory,Race,Racial Bias,Track System (Education),Public Schools,Educational History,Magnet Schools,Federal Legislation,School Desegregation,School Segregation,Racial Segregation,Civil Rights,Elementary Secondary Education,Higher Education,African American Students,Minority Group Students,Desegregation Litigation

Using a Critical Race Theory framework, this manuscript examines the scholarly literature on the intersection of tracking and its historical use as a method for establishing and maintaining racial segregation in American public schools. I begin by exploring accounts of tracking in American public educational institutions as researched by historians of education. Then, I examine contemporary manifestations of tracking in American public schools beginning in the 20th century by sociologists of education. Within the discussion of contemporary tracking, I explore the use of tracking through magnet schools in order to circumvent federal legislation aimed at desegregating American public schools. Overall, the intersection of these bodies of literature argues that the problematic roots of tracking continue to maintain historical racial and ethnic segregation in American public schools.
The Effect of Metacognitive-Based Contextual Learning Model on Fifth-Grade Students&apos; Problem-Solving and Mathematical Communication Skills
Author: Ahdhianto, Erif
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Grade 5,Problem Solving,Mathematics Skills,Mathematics Instruction,Elementary School Students,Communication Skills,Foreign Countries,Teaching Methods,Conventional Instruction

Problem-solving and mathematical communication are essential skills needed by students in learning mathematics. However, empirical evidence reports that students' skills are less satisfying. Thus, this study aims to improve students' problem-solving and mathematical communication skills using a Metacognitive-Based Contextual Learning (MBCL) model. A quasi-experimental non-equivalent control group design was used in this study. The participants were 204 fifth-grade students; consisting of experimental (n = 102) and control (n = 102) groups selected using convenience sampling. This study was conducted in four Indonesian elementary schools in the first semester of the academic year 2019/2020. The Problem-Solving Skills Test (PSST) and Mathematical Communication Skills Test (MCST) were used as pre- and post-tests. In order to analyze the data, one-way ANOVA was used at the 0.05 significance level. The results showed that students in the experimental group had higher post-test scores than the control group in terms of problem-solving and mathematical communication skills. It can be concluded that the MBCL effectively promotes fifth-grade students' problem-solving and mathematical communication skills. Therefore, it is suggested that MBCL should be used more frequently in primary school mathematics to further improve students' problem-solving and mathematical communication skills.
Where Exactly for Enhance Critical and Creative Thinking: The Use of Problem Posing or Contextual Learning
Author: Toheri
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Thinking,Creative Thinking,Problem Solving,Context Effect,21st Century Skills,Middle School Students,Grade 8,Thinking Skills,Foreign Countries,Mathematics Skills

Learning models that can improve critical thinking, skills collaborate, communicate, and creative thinking are needed in the 21st-century education era. Critical and creative thinking are the two essential competencies of the four skills required in the 21st century. However, both are still difficult to achieve well by students due to a lack of thinking skills during mathematics learning. This study was conducted to determine the model of learning that is appropriate to develop students' critical and creative thinking skills. The study used three-class samples from eighth grade. The first class is given the problem-posing lesson; the second class is given contextual learning and third class as a control class. The results of the study indicate that improving students' critical and creative thinking skills are included in the moderate category for types using contextual learning and problem-posing. Also, it is found that contextual learning is more effective for improving critical thinking skills when compared with learning problem posing and expository learning. Meanwhile, learning problem posing is more useful to enhance creative thinking skills compared with contextual and expository learning.
The Effect of SSCS Learning Model on Reflective Thinking Skills and Problem Solving Ability
Author: Yasin, Muhamad
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Reflection,Thinking Skills,Problem Solving,Mathematics Skills,Foreign Countries,Teaching Methods,Mathematics Instruction,Learning Processes,Skill Development,Models

This study aims to determine the effect of the application of the Search, Solve, Create, and Share (SSCS) learning model to the mathematical reflective thinking skills and the students' mathematical problem-solving abilities. This research is a type of Quasi-Experimental Design research with a 2x2 factorial research design. Data collection techniques in this study in the form of documentation and tests at Private school in Bandar Lampung with 28 students of experiment classes and 28 students of control classes. Data analysis techniques used are the normality test and homogeneity test. Testing the hypothesis in this study using the Multivariate Analysis of Variance (MANOVA) test. Based on the results of the study, The calculation of the MANOVA test, it was concluded that there was an influence on the application of the SSCS learning model to students' mathematical reflective thinking skills. The application of the SSCS learning model to the mathematical reflective thinking ability has an influence percentage of 91.9%. The application of the SSCS learning model to mathematical reflective thinking skills and mathematical problem solving abilities has a relatively high level of effectiveness.
South Kalimantan Local Wisdom-Based Biology Learning Model
Author: Ramdiah, Siti
Date: 2020-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Teaching Methods,Outcomes of Education,Validity,Worksheets,Lesson Plans,Foreign Countries,Achievement Tests,Comparative Analysis,Indigenous Knowledge,Indonesian,Instructional Effectiveness,High School Students

The objectives of this study were to analyze the validity, practicality, and effectiveness of South Kalimantan local wisdombased biology learning and its effect on student learning outcomes. The research method used is research and development. This research was in a Develop stage of Thiagarajan's Model. This development has produced learning models (lesson plans, student's worksheet, learning achievement test questions, teacher activity sheets, student activity sheets, and student response sheets). The local wisdom-based learning model were designed with seven stages using Banjar language (regional language of South Kalimantan). Model that have been developed were tested for the level of validity, practicality, effectiveness, and its effect in learning. The level of validity is determined based on the assessment and review of the four validators. To find out the effectiveness and the effect of the learning model, quasi-experimental design was applied by involving two classes at SMAN 7 Banjarmasin-Indonesia. Data were collected using a variety of instruments, namely the validity assessment sheet, the student's worksheet and lesson plan sheets, student achievement test questions, and student response sheets. Data analysis was implemented to measure the effectiveness and the effect of learning by calculating n-Gain and ANCOVA, respectively. The results, the learning tools met the &quot;valid&quot; criteria so that it can be implemented. Learning also concluded having good practicality criteria. Moreover, it can be seen that the application of local wisdom-based learning model and tools was quite effective in improving student learning outcomes, in contrast to learning in the control class. Furthermore, ANCOVA test concluded that there were significant differences in learning outcomes between students in the experimental and the control class.
Assessment of Skills Development in Brunei Trainee Teachers: Intervention Implications
Author: Mundia, Lawrence
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Skill Development,Teaching Skills,Student Evaluation,Check Lists,Gender Differences,Age Differences,Educational Attainment,Teaching Experience

Teacher education has been innovated in Brunei to support the ongoing inclusive education and curriculum reforms. This survey investigated the development of essential instructional skills in initial Brunei trainee teachers. The sample consisted of 109 student teachers (71 females and 38 males). Significant mean scores (Mean [less than or equal to] 4, p&lt; 0.05) and 95% confidence intervals were used to identify the levels of proficiency and enablers of success in teaching. Participants were proficient on 15 of the 28 skills measured by the Teacher Behaviors Checklist (Approachable; Confident; Effective communicator; Encourages; Enthusiastic; Flexible; Good listener; Humble; Prepared; Professional; Rapport; Respectful; Sensitive; Striving to be a better teacher; Understanding). From independent groups, T-tests and One-Way ANOVA analyses, other significant trends in participants' performance emerged at p&lt; 0.05 level of evaluation. Females scored highest on Humble and Realistic expectations while males scored highest on Understanding. Trainee teachers aged 31-35 scored highest on: Promoting critical thinking; and Providing constructive feedback, than counterparts. Participants with higher degrees (e.g. Master of Arts) scored higher on Authoritative skills than those with lower degrees (e.g. Bachelor of Arts). Trainees with teaching experience scored significantly higher on: Accessible; Knowledge about the subject matter; and Technological competence, than those with no experience. The findings suggest the need to help pre-service teachers to gain proficiency in all teacher skills to improve the quality of education in the country. Further research was recommended.
Effect of the Community of Inquiry (CoI) Learning Model and Learning Style towards Social Skills
Author: Syarifuddin
Date: 2020-00-00
Type: Journal Articles
Subjects: Communities of Practice,Cognitive Style,Inquiry,Interpersonal Competence,Cooperative Learning,Foreign Countries,Teaching Methods,Learning Modalities,Blended Learning,Technology Uses in Education,Teacher Education Programs,Preservice Teacher Education

This study aims to examine and describe the effect of the community of inquiry (CoI) learning model and learning styles on students' social skills. The sample used was a student of the faculty of education IAIM Bima Indonesian totaling 114 people, consisting of two experimental groups with 56 students and two control groups were 58 students. The community of inquiry (CoI) learning model was applied in the experimental group whereas the control group applied a cooperative learning model (comparison). This research is a quasi-experiment in which the analysis of prerequisites is applied; normality used the normality QQ plot and homogeneity of variance test used Levene's test. Research data were analyzed by applying the Analysis of Variance (ANOVA). The results of show that there are significant differences in the social skills of students who use the community of inquiry (CoI) learning model with cooperative learning model, there are differences in social skills of students in terms of the dimensions of learning styles of visual, auditory and kinesthetic, there is also an interaction between community of inquiry (CoI) learning model and learning styles on students' social skills.
The Role of Pedagogical Practices in Novice Teachers&apos; Work
Author: Sasson, Irit
Date: 2020-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Self Efficacy,Teaching (Occupation),Professional Development,Program Effectiveness,Positive Attitudes,Barriers,Team Teaching,Preservice Teachers,Practicums,Experienced Teachers,Mentors

Achieving educational goals is based on the skills and competence of teachers; therefore, professional development of teachers is important to policy and decision-makers. Worldwide, the percentage of teachers who leave the profession within their first years of teaching is high therefore, professional support is essential to ease on their integration. Previous research indicates a positive and significant correlation between teachers' self-efficacy and their attitudes toward the teaching profession. Our study included three hypotheses: (1) teachers' pedagogical applications serve as mediators for the relationship between teachers' self-efficacy and their attitudes toward the profession; (2) participating in a professional development school (PDS) training program interacts with teachers' self-efficacy in predicting their attitudes toward the profession; and (3) participation in a PDS training program will positively affect the two variables. A close and open-ended questionnaire was replied by 300 novice teachers, some of whom participated in the PDS program and others who did not. Findings indicate that the relationship between teachers' sense of self-efficacy and their attitudes towards the teaching profession was partially mediated by: applying constructivist pedagogical practices; matching to differences between learners; collaboration between fellow teachers; accountability; planning and teaching management; and academy-community relationships. Participation in a PDS program was not found as a moderator variable for this relationship, but novice teachers who participated in this program had a significant higher sense of self-efficacy and more positive attitudes towards the teaching profession. Findings are important for designing novice teacher training programs with an emphasis on the implementation of specific pedagogical practices.
The Spanish Version of the Teacher Efficacy for Inclusive Practice (TEIP) Scale: Adaptation and Psychometric Properties
Author: Cardona-Molto, Maria C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Likert Scales,Teacher Effectiveness,Inclusion,Psychometrics,Factor Structure,Preservice Teachers,Self Efficacy,Test Validity,Test Reliability,Special Education,Elementary Education,Early Childhood Education

The Teacher Efficacy for Inclusive Practice (TEIP) scale is an instrument created by Sharma et al. to assess efficacy of instruction in inclusive settings. Despite its increase in use, the TEIP has not been validated with a Spanish teacher population. The aim of this study was to: (1) analyze the psychometric properties and factor structure of the TEIP scale in a sample of Spanish preservice teachers (N = 475; 80% female, 20% male), and (2) examine the level of self-efficacy for inclusive practices that teachers experience when they graduate from their training programs. Exploratory and confirmatory factor analyses indicate that a Spanish version (TEIP-ES) consisting of 15 items with a three-factor construct explains 64.65 percent of total variance. Item total-correlations ranged from 0.574 to 0.715, and factor loadings from 0.521 to 0.774. Convergent validity with measures of quality of teacher education (TE) programs and self-report of preparedness to teach in inclusive settings was good. In contrast, self-efficacy for inclusive practices was rated moderately low. Overall, these findings support the construct and convergent validity of the TEIP-ES and suggest that it is a useful instrument to measure self-efficacy for inclusion in Spanish preservice teacher populations. This manuscript reports the findings, discusses the implications for the improvement of TE programs, and suggests possible avenues for future related research.
Creation of Clusters and Tools for Improving the Professional Competence of Future Educators
Author: Lupak, Nataliya M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Teacher Educators,Teacher Attitudes,Teacher Competencies,Foreign Countries,Institutional Cooperation,Agency Cooperation,Teacher Education Programs,Program Effectiveness

The objective of the study was to study the perceptions of student teachers and educators of an educational cluster as a tool for improving the professional competence of future educators, and to identify the cluster-related tools to be used to improve the professional competence of future educators. The project evaluation checklist for experts, a questionnaire for participants in the experiment, a semi-structured interview questionnaire to conduct with focus group respondents were used for collecting data. Data were processed using content analysis technique and SPSS Statistics v24 package. The study is quantitative, based on subjective evaluations of study participants and representatives of educational clusters, and does not aim at evaluating students' achievements. Two simulation models of the educational cluster (&quot;Cluster Educational Initiative&quot; and &quot;Cluster of Educational Opportunities for Educators 2.0&quot;) and four educational activities for educators (discussion &quot;Agglomeration of Subjects, Educational Institutions: Realities and Prospects&quot;; online conference &quot;Ukraine-Brussels -- Sharing Experience in Education&quot;; an educational tour to Finland for teachers, parents and managers in the field of education; the exchange of four teachers from two schools) was a key result of this study. It has been found that the creation of clusters for improving the professional competence of future educators and their professional advancement is now part of national education policy in Ukraine and in the world. The tools of this form of organization of educational activity are competence-oriented and aimed at deepening professional experience, development of competences of realization of life-long education, creation of own public image.