Current Issues in Education (E-Journal, Arizona State University)
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Research Anxiety among Turkish Graduate ELT Students
Get PDFThe purpose of this study was to investigate the level and predictors of research-related anxiety among graduate ELT students in the Turkish context. 81 MA and PhD students from 14 universities offering graduate programs in ELT responded to a background questionnaire, a research anxiety scale, and a research self-efficacy survey. The analysis of the data revealed that graduate students were moderately anxious about conducting research. It was also found out that self-efficacy beliefs of graduate students were able to explain a certain portion of the research anxiety. Furthermore, while gender and having a publication experience do not affect the level of research anxiety, MA students were found to be having more research-related anxiety than PhD students. Finally, research self-efficacy was found to be negatively correlated with research anxiety. The overall findings suggest that graduate students need support to increase their self-efficacy about research in order to have lower levels of research anxiety. Recommendations for graduate programs and suggestions for further research are also provided
What's Race Got To Do With It?: Preservice Teachers and White Racial Identity
Get PDFThis mixed method study examined changes in student teachers Whiteracial identity (using scores on the CoBRAS), as well as their perceptions ofworking with students of color, following a semester of student teaching indiverse classrooms. Paired samples t-tests demonstrated student teacherswere more color-blind about institutional discrimination and blatant racialissues at the conclusion of student teaching. The qualitative data showedthat White student teachers entered placements with biased expectations,and most stated that students of color were biased toward White teachers,yet their explanations neglected the impact of sociological factors, such asinstitutional racism and historical oppression
Educating Linguistically Diverse Students: A Mixed Methods Study of Elementary Teachers Coursework, Attitudes, and Practice
Get PDFThis study followed a mixed-methods sequential explanatory design. Phase I involved the collection of quantitative data to examine inservice teachers (N=69) attitudes about language and linguistic diversity as well as their teacher education coursework. All participants were graduates from the same teacher education program. Phase II included interviews with a subsample (n=9) of Phase I participants. The interviews were used to explain teachers attitudes and practices with regard to linguistically diverse students and special education. Findings indicate that teachers professional practice vary based on teachers understanding of and attitudes about policy, assessment, and instructional practice. Findings suggest that teachers actual professional practice is inextricably linked to and contextualized in classroom, school, and district structures. Implications for teacher education are discussed.
Examining the construct validity of the Thai version of the 2 x 2 Achievement goal orientation scale in undergraduate students
Get PDFIn the achievement motivation literature, researches focusing on a concept of the 2 x 2 achievement goal framework are increasingly. However, evidences that support the reliability and validity of this framework are still needed. The purpose of this study was to validate the construct of Thai version of the 2 x 2 Achievement goal orientation scale by using confirmatory factor analysis. This scale was designed to measure the type of students motivational orientations toward learning achievement. The participants of this study involved 518 undergraduate students in Thailand. The descriptive statistics and reliability estimates were analyzed in the current sample. The results support the construct validity of four-factor structure of achievement goal orientation scale. This study contributed empirical evidences and cross-cultural validity of achievement goal orientation in terms of the 2 x 2 achievement goal framework (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goal orientations)
The Inequality of Self-Efficacy for Junior College and Traditional University Students
No full textHigher education research highlights the difficulties students face when transitioning from a junior college to a traditional university. This study explored a gap between junior vs. traditional university students academic self-efficacy beliefs. This study also controlled for the effects of the student role-identity and academic performance on academic self-efficacy. Results found that junior college students experienced lower academic self-efficacy beliefs despite having higher overall grade point averages. Additionally, junior college students reported that their student role-identity was less important to them compared to students at the large public university. Findings suggest that structural disadvantage at the institutional level of higher education reproduces inequalities found in society at large
Investigating the Effects of an Experimental Approach to Comprehension Instruction within a Literacy Clinic
Get PDFReading comprehension levels of elementary students have not significantly improved in the 21st century and as a result, the need for systematic and intensive reading interventions is as high as ever. Literacy clinics are an ideal setting for struggling readers to experience success through the implementation of a cyclical approach to individual assessment, planning, instruction, and evaluation. Yet, additional research is needed to create current models of literacy clinics. This investigation aims to measure the effects of an experimental approach to reading comprehension instruction in the third grade within an off-campus literacy clinic. Its findings are relevant to those involved in literacy remediation, including literacy clinic directors, preservice educators, and curriculum directors. Keywords: literacy, reading clinics, intervention, remediation, individualized instruction, elementar
Reforming Undergraduate Biology Education with Graduate Teaching Assistants
No full textAmong policy makers, there is an ongoing discussion about the need to improve undergraduate education in science and engineering. With many undergraduate students being taught by graduate teaching assistants (GTAs), it is important to explore the development of STEM knowledge for teaching by GTAs. This study follows ten GTAs as they participated in a GTA teaching program that included attending a Scientific Teaching course. Data collection consisted of open-ended questionnaires and concept maps. Analysis revealed that a majority of the GTAs employed more didactic, teacher-centered practices while having varied levels of development in the areas of student understanding and instructional strategies. Those GTAs with regularly scheduled opportunities to work directly with students increased their knowledge for teaching. Additionally, GTAs with lower levels of prior GTA experience and an expressed desire to improve their teaching had the highest levels of knowledge development. From this study, we suggest that GTA programs support GTAs by initiating the preparation for teaching early in the TA experience. Finally, we recommend that science departments place more emphasis on teaching by providing GTAs with additional education coursework as well as structured opportunities to work directly with students and to practice making use of reformed teaching strategies
Applying the Think-Aloud Strategy to Improve Reading Comprehension of Science Content
Get PDFThis research was designed to investigate the effectiveness of using the think-aloud strategy to improve the reading comprehension in the content area of science. Based on state standards assessments, many early elementary grade students who were considered fluent readers struggled with evaluative science comprehension.In this quasi-experimental case study, the researcher used a self-created set of lessons using the think-aloud strategy for science as the intervention. The target group of this study consisted of two classrooms totaling 48 first-grade students identified as regular education or gifted. The treatment group received instruction using the think-aloud strategy during the science block. The control group received the regular instruction of the school districts science curriculum without the think-aloud strategy being incorporated. Results of using the think-aloud strategy during science instruction significantly increases a students comprehension of science text. Findings from this study assisted with improving student learning by providing teachers with an instructional method (the think-aloud strategy) in the science-content area and in enabling every student to experience a certain degree of success in the evaluative comprehension of science text. The findings from this study were useful to teachers, administrators, school district personnel, and curriculum developers to improve comprehension levels in all students by implementing the think-aloud strategy
Characteristics and working conditions of moonlighting teachers: Evidence from the 2011-2012 Schools and Staffing Survey
Get PDFEducational research has long established moonlighting as a popular employment practice among public school teachers. Using data from the National Center for Education Statistics Schools and Staffing Survey, this study examined both the characteristics and motivations of public school teachers across moonlighting categories. Findings indicate that teacher characteristics, workplace perceptions, and professional outlook varied across moonlighting type. The likelihood of moonlighting outside of the education sector increased among single, male teachers with high reported burnout and lower salaries. Results have implications for how school leaders and policymakers should view moonlighting inside and outside the education sector.
Enhancing an International Experience for Students through Reflective Writing Exercises and Self-Directed Learning
No full textThe article identifies a student-centered approach to generating meaningful learning outcomes in a study-abroad program. It details how Reflective Writing Exercises (RWE) were incorporated into a course involving international travel. A group of students in a short-term study abroad course was subject to a specific reflective writing process designed to limit the potential cultural and logistic obstacles of the travel experience, and enhance the students’ overall experience. This process included three distinct reflective writing periods: prior to travelling, during the trip, and after the trip. The RWEs required the students to think deeply and take partial ownership of the quality of their learning experiences through a self-directed learning component while abroad. Qualitative data collection revealed that students benefited from the overall reflective writing experience. The evaluated effects of the student-selected activities that emerged from the RWEs, and how other instructors may incorporate RWEs for study abroad, are also discussed