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Full-Text Articles in Education
A Study On The Teachers’ Lifelong Learning Competences And Their Reading Motivation: Sapanca Sample, Cigdem Ayanoglu, Nese Guler
A Study On The Teachers’ Lifelong Learning Competences And Their Reading Motivation: Sapanca Sample, Cigdem Ayanoglu, Nese Guler
University of South Florida (USF) M3 Publishing
In this research, the relationship between the teachers' lifelong learning competences and their reading motivation was examined. The study sample consisted of 326 teachers working in the district of Sapanca in the province of Sakarya. The research data was collected through The Scale of Key Competences for Lifelong Learning developed by Şahin, Akbaşlı, ve Yelken Yanpar (2010) and through Adult Reading Motivation Inventory developed by Schutte ve Malouff (2007) and adapted to Turkish by Yıldız, Yıldırım, Ateş ve Çetinkaya (2013). As a result of the research, it was determined that teachers' lifelong learning competence perceptions and their reading motivation were …
Teachers As Change-Makers: International Volunteering As Enabling Or Hindering Their Capacity To Teach Global Development, Mags Liddy
University of South Florida (USF) M3 Publishing
Teachers role in educating and preparing learners for global challenges assumes their competence and capacity to understand and engage with these challenges. This paper examines the potential of overseas volunteering to enhance teachers’ understanding of global development and to motivate them as global citizenship educators. The findings illustrate a translation dynamic between their experience and professional practices. This analysis is informed by practice theory where changes in dispositions are mediated within constraining or enabling factors of habitus. Habitus is viewed as the site of negotiation of between individuals’ agency and dispositions within social structures. This dynamic is demonstrated in two …
Transformational School Leadership And Students' Gaokao Performance In China: A Multilevel Mediation Analysis, Yanzheng Li
Transformational School Leadership And Students' Gaokao Performance In China: A Multilevel Mediation Analysis, Yanzheng Li
USF Tampa Graduate Theses and Dissertations
The purpose of this study was to examine how teachers’ psychological contract fulfillment (PCF) and organizational commitment (OC) mediated the effects of principals’ transformational school leadership (TSL) on students’ Gaokao performance in China by testing a hypothesized multilevel model. Survey data were collected online from 893 teachers at 10 public senior high schools in a city located in Northern China. The first city-wide mock Gaokao exam results were used as the indicator of students’ Gaokao performance. Data analysis techniques included correlational analysis, multiple regression analysis, confirmatory factor analysis, structural equation modeling analysis, and multilevel mediation analysis. Results indicated a relatively …
Curriculum Gatekeeping In Global Education: Global Educators' Perspectives, Robert Wayne Bailey
Curriculum Gatekeeping In Global Education: Global Educators' Perspectives, Robert Wayne Bailey
USF Tampa Graduate Theses and Dissertations
Teaching social studies from a global perspective has been resisted by many since its inception (Kirkwood, 2009). Critics have labeled the theory anti-American and unpatriotic (Schlafly, 1986; Burack, 2001). Others are concerned with its shifting perspectives and apparent lack of core facts (Finn, 1988). Over time, some critics have changed their stance on global teaching and now endorse the idea (Ravitch, 2010). This qualitative case study sought to identify the barriers seven self-proclaimed global educators faced while teaching global themes and to identify the effective gatekeeping strategies for circumventing such obstacles. The goal was to provide a rich, compelling account …
Teacher Leaders: Women (Of African Descent) Enacting Social Justice, Vonzell Agosto, Zorka Karanxha
Teacher Leaders: Women (Of African Descent) Enacting Social Justice, Vonzell Agosto, Zorka Karanxha
Vonzell Agosto
This chapter is concerned with how educational leadership preparation programs promote a sense of agency among women of African descent (who identify racially as Black) to serve as teacher leaders for social justice.