ethanporcaro/eric-fulltext-meta huggingface dataset:
Self-Efficacy in Creativity and Curiosity as Predicting Creative Emotions
Author: Daher, Wajeeh
Date: 2021-04-00
Type: Journal Articles
Subjects: Self Efficacy,Creativity,Personality Traits,Predictor Variables,Psychological Patterns,Regression (Statistics),Secondary School Students,Foreign Countries

Self-efficacy constructs could predict students' practices and affect in learning the sciences. Researchers have pointed at such constructs as predictors of students' mathematics achievement and performance. Self-efficacy was also studied as predictor of emotions in learning mathematics, though little research has done so regarding self-efficacy as predictor of creative emotions. Another predictor of creative emotions could be curiosity. The present study has a regression-based modelling design, where it examined whether a set of constructs of self-efficacy in creativity or/and a set of constructs of curiosity predict significantly creative emotions in mathematical problem solving. Five hundred Grade 8-10 students participated in the study. Data were collected using three self-report questionnaires that measured the research constructs. Data analysis used SPSS 21. Results from multiple regression indicated that the set of constructs of self-efficacy in creativity explained significantly 29.6% of the variance in creative emotions. Moreover, the set of constructs of curiosity explained 17.8% of the variance in creative emotions. Furthermore, three of the five independent variables had best prediction of creative emotions, explaining 32.9% of the variance in creative emotions. The results of the stepwise regression showed that self-efficacy in originality and stretching curiosity were the first two variables in a set of three variables that best explained the variance in creative emotions. The research results lead to the recommendation of developing the previous two constructs in classroom setting to cultivate students' creative emotions and thus their creative practices.
Sixth-Grade Students&apos; Experiences of a Digital Game-Based Learning Environment: A Didactic Analysis
Author: Gök, Mustafa
Date: 2021-04-00
Type: Journal Articles
Subjects: Game Based Learning,Mathematics Instruction,Mathematical Concepts,Concept Formation,Computer Games,Grade 6,Teaching Methods,Case Studies,Middle School Students,Video Technology,Public Schools,Learning Processes,Mathematics Skills,Teacher Student Relationship,Interaction,Foreign Countries

Students' conceptual understanding and mathematical process skills can be improved through digital games in mathematics education. The starting point of this study is the idea of having students encounters this kind of environment. The study didactically describes the process of 6th-grade students' experiences of a digital game-based learning environment. A combination of the Theory of Didactical Situations (TDS) and Digital Game-Based Learning (DGBL) was used in the design of the digital game. The research focused on knowledge-based interactions (teacher-student-game) during the implementation of the game called &quot;Race with Numbers,&quot; designed in line with this synthesis. The case study, one of the qualitative research methods, was used in the study. Research participants consist of 16 middle secondary school students studying in the 6th grade in a public school. The research data were collected with a video camera and two voice recorders. The research application lasted 75 minutes. The data analysis related to the application was carried out by describing the interaction between the students and the game at stages of TDS. The study findings indicated that TDS has significant potential in designing DGBL environments. However, strong evidence is presented that such environments enable students to realize their own learning and encourage them to use mathematical process skills (such as problem-solving, reasoning, proving, and transfer). Finally, the study highlights the importance of the digital game-based learning approach in mathematics teaching for students.
Teaching and Learning Process for Mathematization Activities: The Case of Solving Maximum and Minimum Problems
Author: Jupri, Al
Date: 2021-04-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Processes,Mathematics Activities,Preservice Teachers,Mathematics Teachers,Problem Solving

One of the topics within the course of Essential Concepts in School Mathematics (ECSM) for prospective mathematics teachers concerns maximum and minimum problems. This type of problems requires mathematization, i.e., the activity of transforming a problem into a symbolic mathematics problem and of reorganizing within the mathematical system, in the solution process. This research aims to investigate the implementation of the learning and teaching process of the ECSM course that strengthen prospective mathematics teachers' conceptual understanding and problem solving abilities through mathematization activities. To reach this aim, this qualitative study was conducted through an observation of the learning and teaching process, including the formative written assessment, for the case of maximum and minimum problems, involving 19 students of mathematics education program. The results of this study revealed that the learning and teaching process is implemented by emphasizing the use of a deductive approach. The written assessment showed students' strategies and difficulties in dealing with maximum and minimum problems. Main difficulties included constructing visual representations and mathematical models in the mathematization processes. It can be concluded that the learning and teaching processes of the ECSM course need to be improved so as to develop better conceptual understanding and problem solving abilities through mathematization activities.
An Exploration of New Superintendent Mentoring and Goal Setting
Author: Liang, Jia
Date: 2020-00-00
Type: Journal Articles
Subjects: Superintendents,Mentors,Administrator Attitudes,Goal Orientation,Standards,Advocacy,Leadership Qualities,Competence

Using surveys and focus group interviews, this study explored the perspectives of new school superintendents and their mentors on goal setting in relation to national leadership standards in a formal mentoring and induction program. While the two groups shared certain views, statistically significant differences were found. The mentees displayed a contextualized understanding of advocacy--more related to local community values and beliefs than those of national or international views. The issue of goal setting, or lack thereof, and the engagement of national leadership standards to mentoring are most prominent and novel in this study. [Note: The publication year (2019) and the page range (6-17) shown on the PDF is incorrect. The correct publication year for v5 n1 is 2020. The correct page range for this article is p25-35.]
Best Practice PBIS Implementation: Evidence Indicators in Each Tier of the PBIS Champion Model
Author: Hannigan, Jessica Djabrayan
Date: 2020-00-00
Type: Journal Articles
Subjects: Best Practices,Positive Behavior Supports,Program Implementation,School Culture,Educational Environment,Models,Evidence Based Practice

This study presents empirical data on the best practice implementation of the Positive Behavior Interventions and Supports (PBIS) Champion Model in schools at each of the three tiers of implementation. The purpose of this study was to identify PBIS best practice evidence indicators for each of the tiers. The design included a review of evidence indicators from a cohort of schools (N = 117) that participated in a three-year PBIS Champion Model workshop series during the 2016-2019 school years and met model criteria for implementation based on the PBIS Champion Model Framework. Evidence indicators were collected and analyzed from schools that met the requirements of each implementation level. While some met the requirements of all three levels, others met those of two, one, or none. Of the 117 schools in the cohort, 113 schools met the Tier 1 level (Bronze) requirement, 94 met the Tier 2 level (Silver) requirement, and 86 met the Tier 3 level (Gold) requirement. The findings indicate a variety of evidence indicators in each tier of the PBIS Champion Model Framework (i.e., processes, protocols, trainings, communication structures) that aligns with Deming's Plan, Do, Study, Act (PDSA) cycle for quality implementation. This study presents a practical resource that can guide successful systemic implementation of PBIS in each tier and can support student academic learning and behavior in those schools. [Note: The page range (35-38) shown on the PDF is incorrect. The correct page range for this article is p36-43.]
Integrating Blended Learning in Middle School ELA Classrooms to Support Diverse Learners: Lessons Learned
Author: Morgan, Joseph John
Date: 2020-00-00
Type: Journal Articles
Subjects: Blended Learning,Student Diversity,English Language Learners,Students with Disabilities,Language Arts,Technology Integration,Technological Literacy,21st Century Skills,Skill Development,Alignment (Education),Academic Standards,Professional Development,Writing Instruction,Individualized Instruction,Middle School Teachers,Middle School Students

The current focus of education is on preparing diverse student populations for college and career readiness. One critical aspect of this preparation is the development of 21st century learning skills that integrate technology to support students in becoming active members of a globalized society. According to the National Assessment of Educational Progress, however, English learners (ELs) and students with disabilities (SWDs) are underprepared to use technology to enhance their learning. Therefore, it is important for schools to find ways to integrate critical technology skills with academic instruction in the education of cognitively and linguistically diverse learners. School leaders are essential to the establishment of this instruction. This paper provides lessons learned from a professional development project focused on training middle school English language arts teachers in the integration of blended learning activities to support these diverse learners. These lessons, with supporting data, are discussed along with implications and recommendations for school leaders focused on providing access to critical 21st-century learning skills. [Note: The page range (35-38) shown on the PDF is incorrect. The correct page range for this article is p44-51.]
Reflective Writing in a Principal Preparation Program
Author: Wright, James
Date: 2020-00-00
Type: Journal Articles
Subjects: Reflection,Writing (Composition),Principals,Administrator Education,Equal Education,Instructional Leadership,Credentials,Teaching Methods,Educational Practices,Program Descriptions,Educational Change

Reflective writing has become part of a vast spectrum of professional practices across academia, which includes the hard sciences--notably in the fields of medicine and nursing, as well as in the humanities, including social work, higher education, teacher education, and educational leadership. In this article, we seek to describe the results of an investigation in the preparation of school leaders through reflective writing. Our engagement with self-reflective writing is explicitly designed to help future educational leaders identify and promote the skills that help leaders identify inequity in schools. The preliminary administrative credential program in this study is rooted in efforts to prepare equity-driven school leaders who integrate dispositions, concepts, and actions into their daily practice. [Note: The page range (18-23) shown on the PDF is incorrect. The correct page range for this article is p16-24.]
The Relationship between Districts&apos; Teacher Salary Schedule Structures and the Qualifications of Their Teacher Staffing Profile
Author: Tran, Henry
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,School Districts,Public School Teachers,Teacher Salaries,Incentives,Teacher Qualifications,Teaching Experience,Teacher Recruitment,Teacher Selection,Teacher Persistence,Collective Bargaining,Classes (Groups of Students),State Policy

Many school administrators face difficulties hiring teachers with the requisite job credentials and qualifications. In this paper, we argue for the potential of salary structures to influence teacher staffing. Specifically, the purpose of this study is to examine whether restructuring teacher compensation salary schedules is associated with attracting larger shares of teachers with the necessary baseline qualifications for the job (i.e., &quot;highly qualified teachers&quot; or HQT) in a non-collective bargaining state. Fixed effects regression using panel data from 2012-2014 for 80 of South Carolina's public school districts was used to address the purpose of the study. The percent of classes not taught by HQT was found to increase as districts become more backloaded. This provides supporting evidence concerning the benefits of frontloading salary schedules. Additionally, potential drawbacks of frontloading salary schedules should be examined to improve the knowledge base of the potential costs relative to benefits of frontloading salary structures. [Note: The page range (24-34) shown on the PDF is incorrect. The correct page range for this article is p6-15.]
The Influence of the CEFR in Turkish National Curriculum
Author: Hazar, Esin
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Educational Policy,Communication Skills,Grade 6,National Curriculum,Global Approach,Receptive Language,Oral Language,Visual Stimuli,Reading Comprehension,Written Language,Computer Mediated Communication,Expressive Language

Despite the ongoing attempts in Turkey to teach the English language to Turkish citizens so that they can communicate effectively in global contexts, the results reached are much lower than desired. To determine where the mistakes originate, different policies have been followed, course hours and instructional strategies have undergone constant changes. The curriculum which is one of the most important pillars of teaching and learning has been updated according to the principles of the CEFR which deeply affect foreign language teaching in Europe. In this study, the A1 level English teaching curriculum, which was prepared in line with the CEFR principles, was examined based on the CEFR communicative language activities. The learning outcomes included in the curriculum were compared in terms of production, interaction and reception activities, and the alignment of the curriculum to the tenets of the CEFR was revealed.
Analysis of a School-Based Behavioral Health Program: Exploring the Value of Mental Health Services for Vulnerable Students
Author: Ross, Lora
Date: 2020-00-00
Type: Journal Articles
Subjects: School Health Services,Mental Health Programs,At Risk Students,Elementary School Students,Secondary School Students,Trauma,Outcomes of Treatment,Depression (Psychology),Anxiety Disorders,Mental Health,Improvement,Clinical Diagnosis

This paper explores the effectiveness of public school-based mental health treatment for K-12 students. Extant clinical data from 2017-2018 for behavioral health service recipients (n = 874) was used in this analysis. Relationships among clinical diagnosis at discharge, duration in treatment, student participation, and status of mental health improvement were examined. Logistic regression explored associations among variables of interest. Results indicate 74.3% (n = 649) of students were identified by clinicians with improvement in mental health status at discharge. The most prominent mental health diagnoses being treated in the schools were depression, anxiety, and trauma. Students involved in treatment were over 15 times more likely to be categorized as having an improved mental health status; students who lacked participation were 63% less likely to improve. Our results highlight the necessity for school administrators to prioritize and support school-based mental health services. The findings provide school administrators guidance, evidence, and impetus for implementing effective school based mental health programs.
Boosting School Administrator Confidence When Evaluating Special Educators through District Support and Training
Author: Aramburo, Corrine M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,Self Efficacy,Teacher Evaluation,Special Education Teachers,Professional Development,School Districts,Credentials,Observation

This current study is an exploratory, secondary data analysis of a survey assessing training, district support, and confidence of school administrators when it comes to special education teacher evaluation. The present study specifically examines (a) if the influence of district training regarding special education teachers influences the confidence of school administrators to evaluate and observe special education teachers, (b) if administrators with a general education credential differ from administrators with a special education credential regarding the type of district support needed to better evaluate special education teachers; and (c) if possessing a special education credential influences an administrator's confidence when evaluating both general and special education teachers at their school site. Results indicated that district training regarding special education teacher evaluation increased administrator confidence and that administrators with general education credentials desired more district support overall than did their counterparts with a special education credential. The data also showed that administrators with a special education credential felt significantly more confident evaluating special education and general education teachers than did their counterparts from general education backgrounds. Implications for the field of special education evaluation and future directions are discussed.
Data Use among Principals and Teachers: Divergent Paths or Common Ground? Implications for the Leadership Preparation Programs
Author: Albiladi, Waheeb S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Data Use,Decision Making,Principals,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Administrator Attitudes,Teacher Administrator Relationship,Trust (Psychology),Expectation,School Culture,Public Schools,Leadership Training,Time Management,Barriers

This study examines teachers' and administrators' use of data to inform their practice in one south-central state. Using a qualitative research approach, the study involved 76 educators representing eight school districts. Data were collected using focus groups with teachers and in-depth interviews with school principals. Data were inductively and deductively analyzed using multiple cycles of coding. Analysis of data revealed three themes that exposed differences in the use of data by teachers and administrators: the challenges of data use, the &quot;levels&quot; at which data are viewed (micro and macro lenses), and the value placed on formal and informal data. Findings suggest that by understanding the differences between teachers' and administrators' perspectives on data use and recognizing the common ground that unites their perspectives, schools can create data cultures that foster shared expectations, collaboration, and trust between teachers and administrators.
Professional School Counselor and Principal Recognition of Appropriate and Inappropriate Activities
Author: Unger, Dana L.
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counselors,Principals,Recognition (Psychology),School Counseling,Activities,Differences,Public Schools,Elementary Schools,Middle Schools,High Schools

This study examined professional school counselor and principal recognition of appropriate and inappropriate activities of professional school counselors. Researchers investigated the differences in recognition between professional school counselors and principals serving at various educational levels. Results showed differences in what professional school counselors see as appropriate and inappropriate as compared to and contrasted with what principals deemed appropriate. There were six items in which principals and school counselors at every level were in clear agreement.
Essential Addictions Terminology for School Counselors
Author: Dunbar, Edward T., Jr.
Date: 2021-00-00
Type: Journal Articles
Subjects: Addictive Behavior,Drug Addiction,Substance Abuse,Vocabulary,Definitions,Language Usage,Labeling (of Persons),Adolescents,School Counselors,School Counseling,Helping Relationship

Substance use and other addictive behaviors can last throughout the lifespan and lead to other health issues. Adolescents are not immune to addiction or addictive behaviors and are more likely to experience curiosity and to engage in experimentation. Historically, addiction has been a topic that has been avoided or stigmatized. Further, the use of stigmatizing language can be detrimental to those seeking help for addiction or addictive behaviors. Thus, discussing addiction or addictive behaviors may be difficult even for those in the helping professions due to worry about stigmatizing language. The purpose of this brief report is to provide school counselors with resources associated with current addiction terminology and definitions. Specifically, this report will address a list of essential terminology associated with addictions and a list of destigmatizing terminology and replacement language for outdated stigmatizing addictions terminology.
The Effect of Dry-Land Quickness Training on Swimming Performance of 14-16 Ages Students
Author: Gul, Mine
Date: 2021-00-00
Type: Journal Articles
Subjects: Training,Program Effectiveness,Athletes,Males,Adolescents,Aquatic Sports,Skill Development,Psychomotor Skills,Muscular Strength

This study aimed to research the effect of dry-land quickness training for 14-16 years old male swimmers on 50 m freestyle swimming performance. 30 volunteer male athletes and 10 volunteer males in the same age group who do not sport participated in this study. Athletes were grouped who took swimming training as experiment1 (E1), experiment2 (E2) who took swimming &amp; quickness training and control (C) group who did not take an exercise. Zig-zag (ZZ), Square test (ST), Illinois test (IT), and T-test were applied for quickness skills; 50 m freestyle swimming degree was computed for the swimming performance before and after the training. Findings were discussed by applying paired sample T-test for in-group, independent samples T-test and One-Way ANOVA tests were applied for intergroup comparison. There are significant differences in all the measurement parameters based on pared sample T-test analysis results (p&lt;0.05). Also, with reference to intergroup analysis that compared E1, E2, and C groups, there are significant differences in all the parameters (p&lt;0.05) while there is no difference between E2 and C group in ZZ, ST, K, and IT measurement parameters (p&gt;0.05). On the other hand, there is a significant difference at 50 m freestyle swimming degree. Exercise that were applied on dry-land as an addition to swimming training have an effect on quickness and swimming performance. It can be considered to be available method for swimmers to plan their training at the appropriate time.