ethanporcaro/eric-fulltext-meta huggingface dataset:
How Do Principals of High Performing Schools Achieve Sustained Improvement Results?
Author: Peddell, Lewes
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,School Administration,School Effectiveness,Educational Improvement,Academic Achievement,Leadership Effectiveness,Transformational Leadership,Change Strategies,Administrative Principles,Capacity Building,Teacher Empowerment,Data Use,Decision Making,Foreign Countries,National Competency Tests,Elementary Schools,Secondary Schools,Teacher Administrator Relationship

Education systems across the globe have enacted national testing regimes to monitor and report student achievement progress as an outcome of teaching performance. This paper reports on an investigation of strategies that Principals of high achieving schools use to achieve school results, based on NAPLAN reports (the National Assessment Program in Australia) and interpreted via the Alignment, Capability and Engagement (ACE) model of organisational readiness. Our findings identified specific Principal behaviours, actions and attitudes as necessary for effective school-wide improvement programs, as well as the existence of commonly shared strategies and approaches that help to explain why these particular Principals have been successful in their pursuit of school improvement. These include a shared vision for improvement, use of data-driven decision making, and building positive, &quot;transparent&quot; relationships to encourage teacher buy-in. Importantly, these findings identified &quot;organisational readiness&quot;, a foundational principle of the ACE model, as a fundamental requisite to effective school improvement.
Introducing Animal-Assisted Intervention for Special Education in Integrated Farming System
Author: Zhi, Teh Xian
Date: 2020-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Special Education,Student Needs,Animals,Intervention,Agricultural Education,Program Effectiveness,Foreign Countries,Illustrations,Visual Aids,Scientific and Technical Information,Students with Disabilities

Autism spectrum disorder is a neurodevelopment disorder that affects an individual's social skills, communication skills and repetitive behaviours. Due to these factors, an autism learning environment has to be purposely-built to cater for the sensory needs of these learners. In special education practice, animal-assisted intervention has become popular over recent years to this end. This study aims to analyse the practice of animal-assisted intervention in an autism learning environment with the aid of a sustainable system called an integrated farming system. The study is conducted using mixed methods, involving content analysis of the technical information and detailed drawings of an integrated farming system, as well as an online survey about the implementation of the intervention in autism classrooms via such a system. Our findings show that the technical drawings for implementing an integrated farming system in the built environment represent an architectural intervention. The online survey also shows positive feedback from experts in autism services. The study concludes that animal-assisted autism learning is a promising future model for special education. It also suggests that an integrated farming system is a potential nature-based livestock farming solution to include animals in a farm-based autism educational setting. This could serve as a reference and basis for future architects or researchers to extend the research or implement animal-assisted interventions in real practices.
&quot;Ma??ala&quot; in Architecture: Symbolism and Significance for Contemporary Design Education in India
Author: Piplani, Navin
Date: 2020-00-00
Type: Journal Articles
Subjects: Design,Educational Philosophy,Architecture,Guidelines,Architectural Education,Educational History,Foreign Countries,Teaching Methods

This paper builds upon the understanding that the knowledge of traditional design concepts, particularly the &quot;ma??ala,&quot; is relevant for contemporary design education. The significance of traditional principles and practices of design has been undermined by contemporary systems of education. The theory and practice of the philosophy of design are explained using textual references from the ancient treatises on architecture, and analysing buildings and sites of traditional and contemporary approaches to design. A specially devised framework of analytical indicators helps establish the relevance of traditional design concepts and processes for use in contemporary architecture education. An exploration into the current architecture pedagogy identifies the components of teaching structure where potential confluence zones are marked for the inclusion of traditional knowledge content. It is argued that the &quot;vastu purush ma?dala&quot; is a philosophical vision and practical tool, which is readily applicable to design education because of its multi-dimensional qualities. A full and in-depth knowledge of the &quot;ma?dala&quot; will provide value-addition to the critical history-theory and essential contextrelevance strands of design education.
Blogging in EFL Learners&apos; Academic Writing
Author: Sütçü, Selim Soner
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Web Sites,Academic Language,English (Second Language),Second Language Learning,Writing Instruction,Writing Skills,Teaching Methods,Instructional Effectiveness,College Students,Positive Attitudes,Paragraph Composition

Firstly known as &quot;weblog&quot;, soon shortened as &quot;blog&quot; in 1999, blogs have always been an important part of online culture. Since then their static nature has changed, and they have offered new opportunities, which in return has started to draw the attention of both educators and researchers increasingly. Soon they have assumed a critical place in language learning, specifically in writing classes. As a result of their nondecremental role in language learning, this study aimed to investigate the effects of using blog in academic writing and determine the attitudes of learners of English as a foreign language at tertiary level. The results indicated a considerable increase in the success scores of the students who used blogging in academic writing, confirming that blogging improves students' writing skills. In parallel with this finding, students also expressed positive attitudes towards the use of blog in their writing activities, which together could imply that students with positive attitudes towards blogging are likely to become better writers.
Situating Vocational Learning and Teaching Using Digital Technologies -- A Mapping Review of Current Research Literature
Author: Dobricki, Martin
Date: 2020-00-00
Type: Journal Articles
Subjects: Vocational Education,Technology Uses in Education,Educational Research,Literature Reviews,Teaching Methods,Video Technology,Scaffolding (Teaching Technique),Computer Simulation

Context: The ongoing change of work life by digital technologies requires vocational education and training (VET) to adapt constantly. This &quot;digital transformation&quot; of work life gives therefore rise to the question how to advance the use of digital technologies in VET. A possible answer may be found by considering that VET should be transferable to work life. This goal may be achieved by coupling educational activities with examples of work situations. Such situated education may be accomplished by using digital technologies. Until five years ago this mainly consisted in using digital photos, videos, and the internet for educational scaffolding or learning tasks. In research this situated digital VET taxonomy is currently expanding. Hence, the use of digital technologies in VET may be advanced by considering current research literature on situated digital VET. Method: Here, we have searched and reviewed scientific publications on situated digital VET published in the past five years. In the peer-reviewed publications that we had selected, we first identified which digital technologies were used for situated VET and which educational activities were coupled with work situation examples. Subsequently, we identified the categories to which the publications could be grouped together by analyzing the content of their full texts. Results: Situated digital VET was accomplished in about half of the reviewed publications by a digital video on a work situation, and in almost half of the publications by a work situation presented in a 3D virtual environment. Digital videos on work situations mostly served all types of learning tasks and rather rarely educational scaffolding. Work situations presented in 3D virtual environments mostly served cognitive or behavioral learning tasks and never educational scaffolding. Situated digital VET was moreover accomplished by using the digital representation of a work situation that either had occurred previously or that was immediately taking place. Conclusions: Our findings suggest that retrospectively and immediately situated digital VET may be the two categories of an up-to-date basic taxonomy of situated digital VET. Hence, an important question to investigate for advancing the use of digital technologies in VET is the following: Which of the two identified types of situated digital VET can facilitate which kind of vocational learning? Based on the reviewed publications we are not able to give any answers to this. Hence, there is a massive need to investigate which kind of vocational learning can be facilitated by retrospectively, and which by immediately situated digital VET.
Engaging with the Cultural &apos;Other&apos;: The &apos;Colonial Signature&apos; and Learning from Intercultural Engagements
Author: Hoult, Simon
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Policy,Intercultural Communication,Cultural Awareness,Student Teachers,Study Abroad,Travel,Reflection,Student Attitudes,Foreign Countries,Experiential Learning,Teacher Education Programs,Masters Programs,Ethnography,Poverty,Cultural Differences,Psychological Patterns

In this article, the idea of the 'colonial signature' is advanced as a potentially pivotal response to triggers that deepen or act as barriers to intercultural learning. From a postcolonial positioning, empirical data is then examined to consider the responses to intercultural-learning triggers of 14 UK-based student teachers on a study visit to India specifically through an analysis of their reflective writing and interviews. Participants' responses to varied triggers became significant colonial signatures to their intercultural learning. The learning deepened where responses were reflexive and articulated with reference to the global powerbase that underpins study visits to the Global South. Where responses to triggers provoked more shallow comparisons with home, the colonial signatures resulted in closed-down discussion, thus acting as a barrier to further learning. This has implications not only for study visits, but also, more widely, for the approach to global learning.
Speak Now or Forever Hold Your Peace: Turkish Academics&apos; Self-Efficacy Beliefs in Their Spoken English
Author: Yilmaz, Adem
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Teacher Effectiveness,English (Second Language),Language Proficiency,College Faculty,Oral Language,Teacher Characteristics,Departments,Employment Level,Teaching Experience,Age Differences,Language Tests,Scores,Study Abroad

Academics are known as individuals designing and conducting scientific research and they are to hold problem-solving skills, use scientific methods, carry out research, and publish at a global level. That said, they may encounter problems while performing the actions mentioned above due to a lack of foreign language proficiency, which interferes with sharing their knowledge with the others in the international arena. Taking that into consideration, this study aims to scrutinize the self-efficacy beliefs of Turkish academics regarding their oral communication in English. For this purpose, the data were collected through e-mails, and a total of 352 academics working in the departments of educational sciences participated in the study. Qualitative (document analysis) and quantitative research (survey) methods were used together in the study. The scale &quot;A Self-efficacy Instrument for Academics' Oral Communication in a Foreign Language&quot; developed by Özer, Çakir &amp; Uzun (2019), was utilized in the quantitative data collection phase. The findings were subjected to descriptive and inferential statistics. The findings revealed that the self-efficacy scores of academics with respect to their oral communication in English showed no significant difference in terms of their department, academic title, academic experience, and age variable. It also turned out that there is a significant difference between self-efficacy belief scores and experience abroad, current language exam scores, and involvement in academic events abroad. As a result of the document analysis, it was uncovered that the number of studies, especially those that examine foreign language use, is limited. It is believed that the present study will contribute to the existing literature.
Teacher Opinions on the Use of Educational Games in Social Studies Course
Author: Somen, Tugba
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Secondary School Teachers,Educational Games,Game Based Learning,Social Studies,Instructional Effectiveness,Teacher Education,Teacher Competencies,Self Efficacy,Foreign Countries

Current developments have led teachers to use different methods and techniques in their instruction processes. When it is considered that student-centred instruction methods and techniques are more effective, it is important to include methods and techniques that will make students more active and ensure their active participation in the instruction process. One of these techniques is educational games. The objective of this study is to obtain the views of social studies teachers about using educational games. This study used a qualitative approach. The study group consisted of 15 social studies teachers working in the secondary schools of Kars, Turkey. The data were collected with a semi-structured interview form prepared by the researchers. In order to explain the collected qualitative data and to determine the relationships, the explanatory and deductive codes that emerged during the analysis were used. Based on the data obtained, it was found out that the social studies teachers thought that educational games were a technique which provided a more permanent learning environment with fun. It was also determined that the social studies teachers believed that educational games should be entertaining, instructive, and suitable for students' levels and related to class topics and that using the educational game technique was beneficial for supporting the permanence of social studies instruction processes, active student participation, and strengthening the gained knowledge. Based on these results, the researchers recommended to improve educational games by deploying them in a more effective manner and including them more frequently.
Gifted Students&apos; Analogies towards Science and Arts Centres
Author: Dogan, Adem
Date: 2020-00-00
Type: Journal Articles
Subjects: Academically Gifted,Figurative Language,Science Teaching Centers,Arts Centers,Student Attitudes,Positive Attitudes,Educational Objectives,Gifted Education,Children,Grade 4,Grade 5,Foreign Countries,Logical Thinking

This study investigated the gifted students' analogical perceptions of science and arts centres (SACs). Qualitative research method has been adopted. The data were collected from 4th and 5th graders selected through the purposive sampling through an interview form developed by the researchers. The participant students' analogical expressions for SACs were analysed through the content analysis method. The students were required to make analogies between SACs and eight themes (e.g. cars, games, occupations, clothes, subjects, stories, scientists and relatives) by justifying them. The content analysis results of their responses indicated that the gifted students held quite positive perceptions of SACs and that these centres fulfil the goals and objectives identified by MoNE. SACs were mostly compared to speedy cars, challenging games that require use of mind and strategic thinking, warm clothes, occupations that require self-sacrifice, patience and dedication, numerical courses, close relatives, the most popular stories/ tales of the world literature and the scientists most of whom lived in 19th and 20th century. This study is important in terms of pointing out that there is a positive relationship between the attitudes of SAC students towards educational institutions and their academic success.
Determining the Leadership Potential of School Administrators Based on Data Triangulation
Author: Yenipinar, Senyurt
Date: 2020-00-00
Type: Journal Articles
Subjects: Data Analysis,School Administration,Instructional Leadership,Principals,Case Studies,Administrator Attitudes,Measurement Techniques,School Size,Elementary Secondary Education,Administrator Characteristics,Institutional Characteristics,Problem Solving,Emotional Response,Gender Differences,Accountability,Global Approach,Educational Attainment,Age Groups,Socioeconomic Status,Foreign Countries,Administrator Effectiveness

Aiming to describe the leadership potential (LP) of school principals, this study was carried out using the triangulation design of the mixed method. The study was carried out among 15 school administrators who were recruited using the purposive sampling method. Data were collected using an analytic graded measurement tool through a case-based, semi-structured interview. In this study, the LP of the participants was found to be low, and the main sources of this situation were determined to be maintaining the current situation, avoiding complexity and uncertainty, and inadequacy in managing decision-making processes.
Effect of School Climate, Students&apos; Self-Handicapping Behaviors and Demographic Characteristics on Students&apos; Achievement
Author: Sahin, Fatih
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Environment,School Culture,Self Concept,Student Behavior,Demography,Academic Achievement,High School Students,Foreign Countries,Socioeconomic Status,Grade Point Average,Social Influences,Environmental Influences,Age Differences,Gender Differences,Institutional Characteristics

This study aimed to examine the relationship between high school students' academic achievements, school climate, students' self-handicapping behavior, and demographic characteristics. The research is a correlational study. The sample of the study consists of 981 students studying in three different types of schools in the city center of Karaman, Turkey, in the 2019-2020 academic year. We used structural equation modeling in the research. According to the results of the research, in a school climate (positive climate) that has success-oriented, supportive teacher behaviors and a safe learning environment, students are less likely to have self-handicapping behaviors, and students with less self-handicapping behaviors are more likely to have a higher grade point average (GPA). The study concluded that school climate also affects grade point average through self-handicapping. It also confirmed that age, school type, gender, and socioeconomic status variables also affected the student's grade point average. In the context of examining student achievement by taking into account structural, social, psychological, and environmental factors of the school, we thought that this research would make an essential contribution to the literature.
Examining the Relationship between Academic Motivation and Social-Emotional Competency in Student-Athletes
Author: Filiz, Bijen
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Student Motivation,Academic Achievement,Social Development,Emotional Development,Interpersonal Competence,Social Cognition,Self Concept,Student Athletes,Student Participation,Athletics,High School Students,Instructional Program Divisions,Gender Differences,Foreign Countries,Measures (Individuals)

The purpose of this correlational study was to examine the relationship between academic motivation and social-emotional competency of student-athletes in terms of gender, grade, and active participation in sports. The study group consisted of 200 volunteer student-athletes studying at a sports high school. The Academic Motivation Scale and the Delaware Social-Emotional Competency Scale were used. According to the results, there was a significant difference between the mean scores related to the sub-dimensions of &quot;Intrinsic motivation (IM)-to accomplish, Extrinsic motivation (EM)-introjected regulation, and amotivation&quot; according to the variable of doing active sports, and &quot;self-awareness, social-awareness, and EM-identified regulation&quot; according to gender variable by independent sample t-test. The one-way ANOVA analysis results showed that there was a significant difference between the mean scores of &quot;self-awareness, social-awareness, and IM-to know&quot; sub-dimensions according to the variable of grade. The Pearson Moments Multiplication Correlation test showed that there was a negative relationship between the sub-dimensions self-awareness and social-awareness via EM-identified regulation. This study showed a low negative correlation between academic motivation and social-emotional competency in student-athletes. Significant differences were found between various sub-dimensions according to the variables of gender, grade, and active participation in sports. [This paper was presented at the 13th FIEP European - 29th FIEP World Congress in Istanbul in September, 2018.]
Development of Program Comprehension Skills by Novice Programmers -- Longitudinal Eye Tracking Studies
Author: Andrzejewska, Magdalena
Date: 2020-00-00
Type: Journal Articles
Subjects: Programming,Computer Science Education,Knowledge Level,Eye Movements,Cognitive Processes,Problem Solving,Comprehension,Undergraduate Students

The article discusses the findings of longitudinal studies (three stages spanning 6 months) which were to investigate the process of acquiring the ability to comprehension program code by the computer science students having started to learn to program. The studies were conducted with the use of a knowledge measurement test, the diagnostic survey, and eye tracking technology that enabled the recording of movement of the subjects' eyes and an analysis of the patterns of information processing during solving programming problems. The obtained results have shown that the students solved the tasks most effectively in the last stage of the research during which they obtained the highest indicator of correct answers in the significantly shortest time. In the last stage of the research the dominant form of the algorithmic problem analysis was code, in two previous it was flowchart. The eye tracking data have shown that regardless of the research stage the code analysis was definitely connected with a greater number of fixations, with very near values of time devoted to solving those two forms of the algorithm. The participants who increased their competences in a scope of the program code analysis had a significantly greater saccade amplitude average (SAA) and a significantly shorter fixation duration average (FDA) in the last stage of the research comparing to previous ones. The results suggest that the FDA and SAA are parameters sensitive to the development of program comprehension skills.