ethanporcaro/eric-fulltext-meta huggingface dataset:
Transformational Leadership Preparation in a Post-COVID World: US Perspectives
Author: Young, Michelle D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Transformational Leadership,Leadership Training,COVID-19,Pandemics,Learning Experience,Educational Change,Authentic Learning,Active Learning,Equal Education,Reflection

The term Powerful Learning Experience (PLE) is an outgrowth of a University Council for Educational Administration (UCEA) project. Colleagues who were engaged in the Leaders Supporting Diverse Learners (LSDL) project, along with researchers examining exemplary educational leadership programs refined the original framework. The version described in the following article is based on Young's (2019) presentation of the framework to the World Educational Leadership Summit (WELS). The PLE framework consists of ten key attributes that encourage active teaching and learning processes, problem-based, context-rich products, and other evidence of learning outcomes. The authors have found that leadership preparation experiences that reflect a combination of these ten attributes facilitate deeper understanding of educational leadership and the development of knowledge and skills that are both transferable to a variety of contexts and adaptable for multiple challenges.
What Can We Learn from the Pandemic about How to Create More Meaningful and Transformative Internships?
Author: Davidson, Frank
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Internship Programs,Mentors,Educational Policy,Educational Change,Principals,Graduate Students,Barriers,College Faculty,Affordances

The global pandemic of 2020-2021 forced schools and universities to constantly adapt to shifting conditions. Individuals completing their internships between March of 2020 and May of 2021 faced the challenge of making adaptations not only as full-time educators and graduate students, but, in many cases, as parents as well. Gaining meaningful experience during the clinical experience of the internship is challenging under any circumstances, but the pandemic added significant new challenges. This article provides evidence of adaptations made by interns, site mentors, and university faculty that may be helpful in creating innovative clinical experiences in the future. The article summarizes the findings from a panel discussion held at the May, 2021 Arizona Professors of Educational Leadership Conference which was facilitated by the author, as well as from semistructured interviews with stakeholders involved in the internship experience. The article includes a discussion of implications for planning and supervising internships, and offers policy recommendations and suggestions for future research.
Opinions of Teacher Candidates on Inclusive Education: A Parallel Mixed Method Study
Author: Leblebici, Hatice
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Inclusion,Self Efficacy,Classroom Techniques,Foreign Countries

In this study, teacher candidates' attitudes, self-efficacy perceptions towards inclusive education, and their situation towards in-class practices were determined. A total of a hundred thirty three pre-service teachers participated in the research voluntarily. The study was designed according to the parallel mixed methods research in which both quantitative and qualitative data (QUAN + QUAL) were used together. As data collection tools, &quot;Attitude Scale towards Inclusive Education&quot;, &quot;Self-Efficacy Scale for Inclusive Education&quot; and &quot;In-class Practice Scale for Inclusive Education&quot; were used. In addition, during the collection of qualitative data, teacher candidates were asked to complete the statement, &quot;In my opinion, inclusive education is like…. because….&quot; To determine their metaphorical perceptions. When the results of the study were examined, teacher candidates, it was determined that the perceptions of self-efficacy towards inclusive education and the concern for personal equipment differ in terms of various variables. In addition, the participants chose the positive metaphors that they produced for inclusive education. Among these metaphors, respect for differences, acceptance of diversity is expressed as coexistence due to the structure of inclusive education that unites society.
Problems Experienced by Prospective Turkish Teachers in Paragraph Development Process
Author: Tiryaki, Esra Nur
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Writing Skills,Paragraph Composition,Turkish,Writing (Composition),Language Arts,Sentences,Grammar,Spelling,Punctuation

It is observed that individuals have problems in written expression in the Turkish education system, and a permanent solution can not be developed to solve these problems. Therefore, the primary objective of this research is to determine the problems of prospective Turkish teachers in paragraph creation. This research was carried out in the descriptive survey model. The study group consists of 88 students studying in the 3rd grade at Hatay Mustafa Kemal University in the 2018-2019 academic year. In the data collection process, the &quot;paragraph creation problem inventory&quot; developed by the researchers was used in the study. According to research results, it was found that the students suffered the most in &quot;inability to create an introductory paragraph&quot; (n=86), &quot;inability to maintain the thought unity in the paragraph&quot; (n=84), and &quot;inability to develop thought in the paragraph&quot; (n=83). In this study, solutions to the problems experienced by the students were also presented. The study findings are expected to contribute to teaching paragraph development.
Difficulties in Learning Geometry Component in Mathematics and Active-Based Learning Methods to Overcome the Difficulties
Author: Juman, Zeinul Abdeen M. Silmi
Date: 2022-03-00
Type: Journal Articles
Subjects: Learning Problems,Geometry,Mathematics Education,Active Learning,Mathematical Concepts,Critical Thinking,Foreign Countries,Secondary School Students,Grade 11,Experiential Learning,Teacher Attitudes

Learning Geometry emphasizes exploring different representations such as virtual manipulatives, written math formulas, and verbal explanations, which help students build mathematical concepts and develop critical thinking. Student's performance in G.C.E (O/L) examination in Sri Lanka for the Geometry component is at a very low level. This study aims to identify the difficulties of learning Geometry at Grade 11 and provide some suggestions for overcoming these issues using active based learning. This study uses a quantitative survey, a diagnostic test, and a teaching experiment conducted with randomly selected three hundred students from grade 11students and 35 mathematics teachers from 42 schools in Vadamarachchi education zone Sri Lanka. Questionnaires were used to collect data from the teachers and the students. The diagnostic test was also used to collect data from the students. Forty students were selected for the teaching experiment based on diagnostic test results and divided into two equally talented groups using a rubric. The teaching experiment was done to test the effectiveness of activity-based teaching methods in teaching Geometry. Findings from the study revealed that students had greater difficulties in learning Geometry such as drawing diagrams for a given geometric problem and applying more than one theorem to solve a given Geometry problem. Furthermore, Students' disinterest in the Geometry component and their family background affects their Geometry learning. Additionally, results from the teaching experiment indicate that the student-based learning approaches are more effective than conventional methods for teaching Geometry.
GeoGebra in the Correction and Understanding of Errors Regarding the Concept of Asymptote
Author: Karakus, Derya
Date: 2022-03-00
Type: Journal Articles
Subjects: Computer Software,Preservice Teachers,Mathematics Teachers,Mathematics Instruction,Program Effectiveness,Error Correction,Geometric Concepts,Foreign Countries

The aim of this study was to investigate the effectiveness of GeoGebra software in preservice mathematics teachers' process of correcting and making sense of errors regarding the concept of the asymptote. Case study method, one of the qualitative approaches, was adopted in the study. The study group consisted of 11 preservice teachers studying in the mathematics teaching program. This study comprised of three parts: pre-GeoGebra application, during the GeoGebra application and after the GeoGebra application. Data were analyzed using descriptive analysis method. The participants' written answers before and after the GeoGebra-assisted application revealed that their approaches to possible errors regarding the concept of asymptote changed positively. Moreover, interviews with three participants who showed &quot;development&quot; &quot;a partial development&quot; and &quot;no development &quot; supported this result.
On the Widespread Impact of the Most Prolific Countries in Special Education Research: A Bibliometric Analysis
Author: Sezgin, Aslihan
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education,Educational Research,Bibliometrics,Productivity,Citations (References),Journal Articles,Access to Information,Open Educational Resources

The aim of this study is to identify the most prolific countries in the field of special education and to discuss the widespread impact of their papers by taking into account the country's h-index. Through a bibliometric analysis, the data were collected in the Web of Science Core Collection category &quot;Education, Special&quot; in the Social Science Citation Index during 2011-2020. The 25 most prolific countries in the field of special education were determined in terms of paper productivity, and it was seen that the leading country was undisputedly the USA (54.42%). Meanwhile, a strong positive correlation was found between the h-index and the number of papers published by the countries (r=0.864). On the other hand, when the ranking in terms of the number of papers was reconfigured by the h-index, it was relatively changed. The possible reasons for this change for the countries with the most changing rankings were discussed by considering some definitive criteria such as the journal quartiles, the percentage of international and domestic, and the percentage of open access papers. This study reports a positive correlation between the quality and quantity in the field of special education for the publications of countries. It has been shown that where the positive correlation deviates, then especially, the journal quartiles, the percentage of international collaboration and the percentage of open access papers have a significant effect. The bibliometric findings may be useful to enrich the discussion about the widespread impact of papers and debate whether the use of h-index is acceptable for cross-national comparisons.
The Effect of Teaching English Synonyms through Data-Driven Learning (DDL) on Thai EFL Students&apos; Vocabulary Learning
Author: Boontam, Punyapa
Date: 2022-03-00
Type: Journal Articles
Subjects: Second Language Instruction,English (Second Language),Vocabulary Development,Data Use,Teaching Methods,Foreign Countries,College Students,Computational Linguistics,Student Attitudes

This paper examines to what extent paper-based data-driven learning (DDL) activities can improve Thai EFL students' vocabulary learning concerning three English synonymous adjectives, which are naughty, disobedient and rebellious, and explores the attitudes of the participants towards learning through the DDL activities. This study was a one-group pre-test post-test design conducted over a four-week period. The convenience-sampled participants were 30 Thai EFL students studying in the Faculty of Education, majoring in English. There were three research instruments in this study including pre/post-test, Thai version of attitudes questionnaire and semi-structured interviews. The instructional treatment, the paper-based DDL materials, was designed based on the criteria of meanings, collocations, formality and grammatical patterns. The corpus data representing each synonymous adjective was drawn from The British National Corpus (BNC) with the assistance of the online tool Sketch Engine (SkE). Using paired-sample t-test, the results indicate a statistically significant difference in the mean scores (p &lt; 0.001) suggesting that their vocabulary knowledge had been developed after learning through DDL activities. Furthermore, the participants had positive attitudes towards learning through DDL as they found it enjoyable and effective in learning English. Thus, the findings of the study have a profound impact in the fields of English language teaching as it is clearly seen that corpus data serves as a useful tool to explore the authentic language patterns and help enhance learners' metalinguistic awareness.
How Can We Make Students Happier at School? Parental Pressure or Support for Academic Success, Educational Stress and School Happiness of Secondary School Students
Author: Toraman, Çetin
Date: 2022-03-00
Type: Journal Articles
Subjects: Secondary School Students,Parent Student Relationship,Parent Influence,Academic Achievement,Foreign Countries,Stress Variables,Psychological Patterns,Anxiety,Student Attitudes,Gender Differences,Family Income,Grade 5,Grade 6,Grade 7,Grade 8

The ongoing debate about if students' lives are either positively or negatively affected by parental involvement in terms of support or pressure for their children academic success is still important. This study aims to determine the relationships between secondary school students' gender, parents' income, grade, parental pressure or support for students' academic success, educational stress they experience, and their level of school happiness, and to examine the effect of parental pressure or support for academic success on the level of school happiness. The study was carried out with 1051 secondary school students in Düzce, Turkey. To collect data, three separate scales were used, and the data were analyzed using path analysis. The results revealed that happiness at school decreases as hopelessness versus expectation, workload, work pressure increase. On the other hand, happiness at school increases when the parental support for academic success increases. Female students are happier at school than male students. Educational stress leads the parents to put more pressure on their children for their academic success, which makes the school happiness lower. Although the parents support their children for their academic success, the level of happiness at school may decrease if they are under stress. Work pressure sustains the positive effect of parental support for academic success and has a positive impact on school happiness.
Pragmatic Uses of Compliment Speech-Act Verbs
Author: Ahmed, Samara Mohammed
Date: 2022-00-00
Type: Journal Articles
Subjects: Speech Acts,Pragmatics,Verbs,Speech Communication,Sociocultural Patterns,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Context Effect,Social Behavior,Language Proficiency,Mastery Learning,Language Usage,Cultural Differences,Undergraduate Students,Student Attitudes

Performative refers to a type of action that is performed under the sentence having been uttered. Knowing a language entails understanding how to construct correct sentences and how to use those sentences to construct appropriate utterances. As a result, they frequently employ a variety of linguistic forms. An utterance is, however, only a performative utterance if the conditions necessary to make it an act prevail. Knowledge of a language does not simply imply an understanding of the rules that generate an infinite number of sentences; it also entails an understanding of the context and socio-cultural rules that govern the use of sentences to generate appropriate utterances. Most utterances are performative utterances that can be preceded by performative verbs. Furthermore, there are different types of utterances; explicit and implicit Performatives. Performative verbs have a particular significance; they determine the illocutionary force of an utterance. The present study aims at investigating Iraqi English Foreign Language learners' performance in analysing performative verbs. Compliment act has been chosen as the study favourite to represent learners' mastery in pragmatic proficiency as well as their communicative ability. To achieve these aims, the study finds that EFL learners face many difficulties in recognizing performative verbs to perform correct speech acts. They were also influenced by their own social norms.
Relation between Creativity, Executive Functions and Bilingualism
Author: Karatas, Pinar
Date: 2022-00-00
Type: Journal Articles
Subjects: Bilingualism,Language Proficiency,Executive Function,Creativity,Correlation,Second Language Learning,Language Research,Research Methodology,Short Term Memory,Cognitive Ability,Research Needs

This paper discusses the association between bilingualism and creativity considering the contribution of executive functions in this relationship. The studies which investigated the relationship between bilingualism, creativity and executive functions are reported. In the psychology literature, divergent thinking and creativity are synonymous concepts (Guilford, 1967). Previous research findings indicate that bilingual individuals outperform monolingual participants in divergent thinking tasks. Most studies compromise the positive impact of bilingualism on figural creativity, whereas there are some controversial findings in bilingual advantages on verbal creativity. Those studies that control bilingualism (L2 proficiency) found that bilingualism and verbal creativity are positively associated. Bilingualism and executive functions are also positively related. Some studies demonstrate a negative relationship between bilingualism and executive functions which may result from not controlling L2 proficiency over a standardized measure. The previous findings declared a positive relationship between creativity and executive functions. Most of the studies only use the inhibitory control subcomponent of the executive functions. Few studies investigate the relation between working memory and cognitive flexibility, and creativity. Likewise, there needs to be further examination on the relationship between specific subcomponents of executive functions and specific creativity types (like verbal and figural).
The Contributions of Metacognitive Skills towards the Retention of Different Academic Ability Students for the Implementation of Several Learning Models
Author: Usman, Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Academic Ability,Teaching Methods,Retention (Psychology),High School Students,Conventional Instruction

Metacognitive skills are self-regulation activities required to achieve active learning, critical thinking, problem solving, and decision making. There is a dearth of research on the contribution of metacognitive skills for the retention of students with varying academic abilities. This research study aims to fill this gap by suggesting learning models including READS (Reading, Exploring, Answering Discussing and Summarizing) learning model, Reading, Questioning and Answering (RQA) learning model and Conventional learning models. The sample of the study comprised 206 students divided into two equal groups of 103 students, each of high academic abilities and low academic abilities. The data was collected through a test and a rubric. The results of the regression analysis show that the READS learning model was better able to improve the metacognitive skills and retention of students with lower academic abilities compared to students with upper academic abilities. The results in the RQA learning model and conventional learning models show an increase in metacognitive skills and retention of students with higher academic abilities much faster than in students with low academic abilities. This suggests that the application of the READS learning model is more suitable for students with low academic abilities. The study recommends that teachers should learn to implement effective learning models to improve the metacognitive skills and retention of the upper and lower academic ability students.
Assessing the Efficacy of a Character Development Program in Non-Traditional Undergraduate Students
Author: Beaumont, Samuel L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Program Evaluation,Values Education,Nontraditional Students,Undergraduate Students,Measures (Individuals),Moral Development,Moral Values,Values,College Freshmen

The purpose of this quantitative ex post facto study was to examine if there is a significant difference in mean moral judgment levels of first year undergraduate students after participating in a character development program at a non-traditional program in a university in the southwestern United States. This study included new non-traditional students matriculating between October 2019 and June 2020. The measurement instrument for the study was the Defining Issues Test-2 (DIT-2). Pre- and post-test DIT-2 archival data was retrieved from the study site for the two assessments. The independent variable was the character education program of study, and the dependent variables were the difference in the mean scores from the DIT-2. Paired t-tests were used to determine if a statistical difference existed after character training. The positive mean change in post-conventional thinking scores, P (M = 2.24), N2 (M = 1.70), were not significantly different than zero (P score p = 0.203, N2 score p = 0.203). The positive mean change in scores for the lowest level of moral reasoning, PI, (M = 0.15) was not significantly different from zero (p = 0.912). The predominant moral schema used by the students, maintaining norms (MN) demonstrated a negative mean change (M = -1.35) but it was not significantly different from zero (p = 0.348). Therefore, the character program of study at the site did not increase moral reasoning levels. The results are significant, as they help to define what works and what does not in non-traditional student ethical development.
Evaluating the Impact of Audio-Visual Media on Learning Outcomes of Drawing Orthographic Projections
Author: Khumaedi, Muhammad
Date: 2021-00-00
Type: Journal Articles
Subjects: Audiovisual Instruction,Foreign Countries,Worksheets,High School Students,Vocational Education,Drafting,Projection Equipment,Teaching Methods,Instructional Materials,Competence

This study aimed to evaluate learning outcomes of drawing orthographic projections between two groups of students: one group that learnt orthographic projections via audio-visual media and the other group through written material. An experimental design was used to determine the percentage increase in learning outcomes of both methods with factorial values. The samples were students from State Vocational High School (S-VHS) and Private Vocational High School (P-VHS) of Semarang city, Indonesia. The control group and the experimental group had 30 students each. Data analysis was carried out using two-way ANOVA with interaction and descriptive statistics. The results showed that there were significant differences in learning outcomes in orthographic projections. The findings of the study showed the highest increase in learning outcomes was in S-VHS at 61.06% (high category), followed by PVHS with 52.04% (high category). The P-VHS students who received written teaching materials scored 43.34% (sufficient category), while S-VHS scored 37.86% (enough category). Based on these results, it was concluded that audio-visual media can be used to improve students' competency drawing orthographic projections.