ethanporcaro/eric-fulltext-meta huggingface dataset:
Saudi University Students&apos; Perceptions of Service Quality in Higher Education
Author: Alhazmi, Fatemah A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Educational Quality,Services,Higher Education,Student Characteristics,Gender Differences,Correlation,Student College Relationship,Student Satisfaction,College Role

Higher education institutions (HEIs), consider the customer experience an intrinsic component of their strategic plans, decision-making processes, and development. In higher education (HE) contexts, students are customers and demand high service quality. This article evaluates the perception of quality of service (QoS) in a HE setting from the perspective of students studying at King Khalid University (KKU) in the Kingdom of Saudi Arabia (KSA). A modified service quality (SERVQUAL) instrument measures five constructs: tangibles, reliability, responsiveness, assurance, and empathy. The research also assesses possible connections between the participants' responses and key demographic variables. Permission was granted to distribute 500 questionnaires to students from the selected college. Of these, 350 questionnaires were returned, and 298 were deemed useful. The data assessing perceptions of QoS was analyzed using SPSS, a t-test, and a cutoff point (3.4). The table of variance analysis and ETA square identified relationships between participants' answers and the demographic variables. Evaluation of all services was lower than predicted. The highest rated construct was assurance with mean (3.0116), responsiveness with mean (2.8465), tangibles with mean (2.7843), reliability with mean (2.6914), and empathy with mean (2.5558). There were statistically significant differences in the students' evaluations of the first dimension (tangibles) associated with gender difference, with average evaluation by male students being (2.9532), and average evaluation by female students (2.6685); otherwise, demographic characteristics showed no statistically significant influence on students' evaluations.
The Perspective of Principals of All Teachers Being Leaders
Author: Nadelsonm, Louis S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Teacher Leadership,Teacher Role,Leadership Role,Professional Identity,Leadership Styles,Elementary Secondary Education

Building on the research about assessing teachers' leader identity, we were curious to understand how K-12 school principals perceive teachers as leaders. We used a survey research design to gather quantitative and qualitative data from K-12 school principals. We could not find any extant surveys aligned with our research focus; thus, we designed and validated a survey for our research. We contacted 1042 K-12 principals from the south-central region of the US; 70 responded by completing our survey. Analysis indicated a potential misalignment in principal leadership styles between the ideal attributes of leadership and contextual or practical applications of leadership. Additional analysis revealed considerable overlap between the principals' perceptions of leadership and the roles of teachers; however, those leadership roles aligned with teachers as school-level leaders outside the classroom rather than in their role of teaching students. Findings also revealed an alignment of principals' perceptions of teachers as leaders with principals' efforts to develop teachers as leaders. Overall, our research suggests that principals support teachers' development as leaders. We close with a discussion of the results and implications for research and practice.
Experimental Teaching by Scientific Methods for Developing Students&apos; Natural Finding Capacity in Teaching Natural Science in Vietnamese High Schools
Author: Tu, Pham Thi Hong
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Teachers,Science Teachers,Science Instruction,Teaching Methods,Scientific Methodology,Natural Sciences,Science Experiments

Natural science itself is an experimental science, so practice and experimentation are important and are typical teaching methods of this subject. To make practice and experiment play the highest strengths in teaching and developing the ability to learn about nature - one of the three specific competencies of natural science, the association of experiments with scientific methods plays a special role. This article presents the general problems of teaching practical experiments according to the scientific method and applying it in teaching the topic &quot;Living animals&quot; in Natural Science, grade 7. The research results can be teachers' references in teaching Natural Science to meet the teaching objectives in the direction of developing students' capacity in Vietnam in the current period.
Metaphor-Themed Studies in Social Studies Education in Turkey and Their Evaluations in Terms of Conceptual Metaphor Theory (CMT)
Author: Sensekerci, Erkan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Concept Teaching,Social Studies,Figurative Language,Teaching Methods,Educational Research,Educational Theories

The aim of the present study is to examine postgraduate theses and published articles on &quot;analysis of metaphorically used words in discourse&quot; in the field of social studies education in Turkey by document analysis method. Within the scope of the research, The National Thesis Center and Dergipark databases were surveyed. The survey revealed 22 completed theses and 39 published articles between the years of 2010 and 2022. First, the studies were analysed in terms of the study/publication year of the works, the universities where they were conducted, their sample/study groups, the methodological framework they were based on, their data collection tool, the expertise of the researchers and thesis advisors, and the metaphors that were the subject of the research. The works were subsequently evaluated in terms of CMT (Conceptual Metaphor Theory) and were subjected to five research questions. This evaluation revealed that the studies examined: (i) do not establish a relationship between their research findings and the theoretical framework of CMT although they view metaphors as products of conceptual thinking; (ii) do not benefit adequately from the essential references or seminal works of CMT; (iii) do not align themselves with a particular theory of metaphor or an approach, and, therefore, lack criteria for how they associate metaphor with thought; (iv) do not make explicit the criteria according to which they classified the statement of participants as metaphorical; and (v) try to reach the data suited to their research purpose with a data collection tool coded as &quot;A is X like or as B&quot;, which is a coding scheme that is conventionally identified as a simile rather than a conceptual metaphor among CMT adherents.
Teacher Motivation and Morale Influencing the Effectiveness of Bangkok Metropolitan Administration Schools
Author: Khanthap, Juladis
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teachers,Teacher Motivation,Teacher Morale,School Effectiveness,Relationship,Job Performance,Guidelines

This study aimed to examine the teacher motivation and morale in Bangkok Metropolitan Administration schools, the school effectiveness, the relationship between the factors of teacher motivation and morale in performing their jobs that influence school effectiveness, and the development of guidelines for enhancing teacher motivation and morale in relation to school effectiveness. In the study, the researcher employed a mixed research methodology. In the initial phase, questionnaires were used to collect data. The population consisted of Bangkok Metropolitan Administration school teachers who served their duty in 2022. A multistage random sampling selected 375 persons in total. Mean, percentage, and standard deviation were applied as descriptive statistics. In the last phase, the researcher conducted in-depth interviews with seven experts selected through purposive sampling to gather their perspectives on the applicability, possibility, and usefulness of the the guidelines for enhancing teacher motivation and morale in relation to school effectiveness. The data was analyzed using a content analysis method. According to the findings, the multiple correlation coefficient was 0.760 (R = 0.760 at the 0.05 level of significance. The predictive coefficient or predictive power of 57.7 percent (R2 = 0.577), with the regression coefficient () arranged in descending order: 1) Professional Success ([beta]=0.321) 2) Career Growth ([beta]=0.238) 3) School Policies ([beta]=0.162) 4) Workplace atmosphere and environment ([beta]=0.102) 5) Governance Aspects ([beta]=0.096). The forecast equations can be generated using the regression coefficients of the predictors in raw score (b) and standard score () as follows: In raw score (unstandardized score) form, the forecast equation is Y' = 1.391 + 0.255 (x 6 )0.183 (x 10 x 10) 0.124 (x 5 (x 5 )0.050 (x 3 (x 3 )0.075 (x 2 (x 2). Standardized score forecast equations Zy = 0.321 (x 6) + 0.238 (x 10) + 0.162 (x 5) + 0.102 (x 3) + 0.096 (x 2). The researcher also devised a guideline containing nineteen recommendations for enhancing the top five teacher motivation and morale factors that influence school effectiveness. There are 19 guidelines for improving teacher morale, which affects school effectiveness.
The Effect of E-STEM Education on Students&apos; Perceptions and Engineering Design Process about Environmental Issues
Author: Koculu, Asli
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Student Attitudes,Environmental Education,Design,Grade 5,Elementary School Students,Private Schools,Foreign Countries

E-STEM (Environmental, Science, Technology, Engineering and Mathematics) refers to the integration environmental education into STEM education and can have important role on students' understandings and engineering design process about environmental issues such as plant growth, acid rains, pollution, sustainable agriculture etc. since it engages students in real-world environmental problem-solving that integrates science, technology, engineering, and math. In this manner, the aim of this study was to investigate the effect of E-STEM Education on fifth grade students' perceptions and their engineering design process about environmental issues. To reach this aim, a one-group pre- and post-test model was used. The research group of study is five 5th grade students at private school, Istanbul, Turkey. The data was collected with open-ended questions, focus group interview and researchers' observation notes. In data analysis, students' responses to open-ended questions were analyzed with content analysis and classified in terms of adequacy. Transcribed discussions from focus group interview and researchers' observation notes were assessed based on Engineering Design Process Framework. As a result of the study, students' perceptions and engineering design process about environmental issues improved through E-STEM Education.
Effectiveness of the Delphi Technique as an Educational Planning Tool
Author: Johnson, Arvin
Date: 2023-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Delphi Technique,Educational Planning,Administrator Attitudes,School Administration,Educational Benefits,Barriers,Program Implementation,Graduate Students,Criticism

This study aims to determine the effectiveness of the Delphi Technique as an educational planning tool. The authors investigated the perceptions of sixty-two pre-service school administrators who would most likely use the Delphi Technique for educational planning purposes. They were invited to participate in an actual Delphi Technique implementation process before they were asked to provide their responses to the research survey questions. Data collected in the study were carefully examined by coding category and identification of major themes to answer the research questions. The findings of the study have indicated the major strengths and weaknesses of the Delphi Technique. Most research participants agreed that Delphi Technique effectively sought consensus among diverse experts. The limitation of the technique was identified to be tedious and time-consuming. The research participants also recommended to improve Delphi Technique by allowing longer lapse of time between rounds of survey. However, they clarified that Delphi Technique did not fit all educational planning situations. The technique works best in planning situations of seeking for prioritization of possible options.
Do Students&apos; Academic Performance and Participation Get Better through School Feeding in Ethiopia?
Author: Assefa, Easaw Alemayehu
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 8,Hunger,Lunch Programs,Breakfast Programs,Food,Nutrition,Academic Achievement,Student Participation,Attention Span,Attendance Patterns,Public Schools,Program Effectiveness

According to the Ethiopia Ministry of Education (2015), school feeding initiatives, such as feeding children in food insecure conditions, providing educational resources, and school meals are essential for supporting access to general education. The purpose of this study was to assess the impact of school feeding program on the academic performance and class participation of Grade 8 students in the primary public schools in Gulele sub city, Ethiopia. A quantitative research method with a quasi-experimental design was used in conducting the study. From Grade 8, two hundred students were selected by using purposive sampling technique. From five out of ten Woredas, the sample primary schools with Grade 8 were selected. Standardized Attentions Check List and the roster cards were used to solicit the primary and secondary sources of data. Difference in Difference linear regression and Independent Sample t- test were applied for analyzing academic achievement, attendance and attention data respectively. Result of data analysis indicated the positive effect of school feeding program on academic achievement and attendance of Grade 8 students. The school feeding also has an effect on the students' attention span. Providing for greater financing and more coverage for the school-feeding program at country level is recommended.
Early College vs. Dual Credit: Planning the Most Effective High School-College Collaboration Based on Student Outcomes
Author: Brake, Nicholas
Date: 2023-00-00
Type: Journal Articles
Subjects: Dual Enrollment,Acceleration (Education),College Preparation,School Districts,College School Cooperation,Educational Planning,Community Colleges,College Students,Outcomes of Education,Program Effectiveness,Grade Point Average,Graduation Rate,Federal Aid,Grants,College Credits,Bachelors Degrees

This research examines the dual credit and early college program options for school districts planning high school and college collaborations. It utilizes a quasi-experimental design from existing data at a community college that has a well-established dual credit and early college program that offers the students the option of Pell in high school as part of a USDOE program. The study uses logistic regression and covariate analysis of students in an early college program comparing their college GPA, cumulative credits, ACT scores, and bachelor's degree attainment to dual credit students as well as traditional postsecondary students from three comprehensive high schools that matriculated to the college after high school. The results indicated that early college students had significantly higher GPAs and more of them earned the bachelor's degree as compared to dual credit, and traditional postsecondary students.
Photography as a Wellness Tool for Counselors-in-Training
Author: Upton, Charaya C.
Date: 2023-00-00
Type: Journal Articles
Subjects: Photography,Wellness,Counselor Training,Counselor Educators,Intervention,Graduate Students,Art Therapy,Professional Development,History,Health Promotion,Counselor Client Relationship,Counseling Techniques

The academic journey to become a professional counselor can be challenging for counselors-in-training (CIT), adversely affecting their physical health, mental health, and wellness. Counselor educators (CE) have recognized a need for wellness training and interventions to assist CIT during graduate school and to prepare them for their careers. Photography is considered a tool in art therapy within the realm of expressive therapies that can be used for wellness purposes. We review wellness, CIT struggles with wellness, expressive therapies, and photography techniques to promote CIT professional development and wellness practices. We identify the history of photography tools, describe each tool more precisely, and provide examples of how they can aid CIT in addressing their health and wellness and increasing their knowledge and use of photography as a wellness tool with future clients. We discuss practice and research implications for CE and CIT.
Forced Isolation in an Era of Inclusion with U.S. K-12 Public School Communities
Author: Burleigh, Cheryl
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Isolation,Inclusion,Elementary Secondary Education,Public Schools,COVID-19,Pandemics,Elementary School Teachers,Secondary School Teachers,Distance Education,Teacher Student Relationship,Achievement Gains,Mental Health

The COVID-19 pandemic brought to the forefront disparities and inequities in U.S. K-12 public school systems that affected both educators and the students they served--not only during school closures but also after in-person instruction resumed. The purpose of this scholarly essay is to shed light on the levels of isolation that occurred during the pandemic and still affect educators in K-12 public schools as they seek to foster academically rigorous and inclusive school communities. Recognizing, and then quickly responding to, historic events by implementing strategies that take into account the social determinants of learning and health is the starting point to helping the education stakeholders heal, which will then facilitate students to regain their personal and academic confidence and abilities as we move to a post-pandemic world.
Factors Influencing Online Learning Fatigue among Blended Learners in Higher Education
Author: Tugtekin, Ufuk
Date: 2023-00-00
Type: Journal Articles
Subjects: Online Courses,Blended Learning,College Students,Student Attitudes,Gender Differences,Fatigue (Biology),Predictor Variables,COVID-19,Pandemics,Barriers,Foreign Countries,Stress Variables

This cross-sectional study aims to investigate the factors influencing the levels of online learning fatigue among blended learners in higher education amid the post-pandemic era. In this context, a total of 347 college students voluntarily completed an online questionnaire, including the Online Learning Fatigue (OLF) Scale, to determine the fatigue levels and to examine the three-level construct of the OLF. The gender preference in the seven OLF subscales supported the literature that women are more prone to be fatigued. Additionally, the findings supported the structural relationships between the seven factors of the three-level construct of the OLF and produced results that support the theoretical framework for the model to scrutinize online learning fatigue levels in higher education. The regression analysis results supported that information equivocality was a significant predictor of information overload, and that the system complexity and system pace of change were significant predictors of system feature overload. Finally, it supported the three-level construct of the OLF, supporting the notion that system feature overload, communication overload, and information overload are significant predictors of LMSs fatigue. Considering the limitations, the factors that should be addressed to form well-structured online learning settings are scrutinized, and theoretical and practical implications are discussed.
From Didachography to AI: Metaphors Teaching Is Automated by
Author: Ferreira, Giselle Martins dos Santos
Date: 2023-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Educational Theories,Figurative Language,Persuasive Discourse,Language Styles,Inclusion,Language Usage,Educational Technology,Rhetoric,Teaching Methods,Teacher Role,Computer Assisted Instruction,Learning Processes,Personal Autonomy,Educational History,Access to Education,Equal Education,Educational Philosophy,Biographies,Automation

Although automation is not a novelty, high hopes are currently pinned on more and more ingenious devices built with Artificial Intelligence (AI). AI has become a key discussion point in the agendas of governments and multinational agencies, with particular interest in educational applications. This article explores parallels between ideas surrounding AI in education and conceptions proposed in the 17th century by Jan Amos Comenius, known as the father of modern education. Drawing upon illustrations from ongoing research that takes metaphor as its core analytical category, the piece assumes that metaphors are not mere stylistic elements, but strategic persuasive devices. Comenius' &quot;didachography,&quot; a portmanteau coined in his 1657 &quot;Didactica Magna&quot; to describe an inclusive educational system, relies heavily on metaphors that suggest remarkable similarities with contemporary EdTech rhetoric, especially on AI-related developments. Whilst exemplifying that ideas and premises entailed in current discourses on EdTech may hark back to centuries-old ideas, the paper argues that, despite taking on varying, contextually situated linguistic expressions, underlying metaphors appear to have endured from Comenius' time to support the advent of an educational system poised to automate teaching and, thus, dispense with a key part of his scheme: the teacher. In closing, the piece suggests that we may need to acknowledge the contingent nature of teaching and learning, perhaps accepting that key aspects of what makes us human may always resist engineering.
Evaluating the Design and Development of the &quot;Making Molecules&quot; Simulation: Students&apos; Perceptions and Recommendations
Author: Muljana, Pauline Salim
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Student Attitudes,Simulation,Schemata (Cognition),Learning Processes,Instructional Design,Chemistry,Positive Attitudes,Molecular Structure,Student Interests,Online Courses,Undergraduate Students,Likert Scales,Scientific Concepts

Students perceive molecular bonding as an abstract concept; therefore, learning this concept seems uninteresting and difficult. A strategically designed learning object (LO), such as in the form of a simulation, can be used to help students acquire accurate mental images and build appropriate schema in addition to providing a concrete learning experience and encouraging knowledge construction. This paper presents an evaluation of the design and development of the &quot;Making Molecules&quot; simulation through students' perceptions of the previous version and recommendations for improving a future version. Data were collected from two online chemistry courses (N = 159) through an anonymous online survey. Results suggest that students responded positively to the use of the simulation. They reported gaining a better understanding of molecular bonding through an interactive learning experience. One of their recommendations was to include more learning tasks related to complex molecules, expressing an interest in learning more about chemistry. This paper provides insights for educators and instructional designers regarding selection and/or design of an LO for optimizing student learning of complex topics.