ethanporcaro/eric-fulltext-meta huggingface dataset:
The Degree of Practicing Sustainable Leadership among High School Leaders in West of Dammam from the Teachers&apos; Perspective
Author: Murtada, Ahmed Ben Sulaiman Bani
Date: 2022-00-00
Type: Journal Articles
Subjects: Prediction,Instructional Leadership,Sustainability,Leadership Styles,Females,Teacher Attitudes,Women Administrators,High School Teachers,Models,Human Resources,Justice,Strategic Planning,Teacher Characteristics,Teacher Qualifications,Institutional Characteristics,Teaching Experience,Faculty Development,Teacher Administrator Relationship,Foreign Countries

The study aimed to identify the degree of practicing sustainable leadership and its dimensions among high school female leaders in west of Dammam from the female teachers' perspective and investigate the nature of the differences at the level of significance (a [less than or equal to]0.05) in the responses of the sample members about the degree of practice among school female leaders according to the study variables. In order to achieve the study objectives, the descriptive survey method was adopted, and a questionnaire based on Hargreaves and Fink's Sustainable Leadership model was designed. The questionnaire included the following dimensions: Learning and Success Sustainability, Sustainability of Leadership among others, Distributed Leadership, Conservation of Material and Human Resources, Justice, Long-Term Perspective, Learning from the Lessons of the Past. It was applied to all the study community consisting of (657) female teachers and the retrieved questionnaires were (321). The study concluded many results including that the degree of sustainable leadership practice among high school leaders in west of Dammam was very high. The results also indicated that there were statistically significant differences at the level of (0.05) or less in the direction of the study members about the degree of sustainable leadership practice among high school leaders in west of Dammam from the teachers' perspective due to (qualification, school type, years of experience) variables. The researcher reached many recommendations based on the study's results such as increasing training courses.
Impact of B-Learning Supported by the Flipped Classroom: An Experience in Higher Education
Author: Suárez, César Augusto Hernández
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Flipped Classroom,Student Experience,Preservice Teachers,Cooperative Learning,Pretests Posttests,Foreign Countries

The objective of the study was to identify the impact of B-Learning supported by the Flipped Classroom on the learning and development of competencies, carried out in an academic program of a university institution in Colombia. A quantitative approach was adopted, with a descriptive scope and a non-experimental design. The study was carried out with 40 students during the first semester of 2022, to analyze and compare their performance in a virtual platform and their percentage evaluations in a pretest and post-test, through the calculation of Hake's learning gain. As the main result, the role of the teacher as a facilitator and guide is evidenced, and the student's participation in teamwork. It is concluded that the use of B-Learning supported by the Flipped Classroom is a viable alternative to apply in higher education subjects because it strengthens learning and develops various competencies in students.
Using ICT in a Hybrid Environment for Science Education: A Postpandemic Learning Experience
Author: Núñez, Raúl Prada
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Information Technology,Blended Learning,Science Education,COVID-19,Pandemics,Secondary School Science,Middle School Teachers,Foreign Countries

Combining the face-to-face and virtual modality in a hybrid environment is a didactic strategy that currently provides the development of knowledge and skills in educational institutions at all levels, allowing the creation of educational environments without space and time restrictions. The objective was to describe the use by teachers in the implementation of a virtual platform and ICT tools under a hybrid environment in the process of teaching and learning science in secondary education after the return to school due to the pandemic. It was developed under a quantitative, descriptive and field design approach. The sample consisted of 32 teachers who teach science in middle school, using a semistructured questionnaire as a data collection technique. It was verified that after the pandemic, some teachers returned to their traditional practices and did not continue with the use of ICT devices, such as the virtual platform to support the teaching and learning processes of students in natural sciences, which does not favor the construction of hybrid learning environments, so it is necessary to work on a digital culture aimed mainly at teachers, since the use of ICT alone does not make a difference, but needs the teacher in terms of curricular organization and its mediation to promote science learning.
Studies on Robotic Coding Education in Science Education: A Systematic Literature Review
Author: Seckin-Kapucu, Munise
Date: 2023-00-00
Type: Journal Articles
Subjects: Robotics,Coding,Programming,Research Methodology,Educational Trends,Science Education,Educational Research,Thinking Skills

This study aims to examine the methodological trends and findings in studies on robotic coding in science education published between 2015-2022 comprehensively and holistically. For this purpose, the articles related to the subject were systematically reviewed. In addition, web of Science and SCOPUS databases were scanned for keywords related to robotic coding, and 15 studies on robotic coding with full-text access were included in the analysis. The researchers prepared a data collection form to analyze the publications included in the research within the framework of the determined categories. Regarding the results of the review of robotic coding studies in science education, they mainly focus on cognitive skills, followed by applied studies in robotic coding teaching. The suggestions for future robotic coding studies in science education mainly involve applications and further research. Regarding applications, there are more suggestions for the integration of robotic coding. In this context, it was recommended to carry out studies that examine various 21st -century skills, integrate different disciplines, use different equipment, address psychomotor skills, and focus on curriculum development.
The Role of Microteaching on Pre-Service Primary School Science Teachers&apos; Conceptual Understandings Regarding Phases of the Moon
Author: Sagdic, Ali
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Science Teachers,Scientific Concepts,Astronomy,Knowledge Level,Microteaching,Science Instruction

Microteaching is a significant way to prepare pre-service teachers to overcome specific challenges in a natural classroom environment. It is widely accepted that pre-service science teachers gain pedagogical benefits from microteaching activities. Furthermore, microteaching enhances the conceptual understanding of the presenter on the related teaching topics. This research intends to map two pre-service science teachers' conceptual understanding before and after engaging in microteaching on the concept of phases of the moon. The data were collected through pre and post-interviews and observations of microteaching. Activated knowledge elements during interviews and microteaching were determined and compared. The study's results provided evidence that microteaching is a fruitful way to improve pre-service science teachers' understanding of phases of the moon. Furthermore, it was detected that both the quality and quantity of preservice science teachers' knowledge elements increased after their microteaching engagements.
Developing Creative Teaching Skills in Pre-Service Teachers
Author: Simpson, Rachel
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Skills,Creativity,Preservice Teachers,Skill Development,Creative Teaching,Professional Identity,Elementary School Teachers,Decision Making

Teaching is an interactive process as teachers respond to diverse interests and needs of learners, alongside the changing demands of education systems. Giving teachers the opportunity to develop competence in creative teaching may enable them to prepare and improvise teaching to maximise learning. A package to foster creative teaching through various learning experiences was constructed and tested on pre-service teachers. The effect of the package on seventy-two pre-service teachers was assessed, largely by quantitative pre and post-tests and qualitative responses. This was supplemented by data from similar teachers who did not have this opportunity. There was strong evidence of worthwhile increases in the pre-service teachers' understandings and use of creative teaching approaches following their completion of the development package. Interview data suggested that a beneficial impact extended into the teachers' first year of teaching, and that creative teaching can become a part of teacher identity. The article describes evidence that creative teaching can be fostered and it concludes with a recommendation that teacher training and development should give it explicit attention. Some challenges and potential solutions are described.
Dialogic Model of Learning from the Perspective of Pablo Freire in Times of Pandemic in Seventh Graders of the Lions Club Educational Institution N° 29
Author: Hernández Cote, Alejandra Carolina
Date: 2022-00-00
Type: Journal Articles
Subjects: Dialogs (Language),Learning Processes,Educational Theories,Outcomes of Education,Pandemics,COVID-19,Conflict Resolution,Educational Change,Access to Education,Clubs,Teacher Student Relationship,Critical Thinking,Thinking Skills,Organizational Change,Social Change,Grade 7,Distance Education,Case Studies,Phenomenology,Student Attitudes,Instructional Design,Equal Education,Social Differences,Foreign Countries,International Organizations

The dialogic model of learning immersed in education arises from the first interaction pattern. However, although Paulo Freire, in his theory, had indeed been including several theorists who supported the interest of the social and cultural part immersed in the meaning of learning, it was only until a few years ago when education began a turn of transformation based on the capabilities and learning outcomes. However, once the worldwide pandemic occurred, the school had to take measures and look for strategies to bring learning to the children and continue with the educational process despite not being present in the classroom. Therefore, this research focused on analyzing the dialogic model of learning of Freire's postulates, in times of pandemic, retaking the society that builds its knowledge in the process of equal differences, conflict resolution, and learning tools based on dialogicity. This research based the dialogic principles of learning in the Institution Colegio Club de leones N° 29, where the children transformed how they received the knowledge and saw the teacher as the main actor by a horizontality of importance. In contrast, influencers of education can and will be able to contribute to being part of education and taking the dialogic principles for the development of critical thinking and the transformation of the school to the reality and the changing world, focusing the efforts to educate for tomorrow based on society and not only in the academy.
Film&apos;s Transformative Potential with Gifted Adolescent Girls
Author: Delgado, Julie
Date: 2022-00-00
Type: Journal Articles
Subjects: Middle School Students,Females,Academically Gifted,Films,Critical Viewing

Films touch our emotions, ignite our imagination and curiosity, and establish lifelong memories. They transport us to new worlds, help us recognize differing perspectives, and suggest positive change. Films engage students in social and emotional awareness and can open a portal into ways that smart young people can better understand themselves. Some academically talented students face challenges above and beyond typical developmental issues faced by peers due to their exceptionalities (Dole &amp; McMahan 2005; Hébert &amp; Hammond, 2006; Milne &amp; Reis, 2000; Wilson, 2004). Some of these challenges include perfectionism, motivation, emotional sensitivity, empathy, resilience, advanced moral maturity, asynchronous development, twice exceptionality, and underachievement (Hébert &amp; Hammond, 2006; Hébert &amp; Speirs Neumeister, 2002; Milne &amp; Reis, 2000; Reis, 2018). Additional and unique challenges also arise with gifted girls and women, such as a search for identity, lack of family support, stereotyping, self-doubt, self-criticism, absence of role models, and lowered cultural expectations (Hébert, Long, &amp; Neumeister 2001; Reis, 2001; Reis, 2018). To address these challenges in a school or home setting, educators and counselors may suggest guided viewing of high-quality films. This article provides a practical approach to implementing guided viewing of contemporary films for gifted elementary and middle school girls.
On Intercultural Interactions
Author: Ghassib, Humam Bishara
Date: 2022-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Models,Global Approach,Asian History,Sciences,Technology

In this article, &quot;physical&quot; models and ideas are invoked to describe some overall aspects of intercultural interactions. It is emphasized, however, that actual intercultural interactions are much more complex than any physical or mathematical model can encompass. They constitute, in fact, just one more example of what scientists call &quot;complex systems.&quot; These ideas are applied to the following examples: (1) Stuart Hall's &quot;The West [versus] the Rest&quot; and Samuel Huntington's &quot;weltanschauung&quot;; (2) interactions through Science and Technology as well as &quot;Science Diplomacy,&quot; focusing on Silk-Road interactions. The article is concluded with a partial list of &quot;necessary&quot; conditions conducive to constructive intercultural interactions, although these cannot possibly be &quot;sufficient.&quot; The wider implications for Cosmopolitan Education are also underlined.
Forensic Auditing as an Emerging Need in Higher Education Institutions
Author: Osorio Piña, Nohemí Ester
Date: 2022-00-00
Type: Journal Articles
Subjects: Crime,Criminology,Audits (Verification),Financial Audits,Accounting,Higher Education,Deception,Identification,Ethics,Foreign Countries,Graduate Study

Auditing is the branch of accounting that allows exercising control over the operations carried out by the company and can be a prior or subsequent control and that is where the Forensic Audit appears, to make the appropriate subsequent review of the acts carried out in the entities in order to prevent or detect possible fraud and corruption within these. According to the above, this research was conducted in order to determine the perception that Public Accountants of the city of Cúcuta have about Forensic Auditing, a descriptive methodology was used where through the application of a survey to professionals affiliated to the Colombian Association of Public Accountants of the city of Cúcuta, it was possible to determine and analyze the perception they have on the subject, in addition to identifying which Higher Education Institutions teach this subject in their curricula.
Marker Approach for Training Case Marker in Kannada Language
Author: Sumanth, P.
Date: 2022-00-00
Type: Journal Articles
Subjects: Dravidian Languages,Phonology,Morphology (Languages),Language Processing,Syntax,Grammar,Nouns,Verbs,Teaching Methods,Sentence Structure,Metalinguistics,Auditory Discrimination,Feedback (Response),Color,Morphemes,Learning Activities,Language Impairments,Language Acquisition,Allied Health Personnel,Speech Language Pathology,Young Children

Language is a major tool for an individual to communicate. The phonological &amp; morpho-syntactic components are involved in functions of language processing &amp; executions. Case marker is one of the morpho-syntatic feature, which describes the abstract meaning of the grammatical components of nouns &amp; verbs and in formation of meaningful sentences. Linguistically, case marker is one of the difficult features to comprehend its functions and use in language expressions. There are dearth of studies describing about any specific approach to train the case markers in persons with language disabilities, in regards the present article aimed to develop a comprehensive approach named MARKER approach to train the case markers. This approach planned and developed in improving the language functions &amp; processing skills with respect to information processing model associated with various facilitative skills. It majorly focused on training the case marker morphological principles from concrete to abstract level and its utility in meaningful sentence formations. The present approaches developed are with respect to Kannada cultural &amp; language background, and one can implement similar strategies when working in other languages.
Oral Tradition Literature, Social Justice and Inclusive Education
Author: Hernández Suárez, César Augusto
Date: 2022-00-00
Type: Journal Articles
Subjects: Oral Tradition,Social Justice,Inclusion,Research Reports,Meta Analysis,Databases,Information Retrieval,Crime,Prevention,Cultural Pluralism,Cultural Traits,Diversity,Cultural Influences,Educational Practices,Research Methodology,Foreign Countries,Multicultural Education,Minority Groups,American Indian Culture,Indigenous Knowledge

A systematic review was carried out on the production and publication of research papers related to the study of the variable Literature of Oral Tradition, Social Justice and Inclusive Education under the PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) approach. The purpose of the analysis proposed in this document was to know the main characteristics of the publications registered in the Scopus and WoS databases during the year and their scope in the study of the proposed variables, achieving the identification of 106 publications. Thanks to this first identification, it was possible to refine the results through the keywords entered in the search button of both platforms, which were &quot;social justice&quot; and &quot;inclusive education,&quot; reaching a total of 18 documents, excluding duplicates and those that did not meet the analysis criteria. These were analyzed to find out the relationship between the variables and how the Americas have advanced in the fight against corruption. Among the main findings, one of the factors taken into account through oral tradition literature to achieve inclusive education is the recognition of plurality and cultural differences evident in society. For them, the authors highlighted cultural expressions transmitted from generation to generation creating an environment ready for the generation of new knowledge by supporting the diversity identified in the community, which translates into social justice through an education that recognizes differences without exclusion.
Perspectives on Social Learning and Its Operationalization from the Use of Virtual Platforms
Author: Hernández Suárez, Cesar Augusto
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Socialization,Electronic Learning,Student Attitudes,Interaction,Models,Communication (Thought Transfer),Cooperation,Educational Benefits,Access to Computers,Educational Technology

The purpose of this research is to determine the perception of a group of students on the impact of a virtual platform for interaction and social learning in the B-Learning model. It was framed in the quantitative approach, at a descriptive level through fieldwork, using a survey as a source of information collection. The sample of 131 first-semester students belonging to Bachelor's degree programs in a Faculty of Education was consolidated. In the opinion of the students, it is highlighted that the B-Learning model based on Social Learning strengthens communication and collaboration, from interactivity and the social web. It is concluded that the social learning given in the B-Learning model allows the creation of virtual collaborative work environments in the digital platform through social interaction.
Cosmopolitanism or Multiculturalism? Towards an Anti-Colonial Reading
Author: Dei, George J. Sefa
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Cultural Pluralism,Multicultural Education,Racism,Decolonization,Indigenous Knowledge,Democracy,Educational Practices,Inclusion,Foreign Countries

Using Multiculturalism as an entry point, the paper interrogates conventional ideas and themes of Cosmopolitanism from an anti-racist and anti-colonial read. The discussion is informed by how the anti-racist and anti-colonial lens has shaped an understanding of multiculturalism and its convergences and divergences with Cosmopolitanism. My goal is to advance a rethinking 'cosmopolitanism' from an Indigenist anti-colonial democratic lens highlighting a philosophy of educational practice geared towards new educational futurities for particularly [but not exclusively] Black, Indigenous and racialized bodies in the school system. It is argued that cosmopolitanism is about Land and relationships. This offers possibilities of learning from the 'geographies of schooling'. The pedagogies of the Land, for example, require examining the narratives and encounters taking place in these 'geographies of schooling' to unravel colonial structures of education and ways we validate contending or competing for multiple knowledges for decolonizing and anti-colonizing education. In the context of the cosmopolitan, institutions like schools, as carceral projects, must acknowledge that anti-Black racism is 'pervasive throughout the system' and not simply assert rhetorically that 'anti-Black racism has no place in our school'! Critical educators in their practice of teaching training and preparation, must be able to name institutional silences, erasures, negligence, and complicities around race, anti-Black racism, and Indigeneity in order to create inclusive learning communities and schools as 'working communities'.