ethanporcaro/eric-fulltext-meta huggingface dataset:
Project-Based Learning and Doctoral Student Research Skill Development: A Case Study
Author: Dana, Nancy Fichtman
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Doctoral Students,Doctoral Programs,Education Majors,Research Skills,Skill Development,Electronic Learning,Simulation,Group Discussion,Independent Study,Social Justice,Critical Theory

The purpose of this study was to understand the ways doctoral students in an online Ed.D. program developed their skills as practitioner researchers through a project-based learning (PBL) experience. In order to describe and analyze the nature of the students' PBL experiences, case study methodology was used. Interviews, a video-recording of a two-hour synchronous class session, and student generated artifacts were iteratively analyzed by a team of researchers. Results reveal underlying tensions within three case themes: individual versus collective learning, simulated versus real research experience, and public class activity versus private group conversations. These findings demonstrate that Ed.D. program area faculty must balance the competing tensions raised by these case themes in order to facilitate research skill development and foster the ability of their students to grow as practitioner scholars.
We All Have Stories That Are Meaningful: Critical Civic Engagement in an Urban Classroom
Author: Schmidt, Jon
Date: 2021-00-00
Type: Journal Articles
Subjects: Civics,Citizenship Education,Citizen Participation,Urban Schools,High School Students,Program Implementation,Advanced Placement,United States Government (Course),Cooperative Learning,Urban Education

Critical civic engagement is a pedagogical framework that suggests a return of civic education to American schooling is not simply about providing civics for all students, but that civic education, particularly among marginalized urban high school students, must engage lived experiences, develop critical thought, and facilitate informed civic action. The author proposes that implementation of a critical civic engagement framework can lead to important outcomes in students' civic identity development. Using teacher interviews, classroom observations, and a student focus group in a diverse urban high school, this blended phenomenological/instrumental case study in an AP Government classroom examined how a teacher enacted and experienced critical civic engagement pedagogy and how her students experienced the learning process. The author found evidence that the teacher found renewal in her practice and, as students engaged in issues that are important to them and their families, critically examined political systems, and acted purposefully in collaboration with their peers, experienced growth in their sense of civic identity, purpose, and political efficacy.
Unabashed African American High School Students Discuss Race, Racism, and Politics
Author: Walker, Irenea
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,African American Students,African American History,History Instruction,Historical Interpretation,Race,Racial Discrimination,Political Attitudes,Voting,Citizenship Education,Discussion (Teaching Technique),Experiential Learning,Socialization,Role Models,Critical Theory,Social Justice,Public Schools,Charter Schools,Urban Schools

African American high school students' erudition of Black history, including the events and individuals who afforded them freedoms, enhances their informed decision making and impacts them as citizens. The purpose of this article is to detail how African American high school students engage in critical discourse regarding how historical events pertaining to African Americans serve as a conduit for developing into productive citizens. This study was conducted at Way to Go (WTG), a K-12 public charter school with a 100% Black student population located in a mid-large size urban city in the southeastern region. The study participants consisted of eight students in grades 9-12. The data collection included a 90-minute focus group interview with the participants. Each participant noted how African Americans, such as Dr. Martin Luther King Jr., President Barack Obama, Dr. Mamie Clark, Malcolm X, and Rosa Parks, were individuals they aspired to be like. Each student's articulation of why they chose these individuals derive from the verity that these African American's tenacious, impactful selflessness helped to eradicate racial injustices and benefited future generations. The significance of this study demonstrates how African American high school students' historical knowledge prompts civic engagement facilitating change towards a racially justice society.
A Qualitative Study among Self-Identified Perfectionists and Procrastinators in Academic Tasks
Author: Saltürk, Aylin
Date: 2022-03-00
Type: Journal Articles
Subjects: Personality Traits,Time Management,Student Motivation,High School Students,Grade 11,Adolescents,Expectation,Self Efficacy,Coping,Stress Management,Anxiety,Academic Failure,High Achievement,Standards,Social Support Groups,Foreign Countries,Self Management

One of the elements constituting the globally growing interest in perfectionism and procrastination is today's education systems. In this study, which employed phenomenological model as one of the qualitative research methods, it was aimed to identify the motives for the perfectionism and procrastination of Science High School students within the framework of their own experiences and to determine what they need to overcome them. The data obtained through semi-structured interviews with 21 students selected by purposive sampling method were subjected to content analysis. In the analysis, a multidimensional perspective was adopted without considering a particular theoretical perspective on perfectionism and procrastination. As a result of the data analysis, it was seen that in addition to the standards the students determined for themselves, others' expectations were also among the motives of the students for perfectionism in academic tasks. Students need to overcome their fears of failure, get rid of academic procrastination and social support mechanisms with a view to coping with this situation. In addition, students procrastinate academic tasks due to the nature of the task, motivational problems, inadequacies in self-regulation skills, and fear of failure or fear of fail to be perfect. In order to cope with procrastination behaviors, they need to learn a number of both behavioral and cognitive regulations and increase their motivations.
Teacher Burnout and Demographic Variables as Predictors of Teachers&apos; Enthusiasm
Author: Kasalak, Gamze
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Burnout,Teaching Conditions,High School Teachers,Predictor Variables,Gender Differences,Academic Rank (Professional),Class Size,Psychological Patterns,Teacher Attitudes

This study was aimed to investigate the impact of several demographic variables and teacher burnout on teaching enthusiasm. The descriptive correlational model was used. The study sample was comprised of teachers from high schools (9th-12th grades) in Antalya, Turkey during the fall semester of the 2020-2021 academic year. 366 teachers fully completed the questionnaire in 52 high schools. Data were obtained through two scales, namely the Teacher Enthusiasm Scale, and the Maslach Burnout Inventory. Two models were implemented for teaching and subject enthusiasm, separately. Each model included three demographic variables and three sub-dimensions of teacher burnout as predictors of teachers' teaching and subject enthusiasm. The binary logistic regression analysis was used in the study. The analysis showed that gender and seniority as demographic variables were found to be significant predictors in the teaching enthusiasm model. The average class size was the only variable which was not significantly effective on teaching and subject enthusiasms. Emotional exhaustion and decreasing sense of personal accomplishment were found to be significant predictors for teaching and subject enthusiasm, while emotional exhaustion was the dominant predictor. Also, depersonalization was not a significant predictor of teaching and subject enthusiasm as sub-dimensions of teacher enthusiasm. That the relations', which can directly and indirectly define the relationship between enthusiasm and burnout in the literature being greatly ignored forms the justification of the current study.
Project-Based Civics Education: A Case Study of a University Research Center
Author: Öztürk, Talip
Date: 2022-03-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Civics,Citizenship Education,Schools of Education,Social Studies,Research and Development Centers,Institutional Mission,Inservice Teacher Education,Role

Project Citizen is a civic education curriculum used across the US and internationally in 75 countries, but research centers' roles on Project Citizen lack literature. This paper examines the findings of a preliminary study designed to answer the &quot;How does citizenship education occur through project-based learning via a research center at a university in the US?&quot; question. In this case study, which is one of the qualitative research methods, the study group comprises faculty members, teaching assistants, teachers, and administrators working in the College of Education and research center with Project Citizen's applications. The great majority of the participants were from the field of social studies education The data were collected through semi-structured interview forms, audiotaping, and observation. The transcription of the data set is done by using Dragon Professional software. Findings revealed that the mission of the research center's structure, studies, personnel, and budget is an essential factor; the research center plays an active role in addressing the problems of its practice by providing the teachers with the necessary in-service training support and student guidance. Besides, there are suggestions to be taken into account in the study of establishing a similar research center. The results show that research centers will have an essential role in extending project-based civics education.
The Relationship between Social Justice Leadership and Organizational Citizenship Behaviours
Author: Bozkurt, Bayram
Date: 2022-03-00
Type: Journal Articles
Subjects: Social Justice,Organizational Culture,Citizenship,Instructional Leadership,Teacher Attitudes,Correlation,Secondary School Teachers,Public School Teachers,Foreign Countries,Administrator Behavior,Teacher Behavior,Leadership Styles,School Administration

The present study examined the effect of school administrators' social justice leadership behaviours on teachers' organizational citizenship behaviours based on teachers' perceptions. The predictive correlational research design, one of the correlational research methods, was used in the study. It was carried out with the participation of 1025 teachers working at public secondary schools in Gaziantep city centre. Research data were collected using the Social Justice Leadership Scale and the Organizational Citizenship Behaviour Scale. SPSS 22.0 and AMOS 21 software packages were used to analyze the data. The obtained data were analysed through descriptive statistics (mean, standard deviation, and others.), Pearson's correlation, and structural equation modeling. It was determined that social justice leadership and organizational citizenship behaviours were exhibited at higher levels by school administrators and teachers consecutively. There was a moderate, positive, and significant relationship between organizational citizenship behaviours and social justice leadership and its sub-dimensions of critical awareness, stakeholder support, participation, and distributive justice. Structural equation modeling yielded that social justice leadership behaviours positively predicted the organizational citizenship behaviours of teachers and social justice leadership explained 37% of the variance in organizational citizenship behaviours. It can be claimed that teacher performance would increase upon adopting and enhancing social justice-based practices in school settings.
The Effect of Distance Teaching Experiences on Educators&apos; Attitudes toward Distance Education for Preschoolers
Author: Veraksa, Alexander
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Teaching Experience,Teacher Attitudes,Preschool Education,Preschool Children,Online Courses,Pandemics,COVID-19,Instructional Effectiveness,Child Development,Cognitive Development,Success

The aim of the study was to explore and highlight the challenges and benefits of distance education that educators found in their practice of online teaching with preschool children during the first wave of the pandemic. An electronic questionnaire was used to collect teachers' perceptions of (1) their own success in facilitating online sessions; (2) attitudes towards online sessions among teachers with and without experience; (3) factors that, according to teachers with and without experience, determine the effectiveness of online sessions; (4) effectiveness of online sessions for individual mental development goals among teachers with and without such experience. A total of 623 educators participated in the study. Online sessions were of particular benefit to educators who had experience of working remotely with preschool children during the first wave of the pandemic. The results of this study indicate that the capacity of the children and the effectiveness of the online sessions themselves exceeded teachers' expectations in many ways.
Validation of the Academic Self-Concept Scale in the Spanish University Context
Author: Granero-Gallegos, Antonio
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Ability,Self Concept Measures,Academic Achievement,Self Efficacy,Learner Engagement,Undergraduate Students,Graduate Students,Preservice Teacher Education,Secondary Education,Student Satisfaction,Gender Differences,Test Validity,Test Reliability,Foreign Countries

The aims of this study were: (i) to provide evidence of reliability and validity regarding the dimensionality of the Spanish version of two correlated subscales measuring Academic Self-Concept (ASC); (ii) to analyze factorial invariance according to sex and the educational level; (iii) to analyze a higher-order model from the two ASC subscales; and (iv) to study the predictive relationship of the ASC to academic engagement. An observational, descriptive, and cross-sectional study was designed in which 681 undergraduate university students (M[subscript age] = 24.55; SD[subscript age] = 5.35) (58% girls) and students of the Master's in Teacher Education participated. The scale's psychometric properties were analyzed using different exploratory and confirmatory analyses demonstrating that this instrument with two correlated factors (academic confidence and academic effort) is valid, reliable, and invariant in terms of gender and academic level. Higher-order factors from the two correlated factors showed an excellent goodness-of-fit. A regression model with latent variables was conducted showing a higher and positive prediction of academic self-concept for the two factors of academic engagement (willingness to study and satisfaction with studies). The ASC has shown itself to be a valid and reliable instrument for use with Spanish university students and may be of special interest, both to teachers and to the students themselves, as it allows us to reflect on the importance of developing confidence and effort during the students' academic lives.
When the Work of Academic Developers Branches Out: Considering Trade-Offs as an Inherent Part of Practice
Author: Henriksen, Lise Toft
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Development,Communities of Practice,Collegiality,Resource Centers,Foreign Countries,Universities,College Faculty,Educational Practices

This article investigates how introducing new activities to the practice of academic development can influence and challenge both the academic developers and the Centres for Teaching and Learning (CTL). By applying Wenger's (1998) Communities of Practice, (part of) the practice of the academic developers is conceptualised as exercising collegial relationships. An empirical investigation in the context of a CTL at a Scandinavian university illustrates possibilities for learning and growth of the CTL, as well as how exercising collegial relationships is being challenged when the work of the academic developers branches out. The article concludes that trade-offs are not only an inherent part of practice, but also an aspect of practice that calls for continuous attention.
Individual-Centred Approaches to Accessibility in STEM Education
Author: Davey, Theresa
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Accessibility (for Disabled),STEM Education,Inclusion,Equal Education,Holistic Approach,Student Centered Learning,College Students,Foreign Countries,Blended Learning

Equitable access to high-quality higher education is in line with the United Nations Sustainable Development Goals 4, 5, and 10, which indicate that it is crucial for a future sustainable society. Globalisation and reductions in systemic barriers to university admission are creating increasingly diverse higher education classrooms, but traditional education methods may unfairly disadvantage some groups of students. Creating equity in access to high-quality education requires teaching approaches that are considerate of each student's individual sociocultural context as it affects their educational attainment. Building on discipline-based education research (DBER) principles in science, technology, engineering, and mathematics (STEM) education, a modified holistic approach is proposed that primarily centres on students and tailors the teaching methods to the needs of the individuals and the dynamic of the whole class. This work demonstrates that educational attainment and student confidence was improved by applying an individual-centred teaching approach in a highly diverse undergraduate engineering classroom. Trials of this approach in a pilot classroom showed clear and consistent improvement over standard active learning approaches. Best practice guidelines for individual-centred teaching in STEM classrooms are provided. Further work is needed to examine the efficacy of this approach in a generalised setting, but the positive outcomes for student attainment are in line with existing research in the literature. The best practice guidelines presented herein may serve as a starting point for other educators to become more aware of the sociocultural needs of their individual students and classrooms, which may result in a move towards equity in STEM higher education.
Bridging the Research Gap--A Framework for Assessing Entrepreneurial Competencies Based on Self-Esteem and Self-Efficacy
Author: Seikkula-Leino, Jaana
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Esteem,Entrepreneurship,Interdisciplinary Approach,Psychology,Teaching Methods,Educational Research,Self Efficacy,Competence,Measurement,Validity,Research Needs,Correlation,Security (Psychology),Self Concept,Goal Orientation

This research contributes to the growing discussion on entrepreneurial competencies from a multidisciplinary point of view, integrating elements of entrepreneurship research, education sciences, and psychology. Despite many efforts to develop and utilize different entrepreneurial constructs in entrepreneurship education, there is still a lack of theoretical framework for systematic development and measurement validation related to entrepreneurial competencies. This paper aims to widen the theoretical and conceptual discussion on entrepreneurial competencies by stressing the roles of self-esteem and self-efficacy. The study aims to contribute to the academic discussion (1) by addressing this research gap through a literature-based analysis on how entrepreneurial competencies, self-efficacy and self-esteem relate to each other; and (2) by presenting a conceptual framework (ENTself) for further development of entrepreneurship education. The results of the study reflect how self-esteem and self-efficacy are connected, and how they can be aligned with entrepreneurial competencies. We argue that a systematic, theory-based approach to further research on entrepreneurial competencies, based on the proposed framework, is needed for a broader understanding and facilitation of entrepreneurship education. Also, the development of assessment tools adapted from ENTself is suggested for conducting future research of the framework and its validation.
Gendered STEM: A Systematic Review and Applied Analysis of Female Participation in STEM in the United Arab Emirates
Author: Alzaabi, Ibrahim
Date: 2021-00-00
Type: Journal Articles
Subjects: Gender Bias,Sex Stereotypes,STEM Education,Engineering,Science Careers,Career Development,Barriers,Disproportionate Representation,Females,College Graduates,Context Effect,Work Environment,Role Models,Educational Research,Foreign Countries

The present study aims to identify potential barriers that women in the United Arab Emirates might face if they pursue careers in science, technology, engineering, and mathematics (STEM). For this purpose, a systematic review and subsequent applied analysis of the UAE context was developed. The systematic review was reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and PRISMA Extension for Scoping Reviews. The review was performed on EBSCO, ProQuest, Wiley Online Library, Gale, Taylor and Francis Online, SAGE Complete, and JSTOR. The initial database search yielded 168 articles. Following a review of the corresponding abstracts, eight full-text articles that fulfilled the inclusion criteria were selected. The results obtained are discussed in the context of the UAE and help inform policy proposals and future research lines to strengthen the involvement of women in STEM careers. The study found that while women in the UAE have greater access to education in engineering and STEM fields, women's employment prospects in these sectors remain fraught.
Mentoring and Coaching as a Learning Technique in Higher Education: The Impact of Learning Context on Student Engagement in Online Learning
Author: Gamage, Kelum A. A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Mentors,Coaching (Performance),Academic Achievement,Learner Engagement,Self Efficacy,Instructional Effectiveness,Electronic Learning,COVID-19,Pandemics,Undergraduate Students,Skill Development,Foreign Countries

Coaching and mentoring has been regarded as one of the key learning techniques in the modern learning environment in the recent past. With the swift shift in the higher education sector to a more digitally driven learning environment, limited research has evaluated the impact of coaching and mentoring on student engagement in online learning. This study aimed to evaluate the impact of coaching and mentoring on enhancing student engagement in the higher education sector. The study applied a combination of quantitative and qualitative methods of data collection, where the primary data were collected from 120 respondents via a questionnaire and 20 in-depth interviews, covering undergraduates through a simple random sampling technique. The data analysis showed that the mentor's ability to facilitate learning and encourage mentees to be focused on their goals were the most significant factors that affected student engagement in online learning. In total, 43% of the respondents extremely agreed that they are willing to recommend their colleagues to receive the service of a mentor to help them reach their optimum potential in an online learning environment. The findings of the study recommend that the higher educational institutes should administer a sound mentoring process that meets the ethical backgrounds to consistently support the continuous improvement of the students in an online learning environment to enhance their engagement in learning activities.