ethanporcaro/eric-fulltext-meta huggingface dataset:
Superintendents as Boundary Spanners - Facilitating Improvement of Teaching and Learning
Author: Ståhlkrantz, Katarina
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Superintendents,Instructional Leadership,Educational Improvement,Boards of Education,Administrator Role,Board Administrator Relationship,Middle Management,Communities of Practice,Facilitators (Individuals),Expectation

Superintendents, functioning as the local school boards' chief executive officers, play a fundamental role in improving schools. While teachers and principals have been given a prominence in students´ learning outcomes, the perspective of superintendents as instructional leaders is often forgotten. Based on a nationwide survey of Swedish school boards the study investigates the boards' expectations of their superintendents to influence student learning outcomes. The basic research question is: How may superintendents as boundary spanners facilitate school improvement? Boundary spanning is used as a theoretical and methodological framework to explore how superintendents may facilitate the local school system to become a more tightly-coupled system and strengthen the organization´s capacity of school improvement. The study's findings indicate that superintendents have significant opportunities to influence political decisions and school improvement. Superintendents may exert an indirect instructional leadership and thereby tighten the couplings between different hierarchical levels in the school system. In their boundary-spanning roles, superintendents are expected to prioritize managerial assignments, which is a time-consuming task. Because the superintendent is not likely to be criticized or dismissed because of poor student results, windows of opportunities opens up in their entrepreneurial role, and thus a higher likelihood of working more effectively as instructional leaders.
The First Teacher as the Elephant in the Room -- Forgotten and Hidden Teacher Leadership Perspectives in Swedish Schools
Author: Grimm, Frida
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Leadership,Teacher Attitudes,Teaching Methods,Assistant Principals,Principals,Administrator Attitudes,Learning Processes,Instructional Improvement,Teacher Role,Educational Change

International research has highlighted teacher leadership as a means to improve teaching and learning by distributing instructional (learning-centered) leadership to teacher leaders. Simultaneously, there has been an increase and alteration of teacher leaders in schools. One example is the 'first teacher' position in Sweden implemented in 2013. The article builds on an inductive, empirical study made in four Swedish schools. I conducted 34 semi-structured interviews with teachers, first teachers, assistant principals, and principals to explore how different school actors understand first teacher leadership and how this enables and constrains the construction of teacher leadership for teaching and learning. In the analysis, I concluded that the participants understand first-teacher leadership as horizontal and facilitative. Their understanding, built on egalitarian and autonomous norms, collides with the intensions of a changed role to improve teaching and learning. The result implies a hidden first-teacher function. In the article, I argue teacher leadership, as a concept, has been forgotten in Swedish research literature and schools, even though Sweden has had teacher leaders for decades. Increased exploration of first-teacher leadership in Swedish schools can contribute to a more visualised and nuanced understanding of teacher leadership and its impact on teaching and learning.
A Study of Pedagogical Leadership Plans in Early Childhood Education Settings in Finland
Author: Heikka, Johanna E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Early Childhood Education,Strategic Planning,Child Care Centers,Administrator Attitudes,Leadership Styles,Participative Decision Making,Goal Orientation,Scheduling,Educational Quality,Foreign Countries

Background: Current research on early childhood education (ECE) leadership as well as on policy reform in Finland suggests that pedagogical leadership must be considered as a purposeful and planned process. Pedagogical leadership plans play a key role in the purposeful and effective enactment of pedagogical leadership in ECE settings. Aim: This study aimed at examining the contents of pedagogical leadership plans drawn up in Finnish ECE centres to interpret the perceptions of the centre directors on the implementation of pedagogical leadership in their settings. Setting: This study examines pedagogical leadership plans in ECE settings in Finland. Methods: We used inductive content analysis to examine documents drawn up by nine ECE centre directors as pedagogical leadership plans for their centres. Our analysis identified four main categories that describe how the ECE centre directors conceive the enactment of pedagogical leadership. Results: The findings revealed that the focus of the plans was on leading pedagogical issues and processes within the ECE centres. Creating structures for pedagogical development and reflection were emphasised in the plans. The plans reflected a distributed leadership approach. Conclusion: The findings of the study provide information about how the ECE directors intend to enact pedagogical leadership and assist ECE leaders to develop leadership planning in their work settings. In this way, the study contributes to leadership development within the ECE sector.
Sparking Interest, Reducing Learning? The Hidden Drawback of Fun Facts and Other &quot;Seductive Details&quot;
Author: Sundar, Kripa
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Processes,Attention,Attention Control,Student Interests,Barriers,Recall (Psychology),Memory,Difficulty Level,Illustrations,Visual Aids,Instructional Materials,Instructional Design

This article describes &quot;seductive details&quot; as attention-grabbing, irrelevant pieces of information. They can be words, illustrations, photographs, animations, narrations, videos, or sounds. Studying the effects of seductive details is a growing area of research--but it is far enough along to merit teachers' interest: there are over 20 years and dozens of high-quality studies to draw from. There is strong evidence that when instructional materials include seductive details, students' learning likely suffers. This article begins with a brief introduction to the learning process, then proceeds to highlight how seductive details hurt learning and to what extent. Next, the author suggests three tips to reduce their detrimental impact on learning and concludes with concrete examples.
The Crisis of American Democracy
Author: Levitsky, Steven
Date: 2020-00-00
Type: Journal Articles
Subjects: Democracy,Public Opinion,Political Attitudes,Social Change,Politics,Political Issues,Elections,Voting,Civil Rights

Nearly all living Americans grew up taking democracy for granted. Until recently, many believed--and acted as if--the constitutional system was unbreakable, no matter how recklessly politicians behaved. No longer. Americans watch with growing unease as the political system threatens to go off the rails: costly government shutdowns, stolen Supreme Court seats, impeachments, mounting concerns about the fairness of elections, and, of course, the election of a presidential candidate who had condoned violence at rallies and threatened to lock up his rival, and who, as president, has begun to subvert the rule of law by defying congressional oversight and corrupting law enforcement agencies to protect his political allies and investigate his opponents. In a 2019 survey by Public Agenda, 39 percent of Americans said they believed democracy is &quot;in crisis,&quot; while another 42 percent said it faces &quot;serious challenges.&quot; Only 15 percent said American democracy is &quot;doing well.&quot; Democratic backsliding in the United States is no longer a matter of speculative concern. It has begun. Well-regarded global democracy indexes--such as Freedom House, Varieties of Democracy, and the Economist Intelligence Unit --all show an erosion of American democracy since 2016. According to Freedom House's ranking, the United States is now less democratic than Chile, the Czech Republic, Slovenia, Taiwan, and Uruguay--and in the same category as newer democracies like Croatia, Greece, Mongolia, and Panama.
Exploring Geometry Teaching Model: Polygon Pieces and Dictionary Tools for the Model
Author: Chiphambo, Shakespear Maliketi
Date: 2020-00-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Teaching Methods,Geometric Concepts,Concept Formation,Grade 8,Manipulative Materials,Visualization,Dictionaries,Vocabulary,Experiential Learning,Foreign Countries

Research reveals that many mathematics teachers find it difficult to stimulate learners' interest in learning geometry. One major reason suggested is that geometric concepts are not well conceptualised and comprehended by both learners and teachers. The study explored learners' views on how polygon pieces and dictionary mediate learning of geometry. Nine Grade 8 learners were purposely selected from the cohort of 56 learners based on the diagnostic test results. By employing a qualitative approach through exploration data were gathered from semi- structured interviews and document analysis was implemented and reported in themes. The study found that polygon pieces with mathematics dictionary enhance learners' learning of geometry through geometric inquiry. Polygon pieces assisted learners with geometric conceptualisation through cutting, constructing and measuring of angles and line segments. The dictionary enhanced learners' geometric vocabulary by transferring informal vocabulary. We recommend mathematics teachers to integrate polygon pieces assisted by mathematics dictionary in the teaching and learning of mathematics.
Exploring Mainland Chinese and Dutch High School Students&apos; Conceptions of Learning Technology: A Phenomenographic Analysis
Author: Wu, Xia
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Educational Background,Socioeconomic Background,Context Effect,Technology Education,Technological Literacy,Comparative Education,Foreign Countries

The aims of the study were to investigate high school students' conceptions of learning technology (COLT) in mainland China and the Netherlands, and tried to explain the differences from different educational and social backgrounds. The phenomenographic method was used, interviewing 85 students from both counties. The findings of the research shows that COLT in this study is conceptualized as (1) learning knowledge, (2) learning technology skills, (3) learning technology methods and abilities, (4) using knowledge into practice, (5) doing research, and (6) preparing the exams and getting the credits. There are only a few differences found in the kinds of COLT between Chinese and Dutch students, and reasons behind them are explored.
Implementation of the Competence-Based Learning in Rwandan Physics Classrooms: First Assessment Based on the Reformed Teaching Observation Protocol
Author: Ndihokubwayo, Kizito
Date: 2020-00-00
Type: Journal Articles
Subjects: Competency Based Education,Science Education,Physics,Educational Change,Student Centered Learning,Curriculum Implementation,Active Learning,Secondary School Science,Classroom Observation Techniques,Foreign Countries

Regular class observations are one of the means to monitor factors and dynamics that influence quality learning. From 2016, the Rwanda education system introduced a new curriculum known as Competence-Based Curriculum (CBC), which ensures fosters more the learner-centered approach. This study was carried out to assess CBC input after four years of implementation. For this assessment, the reformed teaching observation protocol (RTOP) was used to observe 42 classes from 17 classrooms taught by nine teachers from the eastern province and Kigali city in Rwanda. Outcomes of our analysis indicated that after four years of CBC implementation, learners' active participation has improved. The overall aggregate scores of observed lessons were 2.16 out of 4 ratings (54%) across all the 25 RTOP statements. Grouping the RTOP statements into six factors, learner-centered physics class is practiced at a 61% level while the overall reformed physics class is at a level of 53%. The results of this study led us to formulate some recommendations that would more improve physics students' active learning.
Behind an Accelerated Scientific Research Career: Dynamic Interplay of Endogenous and Exogenous Forces in Talent Development
Author: Dai, David Yun
Date: 2020-00-00
Type: Journal Articles
Subjects: Acceleration (Education),College Freshmen,College Faculty,Talent Development,Career Development,Foreign Countries,Science Education,Academic Persistence,STEM Education,Academically Gifted

This study looks at the educational experiences, from the preschool years to advanced professional training in STEM fields, of a targeted sample of 10 (7 male, 3 female) early college entrants in China who later became professors at prestigious USA research universities. The purpose of the study was to find out (1) what some identifiable endogenous factors were about these individuals that facilitated the success of their accelerated learning and development; (2) what kinds of exogenous factors (e.g., environmental opportunities, resources, support) they experienced from childhood to adulthood that enhanced the successful acceleration experience; and (3) how these endogenous and exogenous factors facilitated their developmental transitions every step of the way, especially from the role of a student to that of an aspiring scientist. These questions are addressed in light of evolving complexity theory. Retrospective interviews were used for data collection. Thematic analysis of the codes from interview data yielded a conceptual map. A distinct set of endogenous and exogenous factors at different developmental junctures were identified, and their dynamic interplay was delineated to account for accelerated trajectories toward a scientific research career. The theoretical significance and practical implications of the study for talent development in science are discussed.
Pre-Service Teachers&apos; Secondary School Experiences in Learning Geometry and Their Confidence to Teach It
Author: Niyukuri, Fidèle
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Experience,Secondary Education,Geometry,Self Esteem,Mathematics Instruction,Mathematics Teachers,Teaching Methods,Foreign Countries,Pedagogical Content Knowledge,Self Efficacy

This paper presents the findings of a convergent parallel mixed methods research that was carried out to explore the views of student-teachers on how geometry was taught and the confidence of those student-teachers in teaching geometry to secondary school learners when they will become professionally qualified. Respondents were randomly selected from two Colleges of Education in Burundi. Although the study was predominantly quantitative, some qualitative data were also collected to gain deeper insights into the prevailing situation. Ninety-seven pre-service teachers of Mathematics from the said institutions completed the questionnaire whose items were closed-ended except for one that was open-ended. Results show that the teacher-centered approach had dominated geometry classes in their respective secondary schools. Nevertheless, student-teachers exhibited higher confidence in teaching geometry. These findings provide evidence on the need for teacher education programs to consider embedding instructional and assessment approaches designed for specific branches of mathematics.
Science Teachers&apos; Perceptions of Personal Science Efficacy Beliefs and Science Teaching in Saudi Arabia, Pakistan, and the United Arab Emirates
Author: Shaukat, Sadia
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Attitudes,Self Efficacy,Scientific Attitudes,Science Instruction,Foreign Countries,Comparative Education,Individual Differences,Teaching Experience,Teacher Qualifications,Gender Differences

This study sought to explore the science efficacy beliefs of in-service teachers from the Kingdom of Saudi Arabia (KSA) (n = 226), Pakistan (n = 130), and the United Arab Emirates (UAE) (n = 99) by administering the Science Teaching Efficacy Belief Instrument (STEBI-B) in a cross-sectional survey research design. A comparison of the three datasets indicated differences in terms of teachers' personal science teaching efficacy (PSTE) and science teaching outcome expectancy efficacy (STOE). Teachers' academic qualifications and experience showed relevance with the PSTE and STOE of the KSA sample but did not show relevance for UAE and Pakistan. These results have implications for teacher education programs in all three countries, which need to strengthen their teaching content and make science teachers more efficacious in order to bring about positive changes in students' science learning. Other recommendations include: providing culturally tailored teacher education that respects the role of cultural adaptation, nationality, gender, academic qualifications, and years of teaching experience; and introducing effective professional development models to strengthen science teachers' efficacy beliefs.
Innovating Higher Education via Game-Based Learning on Misconceptions
Author: Belova, Nadja
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Innovation,Game Based Learning,Higher Education,Misconceptions,Science Instruction,Preservice Teachers,Graduate Students,Foreign Countries,Action Research,Participatory Research,Instructional Effectiveness,Chemistry

In recent years, serious games and game-based learning have received growing attention in educational contexts in general and science teaching and learning. They play an especially prominent role in higher education, where they are used to promote content knowledge as well as higher order cognitive skills and competencies such as communication, collaboration, or problem solving. Despite some known positive effects of serious games on learning, critical voices claim that the objectives of a specific game often do not match the learning objectives and that the games focus on entertaining much more than learning. Considering these arguments and some general guidelines of using games in (higher) education, we developed a game on typical chemical misconceptions based on the popular game &quot;Activity©&quot; using Participatory Action Research. The game was developed based on the contents of a seminar on misconceptions for pre-service teachers (M. Ed. students) in a northern German university. It covers seven content areas where misconceptions are most prevalent and therefore aims at contributing to pre-service teachers' Pedagogical Content Knowledge (PCK). The students are supposed to draw or mime specific misconceptions. Initial trials in three university courses showed a very positive perception of the game.
The Effect of Non-Intellective Competencies and Academic Performance on School Satisfaction
Author: Magnano, Paola
Date: 2020-00-00
Type: Journal Articles
Subjects: Competence,Academic Achievement,Student Satisfaction,Student Motivation,Student School Relationship,High School Students,Adolescents,Predictor Variables,Gender Differences,Study Skills,Self Efficacy,Interpersonal Relationship,School Choice,Foreign Countries

(1) Background: To improve academic performance and prevent dropouts, many studies have investigated the effects of non-intellective competencies on performance, and the effects of performance on school satisfaction. The aim of this study was to investigate the direct role of both non-intellective competencies and performance on school satisfaction at the same time. (2) Methods: The study involved 731 Italian students, attending three different high schools, who responded to the H-Comp Scale, a questionnaire assessing twelve different aspects of students' skills, attitudes and motivations over the study, and the H-Sat Scale, a questionnaire assessing five different areas of school satisfaction. (3) Results: We found a strong role of non-intellective competencies on school satisfaction and a marginal role of academic performance, gender and the attended class, which reduced as students' seniority increased. (4) Conclusions: This study showed that school satisfaction depends on students' self-perception in terms of their study competencies and the motivations possessed more than their sole performance, suggesting that this helps students to improve their non-intellective competencies in order to increase their performance and reduce the risk of dropouts, both directly and indirectly, through increasing their school satisfaction.
COVID-19 Outbreak: Insights about Teaching Tasks in a Chemical Engineering Laboratory
Author: Nogales-Delgado, Sergio
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Foreign Countries,Chemical Engineering,Science Laboratories,Laboratory Training,Teaching Methods,Electronic Learning,College Students,Student Centered Learning,Online Courses,Virtual Classrooms,Electronic Libraries,Scientific Research,Student Research,Biotechnology,Energy,Tutoring

Apart from the evident tragedy that the COVID-19 outbreak has meant regarding both personal and economic costs, the normal functioning of the academic year has been drastically altered at all educational levels. Regarding Spain, the state of alert implemented by the government from mid-March to June has affected traditional face-to-face sessions at universities, as they were forbidden and replaced by online lessons. The aim of this work was to explain our own experience during the COVID-19 outbreak in a chemical engineering laboratory at the University of Extremadura, concerning the university teaching and the final degree project follow-up, whose method of teaching was active and participatory, based on constructivism and focused on the student as the center of the learning process. Thus, the confinement affected both the teachers and students differently, depending on the degree of completion of their main tasks and their previous skills with computing and virtual tools, among other factors. The existence of an operating virtual campus and an online library has made the transition to total e-learning and telework easier for teachers and students.