ethanporcaro/eric-fulltext-meta huggingface dataset:
Practice Recommendations for the Difficult Technical Passages of F. Chopin&apos;s Ballade No. 1 Op. 23
Author: Barutcu, Mustafa Emir
Date: 2021-00-00
Type: Journal Articles
Subjects: Classical Music,Musical Instruments,Musical Composition,Difficulty Level,Music Activities,Music Education

Historically, the piano gained significance over the years with the performance techniques that composers put forward in their works. In parallel with this developmental journey, the improvement of the art of interpretation led to the emergence of new playing techniques throughout periodical changes. The romantic era can be presented as an example to this situation as it was the period when the piano reached its highest level in terms of technique and music. In this context, Frédéric Chopin, considered one of the most important composers of the romantic period, has inspired many composers after him with the countless difficult pieces he has added to the piano literature. In the musical quest that he started, the piano technique improved greatly and led to the emergence of innovative interpretive approaches such as lyricism, timbre, and the rubato technique. This study presents the technical significance of the Ballade No. 1 Op. 23, a composition of F. Chopin that can be presented as an example to these approaches and offers suggestions on how to practice the structures of this piece. Additionally, the research conducted a technical analysis of Ballade No. 1 Op. 23 and as a result of the analysis, developed a model for its practice method.
The Scale for the Perception of Artistic Sides of the Teaching Profession: A Scale Development Study
Author: Akyüz, Büsra
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Construction,Attitude Measures,Teacher Attitudes,Teaching (Occupation),Art,Construct Validity,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Factor Structure,Goodness of Fit,Test Reliability,Foreign Countries,High School Teachers

This study aims to develop a measurement tool that can reveal the perceptions of teachers about the artistic sides of their profession. In the study, data were collected from two different groups for exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to determine the construct validity of the scale. There are 442 people in the first study group, consisting of preschool, primary, secondary and high school teachers, and 511 people in the second study group. As a result of EFA, it was determined that the scale had a structure with three factors and 31 items. The variance rate explained by these factors is 67.9%. This construct was validated by CFA. Goodness of fit indices calculated by CFA are as follows: X[superscript 2]/sd= 3.887; CFI=0.912; TLI=0.903, RMSEA=0.068; SRMR=0.072. The Cronbach's Alpha internal consistency coefficient of the scale is 0.96. As a result, a valid and reliable data collection tool has been developed that can give an idea about how teachers perceive the artistic sides of their profession.
A Voice at the Table: The Role of Florida Association of Professors of Educational Leadership (FAPEL) in Advancing the Preparation of School Leaders in Florida
Author: Storey, Valerie
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Associations,College Faculty,Instructional Leadership,Teacher Collaboration,Expertise,Principals,Administrator Education,Advocacy,State Policy,Educational Policy,Policy Formation,Educational Improvement,Program Improvement,Masters Programs

Educational leadership faculty from Florida state-accredited educational leadership programs formed the Florida Association of Professors of Educational Leadership (FAPEL) in 1995 to provide a means through which they could effectively communicate and work together on issues of mutual interest, and for twenty-five years members have collaborated to raise the profile of the profession. FAPEL works to effect change by serving as experts in a broad range of statewide issues that affect principal preparation, facilitating informed advocacy, and developing communication pathways with state regulators, and legislators. FAPEL presents a model for collective interactions among educational leadership faculty to improve the quality of their programs and influence state and regional issues related to principal preparation.
Cultivating a &apos;Community of Practice&apos; in an Educational Leadership Preparation Program: Experiences and Roles of Adjunct Faculty
Author: Swann, Karen
Date: 2021-00-00
Type: Journal Articles
Subjects: Communities of Practice,Leadership Training,Educational Administration,Adjunct Faculty,Faculty Development,Social Networks,Sense of Community,Teacher Role,Part Time Faculty,College Faculty

Educational leadership preparation programs increasingly rely on adjunct faculty to teach aspiring leaders. Although the percentage of adjunct faculty serving as instructors continues to grow relative to full-time, tenured faculty, the role of part-time instructors/K-12 practitioners remains confined to instruction. This study explored how one educational leadership preparation program attempted to include adjunct faculty in roles beyond teaching to include course and curriculum development, program redesign, and recruitment and marketing. Informed by the communities of practice literature, this study illustrates ways that programs can foster meaningful professional community among full- and part-time faculty in ways that contribute to program quality. In this study we found that fostering a professional community not only contributes to positive program outcomes, but also creates formal and informal learning opportunities and a powerful professional network for adjunct faculty. The implications for program practice are discussed in light of these findings.
Engaging Educational Leadership and the Coalition of Essential Schools in Appalachian Ohio
Author: Musselman, Amie
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Practices,Democratic Values,Student Centered Learning,Equal Education,Educational Change,Educational Principles,Theory Practice Relationship,Citizen Participation,Student Educational Objectives,Role of Education

Despite its inherent transformational capacity, day-to-day educational practices have not changed since the late 19th Century, resulting in processes that do not uphold democratic values. (Sizer, 1984; Wood, 2005). This study seeks to answer the following research question: how did an educational leader use the Coalition of Essential School's (CES) model to develop institutional norms to address social inequity? The Coalition's termination in 2017 prompts concern; if a nonprofit organization committed to &quot;student-centered, equity-driven learning&quot; cannot persist, education and democracy are in jeopardy (What We Do, 2017). The Common Principles (2017) and the works of Sizer (1984) and Wood (2005) were used to triangulate the in-depth qualitative interview of Dr. Wood. Three themes emerged from such data: understanding the Common Principles, living the Common Principles, and equity with the Common Principles. These findings ultimately reveal a growing disparity between ideals, implementation, and outcomes. Consequently, active democratic citizen preparation rests with all of us, all facets of education and other societal institutions.
International School Principals&apos; Insights and Experiences with Teacher Motivation
Author: Freed, David
Date: 2021-00-00
Type: Journal Articles
Subjects: International Schools,Principals,Administrator Attitudes,Experience,Teacher Motivation,Elementary Schools,Foreign Countries,Teacher Administrator Relationship,Professional Autonomy,Teacher Competencies

Through a basic qualitative approach, this study examined the insights and experiences of elementary principals and teacher motivation. This research was completed in private international schools in Europe where the language of instruction is English. Self-determination theory was the theoretical basis for this examination of teacher motivation. Data were collected through nine interviews and one focus group with elementary principals. Evidence from this study shows that principals have a critical role in supporting and increasing teacher motivation in their schools and providing teachers with autonomy, a sense of competence, and professional and personal support to support teacher motivation. Additionally, the researcher provides specific recommendations that practicing educational leaders can implement in their schools.
Trainer Training Program Developed for Instructors about Student-Centered Teaching-Learning Processes and Its Effects: A Study of a Curriculum Development in Higher Education
Author: Uygur, Mutlu
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Faculty Development,College Faculty,Program Effectiveness,Training,Educational Needs,Student Centered Learning,Curriculum Development,Academic Achievement,Self Efficacy,Pretests Posttests,Teacher Attitudes,Foreign Countries

In this study, the educational needs of the instructors in higher education institutions about student-centered teaching-learning processes were identified and, based on the Taba-Tyler program development model, a trainer training program was developed. This program was practised in the experimental model and then its effectiveness was evaluated. &quot;Teaching-learning process instructors self-efficacy scale&quot; and &quot;academic success test&quot; developed in the research extent were implemented to 62 instructors. It was observed, according to the findings, that the self-efficacy perception and academic achievement levels of instructors in teaching-learning processes increased significantly compared to the beginning of the program. It was accordingly concluded that the instructor training program which was prepared and implemented within the scope of this study to improve the teaching-learning process efficacy of the instructors is a favourable model and, in this sense, it can be used as a model in the trainer trainings by higher education institutions.
Understanding Turkish EFL Students&apos; Perceptions about Collocations and Investigating Their Collocational Errors in Descriptive and Argumentative Essays
Author: Yuvayapan, Fatma
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Phrase Structure,Grammar,Language Fluency,State Universities,Undergraduate Students,Error Analysis (Language),Taxonomy,Writing Evaluation,Native Language,Turkish,Interference (Language),Learning Analytics,Language Usage,Teaching Methods,Computational Linguistics

Aside from learning the basic and common grammatical structures, English as foreign language learners (&quot;hereafter EFL&quot;) have to be familiar with a wide range of lexical chunks called collocations. Being sensitive to collocations is the key of attaining a native-like fluency in English. The aim of this study is twofold: to explore the perceptions of collocations of a group of EFL students (N=19) who had studied English prep-class at a state university for a year and to investigate their collocational errors and the sources of them. The data were collected through an open-ended questionnaire, two focus-group interviews and EFL students' writings. Thematic analysis was utilized to analyze the data gathered from the questionnaire and focus-group interviews and students' writings were examined based on the taxonomy of collocation suggested by Benson, Benson and Ilson (2010). Although all participants were cognizant of the concept of collocation and its role in language learning, they made collocation errors when producing their writings due to the lack of automation of collocation mostly caused by L1 interference. We suggest that data-driven learning may be beneficial in helping EFL students to develop automaticity in the use of collocations. Additionally, corpus-based activities may provide effective authentic materials for them.
A Paradox in the Supervision of Doctoral Candidates in Ugandan Higher Education Institutions (HEIs)
Author: Kaguhangire-Barifaijo, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Students,Supervision,Committees,Supervisor Qualifications,Guidelines,Supervisory Training

The paper examines the dynamics and complex dimensions in doctoral supervision in different disciplinary contexts in higher education institutions (HEIs), given that institutional success and reputation depends on 'research output,' which creates visibility and competitive advantage. However, traditional doctoral supervision, which frequently results in research output, has remained contradictory and complex due to its multi-layered, challenging, and conflicting tasks. The authors contend that while doctoral supervision necessitates a high caliber pool of trained academics and professionals, with reasonable accommodation and respect for one another, strong ethical values, cordial relationships, and professionalism, institutions continue to face unprecedented challenges in not only finding all of the attributes in a single supervisor, but also finding the best supervision model to employ. The paper concludes that, because supervisors are appointed based on their methodological, experience, and content expertise, the other essential attributes for effective supervision should be incorporated into policies. As a result, in order to resolve supervision nuances, institutions should implement flawless doctoral supervision guidelines and provide healthy supervision environments.
Data Mining in Education: Children Living or Working on the Street with Lost Data Problem
Author: Sekerci, Reyhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Data Analysis,Homeless People,Children,Social Problems,Child Labor,Prediction,Education

Data mining in education predictions are made about other groups based on the big data of education. However, the extent to which training data can be accessed is relative. A group that can be described as missing data is children living or working on the street. For this reason this study aimed to deal with children working or living on the street. Children who have to live or work on the street before they can complete their development are faced with many dangers arising from the street and may be exposed to social exclusion. In this context, the aim of this study is to examine the social dimension of the problems faced by children living or working on the street and to analyze and evaluate the limited number of data on this issue. The research is a compilation study in line with the literature analysis of the sources about children living and working on the street.
Academic Optimism and Enabling School Structure: Predictors of Professional Learning Communities
Author: Gray, Julie Anne
Date: 2021-00-00
Type: Journal Articles
Subjects: Communities of Practice,School Effectiveness,Success,Trust (Psychology),Teacher Attitudes,School Organization,School Districts

Organizational properties of schools can explain why some schools are successful and others are not. We explored the role of enabling school structures and academic optimism, comprised of teacher trust in clients, collective efficacy, and academic emphasis, in the development of professional learning communities (PLCs). Both of our hypotheses were confirmed via correlational analysis and structure equation modeling about the relationships of enabling school structures and academic optimism in the development of PLCs, our outcome variable. These empirical findings validate the importance of enabling school structures as an antecedent to the development of PLCs and contribute to organizational theory about school structure and health. School districts should consider the role of academic optimism and enabling school structures in relationship to developing PLCs.
&quot;Let&apos;s Stay Together&quot;: Examining a Grow Your Own Program in an Urban District
Author: Simieou, Felix, III
Date: 2021-00-00
Type: Journal Articles
Subjects: Urban Schools,School Districts,Teacher Recruitment,Preservice Teachers,College School Cooperation,Partnerships in Education,Program Effectiveness,Best Practices,Teacher Shortage

Grow Your Own Programs (GYO) have gained increasing popularity with the impact of shortages of quality teaching candidates in many school districts, particularly in urban areas. To address the lack of quality teaching candidates, school districts and states have responded creatively to recruit the best teachers for their schools. To explore some of the intricacies involved with GYO partnerships between school districts and universities, this article describes a case study of how two urban school districts partnered with a local university to provide pedagogy and support for paraprofessionals' Grow Your Own programs and their processes to build the partnerships. Specifically, it highlights the overall impressions, opinions, and feelings of stakeholders about participating in the program and the specific incidents, obstacles, and occurrences that may provide guidance and a first attempt at &quot;best practices&quot; for other organizations that might consider GYO programs.
Mentoring Future Education Leaders: Mentor Perceptions of an Educational Leadership Doctoral Mentoring Program
Author: McConnell, Kat R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Mentors,Doctoral Students,Program Design,Program Improvement,Reflection,Networks,Doctoral Programs,Schools of Education,Instructional Leadership

Mentoring programs for education doctoral (EdD) students are unique due to the scholar-practitioner nature of the degree program. This paper utilizes mentor perceptions of a mentoring program in its second year of implementation to inform the design of the mentoring program in the future. Mentors were interviewed to discuss their experiences. Four themes emerged related to: (1) mentor education doctoral experiences and challenges as inspiration for their mentoring presentations; (2) mentors as a resource through networking and building connections; (3) mentor and mentee reflection through relatable experiences; and (4) mentor recommendations for improving the EdD mentoring program. Results indicate mentors benefit from personal reflection and networking opportunities.
Exploring TESOL Teachers&apos; Perceptions of Project-Based Assessment in ELT Classroom
Author: Izzah, Navisatul
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,Positive Attitudes,English (Second Language),Second Language Instruction,Second Language Learning,Active Learning,Student Projects,Alternative Assessment,Private Schools,Elementary Secondary Education,Classroom Techniques,Foreign Countries

This study explored the perceptions of TESOL teachers in Indonesia regarding the use of project-based assessment in their classrooms. As assessment has undergone massive development and shifting paradigms, there has been recognition for teachers to reconceptualize their assessment practice. There have been attempts made by some countries, including Indonesia, to introduce various assessment methods including project-based assessment. Since it has been introduced in Indonesia in 2016 through government documents, little is known about TESOL teachers' use of this assessment method. Furthermore, project-based assessment has mostly been used in the science classroom, but not in ELT classroom. Research study regarding the use of project-based assessment in ELT classroom and how TESOL teachers in Indonesia perceive the use of project-based assessment would therefore be valuable additions to the field. This study used a qualitative case study as its methodology to gain an in-depth understanding of the emerging issue. Four ELT teachers around Surabaya were interviewed about their project-based assessment practice. The findings of this study revealed that teachers highly value the use of project-based assessment in their classroom despite the challenges they encounter. Hence, some implications and directions for further studies are also provided.
Portraits of Graduates in Becoming Multilingual and Multicultural Citizens in the Context of Internationalization
Author: Abduh, Amirullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Self Concept,Indonesian,Bilingualism,Multilingualism,Cultural Pluralism,Learning Motivation,Language Maintenance,Context Effect,Literacy,Portraiture,Foreign Countries,Personal Narratives,Language Attitudes

The purpose of this paper was to investigate the portraits of graduates who have learned English as a foreign language on one hand, while maintaining Indonesian and local languages on the other. This study draws on poststructuralist notions of identity and language learning and uses a portraiture lens emphasising contexts and voice. This paper draws on data from semi-structured interviews and focus group interviews of five key participants relating their contextual backgrounds and their efforts to be bilinguals. Learning an additional language requires systemic and multifaceted overarching approaches over relatively long periods of time rather than a single strategy within a short period. These efforts have contributed them to become multilingual and multicultural individuals. Empirical evidence shows that situational factors such as language exposure and motivation play dominant roles to assists learners to be bilingual and biliterate individuals. The situational factors link closely to the exposure in terms of quantity and quality of experiences to the target language. They are, nevertheless, valuable as portraits of learners.
Teachers&apos; Perceptions about the Use of Authentic Material in Pakistani EFL Classrooms
Author: Rehman, Atiya
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Authentic Learning,Instructional Materials,Secondary School Teachers,Curriculum,Teaching Methods,Barriers,Textbooks,Comparative Analysis

This study explores the perceptions of secondary school teachers about the use authentic material in Pakistani English language classrooms. For this quantitative study, data was collected through a survey questionnaire. The questionnaire was adapted from Yeung Ting-fai (2011) and was modified according to the needs of Pakistani educational system. A total of 40 Pakistani secondary school English language teachers responded to the survey questionnaire. Descriptive statistics were used to interpret the data. The results of the study show that most of the teachers liked using authentic material in their classes but were reluctant to do so because of the constraints created by curriculum, examination system and administrative pressures. The study recommends adapting the curriculum and examination systems to facilitate Pakistani secondary school teachers for using authentic material in English language classrooms.