ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Culturally Relevant Leadership Best Practices in Different Educational Environments
Author: Washington, Michael L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Leadership Styles,Best Practices,Cultural Differences,Cultural Relevance,Administrator Characteristics,Diversity,School Community Relationship,Principals,Mentors,Participative Decision Making,Cultural Influences,Empowerment,Justice,Middle Schools,Administrators,Adult Education,High Schools,Higher Education

Though culturally relevant educational leadership has been practiced for more than 20 years, marginalized students from culturally diverse communities continue to be underserved. Additionally, other educational programs outside of traditional K-12 school environments are far less likely to have educational administrators who have any experience or training in culturally relevant leadership, begging the question, &quot;Do we really understand what effective culturally relevant leadership best practices are, and if so, how can we improve them in all educational settings, and not just K-12 education?&quot; This research project focuses on answering the following questions: 1.) What best practices are utilized by culturally relevant educational administrators?; 2.) What best practices are utilized by culturally relevant educational administrators who come from different cultural or racial backgrounds?; and 3.) What best practices are utilized by culturally relevant administrators from different types of educational institutions or environments? A qualitative multiple-case study design was utilized to explore the best practices of four randomly selected educational administrators in California, from different cultural backgrounds and from different school environments, with considerable experience and success in teaching and educational administration. Results from the study indicate that despite some differences in their approaches and their respective educational programs, there were common factors that were instrumental in the record of success experienced by these research participants. Key among these factors were (I.) Positive Relationships with the local community; (II.) Principal or Administrative Mentoring Programs; and (III.) Shared Decision Making. These, and other factors were vital for professional development, improved student academic performance, retention, and engagement, especially for marginalized populations in culturally diverse schools. [Editor Note: Sadly, this article is being published posthumously as the author passed away prior to having the opportunity to integrate the feedback from editors and reviewers after the manuscript was accepted during the early stages of screening manuscripts. Special thanks go to Dr. Ricardo Stanton-Salazar and Dr. Gilberto Conchas as well as the JLER editorial team that the article was revised and re-written to reflect the late Dr. Washington's thinking, albeit that JLER is not responsible for any errors of fact or judgement that may exist in the article.]
Digitalization in International and Mass Education: A Model Proposal for Turkey
Author: Gezici, Hikmet Salahaddin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Approach,International Cooperation,Educational Technology,Technology Uses in Education,Best Practices,Foreign Students,Higher Education,COVID-19,Pandemics,School Closing

There is a debate as to whether internationalization should be a target or a means to achieve goals with broader perspectives. Digitalization, on the other hand, is a de facto trend that permeates all communicative, economic and social areas. For this purpose, the study aimed to examine literature on the field and the findings of the researchers on the issue were included. The research also discussed the internationalization and digitalization efforts carried out in the world and in Turkey. An internationalization model proposal for the Turkish higher education system is presented in outline, taking the best practices around the world into account. Model involves a digitalization-oriented education approach that aims to increase the opportunities for students to get support from their families and to minimize their socio-economic difficulties. The contributions of a massification provided by digitalization to international education have been revealed in this study.
Digitalization of Higher Education, the Crisis of Educational Culture and Russian Economic Development
Author: Labadze, Olesya E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Higher Education,Instructional Innovation,Interdisciplinary Approach,Content Analysis,Holistic Approach,Educational Philosophy,Educational Change,Economic Development,Problem Solving,Foreign Countries,Information Technology,Cultural Education,Intellectual Development,Online Courses,Social Change,Distance Education,Barriers

The problems of digitalization of education and transformation of the Russian culture has been overlooked in the research space. The aim of this research therefore is to report the crisis nature of Russian educational culture, considered in terms of digital innovations of the higher education system. The study was qualitative, and it utilized the transdisciplinary paradigm as a methodological framework. Data was drawn from previous research in different disciplines regarding the topic of interest and the results were analyzed using content analysis. This helped the research to form a holistic view of the phenomena under consideration. The results prove the need to develop a holistic social and philosophical concept of cultural transformation of Russian education to solve the problems and contradictions of transition to digital education and increase the economic growth.
A Case for a Reflective Approach to Teaching &apos;Practicum Debriefing&apos; with Implications for Teacher Educators and Education
Author: Minott, Mark
Date: 2021-00-00
Type: Journal Articles
Subjects: Reflective Teaching,Student Teaching,Student Teachers,Foreign Countries,Student Teacher Attitudes,Critical Thinking,Self Concept,Instructional Effectiveness,Teaching Methods

Over the past 30 years, the teaching profession has embraced the notion of the teacher as a reflective practitioner, which has led to an increased emphasis on teacher education programmes offering learning experiences that model and encourage reflective practice. This qualitative instrumental case study research explored the usefulness, benefits, and challenge of an innovative approach to teaching practicum debriefing--namely, an exercise called the reflective approach to teaching practicum debriefing (RATPD). Examples of the usefulness and benefits of the approach are (1) it encouraged student teachers to not only focus on observing the techniques and methods of teaching and the daily issues that teachers face in their practice, but to also consider self as a teacher and (2) it encouraged critical thinking, self-directed critical thinking, and self-awareness. The main challenge of the RATPD is that students are sometimes reluctant to share their perception and what they truly believe and feel about a particular issue or situation. Implications for teacher educators and education are discussed.
Exploring Student Teachers&apos; Perceptions, Experiences, and Attitudes towards Working with Learning Support Assistants
Author: Fernandes, Lisa
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Teachers,Student Attitudes,Student Experience,Teacher Aides,Special Education Teachers,Foreign Countries,Cooperation,Teacher Education,Inclusion,Educational Policy,Educational Practices

As a teacher educator specialising in special educational needs and disabilities (SEND) in a large further education college in North-East England, a key concern of the student teachers is how to work with those other practitioners who provide support to learners in the classroom. A review of the literature, combined with my own experiences as both a teacher and teacher educator, led to three categories of inquiry: (i) students' understanding of how to work with learning support staff, (ii) students' experiences of and attitudes towards working with learning support staff and (iii) how well they believed they were prepared to work with learning support staff whilst studying for their teaching qualification. Semi-structured interviews were conducted with student teachers; these were audio-recorded and transcribed verbatim. The research found participants felt a lack of guidance to work with Learning Support Assistants (LSAs), a lack of time to collaborate with LSAs, and variability in role expectations across different settings impacted on inclusive practice. This study raises pertinent questions about how to support student teachers to prepare for inclusive practice through collaborative working with LSAs. By examining the importance and complexities of the issues, teacher educators can explore ideas to prepare student teachers for collaborative working.
Introducing a Measure of Perceived Self-Efficacy for Proof (PSEP): Evidence of Validity
Author: Shongwe, Benjamin
Date: 2021-07-00
Type: Journal Articles
Subjects: Measures (Individuals),Test Construction,Self Efficacy,Test Validity,Mathematical Logic,Validity,High School Students,Grade 11,Foreign Countries,Factor Analysis,Test Reliability

It is widely recognized that students encounter difficulties with proof across all grades and beyond, yet standardized instruments related specifically to students' perceived self-efficacy for mathematical proof have not been readily available. The purpose of this study was to develop and investigate preliminary validity evidence for a new instrument for measuring self-efficacy for mathematical proof that can be of importance to the field. The new Perceived Self-Efficacy for Proof (PSEP) questionnaire is a self-administered, 8-item questionnaire that quantifies experimentation, conjecturing, inductive reasoning, justification, and validation. To validate the PSEP, two studies with 260 eleventh grade students--recruited from three Dinaledi schools in EThekwini metropolitan area, South Africa--were conducted. In Study 1 (n=128), face and content validity were evaluated, and an exploratory factor analysis (EFA) was performed. In Study 2 (n=132), a confirmatory factor analysis (CFA) was conducted and external validity was investigated. In both samples, the PSEP was found to possess good internal consistency reliability with relatively high factor loadings on a single component. Although the findings in this report represent preliminary validation evidence, it can be concluded that the PSEP is a valid, reliable and sensitive measure of 11th grade students' perceptions of their ability to construct a proof and may serve as a meaningful outcome in mathematical proof research and classroom proof education.
The Mediating Effect of Students&apos; Attitude to Student Career Aspiration and Mathematics Achievement
Author: Oracion, Quiliano Jr. Gonzales
Date: 2021-07-00
Type: Journal Articles
Subjects: Mathematics Achievement,Occupational Aspiration,Student Attitudes,Low Achievement,Learning Motivation,Correlation,Positive Attitudes,Grade 12,High School Students,Calculus,Foreign Countries

Mathematics low achievement has undeniably been found in both national examinations and international assessments. An educator needs to be aware and determine the factors in students' achievement. However, there were no observable studies focusing on the mediating effect of students' attitudes toward career aspiration and academic achievement. With this, it aims to determine the mediating effect of students' attitudes on students' career aspirations and academic achievement in learning Mathematics in a higher educational institution in the Davao Region. The researcher utilized sets of adopted and self-made test questionnaires to gather data from the 199 respondents. In analyzing the data, the researcher performed descriptive statistics, Pearson Product Moment Correlation Coefficient, and Regression Analysis as statistical tools. These analyses indicated that students have a high level of career aspiration, a satisfactory level of academic achievement, an average level of attitude towards mathematics, and an insignificant relationship between students' career aspirations and academic achievement. The relationship between the student's attitude and career aspiration is significant. The latter is the only relationship that is significant among all steps, and thus full and partial mediation analysis will not be warranted. Based on the findings, the students must be responsible for helping themselves to make an efficient move in developing their aspiration to have a considerable positive attitude in learning mathematics.
Chess, Visual Memory and Geometric Transformations
Author: Sosa, Jorge Jhonattan Castellanos
Date: 2021-10-00
Type: Journal Articles
Subjects: Games,Memory,Visual Perception,Geometric Concepts,Foreign Countries,Game Based Learning,Grade 8,Middle School Students

This work shows how playing chess creates capacities in the student such as increasing visual memory. This helps to classify information in an orderly manner in the mind and contributes to a better understanding of geometric transformations such as displacements, turns and similarities. This was done with a mixed technique (Quantitative and Qualitative), starting with a structured questionnaire that was applied to 487 students. A case study was carried out with two students (one with and the other without notable chess skills) in two schools in Bogotá-Colombia, with the aim of understanding chess as a tool that can help the teacher to teach mathematics. In the quantitative part, data were collected by a structured questionnaire, and in the qualitative part, recordings and transcripts were made of what the two students reported in the case study. So, favorable results were achieved for students who usually play chess, because they show a great capacity for visual memory (in the long and short term) that contributes to a more optimal learning of displacements and similarities in the Cartesian plane. This research shows a powerful tool (chess) that can be used in the teaching of mathematics, thanks to the skills and concepts that are generated in the experience with the game.
A Comparison of Online Video Conference Platforms: Their Contributions to Education during COVID-19 Pandemic
Author: Nadire, Cavus
Date: 2021-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Videoconferencing,COVID-19,Pandemics,Technology Uses in Education,Distance Education,Electronic Learning,Computer Software Evaluation

COVID-19 has brought dramatic changes in the ways our day-to-day activities are carried out in recent times. Education was also affected. Online education was adopted as a means to administer teaching and learning. There are numerous online video conference platforms currently available to assist education. Nevertheless, with these platforms are various features with their inherent advantages and disadvantages. Choosing the suitable ones to meet the need of users could be a daunting task. This study utilized a comparative research method to compare features; maximum participants meeting recording duration, security, chat/screen sharing, meeting duration, archive meeting, trial versions, account creation to use and mobility, of seven online video conference platforms; Google Meet, Microsoft Teams, GoToMeeting, Cisco WebEx Meetings, Zoom Meetings, ClickMeetings and BigBlueButton. The comparative results of the study found that each online video conference platform included in the study has various beneficial features for teachers and students. Teachers should analyze carefully all features of each online video conference platforms feature, to select a suitable platform for students and course content needs. This study would aid learners, instructors and educational institutions to choose from the numerus platforms, to suit the specific needs and usage during this pandemic period and beyond.
Adaptation of Students to Professional Activity through Innovative Technologies
Author: Rakhimgalieva, Pakizat
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Elementary School Students,Parents,Teacher Attitudes,Student Attitudes,Parent Attitudes,Distance Education,Student Adjustment,COVID-19,Pandemics,Foreign Countries,Educational Quality,Electronic Learning

The aim of this research is to reveal the views of primary school teachers, students and parents on distance education activities during the COVID-19 pandemic period, in order to evaluate the adaptation of students to professional activities through innovative technologies. This research was carried out in qualitative research designs in accordance with phenomenology. The data were collected by the researcher through semi-structured interview forms prepared separately for teachers, students and parents. The participants of the study consisted of 10 primary school teachers, 20 primary school students and 25 parents of students who were working in various primary schools in the city of Shymkent, Kazakhstan in the 2020-2021 academic year and agreed to participate in the research voluntarily. As a result of the research, it has been revealed that the majority of teachers, students and parents find the quality of distance education insufficient, they prefer face-to-face education to distance education, and they encounter many problems in the distance education process.
Lasering the Digital Tattoo: How Differences between Headteacher and Newly Qualified Teacher Perspectives on Online Presence May Affect Employability
Author: Onions, Sian
Date: 2021-00-00
Type: Journal Articles
Subjects: Differences,Principals,Beginning Teachers,Teacher Student Relationship,Electronic Learning,Employment Potential,Social Networks,Teacher Attitudes,Administrator Attitudes

It is widely recognised that technology, including social media, has many positive benefits in education although online technologies, particularly imprudent use of social networking sites, may also present problems for those seeking employment as a newly qualified teacher (NQT). To counter this, trainee teachers are provided with guidance on the use of social media however, it could be argued that the perceptions surrounding appropriate use of technology and social media are subjective and different stakeholders may hold a range of views regarding what is and what is not acceptable. This study aims to investigate differences in the values and attitudes of trainee teachers at the point of seeking employment in relation to those of head teachers as employers. The potential for a mismatch between these views and the subsequent negative outcomes for trainees is clear and an improved understanding of these differences could help teacher educators support trainees in specific aspects of their online presence. A survey of trainee teachers and head teachers was conducted and the data was analysed to identify key variations in values and attitudes in relation to social media posts.
New Forms of Teacher Professional Development: Developing Epistemic Collaborative Communities via Social Networks
Author: Impedovo, Maria Antonietta
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Development,Communities of Practice,Social Networks,Innovation,Teacher Collaboration,Epistemology,Informal Education,Learning Processes,Cultural Awareness,Preservice Teacher Education,Inservice Teacher Education,Computer Mediated Communication

In this position paper, we explore the potential of social networks for teacher professional development. Networking is a crucial skill in professional careers, supporting the individual's personal and professional learning. Collective teacher interactions online can facilitate collaborative professional development and support collective epistemic engagement. Social networks can be considered as 'third spaces' between formal and informal learning to support professional development, also integrating international and intercultural aspects. Research questions addressed here include implications of online engagement on teachers' initial and in-service training and impact of social networks on innovations in professional practices and local communities.
Changing Minds: A Pilot Feasibility Study of Mindfulness Training for At-Risk Adolescents
Author: Culang, Hanna
Date: 2021-09-00
Type: Journal Articles
Subjects: Metacognition,Attention Control,Adolescents,High School Students,At Risk Students,Nontraditional Education,Reentry Students,Program Length,Program Effectiveness,Intervention,Classroom Techniques,Social Emotional Learning,Resilience (Psychology),Academic Achievement,Coping,Anxiety,Likert Scales

Youth at risk for negative health outcomes due to reduced access to social, mental health, and educational support systems are in particular need of resources promoting social-emotional resilience and positive educational outcomes. A growing body of research documents the positive benefits of mindfulness-based interventions (MBIs), but few studies have examined the impact of MBIs for at-risk adolescents, particularly in school settings where barriers to access can be minimized. This pilot feasibility study examined the effects of a nine-week school-based MBI, augmented by cross-course curricular material, in a group of high school students attending a transfer school, designed to re-engage students who have dropped out or fallen behind in credits (N = 63). Pre- and post- MBI, students completed self-report measures of attention control, trait anxiety, coping, and emotion regulation, and attendance and academic achievement records were obtained from the school. Findings showed that the MBI promoted social-emotional resilience over the course of the semester. Moreover, students who took part in the science curriculum component of the program showed a trend for improved academic performance. Findings are discussed in terms of the potential for school-based MBIs to promote positive outcomes in at-risk youth.
Feminists against Fascism: The Indian Female Muslim Protest in India
Author: Kadiwal, Laila
Date: 2021-00-00
Type: Journal Articles
Subjects: Feminism,Foreign Countries,Muslims,Activism,Authoritarianism,College Students,Citizenship,Student Attitudes,Females

This article explores contestations around ideas of India, citizenship, and nation from the perspective of Indian Muslim female university students in Delhi. In December 2019, the Hindu majoritarian government introduced new citizenship legislation. It caused widespread distress over its adverse implications for Muslims and a large section of socio-economically deprived populations. In response, millions of people, mainly from Dalit, Adivasi, and Bahujan backgrounds, took to the streets to protest. Unprecedentedly, young Muslim female students and women emerged at the forefront of the significant public debate. This situation disrupted the mainstream perception of oppressed Muslim women lacking public voice and agency. Drawing on the narratives of the Indian Muslim female students who participated in these protests, this article highlights their conceptions of, and negotiations with, the idea of India. In doing so, this article reflects on the significance of critical feminist protest as a form of &quot;public pedagogy&quot; for citizenship education as a powerful antidote to a supremacist, hypermasculine, and vigilante idea of India.