ethanporcaro/eric-fulltext-meta huggingface dataset:
Leadership Expectations of Generation Z Teachers Working in Educational Organizations
Author: Demirbilek, Mesut
Date: 2022-03-00
Type: Journal Articles
Subjects: Generational Differences,Leadership,Expectation,Teacher Attitudes,Administrators,Public School Teachers,Administrator Behavior,Age Groups

Generation Z, known as millennial children, includes those born from 1995 to 2010, the period when the Internet and social networks became widely used, global communication increased, tolerance was given to different cultural elements, and there was flexibility. The aim of the present research was to establish the leadership expectations of teachers belonging to Generation Z working in educational organizations in the context of school principals. In this context, focus group interviews consisting of semi structured questions were conducted with thirteen teachers from Generation Z currently working in public schools in our research conducted with a phenomenological design. Considering the findings, the leadership expectations of the Generation Z teachers in the behavior sub-theme of inclusivity involved sincerity, flexibility, warm communication, horizontal relationship, consistent behavior, supportive behavior, motivating, problem solving, and smiling. In the sub-theme of competencies, they focused on innovations, communication skills, technological competence, mentoring, competence in the field, being solution-oriented, being a researcher, taking initiative, financial management skills, and entrepreneurship competencies. In the values sub-theme, they included being fair and compassionate, altruistic attitude, respect for differences, sensitivity, patience, empathy, and openness to criticism. In the sub-theme of characteristics, they focus on being charismatic and democratic, openness to innovations and teamwork, analytical skills, project orientation, and determination.
A New Way to Facilitate Discourse with School Leaders: Use a Video-Based Simulation
Author: DeJong, David
Date: 2021-12-00
Type: Journal Articles
Subjects: Video Technology,Simulation,Bullying,Teacher Administrator Relationship,Gender Differences,Educational Environment,Work Environment,Leadership,Leadership Styles,Administrator Attitudes,Administrators,Teachers,Teacher Attitudes,Peer Relationship

This study used a video-based educational leadership simulation to create a safe environment for professional discourse with school leaders. The researchers used a simulation about teacher-to-teacher bullying with actors of different genders as a prompt. Two simulations were used in this study, and both simulations followed the same script. However, the twist in this study is that one simulation was filmed with only male actors, and the other simulation was filmed with female actresses and male actors. Participants from both simulations were brought together after experiencing one of the two simulations. This study utilized a sequential explanatory mixed methods approach and post-simulation focus groups revealed three themes: some school leaders would treat females differently than males, some school leaders believed the leadership style was a factor, and some believed that gender was less of a factor than the unique teacher-principal relationship. The first conclusion of this study is that the relationship between the principal and the teacher is critical to how the principal responds to a scenario. The second conclusion is that facilitating simulations is an effective method to model a safe environment for discourse centered on sensitive topics.
Flipped Classrooms in PK-12 Settings: Research Review
Author: Holcomb, T. Scott
Date: 2021-12-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Preschool Education,Flipped Classroom,Learner Engagement,Educational Technology,Educational Environment,Self Determination,Cognitive Processes,Difficulty Level,Constructivism (Learning),Cooperative Learning,Active Learning

Flipped classrooms have received more attention in recent years, primarily with a focus on their wide application in higher education settings. This article focuses on reviewing research on flipped classrooms as a potential contributor to educational reform in PK-12 settings. Review of research showed emergent themes within benefits found in classrooms across multiple levels and in many subject areas. Some of the primary benefits of flipped classrooms include student differentiation and improved engagement levels. As with any aspect of technology usage in schools and students' homes, there are challenges to address. Ensuring that teachers and students are prepared to participate in this learning environment is a concern with increased participation in flipped classrooms. Evidence shows researchers need to study widely used flipped classroom platforms to uncover patterns of success and best practices in teaching and learning through flipped classrooms.
Building Teaching Competencies through Video Recorded Discourse
Author: Shaw, Denise
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Microteaching,Video Technology,Preservice Teacher Education,Preservice Teachers,Teaching Skills,Thinking Skills,Feedback (Response),Blended Learning,Graduate Students,Peer Evaluation

The objective of this article is to present the findings of video recorded communication between candidates in a graduate initial teaching licensure (GITL) program and peers during simulated micro-teaching across three consecutive seminar quarter. The micro-teaching activity combines conventional face-to-face interaction, video micro-teaching, peer and instructor feedback, alongside self-reflection to undergird the complex process of planning and teaching. This research aims to gauge: (1) whether the micro-teaching assignment is a graduate candidate-centered activity that promotes accomplished teaching skills through higher-order thinking; and (2) how GITL candidates demonstrate the synergistic professional practice of teaching.
Construction of Teaching and Learning Cultures in Transnational Pedagogical Development: Discourses among Palestinian University Instructors
Author: Holubek, Vesna
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,College Instruction,Faculty Development,International Cooperation,Discourse Analysis,Educational Practices,Educational Improvement,Social Environment,Religion,Economic Climate,Teacher Attitudes

This qualitative study explores teaching and learning cultures in the context of a community-oriented pedagogical development process initiated during Finnish-Palestinian transnational cooperation. Research data include focus group interviews and texts produced during a pedagogical training program with Palestinian university instructors. The study examines teaching and learning cultures as constructed by discourses in and around the Palestinian university. A poststructuralist discourse analysis identified five discourses of teaching and learning: disciplinary differences, traditional and modern education, improving education, sociocultural and religious context, and political and economic circumstances. The study shows that teaching and learning cultures are dynamic and fragmented as they are constructed by the contrasting discourses. The findings suggest that pedagogical development initiatives need to provide spaces for discursive transformation, especially in the transnational context that introduces additional alternative discourses into the institutional cultural meaning-making.
Not Allowing a Good Crisis to Go to Waste: Tapping into Transformational Power to Increase Utilization in Public Education as a Result of the Coronavirus
Author: Haglund, Rich
Date: 2021-12-00
Type: Journal Articles
Subjects: Pandemics,COVID-19,Educational Change,Public Education,Educational Resources,Change Strategies,Risk,Laws,Resource Allocation

Despite all of the disruption the pandemic introduced into public education, COVID-19 also serves as an invitation for leaders to creatively explore ways to better utilize existing resources for the benefit of all students. The pandemic is the crisis that educational leaders cannot allow to go to waste. Instead of striving merely to return to a pre-pandemic normal, all stakeholders involved in public education should explore ways to better utilize existing resources to support each and every child's academic growth. In this call to action, we encourage public education stakeholders to work toward maximizing the utilization of time, facilities, funding, personnel, and instructional materials. We believe that this focus on maximizing utilization will result in the necessary transformational power to change the system of public education and will have a far greater impact on the improvement of public education than efforts focused on curriculum and instruction reform. This is not to say that curriculum and instruction are not important; rather, the systemic transformation needed represents the foundation of all that happens in public education.
A Collaborative Self-Study: Reflections on Convening a SoTL Community of Practice
Author: Wilson-Mah, Rebecca
Date: 2022-00-00
Type: Journal Articles
Subjects: Communities of Practice,Scholarship,Instruction,Learning,Group Structure,Social Environment,Diversity,Interdisciplinary Approach,Information Dissemination,Cooperative Learning,Social Support Groups,Leadership,Participative Decision Making,Risk,Ambiguity (Context),Goal Orientation,Outcomes of Education,Resilience (Psychology),Self Evaluation (Groups),College Faculty

Communities of practice (CoPs) can provide opportunities for diverse and inclusive groups to convene, share, collaborate, and support others. Using a self-study research approach combined with a visual research method, this study explores both scholarly and practice-based insights to describe the anticipated attributes of a high functioning CoP for the support of collaborative engagement in Scholarship of Teaching and Learning (SoTL). The following nine emergent attributes are identified: 1) Structures; (2) Social environments; (3) Diversity; (4) Knowledge, learning and ideas; (5) Support; (6) Shared leadership; (7) Risk; (8) Results and impact; and (9) Growth over time. This study contributes to the growing body of knowledge related to the value of visual research methods in collaborative self-study. Moreover, the results of this self-study deepen understanding about the practice and role of convenors and organizers of a grass-roots, campus-wide SoTL CoP initiative.
Refugee Parents&apos; Perspectives on Preschool Enrollment after Migration and Resettlement
Author: Ingle, W. Kyle
Date: 2021-12-00
Type: Journal Articles
Subjects: Phenomenology,Refugees,Parent Attitudes,Urban Areas,Preschool Education,School Districts,Preschool Children,Educational Opportunities,Futures (of Society),Peace,Decision Making,Enrollment,Public Agencies,Land Settlement,Mentors,Public Schools,Participant Characteristics

Using phenomenography, the researchers explored the perspectives of resettled refugee parents and why they chose to enroll their children in a large urban school district's preschools. All of the participants were driven by intense desires to have a brighter future for themselves and for their children in their new country. All saw education as privilege and an opportunity to ensure more promising futures for their children--an opportunity that should not be left on the table. All the participants expressed an appreciation for the opportunities afforded them in the U.S. and hopes for a peaceful future. The participants' backgrounds and migration experiences varied, but consistent across them were hardships and challenges. These influenced their decision to enroll children in an urban public preschool program in the hopes of increasing the likelihood of success for their children. Participants relied heavily on the support of refugee agencies. The researchers identified a need for local school districts to collaborate with resettlement agencies in developing a concrete plan for addressing the unique needs of refugee parents and children. This may include parent mentoring and using refugees to mentor/assist more recently arrived refugees in navigating the educational bureaucracies in their new country and school district.
Shared Authority and Epistemological Struggles: Tales of Three Racial Groups of Professors
Author: Choi, Jung-ah
Date: 2021-12-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Race,Ethnicity,Whites,Institutional Characteristics,Teacher Student Relationship,Credibility,Discussion (Teaching Technique),Teaching Methods,Racial Relations,Trust (Psychology),Altruism,Empathy,Inclusion,Self Concept,Perspective Taking,College Students,Epistemology,Teacher Characteristics,Critical Theory

Sharing teacher authority with students is a common pillar of these progressive pedagogies. This paper takes up the issue of authority in establishing credibility in knowledge claims by examining the dynamics of class discussions over race relations. Using pedagogy of positionality (Maher &amp; Tetreault, 2001), the study pays attention to how authority is exercised and challenged in negotiating differences among participants. The primary data for this study draws from in-depth interviews with seven college professors who teach Racial and Ethnic Relations in a predominantly white institution. The findings of this study suggest that knowledge claims and meaning-making is mediated by relationships among members. That is, authority comes not from professors' personal (racial) experience, nor from professors' disciplinary (professional) expertise, but from a mutual construction based on trust, compassion, and empathy between the teacher and students. In order to establish a truly inclusive classroom in race discussions, it is crucially important for professors to care about multiple positionings that students occupy, beyond the student-self and racial self.
Synergetic Effects Manifestation by Founding Complexes Deployment of Mathematical Tasks on the Chessboard
Author: Dvoryatkina, Svetlana N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Creativity,Mathematics Education,Mathematics Skills,Knowledge Level,Games,Skills,Problem Solving,Secondary School Students,Foreign Countries,Teaching Methods,Persuasive Discourse,Logical Thinking,Motivation,Reflection

The urgency of the problem is due to the insufficient development of theoretical, content-technological and methodological aspects of the integration of mathematical knowledge and chess skills. The manifestations of synergistic effects arising in the course of the integration of mathematical and game chess activity, while resolving uncertainties on the chessboard due to the activation of key components of creativity, have not been sufficiently studied. The synergistic effect of the integration of mathematical knowledge and chess skills is considered from the perspective of the components of theoretical thinking and is evaluated by the student's creative choice in the search for alternative solutions. The purpose of the study is to describe and evaluate the manifestations of the structural components of the creative effect in the context of the introduction of funded complexes of mathematical problems on a chessboard. The hypothesis of the research: theoretical analysis of educational material, reflection and an internal plan of action as comparable processes for solving mathematical problems in terms of implementation substantiate complexes will lead to manifestations of arguments-heuristic, intellectual and logical and motivational components of creative activity. The research assumed the measurement of the manifestations of the structural components of creativity in the context of the introduction of funding complexes of mathematical problems on a chessboard. In the process of identifying the structural components of creativity, psychodiagnostic diagnostics tools were developed for intellectual-heuristic, intellectual-logical, motivational and reflexive aspects, comparative diagnostics were carried out for all structural components, the average level and integral indicators in the control and experimental groups were calculated. The formation of creativity was carried out by developing the ability to argue in the process of solving multi-stage mathematical problems on the chessboard. The choice of cause-and-effect relationships stimulated creative independence and reflexivity, enhancing the manifestations of the synergistic effect. On the basis of internal cognitive consonance, non-standard original ideas were identified; by overcoming emotional instability, the logical component of argumentation was strengthened. The results of the research revealed a positive trend in the key components of creativity in the context of the introduction of a chess game in the process of learning mathematics. In the future, it is possible to upgrade the methodological educational material for the system of inclusive mathematical education.
The Niichii Project: Revitalizing Indigenous Language in Northern Canada
Author: Peterson, Shelley Stagg
Date: 2021-11-00
Type: Journal Articles
Subjects: Foreign Countries,Native Language,Indigenous Populations,Native Language Instruction,Cultural Maintenance,Language Maintenance,Puppetry,Experiential Learning,Spiritual Development,Indigenous Knowledge,Interpersonal Relationship,Bilingualism,Kindergarten,Student Role,Identification (Psychology),Oral Tradition,Preschool Teachers,Language Usage

Two Anishnabek kindergarten teachers discuss four principles of Indigenous pedagogies in a project with a university researcher that created a context for children to engage in activities to learn their Anishnabek language and culture, and create positive identities. The university researcher sent a rabbit puppet named Niichii (Friend), who was assigned the role of an Anishnaabek child whose family was from their Indigenous community but had moved away. Taking the role of Niichii's Kokum (Grandmother), the university researcher asked the child to teach Niichii the community's language and traditional ways. The teachers describe and interpret the learning activities of the Niichii project in terms of four elements of Indigenous pedagogies: intergenerational learning; experiential learning; spiritual learning involving interconnections with the land; and learning about relationality. Implications for other bilingual and multilingual contexts include creating role play contexts where children are positioned as teachers and helpers to support an imaginary character's language and cultural learning, building on children's funds of knowledge and highlighting cultural connections to the local community.
The Effectiveness of GeoGebra When Teaching Linear Functions Using the iPad
Author: Mudaly, Vimolan
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Educational Technology,Computer Oriented Programs,Program Effectiveness,Graphs,Mathematical Concepts,Concept Formation,Student Attitudes,Grade 9,Foreign Countries,Computer Software,Handheld Devices,Telecommunications

There is concern about mathematics success and its related pedagogy. Society has seen rapid changes in the economy and technology with a call for these changes to be reflected within the classroom. New methods of teaching mathematics are being sought with the purpose to improve teaching and learning while making mathematics relatable to the new generation of learners. The incorporation of technology within the classroom has been seen an option to make this change. The purpose of this research was to determine how effective the use of the GeoGebra app is in allowing learners to successfully discover the properties of straight line graphs. Furthermore, the research looked at learner responses to using the app. A qualitative research design was used with data generated through a task-based investigation, as well as individual interviews. Results of the research showed that the use of GeoGebra aided learners successfully in discovering the properties of straight-line graphs with the majority of learners understanding both concepts. The results also showed that learners had a positive outlook to the use of the app and enjoyed the experience.
Mothers as First Teachers: Exploring the Features of Mother-Child Interactions That Support Young Aboriginal Children&apos;s Multilingual Learning at Playgroup
Author: Scull, Janet
Date: 2021-11-00
Type: Journal Articles
Subjects: Mothers,Parents as Teachers,Indigenous Populations,Foreign Countries,Parent Role,Language Acquisition,Multilingualism,Play,Rural Areas,English (Second Language),Canada Natives,Family Environment,Language Usage,Cultural Influences,Bilingualism,Nonverbal Communication,Books,Toddlers,Parent Child Relationship,Native Language

For many Indigenous children living in remote communities, the prerequisites to achieving strong language and learning outcomes include the maintenance of their first languages and progress in learning English as an additional language. This paper reports on data from a Linkage study conducted with families at two Families as First Teachers (FaFT) playgroups in two remote Northern Territory communities. The data highlight the ways parents and carers encouraged very young children to engage in home languages as a foundation on which to develop skills in English during play and book reading activities. Transcripts of mother-child book reading and play sessions and reflections of FaFT Family Liaison Officers are examined to explore the language interactions and the strategies used by mothers to support children's multilingual learning. The data highlight the importance of early childhood teaching and learning that honours children's linguistic and cultural resources and prioritises families' aspirations for children's multilingual language learning.
The Reliability of Students&apos; Evaluation of Teaching at Secondary School Level
Author: Ogbonnaya, Ugorji I.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Evaluation of Teacher Performance,Secondary Education,Mathematics Teachers,Mathematics Instruction,Secondary School Students,Grade 11,Foreign Countries,Evaluation Methods,Reliability

The Student Evaluation of Teaching (SET), although controversial, is a common practice at the higher education level for faculty appraisals and promotions, but seldom at secondary school level. Concerns have been raised as to whether students are informed and experienced enough to evaluate teachers' teaching practices in a reliable way and arrive at valid outcomes. The purpose of this research was to explore the reliability of students' evaluations of mathematics teaching at secondary school level. This research involved eight teachers, and 194 Grade 11 students from eight secondary schools in Bojanala District, North West province in South Africa. A SET questionnaire was developed, validated and used for data collection. The data were analysed by calculating the average deviation index of the students' evaluations of each teacher per item and the Intraclass Correlation Coefficient (ICC) with SPSS. This was done using one-way random effects, absolute agreement and a multiple raters/measurements model. Both the ADI and ICC values showed a high degree of reliability of the SET. Hence, SET at secondary school level may provide a reliable indication of teachers' educational practices that might be used for the formative assessment of teachers' instruction. It can also assist in designing teacher training programmes for pre-service teachers and professional development programmes for in-service teachers.