ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Turkish High School Administrators&apos; Technology Leadership Self-Efficacies and Their Attitudes and Competencies towards Technology Use in Education
Author: Aktas, Niyazi
Date: 2022-09-00
Type: Journal Articles
Subjects: Foreign Countries,High Schools,Technology Uses in Education,Leadership,Self Efficacy,Administrator Attitudes,Technological Literacy,Principals,Assistant Principals

A correlational study was conducted to examine the relationship between high school administrators' technology leadership self-efficacies and their attitudes and competencies towards technology use in education. The participants were 338 school administrators (67 administrators and 271 vice administrators) working in 112 high schools located in the Anatolian side of Istanbul and the data were collected through a questionnaire. According to the findings, the school administrators' technology leadership self-efficacies were all sufficient and they had positive attitudes and sufficient competencies towards using technology. In addition, there were positive relationships between school administrators' technology leadership self-efficacies, their attitudes towards the use of technology and their competencies in using technology in education. Similarly, there was a positive relationship between the attitudes and the competencies of school administrators towards using technology. Conducted with a group of school administrators, accepted as the technology leaders of the school, this study sheds light on the relationship between the necessary school administrator characteristics in technology integration processes. The present study is indeed valuable in exploring the relationship among these three critical factors influencing the school principals' effectiveness in the technology integration process. Examining these important school administrator characteristics, this study will cast light on the ways through which creating a digital school culture by improving their leadership qualifications may become possible.
Pre-Service Teachers Literacy of Assessment for Learning
Author: Pancoro Setyo Putro, Nur Hidayanto
Date: 2022-07-00
Type: Journal Articles
Subjects: Preservice Teachers,English (Second Language),Language Teachers,Foreign Countries,Gender Differences,Knowledge Level,Teacher Attitudes,Formative Evaluation,Feedback (Response)

This study set out to compare the literacy of assessment for learning (AfL) of preservice English teachers in Indonesia and Malaysia. The focus was on how pre-service teachers majoring in English education in the two countries understood the concept of AfL which includes the six dimensions- framework, namely teachers as assessors, teachers as pedagogists, teachers as student partners, teachers as motivators, teachers as learners, and teachers as a stakeholder partner. It involved 451 pre-service English teachers. A total of 42 items of the AfL questionnaire developed by Alonzo (2016) was used in this study. Confirmatory factor analysis with Mplus version 7.2 were used to see whether the pre-service English teachers had the same perception in terms of the six dimensions. Subsequently, MANOVA was used to see whether dimensions that emerged differed significantly by the respondents' gender and their highest expected education. The results showed that the six dimensions of assessment for learning emerged from the data collected from the preservice English teachers in the two countries. Some significant differences on the six dimensions were found in relation to their gender and expected education.
Misfire: Arming Schools with Counselors Not Guns
Author: marbley, aretha faye
Date: 2021-00-00
Type: Journal Articles
Subjects: Counselors,School Safety,Models,Student Attitudes,Student Behavior,Reflection,Weapons

The authors assert that the American School Counselor Association (ASCA) model and its companion documents provide school counselors with a comprehensive framework for intervening to prevent violence. This article is a brief overview of the model, the competencies, and the standards, which are used as theoretical lenses for addressing gun violence in four scenarios and reflections. The scenarios are meant to demonstrate how the four overarching constructs of the &quot;ASCA School Counselor Competencies&quot;--foundation, management, delivery, and accountability--and the competencies and standards of the &quot;ASCA Mindsets and Behaviors&quot; are critical to the mission of school counselors to create environments that foster growth and reduce gun violence against school-aged children.
Promoting &apos;Discord&apos; as a Platform for Learning Engagement during COVID-19 Pandemic
Author: Ayob, Mohd Asraf
Date: 2022-07-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Learner Engagement,COVID-19,Pandemics,Distance Education,Video Games,Electronic Learning,Active Learning

Many universities shifted to Open Distance Learning (ODL) to ensure the continuity of teaching and learning when COVID-19 struck. One of the applications is 'Discord' which has become popular among gamers. Since many university students are gamers themselves, it is vital to investigate the use of Discord in the classroom. Therefore, this paper presents the potential, effectiveness, and satisfaction of using Discord as a digital learning tool among higher education students. Discord is a very convenient way of communication which can be a best platform to engage students and instructors during pandemic. A study was carried out among 81 students through questionnaire survey via Google Form to seek students' feedback on the usefulness and satisfaction of using Discord as platform for learning interaction and engagement during pandemic. All returned survey was analysed using Statistical Package for Social Science (SPSS) 20 through reliability test, descriptive analysis, and correlation test. The non-parametric statistical methods such as Chi Square and Mann-Whitney U were selected for this study. Both Kolmogorov Smirnov and Shapiro-Wilk Test indicate that the statistically significant result where dependent variable such as the average time spend daily is not normally distributed. The findings from this study shows that Discord is a very convenient application to help with the promotion of learning engagement through its usefulness and user satisfaction. The study shows that the use of Discord may help students in having better understanding by encouraging the active social and learning engagement on Discord platform where students and instructors can have discussion and socialise among members of Discord server in a flexible time and condition.
Science, Technology, Engineering, and Mathematics (STEM) Education in University: Pre-Service Teachers&apos; Perceptions
Author: Sian Hoon, Teoh
Date: 2022-07-00
Type: Journal Articles
Subjects: STEM Education,Preservice Teachers,Student Attitudes,Foreign Countries,Career Readiness,Student Experience,Self Esteem

Science, Technology, Engineering, and Mathematics (STEM) education, an integration of the four disciplines, has been promoted in schools and universities in Malaysia. However, the teachers' readiness in applying STEM has been an apprehension of not only the school administrators, but also the public. The implementation of STEM is observed from the teachers' abilities to organize learning environments that are created to strengthen students' 21st-century skills. As such, the teachers' ability to implement and execute the plan are a concern. Thus, the aim of this study is to identify and evaluate preservice teachers' perceptions of their readiness, experiences, and effort in practising STEM education, as well as their degree of confidence in STEM education teaching and learning. A correlational research design was employed in this research to collect data from 113 science-based pre-service teacher trainees in a public university in Malaysia. The participants answered the questionnaire on their perceptions of their experiences and confidence level in learning STEM skills in their university courses and their views towards activities on STEM. Reflecting on the findings, this study has implications for the pre-service teacher trainees (students), faculty and organization as a whole in the preparation towards the execution of STEM in terms of strategies and intervention in school. This is especially advantageous for the university to raise awareness of the benefits of university STEM-related programs to a diverse background of students.
The Design and Evaluation of &apos;MoM (Microbiome of Maternity)&apos; Role-Playing Game (RPG) in Educating on the Importance of Diet and Lifestyle and Its Interactions with the Gut Microbiota during Pregnancy
Author: Ismail, Mohamad Izwan
Date: 2022-07-00
Type: Journal Articles
Subjects: Curriculum Development,Curriculum Implementation,Role Playing,Game Based Learning,Dietetics,Life Style,Pregnancy,Diabetes,Foreign Countries

Changes in antenatal gut microbiota (GM) have been associated with gestational diabetes and obesity which are influenced by diet and lifestyle. Gamification can be used as an interactive health education tool to convey this concept to the public. Thus, we designed an interactive story titled 'MoM: Microbiome of Maternity' highlighting the importance of diet and lifestyle during pregnancy. Using the 'RPG Maker MV' software, a branching narrative emphasizing flavour texts with a local flair was developed. The choice-based game narrative revolves around daily diet and lifestyle preferences in an engaging story throughout pregnancy. A graphical report is provided at predetermined intervals, highlighting the relevant details on their health and GM. A pilot evaluation was conducted using feedback surveys: Part A evaluated the knowledge on GDM, healthy diet and GM (13 items, score [more than or equal to]8 ([more than or equal to]60%) depicts adequate knowledge) and Part B evaluated the satisfaction on the game design and structure (24 items, score [more than or equal to]38 depicts satisfaction and pleasant experience). We found that the initial knowledge on the introduced health concept were inadequate (Part A score 7.67 ± 2.97). After playing 'MoM', their understanding was improved and were satisfied with the design (Part B score 42.3 ± 6.49). In conclusion, 'MoM' is an effective educational game in promoting health awareness among women.
Librarian-Teacher Co-Teaching and the Role of School Librarians in Facilitating Inquiry and Maker Learning
Author: Koh, Kyungwon
Date: 2022-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Educational Cooperation,Student Centered Learning,Inquiry,Team Teaching,Coaching (Performance),Classroom Techniques,Teaching Methods,Shared Resources and Services,Elementary School Teachers,Secondary School Teachers,Student Evaluation

The goal of this study was to understand how school librarians and classroom teachers co-teach to facilitate learner-centered instruction, including inquiry and maker learning. Research was conducted through interviews and field observations over three years. In this study, the participating school librarians and teachers worked together throughout the instructional processes--from planning to implementing to assessing. A significant piece of the co-teaching occurred through co-planning, both prior to and throughout the units. During implementation of the units, the school librarians led instruction, provided individual coaching, and assisted with classroom management. The educators collaborated on both formative and summative assessments, before, during, and at the end of the units. The school librarians used various instructional methods grounded in cognitive apprenticeship, such as scaffolding, modeling, mentoring, and coaching. The educators brought differing expertise to the co-teaching relationships. The classroom teachers were the content-area experts, and the librarians' expertise included the processes, approaches, and technologies for the inquiry and maker learning. In these areas, the librarians mentored and scaffolded the classroom teachers. These co-teaching relationships evolved over time, as the teachers gained experience in inquiry and maker learning. The findings suggest librarian-teacher co-teaching significantly facilitates learner-centered instruction in schools.
Effects of Varying Levels of Data Use to Intensify a Multisyllabic Word Reading Intervention for Upper Elementary Students with or at Risk for Reading Disabilities
Author: Filderman, Marissa J.
Date: 2022-00-00
Type: Journal Articles
Subjects: At Risk Students,Reading Difficulties,Elementary School Students,Intervention,Reading Instruction,Decision Making,Data,Syllables,Grade 4,Grade 5,Decoding (Reading),Outcomes of Education,Student Characteristics,Reading Tests,Reading Comprehension,Reading Fluency

For students who show inadequate response to research-based intervention, intensification of intervention using data-based decision making (DBDM) is recommended. There is a paucity of research on upper elementary students related to the efficacy of (a) word reading interventions and (b) DBDM procedures. This randomized controlled trial examined the differential effects of data use at two timepoints to intensify a multisyllabic word reading intervention for Grades 4 and 5 students with or at risk for reading disabilities (RD). Eighty-eight students were randomly assigned to one of three conditions: initial customization of the intervention (IC-only), initial customization with DBDM (IC + DBDM), or a business-as-usual comparison condition. Results indicated that (a) students in both treatment conditions outperformed the comparison condition on multisyllabic word reading and (b) students in the IC + DBDM condition also outperformed comparison students on decoding. Implications, including the use of DBDM in addition to IC-only as well as methods for decision-making within a small-group context, are discussed.
Adversative Connectors Use in EFL and Native Students&apos; Writing: A Contrastive Analysis
Author: Hosseinpur, Rasoul Mohammad
Date: 2022-05-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Native Language,Writing (Composition),Contrastive Linguistics,Connected Discourse,Essays,Writing Instruction,Writing Difficulties,Foreign Countries,Writing Evaluation,Computational Linguistics,Computer Software,Form Classes (Languages),Language Usage,Error Patterns,Error Analysis (Language),English,Undergraduate Students

A compelling body of evidence suggests that EFL students have problem with logical connectors' appropriate use in writing. This study explored Iranian EFL students' adversative connectors use in their essay writing course. To this end, a Learner Corpus of 60393 words consisting of 156 essays was compiled. LOCNESS was chosen as the criterion corpus. AntConc, a freeware concordance program, was used to analyze the data. The findings revealed that, in general, learners underused adversative connectors; both native and non-native students used &quot;but&quot; the most; &quot;on the other hand,&quot; and &quot;while&quot; were overused and &quot;despite,&quot; &quot;yet,&quot; and &quot;instead&quot; were underused by the learners suggesting that the top five most overused adversative connectors make up around 72% of learners' adversative connector use indicating that learners tend to use the same adversative connectors at the cost of underusing the other ones. Analysis of concordance line also illustrated that the learners tended to misuse the subordinating conjunction whereas and though in the initial position. It seems that learners need to be taught how to distinguish between different types of adversative connectors and how to use a wider variety of adversative connectors to reach a better coherence and cohesion in their writings.
Technology in Action: Developing Gamification Handbook in English Teaching and Learning for the 21st Century Learners
Author: Santosa, Made Hery
Date: 2022-05-00
Type: Journal Articles
Subjects: Technology Uses in Education,Game Based Learning,English (Second Language),Second Language Learning,Foreign Countries,Guides,21st Century Skills,Secondary School Students,Secondary School Teachers,Student Attitudes,Teacher Attitudes

Diffusion of digital literacy and technological practices in 21st-century learning has become a constructive force in EFL classrooms in North Bali, Indonesia. To align this, the study aimed at developing a gamification handbook in English teaching and learning. The study was carried out with 15 secondary students and 10 English teachers in North Bali, Indonesia through the design and development design research (DDR). The obtained data were collected through observation, interviews, and document analysis and analyzed qualitatively through Interactive Model Analysis. The quality of the developed product was obtained through Interrater Agreement Model. The result of the study shows there is an urgent need to develop a gamification handbook aimed at effectively integrating 21st-century skills, digital literacy, and technological practices in English teaching and learning context. Based on the quality check on the product, the gamification handbook was classified as an excellent media, and therefore ready to be used. Further study needs to be conducted to explore the specific impact of the gamification handbook on students' performance in learning.
Data Mountain: Self-Monitoring, Goal Setting, and Positive Attributions to Enhance the Oral Reading Fluency of Elementary Students with or at Risk for Reading Disabilities
Author: Didion, Lisa
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Goal Orientation,Positive Attitudes,Reading Fluency,Elementary School Students,At Risk Students,Reading Difficulties,Reading Instruction,Self Determination,Teaching Methods

Data Mountain is a self-determination program that has shown early promise in enhancing the oral reading fluency (ORF) of students with or at risk for reading disabilities (RD). This program supports self-determined learning behaviors through explicit teaching of self-monitoring, goal setting, and positive attributions. The present study tested the effects of Data Mountain on the ORF of 81 students with or at risk for RD in second through fifth grades, randomly assigned to one of three conditions: Data Mountain delivered in small groups, Data Mountain delivered individually, or a comparison condition. Results from hierarchical linear modeling indicated that treatment students read an average of 31 more words per minute with a growth rate twice that of comparison students (p &lt; 0.01). The transferable possibilities of Data Mountain to provide students with an opportunity to learn self-determination skills and support ORF is significant to the field of special education.
Designing an Innovation School: Perspectives from a School-University Partnership
Author: Stork, Michele Garabedian
Date: 2022-00-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,School Districts,Counties,Educational Innovation,Public Schools,Inquiry,Active Learning,Instructional Design,Institutional Characteristics,Faculty Development,School Location,Student Diversity,State Universities,Educational Facilities Design,Meetings,Advisory Committees,Evidence Based Practice,Barriers,Administrator Attitudes,College Faculty,Personal Narratives,Institutional Mission,Preschool Education,Kindergarten,Elementary School Students,Middle School Students,Teacher Attitudes

Members of an Innovation School committee from Florida Gulf Coast University and the School District of Lee County share their individual and collective perspectives on designing anew traditional public school as an inquiry-based innovation school through an articulated partnership. Perspectives are shared through the lens of narrative inquiry and combined through a categorial analysis. This paper focuses on the essentials the themes from our shared perspectives have addressed to date. Narrative expressions are used to identify the accelerators, barriers, and next steps.
Preparing Pre-Service Educators for Family Collaborations: Developing Partnerships to Support Learning
Author: McCorkle, Laura S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Young Children,Family School Relationship,Partnerships in Education,Cooperation,School Community Programs,Adult Learning,Practicums,Program Development,Program Implementation,Early Intervention,At Risk Persons,Developmental Disabilities

A description of a partnership between a university's child and family development program and a local program is provided. Through this partnership, pre-service educators participate in home visits to learn strategies to support effective communication, collaboration, and implementation of evidence-based practices to enhance the learning of young children who may have developmental delays and their families.
Applying an Individual Word-Problem Intervention to a Small-Group Setting: A Pilot Study&apos;s Evidence of Improved Word-Problem Performance for Students Experiencing Mathematics Difficulty
Author: Powell, Sarah R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 3,Elementary School Students,Mathematics Instruction,Learning Problems,Intervention,Small Group Instruction,Word Problems (Mathematics),Individual Instruction,Outcomes of Education,Achievement Gains

The purpose of this pilot study was to determine whether positive results from a word-problem intervention implemented one-to-one contributed to similar outcomes when implemented in small groups of three to four students. Third-grade students experiencing mathematics difficulty (N = 76) were randomly assigned to word-problem intervention (n = 56) or business-as-usual comparison (n = 20). Intervention occurred for 13 weeks, 3 times per week, 30 min per session. Multilevel models revealed the intervention condition significantly outperformed the BaU on a proximal word-problem outcome, corroborating results from our prior individual intervention. When comparing student performance in the individual versus small-group intervention, findings suggest students received added benefit from the individual intervention. The word-problem intervention successfully translated to a small-group setting, which holds important implications for educators working with students in supplemental, targeted, or Tier 2 mathematics intervention settings.
Reimagining Wraparound Supports to Address School Discipline: A Restorative Approach
Author: Hart, Jaalil
Date: 2022-00-00
Type: Journal Articles
Subjects: Discipline,Racial Differences,College School Cooperation,School Community Relationship,Wellness,Social Emotional Learning,Equal Education,Inclusion,Urban Education,Teacher Education,Partnerships in Education

In this article, the authors explore how educators might mitigate racial disparities in school discipline by reimagining school-community-university partnerships through restorative wraparound supports aimed at addressing the social-emotional wellness of students and teachers in urban schools. Using the Dual Capacity-Building Framework for Family-School Partnerships, originally developed by Karen Mapp, we demonstrate how urban schools can develop strong, trusting, and sustainable partnerships with teacher preparation programs and community mental healthcare providers to promote healing and build positive student-teacher relationships that help foster more inclusive and equitable classrooms for students of color.