ethanporcaro/eric-fulltext-meta huggingface dataset:
Strategy for Improving the Effectiveness of Management Vocational School-Based Enterprise in Indonesia
Author: Khurniawan, Arie Wibowo
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocational High Schools,Educational Improvement,School Effectiveness,Educational Quality,Total Quality Management,Student Attitudes,Teacher Attitudes,Principals,Administrator Attitudes,Entrepreneurship,Evaluation Criteria,School Administration,Foreign Countries

Indonesian government is focusing on improving the quality and effectiveness of Vocational High Schools. One of many efforts conducted is transforming vocational schools into vocational school-based enterprises. This study aims to analyze the factors influencing the effectiveness of vocational school-based enterprise management through the implementation of School Governance and Total Quality Management. This study used quantitative and qualitative approaches and PLS-SEM analysis, AHP, and ISM techniques. Questionnaires were distributed to 231 respondents from students, teachers, principals and committees in 25 vocational school-based enterprises in East Java and DKI Jakarta. The results of PLS SEM analysis demonstrated valid, consistent and good modeling. Furthermore, TQM showed a significant and positive effect on SG with R2 of 80.2 percent. Consequently, SG and TQM also had a positive and significant effect on improving the effectiveness of vocational school-based enterprise management with R2 of 92.2 percent. In addition, the strategy reveals an increase in the effectiveness of vocational school-based enterprise based on AHP by increasing the implementation of SG through adding criteria for strong and firm leadership in the human resources in vocational school-based enterprise. Meanwhile, based on ISM result, by increasing TQM as the key factor has the greatest driving force before improving SG. It is recommended to devise a strategy that could help to increase the effectiveness of managing vocational school-based enterprises.
Evidence of Transformative Teaching Extracted from the Reflection Logs of Pre-Service Teachers Using Butin&apos;s Cultural Lens
Author: Mendoza, Jasper Jay Nievera
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Reflection,Transformative Learning,Cultural Awareness,Student Diversity,Music Education,Art Education,Physical Education,Health Education,Culturally Relevant Education,Foreign Countries,Teacher Competencies

This study aimed to analyze the Music, Arts, Physical Education and Health (MAPEH) pre-service teachers' reflection logs using cultural lens of Butin's model. Using the critical social design, this study investigated transformative teaching from 21 MAPEH pre-service teachers. The pre-service teachers were selected using maximum variation sampling method. Data were gathered from their written reflection logs in response to the questions crafted by the researcher. Findings revealed that pre-service teachers put premium to cultural competency and considered diversity in the educative process. Preservice teachers have developed appreciation of student diversity by helping them understand and appreciate their uniqueness through meaningful connection with them. They even discussed with them issues beyond the classroom including personal problems and emotional concerns. In addition to this, MAPEH curriculum touches on the personal lives of students. Music and Arts depict culture, tradition, and beliefs of various groups. This study is based on the premise that MAPEH is best taught if teachers welcome cultural diversity, make learning forceful by touching on the personal experiences of the learners, and enhance the skills of students to make them useful in improving their lives and their community. These attributes require the adoption of transformative teaching and learning.
Study Orientation and College Readiness among Alternative Learning System Graduates in Northeastern Philippines
Author: Mamba, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: College Readiness,Study Habits,Study Skills,Academic Achievement,College Freshmen,Public Colleges,Disadvantaged,Nontraditional Education,Nonformal Education,Student Adjustment,Student Attitudes,Correlation,Graduates,Foreign Countries

Access to quality basic and tertiary education has been the primary concern of the Philippine government. The World Bank has reported that a high percentage of Filipino Alternative Learning System (ALS) graduates are enrolled in tertiary education. However, little is known on their transition from basic to tertiary education specifically focused on their study orientation and college readiness. Hence, it is imperative to examine these variables among ALS graduates considering its repercussion to their educational outcomes. This descriptive correlational study investigated the interplay of study orientation and college readiness of 143 ALS graduates (77 males and 66 females) enrolled in a public university in Northeastern Philippines. The results revealed that the ALS graduates have unfavorable study orientation and are not college-ready. The study orientation also was found to significantly influence and predict college readiness. The findings imply the need for ALS graduates to enhance their study habits and attitudes as these are essential skills in improving their college readiness.
Student Perceptions of Ecuadorian Virtual Platforms during the COVID-19 Pandemic
Author: Cejas Martínez, Magda Francisca
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Student Attitudes,College Students,Higher Education,Educational Technology,Technology Uses in Education,Gender Differences,Teacher Characteristics,Women Faculty,College Faculty,Online Courses,Distance Education,Geographic Location,Undergraduate Study,Graduate Study,Specialization

In February 2020 Ecuador declared a health emergency due to the COVID-19 pandemic. On-site classes were suspended. The Ecuadorian university population does not adapt to virtual educational platforms. The objective of the study was to analyse student perception of Ecuadorian educational platforms in higher education during the COVID-19 pandemic. The study was quantitative. The sample was non-probabilistic participatory, consisting of students from different universities in the Province of Chimborazo. For data collection, a questionnaire with four study variables was applied. The results were analysed with T student and MANOVA. There is a positive perception of students using the educational platforms. There were significant statistical differences according to gender variables, contrary to the levels of study and location, there is a greater sympathetic affection of students when receiving virtual classes by female teachers. It can be concluded that the COVID-19 pandemic accelerated the adoption of online learning by higher education institutions.
The Impact of Teacher Professional Diary on Their Reflective, Communicative and Professional Skill
Author: Tkavashvili, Eka
Date: 2021-00-00
Type: Journal Articles
Subjects: Diaries,Journal Writing,Reflective Teaching,Communication Skills,Thinking Skills,Skill Development,Professional Development,Correlation,Public Schools,Private Schools,Foreign Countries,Teacher Effectiveness

Teacher professional diaries are teacher reflections on their own and their colleagues' observed practice. They are effective tools of increasing teacher qualification. Few research studies worldwide, while no such research studies in Georgia have been conducted on the impact of the application of reflective diaries on teachers' reflective, communicative, and professional skills. Therefore, the aim of the research was to find out whether teachers' reflective, communicative, and professional skills developed as a result of the application of reflective diaries, and if so, to what degree they increased. Quantitative research (an experiment with participation of 62 teachers) was held, with an experimental group whose participants wrote reflective diaries for 9 weeks and a control group which did not undergo any special treatment. A 5-point Likert scale questionnaire was developed, and its reliability and validity were assessed. Pre-experimental and post-experimental self-assessment questionnaire was held, the results were assessed and compared through descriptive statistics and a T-test. The results revealed that there was a positive average relationship between the application of diaries and reflective thinking, communicative and professional skills. According to the study results, the application of teacher reflective diary can be recommended as an effective tool for the development of reflective thinking, communication, and professional qualification.
Review of the State of Methodological Trends in Open and Distance Learning Literature 2009-2018
Author: Ukwoma, Scholastica Chizoma
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Trends,Trend Analysis,Open Education,Distance Education,Journal Articles,Research Reports,Research Methodology,Content Analysis,Epistemology,Mixed Methods Research,Research Needs

Methodological trends are a key to the development of research in open and distance learning as a cognitive field. The purpose of this study was to review the methodological trends in the open and distance learning scholarly communication literature. It is important that research strategies are reviewed often to ensure the production of quality research output in a cognitive discipline. The study adopted qualitative content analysis to a sample of 1,393 articles published in five open and distance learning (ODL) journals from 2009 to 2018. The main findings of the study indicated that qualitative and quantitative methodologies were used more often than mixed methods research methodology, which was underrepresented. This implies that research in ODL relied heavily on positivist and interpretivist epistemologies, rather than pragmatist ones. Survey research approaches dominated in the research articles published in the ODL journals during the period under study. The main data analysis techniques were statistical and narrative techniques. Having ascertained that there is a gap in the use of mixed methods research in ODL, there is a need to set the future direction for open and distance learning research to focus on mixed methods research to minimise the weakness inherent in using only one method.
The Effect of Experience on Reducing the Overconfidence Effect in Teachers
Author: Krause, Robert
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Efficacy,Self Evaluation (Individuals),Competence,Bias,Testing,Reading Tests,Literacy,Feedback (Response),Elementary School Teachers,Secondary School Teachers,College Faculty,Misconceptions,Foreign Countries

Being overconfident in one's abilities is connected to poor self-judgment and it is essential to find ways how to reduce this phenomenon. The aim of the study was to research whether the act of taking a reading literacy test can be an effective means of reducing the overconfidence effect in the sample of Slovak teachers. Using purposive sampling method, a sample of 225 teachers from across school levels was obtained. The levels of overestimation (OE) and overplacement (OPE) effects were compared before and after having undergone the reading literacy test. The results showed that even just taking the test can reduce OE and to a lesser degree also OPE in all participants regardless of the feedback, which was in contrast to the original belief that just the experience itself does not affect overconfidence. Greater reduction in OE was observed in less competent participants, whereas none was observed among the more competent. These results showed that experience is also a form of debiasing.
Call to Renewal: Invention and Reinvention in the Brigham Young University-Public School Partnership
Author: Wangemann, Paul
Date: 2021-00-00
Type: Journal Articles
Subjects: Universities,College School Cooperation,Partnerships in Education,Educational Innovation,Educational Development,Teacher Education Programs,Governance,Internship Programs,Blended Learning,Educational Improvement,Governing Boards,Principals,Management Development,Civics,Conferences (Gatherings)

During 36 years of continuous operation, The Brigham Young University-Public School Partnership has held fast to the values and principles on which it was based. All partners collaborate for excellence through efforts resulting in actions that benefit all participants and students. Though partners share goals and dispositions, many changes in societal conditions, and public education progress and policies have required additions, adjustments, and adaptations to stay current with the call to renewal that requires partners to frequently invent and even reinvent to revitalize organizations, individuals, and contributions.
Students&apos; Perceptions on Distance Education: A Case Study in Mozambique
Author: Manuel, Alzira
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Educational Technology,Technology Uses in Education,Distance Education,Undergraduate Students,Teaching Methods,Adult Students,Student Responsibility,Access to Computers,Internet,Barriers,Gender Bias,Feedback (Response),Student Needs,Interaction,Interpersonal Relationship

Education in all societies is one of the requisites for changes and development, particularly in the current context influenced by globalization and rapid changes in which knowledge and technology became essential tools for life. In this context, Mozambique has been and continues promoting education, including Classroom Teaching Adult Education and Distance Adult Education (DAE) to satisfy people's learning needs and improve their capacities towards changes. DAE is considered a way to open opportunities of education for youth and adults who by different reasons cannot participate in classroom teaching. This study seeks to explore the perceptions of youth and adult students in DAE at Eduardo Mondlane University (EMU), about their learning process. The study applied qualitative approach, based on semi-structured interview administrated to twelve students from the 3rd and 4th years of the undergraduate program in Organization and Management of Education in Distance Education (DE) modality. The findings of this study point out that DAE is perceived as a relevant and useful modality of education, particularly for adult learners. However, the study identifies contextual challenges associated to individual and professional issues, pedagogical and organizational issues as well as gender division of labor within the families, impacting the student's performance in DE in the selected higher education institution.
Clinical Urban Plunge (CUP): A Collaborative Approach to Promoting the Development of Responsive Middle Level Educators
Author: Werderich, Donna E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,College School Cooperation,Preservice Teacher Education,Experiential Learning,Partnerships in Education,Professional Development Schools,Teacher Competencies,Social Justice,Trauma,Social Emotional Learning,Classroom Techniques,Student Diversity,Student Needs,Family School Relationship,Home Visits,Program Effectiveness,Middle School Teachers

Teacher candidates benefit from dynamic clinical practices embedded in teacher preparation programs. In this article, we discuss Clinical Urban Plunge (CUP), a clinically-based approach to integrating social justice and equity education in our Middle Level Teaching and Learning Program at Northern Illinois University. More specifically, we explain how our school-university commitment to the preparation of teacher candidates led to the development of CUP, a unique immersion model, observing and participating in various educational and community experiences, including home school visits in the school-university partnership district. We discuss key components of CUP, and share outcomes of this partnership approach.
Faculty-in-Residence: A Model to Enhance Rural Partnerships
Author: Wall, Amanda
Date: 2021-00-00
Type: Journal Articles
Subjects: Partnerships in Education,College School Cooperation,Rural Schools,Teacher Education Programs,Teacher Educators,Program Implementation,Program Effectiveness,Faculty Development,Elementary Schools,Middle Schools,Interpersonal Relationship

To enhance partnerships in two rural schools, our college of education initiated a faculty-in-residence program. A group of faculty members visited two other colleges of education with established faculty-in-residence programs to learn from others and to discern a direction for our own work. Two teacher educators, each at a different partner school, expanded roles to become faculty-in-residence. These teacher educators and the leader of the faculty-in-residence initiative engaged in a self-study to focus on the implementation of this program and how the faculty-in-residence experienced and interpreted this effort. Findings relate to the factors of responsiveness, relationships, and impact. The rural locus of these partnerships is fundamental to all aspects of the faculty-in-residence initiative, underlining the importance of context.
Exploring Teachers&apos; Perspectives across Multiple Partnership Schools: One University&apos;s Work to Design Mutually Beneficial Partnerships
Author: Howell, Penny B.
Date: 2021-00-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,Teacher Attitudes,Program Effectiveness,Teacher Education Programs,Preservice Teacher Education,Elementary Schools,Middle Schools,Planning,Lesson Plans,Instruction,Reflection,Teacher Empowerment,Teacher Role

Considering Butcher et al.'s (2011) call to create more transformational school-university partnerships that are truly collaborative and mutually beneficial, the purpose of this study was to document classroom teachers' perceptions of their partnership with a large, research intensive university. Utilizing survey methodology, 156 teachers across four partnership schools described their understanding of the relationship and the perception of the benefits to their school and classroom. Overwhelmingly, participants recognized the partnership as beneficial but described the relationship as transactional. Findings suggest that both partners receive benefits, but efforts to effect change through shared goals and collaboration are not a primary focus. Transformational partnerships provide the structure for sustainability and impact that is needed to support the idea of a mutually beneficial partnership.
Learning from Students: Implementing a &quot;Shark Tank&quot; in Educator Preparation
Author: Vujaklija, Amy
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Feedback (Response),College School Cooperation,Methods Courses,Preservice Teachers,High School Students,Units of Study

As candidates learn instructional strategies and high-impact practices from both mentor teachers and methods professors, they are called upon to implement these strategies in small and largegroup instruction, co-teaching with mentor teachers, and whole class micro-teaching episodes. Mentor teachers and university supervisors provide candidates with feedback on their teaching episodes using the Danielson Framework, but what we have found more impactful is the feedback from students themselves. In the second methods course each spring, candidates are asked to develop units, incorporating many concepts they have learned from methods professors and mentor teachers. Through intentional planning of the second methods course with high school teacher collaboration, we invite high school students to be feedback panel participants in what we call a &quot;shark tank,&quot; based in part on the television show. The activity has proven to be beneficial for candidates and empowering for students.
Innovating Clinical Experiences from and for Multiple Stakeholders: A Case of One Early Childhood Teacher Preparation Program
Author: Han, Sophia
Date: 2021-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Early Childhood Teachers,Teacher Education Programs,Experiential Learning,Program Effectiveness,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Preservice Teachers,Cooperating Teachers,College Faculty,Interpersonal Communication,Teacher Educators

This article describes a multi-year project carried out by a team of early childhood teacher educators to critically inquire about and innovate clinical experiences. As part of our on-going program reflection and evaluation, we gathered data from multiple stakeholders about their perspectives of successful clinical experiences. Simultaneously, we developed and implemented several practices to enhance clinical experiences for multiple stakeholders incorporating collective perspectives. In this article, we illustrate the process and initiatives undertaken to enhance early childhood clinical experiences. We then offer critical reflections including the challenges we faced and new directions for university teacher preparation programs to consider.
Learning through Research in a Professional Development School: A Duoethnographic Approach to Teacher Educator Professional Learning
Author: Long, Amy E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Educators,Personal Narratives,Teacher Education Programs,Educational Practices,Ethnography,Problem Solving,Teacher Role,Teacher Attitudes,Diaries

In this article, we share the duoethnographic research of two novice teacher educators who used the process of duoethnography as a form of research-based professional learning within a PDS context to articulate emergent thinking and changes in perceptions about their teacher education practices. Through their research, they discovered the value of exploring and articulating personal narratives while challenging one another to reflect on her practice in deeper ways. The sample duoethnographic dialogue presented in this article demonstrates the ways duoethnography can be used to research teacher educator learning while also serving as a tool for problem-solving the challenges associated with learning to become a teacher educator.
The Cultural Proficiency Continuum Dialogic Protocol: An Emergent Tool for Assessing and Codifying Preservice Teachers&apos; Cultural Competence
Author: Cormier, Dwayne Ray
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Cultural Awareness,Student Diversity,Partnerships in Education,Professional Development Schools,College School Cooperation,Preservice Teacher Education,Program Development,Stakeholders,Program Design,Curriculum Development,Preservice Teachers,Elementary Secondary Education,Equal Education

In this article, the author summarizes his efforts to design the Cultural Proficiency Continuum Dialogic Protocol (CPCDP), a tool purposed to assess and codify educators' cultural competence. The design and development of the CPCDP took place within four school-university partnerships (e.g., Professional Development School and Hybrid Partnership). This study used an Educational Design Research (EDR) methodology, which empowered participants (n=20) to offer feedback (e.g., process and affect) used to increase the usefulness of the CPCDP. Findings from this study are discursive and embedded within the procedures used in the design and development of the CPCDP. This study provides insights into how stakeholders within school-university partnerships can use EDR to design and develop curricula and pedagogical artifacts to develop preservice teachers' cultural competence.