ethanporcaro/eric-fulltext-meta huggingface dataset:
Enduring Effects: Name Mispronunciation and/or Change in Early School Experiences
Author: Sok, Bonika
Date: 2022-00-00
Type: Journal Articles
Subjects: Early Experience,Labeling (of Persons),Identification,Pronunciation,Accuracy,Cultural Awareness,Aggression,Foreign Countries,Acculturation,Racism,Educational Experience,Elementary Education,Minority Group Students,Bullying

A person's name(s) is typically tied to their family, culture, and sense of identity. Consequently, when a child's name is inaccurately pronounced, altered, or avoided, a host of adverse consequences may transpire. Although seemingly innocuous, this necessitates attention, as name mispronunciation and change perpetuate microaggressions ubiquitous for marginalized populations, often in school contexts. In reflection of this, an Intrinsic Case Study, underpinned by a Social Constructivist Philosophical paradigm, was conducted to assemble the experiences of three adults in Ontario, Canada, who had their names mispronounced or changed in early educational experiences. The findings of this research signify that name mispronunciation and modification are pervasive and that teachers are often central contributors to this phenomenon. Moreover, findings denote that discord between one's identity and cultural self is affiliated with name-orientated microaggressions. Participants of this study beseech teachers to denounce insensitive practices by pledging to accurately pronounce and honour each child's name and in so doing engender more favourable longitudinal outcomes.
College Students&apos; Stress Responses and Anxiety during the 2020 COVID-19 Pandemic
Author: Moinolmolki, Neda
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Stress Variables,Anxiety,COVID-19,Risk,Resilience (Psychology),Psychological Patterns,Depression (Psychology),Social Support Groups,Mental Health

The purpose of this current study was twofold: first, to identify the potential ecological risk and resiliency factors that contribute to emerging adult college students' generalized anxiety, as well as physiological and depressive responses to stress during the onset of the COVID-19 pandemic; second, to compare domestic and international college students' sources of stress, social supports, stress responses, and generalized anxiety. Results indicated elevated levels of generalized anxiety and depressive symptoms. Significant differences between international and domestic students were found in generalized anxiety, dating frustrations, and physiological responses to stress. Three separate multiple regressions on physiological responses to stress, depression, and generalized anxiety were conducted. Results and implications will be discussed.
From Assessment for Learning to Assessment for Expansion: Proposing a New Paradigm of Assessment as a Sociocultural Practice
Author: Nishizuka, Kohei
Date: 2022-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Sociocultural Patterns,School Culture,Figurative Language,Culturally Relevant Education,Student Evaluation,Evaluation Methods

Although the importance of formative assessment has been recognized worldwide, the theoretical foundation is insufficiently captured within a broader sociocultural context that promotes teachers and students building an assessment culture. This study proposes a theoretical framework that supports the claim that formative assessment aims to accelerate an agentic process of transforming and improving the teaching-learning activity systems rather than helping teachers mold students with traditional values and cultural discourses. The characteristics of formative assessment were organized for each of the learning metaphors: acquisition, participation, and expansion. In this paper, assessment for expansion is defined as a form of formative assessment to facilitate expansive learning toward a process of making teaching-learning better, of which the functional core is sociocultural feedback with reference to situational criteria. Next, the theoretical discussions demonstrate that assessment for expansion emerges from making a third space and forming a culturally fitted tool for realistic and sustainable practical judgements. These conditions, which work within a continuum of problematic, ends-in-view, and expanded contexts, recognize the impact of assessments in associating a single student's voice with a school- and community-wide problem. In conclusion, the possibilities and challenges of assessment for expansion are discussed from theoretical and practical perspectives.
Towards Local Community Involvement in Students&apos; Science Learning: Perspectives of Students and Teachers
Author: Suero Montero, Calkin
Date: 2022-00-00
Type: Journal Articles
Subjects: Community Involvement,Science Education,Science Instruction,Educational Cooperation,Foreign Countries,Community Role,Teacher Attitudes,Student Attitudes,Hands on Science,Science Activities,Secondary School Students,Secondary School Teachers

The European Commission calls for schools to move towards becoming open to their communities, integrating external social, civil, and expert stakeholders into authentic learning experiences' development alongside teachers and students, particularly in terms of science education. However, little research or practical implementation has been reported on how community actors could participate in the development of such curricular learning activities. In this study, we present an implementation of the open science schooling (OSS) approach to science learning, where community involvement in the development of science missions takes a vital role. During the study, students developed science missions related to local societal issues that interested them in collaboration with their teachers and community experts, with frequent hands-on investigations outside their classrooms or laboratories, in five European countries and Israel. Questionnaires with quantitative and qualitative questions concerning students' and teachers' views and perspectives about implementing science education using OSS were administered after the participants finished their science missions. The results indicate the effectiveness of the OSS approach to science learning involving the community from both students' and teachers' perspectives. This study is a step towards supporting schools in becoming active agents of change through the implementation of contextualized learning experiences alongside external stakeholders.
Development and Validation of a Teacher Awareness Questionnaire about Dyslexia
Author: Okechukwu, Franca O.
Date: 2023-00-00
Type: Journal Articles
Subjects: Dyslexia,Test Construction,Test Validity,Questionnaires,Knowledge Level,Elementary School Teachers,Foreign Countries,Rural Areas,Urban Areas,Teacher Characteristics

Background: Dyslexia is a learning disability that affects children of school-going age and exists in all cultures and backgrounds. Dyslexic children are deficient in phonological awareness, which makes the children to fail to attain the skills of reading, writing and spelling commensurate with their intellectual abilities. Inadequate knowledge about the nature of dyslexia by primary school teachers results in poor categorisation of at-risk children. Aim: This study sought to achieve two objectives. The first was to develop and validate the Teachers Awareness Questionnaire (TAQ), while the second goal was to use the validated TAQ to assess primary school teachers' level of awareness about dyslexia. Setting: Primary school teachers in Nsukka and nearby rural communities filled the TAQ and the Scale of Knowledge and belief about Developmental Dyslexia. Nsukka is called the university town and it is a slow-paced environment that is devoid of the usual hustle and bustle of most major towns in Nigeria. Methods: The cross-sectional design was employed to gather data for the measurement process. Data were analysed using bivariate correlations and descriptive statistics. Results: The TAQ has good internal consistency (r = 0.77) and an adequate convergent validity (r = 0.74, p &lt; 0.01). Results also reveal that primary school teachers possessed low level of awareness about dyslexia. Conclusion: The study findings show that primary school teachers in Nigeria lack the requisite knowledge about dyslexia. The study suggests psycho-education for primary school teachers to empower them with information about the condition. Contribution: This study measured primary school teachers' level of awareness about dyslexia. The results showed that primary school teachers' awareness about dyslexia is poor, and this suggests that the use of labels (e.g., dullard) by some primary school teachers to describe their pupils may be incorrect. The study recommend to School Management Boards to take action to improve the teachers level of awareness about dyslexia, which would promote early identification of dyslexic pupils and possible intervention.
Racial Ideology and Black College Students&apos; Leadership Experiences at a Historically White Institution
Author: Peel, ReChard
Date: 2023-00-00
Type: Journal Articles
Subjects: Racial Differences,African American Students,College Students,Leadership Effectiveness,Predominantly White Institutions,Racial Identification,Student Participation

Within this study, we explored the relationship between racial ideology and leadership experiences of Black college student leaders at a historically white institution. Using a phenomenological approach, we sought to delineate the leadership experiences of Black college students as related to their racial identity. We provide evidence that racial ideologies influence the ways Black students express their leadership experiences. We close with recommendations for practice and future research.
The Implementations of Primary School Teachers about the Concept of Digital Citizenship
Author: Alqirnas, Hind Rasheed
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Foreign Countries,Citizenship Education,Technological Literacy,Knowledge Base for Teaching,Gender Differences,Computer Mediated Communication,Safety

The current study seeks to explore primary school teachers' implementations of the concept of digital citizenship. The study adopted a questionnaire as the quantitative method and distributed it to the participants online. 943 participants were both (female, male) of Hail city in Saudi Araba. The results show that the primary teachers have positive implementations about the concept of digital citizenship and its dimensions. It also found that tender had no effect on digital citizenship dimensions. However, primary teachers with more than 10 years of technological experience high higha level of knowledge of concept of digital citizenship, especially in digital communication and digital etiquette. Based on the findings, the study recommended focusing on developing the capabilities of educational cadres in general and teachers in particular, as well as preparing and training them in the areas of digital citizenship, allowing them to teach it effectively and to effectively employ digital technologies in the educational process. More research is needed in the future to identify the requirements for citizenship in education from the set of cultural, social, health, legal, and security determinants related to digital technology that enable the educational system in general, and teachers in particular, to contribute to the preparation of a modern citizen capable of using and employing digital technology in a safe and sound manner.
Adaptation into Turkish of the Computational Thinking Test for Primary School Students
Author: Alkis Küçükaydin, Mensure
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Thinking Skills,Computation,Tests,Translation,Turkish,Foreign Countries,Test Items,Test Validity,Test Reliability,Grade 2,Grade 3,Problem Solving

Computational thinking is recognized as a vital skill related to problem-solving in technological and non-technological fields. The existence of different sub-domains related to this skill has been pointed out. Therefore, there is a need for tools that measure these different sub-domains. Because of its structure that includes different skills, computational thinking has a structure different from that of the tools used to measure academic skills. Moreover, no special programming knowledge is required for tools that measure this ability. In order to measure this skill in younger age groups, it is possible to apply the measurement tool without adult support. At this point, it is aimed to reveal the computational thinking skills of Turkish children by adapting a test developed for the 7-9 age groups into Turkish. For this purpose, an adaptation research study was performed for TechCheck-2 developed by Relkin et al. (2020). In the study, a total of 372 primary school students studying in Ankara were contacted. Item and test analyses were performed on the data obtained as a result of the application of the test. The distinctiveness and difficulty values of the items making up the test and Kuder Richardson-20 scores were calculated. At the end of the analyses, it was seen that the test could be used as a valid and reliable measurement tool for Turkish children.
Influence of Undergraduate Student Affairs Coursework on Undergraduate Engagement
Author: Witkowsky, Patty
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Learner Engagement,Student Personnel Workers,Student Experience,Leadership Role,Graduate Study

Over the past decade, the preparation of student affairs professionals has evolved. Historically, curricular professional preparation existed solely at the graduate level. Today, there is a growing trend around designing and offering undergraduate student affairs coursework (UGSAC) packaged as stand-alone electives, minors, certificates, or concentrations within existing baccalaureate programs. Participants with experience in UGSAC and who had matriculated into or recently completed their master's in a student affairs preparation program described how UGSAC learning had a positive impact on their college experience as well as how they were able to contribute to their peers' college experience. The participants of the study described being able to immediately apply their learning to decisions about their involvement and engagement on campus, explained that UGSAC was useful in refining their leadership abilities, allowing them to intentionally apply their learning from UGSAC into practice, and described how UGSAC helped them better understand themselves and make meaning of their identities and lived experiences.
&quot;Navigating Uncharted Waters&quot;: New Teacher Mentoring and Induction
Author: Mullen, Carol A.
Date: 2022-12-00
Type: Journal Articles
Subjects: Elementary School Teachers,Beginning Teacher Induction,Mentors,Teacher Attitudes,COVID-19,Pandemics,Beginning Teachers,Principals,Administrator Attitudes

Teacher attrition, a startling problem worldwide, can be counteracted with comprehensive mentoring and induction. The purpose of this qualitative case study was to describe a division-wide, job-embedded mentoring/induction program in three US elementary schools that determined key features/components influencing experience during a crisis. Research questions were: (1) How are school-based induction/mentoring programs explained in the literature relative to key features/components?; (2) How do elementary practitioners involved in formal mentoring describe it?; and (3) What was the perceived effect of COVID-19 on this program? Based on the literature reviewed, support, accessibility, and collaboration (SAC) are important components of formal mentoring/induction. In 2021, mentor teachers, principals, and new teachers in Virginia completed a demographic survey and interviews. Per their self-reports, while the onsite program was operating during the pandemic, it did not uniformly demonstrate consistency and fidelity. Because the quality of mentoring was variable, the need for equitable support was recognized. Equity-embedded SAC was theorized as support, accessibility, collaboration, and equity (SACE) by the authors. It is time for equity to be widely recognized as a crucial feature of formal mentoring/induction. This is a direction for future research and program improvement.
Examining Integers-Based Math Game Created by a Fourth Grade Student
Author: Aylar Çankaya, Ebru
Date: 2022-00-00
Type: Journal Articles
Subjects: Numbers,Mathematics Education,Game Based Learning,Educational Games,Grade 4,Elementary School Students,Student Developed Materials,Foreign Countries

An integer-based mathematical game was the main subject of the study. The aim of this study was to analyse the mathematical content of the game which was developed by a fourth-grade student called Esin, and to examine the intuitive learning that develops through this game. The game was based on the addition of the positive or negative numbers won in each round. The integer is regarded as an abstract topic and is taught in secondary school. It is also regarded as a topic that students have difficulty in learning. However, in the case examined by this research, a fourth grader created an integer addition game using her own intuitive understandings and played it with three of her friends. This research was a case study focusing on the analysis of the game. The study group of the research was Esin and her three friends who played the game. Data was gathered in two stages. In the first stage Esin played the game with researchers and in the second stage Esin and her friends played the game together. All the games were recorded, and the observation form was used to record data. Descriptive analysis, which consists of two codes (cardinal or ordinal meaning), was carried out in data analysis. As a result of the study, it was seen that, Esin had defined negative and positive numbers over the idea of win / lose. Students were able to use both the cardinal and ordinal meanings of the number while playing the game. Cardinal meaning was usually established through the neutralization relation. Ordinal meaning was mostly used over positioning the number relative to zero. This research contributes to the literature on students' learning of integers at an early age.
Private Schools&apos; Marketing Tactics, Parents&apos; Loyalty and School Image: A Structural Equation Model
Author: Mermer, Sümeyye
Date: 2022-12-00
Type: Journal Articles
Subjects: Private Schools,Marketing,Reputation,Parent Attitudes,Foreign Countries,School Personnel,Educational Facilities,Costs,Group Unity,Attachment Behavior

This research aimed to reveal the relationship between the &quot;marketing tactics&quot; used by private schools, &quot;school image&quot; and &quot;parent loyalty&quot;. Participants consisted of 812 parents, whose children were enrolled to private schools during the 2019-2020 academic year in Sivas. The research data were collected using &quot;Marketing Tactics Scale&quot;, &quot;School Image Scale&quot;, and &quot;Parent Loyalty Scale&quot;. For the analysis of the data, descriptive statistics, correlation tests and structural equation modeling were used. The results of the analysis confirmed all the hypotheses developed in the theoretical model. Results showed that &quot;marketing tactics&quot; regarding &quot;products and services&quot;, &quot;school employees&quot;, &quot;physical facilities&quot;, &quot;price and payment&quot; directly and indirectly affect &quot;school image&quot; and &quot;parents' loyalty&quot;. It was also found that &quot;school image&quot; and &quot;school employees-oriented marketing tactics&quot; were perceived as the most effective predictors of the &quot;parental loyalty&quot;.
Effective State Education Governance
Author: Shober, Arnold F.
Date: 2023-01-00
Type: Journal Articles
Subjects: Leadership Effectiveness,Governance,Educational Policy,State Policy,State Departments of Education,Superintendents,State Boards of Education,Elections

In this article, Arnold Shober asserts that despite the special challenges of public governance, state boards can effectively serve as beacons of policy. An effective board is driven by effective members whatever its structure, and effective members are committed to a shared agenda and the larger project of providing direction for a state's education system. The experience of boards over the last 40 years yields some takeaways regarding their structure. First, appointed boards can take on bigger, longer-term projects because members do not need to spend time on the electoral part of the job. Second, elected boards can be very effective if they have natural links to the legislature or governor, likely through a shared party. Shober goes on to point out that board governance structures encourage effectiveness, but all boards can take steps to improve. Boards should heed observations drawn from the nongovernmental world: (1) effective boards present a unified vision for education; (2) effective boards keep lines of communication open with the governor's office and the state education agency (SEA); and (3) effective boards capitalize on the expertise of their members. Shober concludes there is no one-size-fits-all strategy, but experience shows that state boards can offer effective governance amid the tumult of modern American education.
School Leadership and Gender in Africa: A Systematic Overview
Author: Bush, Tony
Date: 2022-12-00
Type: Journal Articles
Subjects: Leadership,Foreign Countries,Principals,Leadership Styles,Gender Differences,Collegiality,Cooperation,Leadership Effectiveness,Recruitment,Personnel Selection,Barriers,Social Attitudes,Sex Role

The purpose of this article is to report the findings of a systematic review of school leadership and gender in Africa, and to identify gaps in the literature, to prompt and encourage further research. The literature search focused on school leadership and gender, linked to all 54 African countries. The review focused on articles in non-predatory journals, plus university theses. The analysis was conducted by country, and then by three central themes, accession to principalship, leadership enactment, and leadership styles. The review provides a compelling picture of school leadership and gender in Africa, with three main findings. First, there is limited knowledge production on this important topic, with no sources identified in most African countries. Second, organizational, social and personal factors combine to inhibit women's accession to school leadership. Third, African women principals are shown to be more collegial and collaborative than men, with some evidence that they may be more effective school leaders. The article's conclusion draws out three main implications. First, the findings indicate a strong need for ministries of education to review their recruitment and selection policies to address barriers to women's accession as school principals. Second, they show deeply embedded social attitudes that women should be focused on domestic and family responsibilities, rather than school leadership. This calls for community education programmes to address family and social attitudes. Third, while the article presents a significant picture of the extent and nature of women principals' leadership accession and enactment across the continent, further research is recommended to address knowledge gaps, especially in those African countries where there is no knowledge production on school leadership and gender.