ethanporcaro/eric-fulltext-meta huggingface dataset:
Knowledge Sharing Behaviour among Non-Academic Staff in Higher Learning Institutes: The Role of Trust and Perceived Risk
Author: Rahman, Muhammad Sabbir
Date: 2018-03-00
Type: Journal Articles
Subjects: Knowledge Management,School Personnel,Higher Education,Trust (Psychology),Risk,Foreign Countries,Correlation,Interprofessional Relationship

The purpose of the paper is to analyse knowledge sharing behaviour among non-academic staff of higher learning institutions. This research focuses on the mediation impact of perceived risk on trust and knowledge sharing behaviour. The research also proposes actions that can be taken by higher learning institutions to enhance trust among the staff in order to create a knowledge sharing environment at the workplace. This research applied confirmatory factor analysis and Structural Equation Modeling (SEM) to evaluate the proposed measurement model and proved the research hypotheses. The findings from the research show that perceived risk plays a strong mediating role between trust and knowledge sharing behaviour among the nonacademic staff of higher learning institutions. The SEM analysis also confirmed that the research model shows a good fit. This research highlights issues concerning knowledge sharing practices among non-academic staff and provides some recommendations to the managers to address these issues. The researchers agreed that more research needs to be done in this area as there are aspects that are yet to be explored. The findings of this research serve to add to the literature on knowledge sharing focussing on non-academic staff of higher learning institutions.
Why All Leadership Faculty Should Initiate a Reform of Quantitative Methods Courses
Author: Pogrow, Stanley
Date: 2020-05-00
Type: Journal Articles
Subjects: Leadership Training,Educational Change,Statistics,Research Methodology,Evidence Based Practice,Statistical Significance,Doctoral Programs

It is time to reform the quantitative methods courses in leadership programs -- typically, these are statistics courses with arcane statistics textbooks. There is growing evidence that these &quot;rigorous&quot; scientific methods actually mislead practice because the vast majority of practices found to be &quot;effective&quot; or &quot;evidence-based&quot; using these methods do not work in schools -- including those validated by the federal What Works Clearinghouse. Fortunately, there are other quantitative methods that are more intuitive, and more accessible to leaders, leadership students, and leadership faculty -- methods that are more relevant for improving practice and identifying &quot;evidence-based&quot; practices that are likely to actually improve schools. However, those who control the content of quantitative methods courses tend to be those with the most technical expertise in the traditional methods and will oppose any methodological alternatives as being &quot;non-rigorous.&quot; The newer quantitative methods will not be emphasized in EdD and Masters programs until all leadership faculty exert greater voice on the content of such courses. A first step is to stop calling quantitative methods courses &quot;Statistics&quot; courses. They should be &quot;Applied Quantitative Methods&quot; courses. This non-technical article (a) outlines the problems with traditional statistics, (b) highlights some of the newer and simpler quantitative methods that are more relevant for improving schools, and (c) describes an alternative textbook as a key resource for transforming the quantitative methods course.
What Is Equity? A Literature Review Informing California Administrator Performance Assessment Expectations
Author: Szolowicz, Michael
Date: 2020-05-00
Type: Journal Articles
Subjects: Administrator Education,Administrator Evaluation,Equal Education,Models,Social Justice,Leadership Training

The newly implemented California Administrator Performance Assessment (CalAPA) expects future administrators to create more equitable schools. The CalAPA's mandate toward equity creates an imperative to further explore what is meant by equity and how administrative candidates can become effective equity-minded leaders. This literature review explores models of equity (Nussbaum, 2011; Rawls, 1971 &amp; 2001; Sen 2009) relevant to the CalAPA and, towards developing effective equity minded leaders, offers critique of the models, with suggestions of key principles equity minded leaders might apply in practice.
A Review of Education Technology in Digital Age: Classroom Learning for Future and Beyond
Author: Mallik, Arvind
Date: 2017-12-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Internet,Teaching Methods,Teacher Responsibility,Computer Mediated Communication,Electronic Publishing,Electronic Libraries,Distance Education,Teleconferencing,Telecommunications,Teacher Role,Student Role,Student Motivation,Peer Teaching,Educational Resources,Classroom Environment,Large Group Instruction,Online Courses,Elementary Secondary Education,Postsecondary Education

The focus of all of this intense interchange was the shape and future of learning institutions. Our charge was to accept the challenge of an Information Age and acknowledge, at the conceptual as well as at the methodological level, the responsibilities of learning at an epistemic moment when learning itself is the most dramatic medium of that change. This is an idealistic claim about the primacy of learning that the single most important characteristic of the Future of classroom learning in a Digital Age is its capacity to allow for a worldwide community and its endlessly myriad subsets to exchange ideas, to learn from one another in a way not previously available. We contend that the future of learning institutions demands a deep, epistemological appreciation of the profundity of what the Internet offers humanity as a model of a learning institution.
Democratic Citizenship Education and Inclusion: Preparing Preservice Teachers for Inclusive Social Studies
Author: Urban, Dennis J., Jr.
Date: 2018-00-00
Type: Journal Articles
Subjects: Citizenship Education,Inclusion,Preservice Teachers,Preservice Teacher Education,Social Studies,Students with Disabilities,Special Education,Secondary Education,Undergraduate Students,Graduate Students,Teacher Educators,Attitudes toward Disabilities,Sense of Community,Classroom Environment,Individualized Instruction,Student Diversity,Democratic Values,Methods Courses

Students classified with disabilities make up more than 13 percent of the public school population in the United States, but they remain on the margins of social studies research. Thus, we know very little about social studies education in inclusive settings. This study explores how social studies methods classes in one teacher education program prepare teachers for inclusive education. Combining theoretical perspectives from democratic citizenship education and Disability Studies in Education (DSE), this study explores how themes of democracy, community, diversity, disability, and inclusion manifested in two social studies methods classes. Findings indicate the methods instructor encouraged and practiced democratic and inclusive pedagogy, but his approach often met resistance from preservice teachers' experiences with disability and inclusion, the intransigence of a traditional special education paradigm, and the limitations of diversity education vis-à-vis DSE. Implications for democratic citizenship education, inclusive education, and teacher education are discussed.
Preventing Dating Violence, Sexual Violence, and Stalking in High Schools to Support the &quot;Whole Child&quot;
Author: Ozaki, Reiko
Date: 2020-00-00
Type: Journal Articles
Subjects: Dating (Social),Violence,Sexual Abuse,Antisocial Behavior,Holistic Approach,High School Students,Crime Prevention,Victims of Crime,Outcomes of Education,Administrator Role

Dating violence, sexual violence, and stalking are personal, pervasive, and common among high school students. These types of violence are often peer-perpetrated and occur at school. Dating violence includes psychological and physical attacks one utilizes against his or her date. Sexual violence includes harassment and more serious assault such as rape. Stalking involves unwanted and intrusive behaviors that are repeated and induce fear in the victim. The experiences of violence deeply impact the &quot;whole child.&quot; It is recommended that high school administrators promote a culture supportive of victims and intolerant of violence by using evidence-based bystander strategies to prevent violence.
Are Phonological Awareness Intervention Programs Effective for Children with Disabilities? A Systematic Review
Author: Saad, Mourad Ali Eissa
Date: 2017-12-00
Type: Journal Articles
Subjects: Phonological Awareness,Intervention,Program Effectiveness,Databases,Search Strategies,Journal Articles,Language Impairments,Visual Impairments,Autism,Pervasive Developmental Disorders,Down Syndrome,Speech Impairments,Intellectual Disability,Hearing Impairments,Learning Disabilities,Teaching Methods,Students with Disabilities,Reading Difficulties

The purpose of this study was to find out the effectiveness of phonological awareness intervention programs. Computerized databases, including ERIC, PubMed, ProQuest Education Journals, and SCOPUS, were searched using the following search strategy: (&quot;phonological awareness&quot;) AND (impairment OR intervention OR training programme). The search was limited to English journal articles. No limitations were set on date of publication. Studies selected for inclusion in this review were required to examine phonological awareness intervention programs for children with disabilities including those with Autism Spectrum Disorder, Visual Impairments, Down syndrome, Speech and/or Language Impairments, Intellectual Disabilities, Hearing Loss, and Learning/Reading Disabilities. Overall, available research findings support the use of phonological awareness intervention programs designed for children with disabilities as an effective tool to improve phonological awareness skills. Implications and recommendations for future research are discussed.
Developing Peer Mediated Interventions for Secondary Students with Emotional and Behavioral Disorders
Author: Feeney, Danielle
Date: 2018-00-00
Type: Journal Articles
Subjects: Peer Mediation,Intervention,Students with Disabilities,Emotional Disturbances,Behavior Disorders,Social Development,High School Students,Program Development,Program Evaluation

Social skills training has become a major focus for improving the lives of individuals with disabilities. Students with emotional and behavioral disorders often lack the social skills necessary to build and maintain positive relationships with others and require individualized training to appropriately engage across all settings. Despite the growth of research in this topic, there is little known about the efficacy of peer-mediated interventions for high school students who have emotional and behavioral disorders. Peer mediators act as models and supports for students with emotional and behavioral disorders by providing cues, feedback, and praise. This paper suggests ways that classroom teachers can develop peer-mediated interventions at a secondary level.
The Viability of Training Student Teachers for the Possibility of Using Physical Restraint: An Investigation of Care, Welfare Safety and Liability
Author: Knestrict, Thomas D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Discipline,Behavior Modification,Student Behavior,Preservice Teacher Education,Teacher Education Programs,Training,Crisis Intervention,Teacher Certification,Aggression,Legal Responsibility,Educational History,School Safety,Behavior Disorders,Trauma,Crisis Management,Teacher Responsibility,Public Schools

Ambulatory restraint is defined as any physical method of restricting an individual's freedom of movement, physical activity, or normal access to his or her body. There has been increased volume of restraints documented in public schools. This alerted the school of education at a midwestern university as to the possible need for crisis intervention training to become a required part of the licensure program. An examination of current best practices, current stances taken by professional organizations, legal perspectives on safety and liability, and an investigation of the of the trauma this might induce was undertaken, The decision was made that training would not be required for licensure or degree, but should still be made available to students as PD.
A Phenomenological Study on Teaching Practice in a Teacher Training Program
Author: Eken, Muhammed
Date: 2017-12-00
Type: Journal Articles
Subjects: Phenomenology,Preservice Teachers,Teaching Methods,Teacher Education Programs,Mentors,Teacher Attitudes,Student Attitudes,Validity,Reliability,Foreign Countries,Teacher Student Relationship,College Faculty

This study aims to research an in-depth study of how the teaching practice in a teacher training program is carried out. Phenomenology, one of the qualitative research designs was used in this research. The participants were composed of 12 teacher training students, three practice teachers and three mentors. The interview form and the observation form developed by the researchers were used as the data collection tool in the research. Descriptive content analysis technique was used to analyze the data. According to results, derived from the analysis, 8 themes and 21 categories under these themes were obtained. Teaching practice provides experience to teacher candidates and teachers and mentors are expected to guide teacher candidates in an effective way. The greatest problem faced by teacher candidates in the process is that they have to join classes except their bachelor degrees. In addition, the teacher candidates stated that they have so little time to practice in schools; thus the number of candidates per teacher should be decreased.
Understanding the Removal of Classroom Auditory Distractors: An Interactive Design
Author: Smith, Gregory W.
Date: 2018-00-00
Type: Journal Articles
Subjects: Classroom Environment,Auditory Stimuli,Students with Disabilities,Learning Disabilities,Testing Accommodations,Standardized Tests,Acoustics,Audio Equipment,Elementary School Students,Student Attitudes,Reading Tests,Reading Comprehension,Performance Factors,Attention,At Risk Students

Students with a specific learning disability (SLD) have unique learning needs that must be met. Thus, it is imperative for teachers to incorporate flexible instructional materials, techniques, and strategies for academic progress to take place. One way teachers can be flexible is by allowing students with disabilities to take standardized (i.e. high stakes tests) in removed, quieter settings rather than the typical classroom. Therefore, this naturalistic inquiry study sought to understand what happens when noise reducing headphones were introduced to students, specifically those with SLD, in an elementary classroom. Student descriptions and perceptions of wearing headphones during a reading comprehension assessment indicated student participants seemed to enjoy the experience. Student explanations for this response focused on three principles: (a) internal (i.e. to help the individual internally), (b) external (i.e. to reduce external distraction), and (c) internal and external (i.e. to help the individual internally by reducing external distraction).
Determination of Prospective Chemistry Teachers&apos; Opinions and Information Levels on Laboratory Safety
Author: Demircioglu, Hülya
Date: 2017-09-00
Type: Journal Articles
Subjects: Laboratory Safety,Science Laboratories,Chemistry,Science Teachers,Preservice Teachers,Student Attitudes,Gender Differences,Foreign Countries,Science Instruction,Teacher Responsibility,Student Responsibility

Activities carried out in the laboratory provide important contributions to students in terms of developing their research, problem solving, questioning, using hand skills and communication skills. However, providing safety during the studies in the laboratory environment is extremely important. The aim of this study is to determine information level and ideas of prospective chemistry teachers on laboratory safety. Descriptive method is used in study. The sample of the research consists of 58 participants who are studying in Chemistry Teaching department. Questionnaires and informal observations were used as data collection tools. From point of view of the obtained data, scores of the students in different grades in questionnaires were compared with ANOVA. A statistically significant difference was found between the scores obtained from the questionnaire (F(3,57)=10,568; p&lt;0,05). Independent sample t test was applied to the data to determine whether the scores obtained from the questionnaire differed in terms of gender variable. According to the gender variable, there was no statistically significant difference between the scores obtained from the questionnaire (t=0,231, p&gt;0,05). The questionnaire results show that prospective chemistry teacher are aware of the importance of safety issues, however, the results of informal observation showed that candidates did not work in the fume cupboard when working with some volatile substances, they poured all the chemical wastes into sinks and did not check the warning signs on the tubes. For this reason, it is suggested to give information about the safety in the laboratory lessons, sometimes to remind them and to spare time to give safety information in the theoretical lessons.
Children with Special Educational Needs (SEN) in the Polish Education System
Author: Bartnikowska, Urszula
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Students with Disabilities,Special Needs Students,Student Needs,Special Education,Teacher Competencies,Legal Responsibility,Student Rights,Access to Education,Educational Legislation,Inclusion,Special Classes,Preschool Education,Elementary Secondary Education,Special Schools,Individualized Education Programs

The law currently binding in Poland favors students with disabilities and SEN. The parents have a right to choose between many forms of education and facilities which, in their opinion and according to the suggestions of a psychological and educational support centre, will give their child the best opportunities of development. The Ministry of National Education Regulation of 10 June 2015 on grading, classifying and promoting students demands adjustment of educational requirements to the needs of the student with a certificate confirming his/her special education needs (&amp;3 clause 1) in each education establishment. Theoretically, the situation is extremely favorable. However, for now, the research studies have shown that the readiness of teaching staff, children, and parents for these different possibilities are insufficient; therefore, the legal regulations do not make the conditions of educating students with disabilities or SEN perfect. What is more, the perception of e.g. integrated education as a &quot;cheaper&quot; solution causes that not all legally provided possibilities of supporting a student are applied.
Democratic Education in Kindergartens as Perceived by Teachers in Public and Private Schools
Author: El Shahed, Ahmed M.
Date: 2017-12-00
Type: Journal Articles
Subjects: Academically Gifted,Preschool Teachers,Preschool Education,Democratic Values,Public Schools,Private Schools,Kindergarten,Foreign Countries,Teacher Attitudes,Justice,Teacher Behavior,Freedom,Equal Education,Student Participation

The purpose of this study was to find out the differences in preschool teachers' views regarding democratic education in public and private kindergartens. The population of this study consists of kindergarten's teachers in public and private preschools in Menofya Governorate , Egypt. In the selection of sampling, the numbers of public and private preschools, and preschool teachers(all were females) .200 preschool teachers (100 teachers from public schools and 100 from private schools)were surveyed. All the teachers hold state teaching certificates; that is they were specialized in preschool education. Scale for Democratic Behaviour in kindergarten's Classroom developed in particular for this study. showed that there were no differences in preschool teachers' views regarding democratic education in public and private kindergartens.
Exceptional Gifted in West Virginia: Reflections of a Teacher of the Exceptional Gifted on the State Program
Author: Coon, Patricia
Date: 2018-00-00
Type: Journal Articles
Subjects: Academically Gifted,Eligibility,Elementary Secondary Education,State Policy,Talent Identification,Disability Identification,Student Needs,Individualized Education Programs,Teacher Collaboration,Intervention,Regular and Special Education Relationship,Networks

Who are the students who qualify as Exceptional Gifted in West Virginia? In West Virginia, Policy 2419: Regulation for the Education of Exceptional Students, defines giftedness and delineates the criteria for eligibility. Identified Gifted students are served in grades 1-8; Exceptional Gifted students are served in grades 9-12. To understand what is exactly meant by this policy, one must first understand the definition. Giftedness refers to exceptional abilities and the potential for achievement that requires specially designed instruction and/or services beyond those provided in the general education classroom instruction (Policy 2419, 2017). In eighth grade in West Virginia, if a student who is gifted is underachieving, has a disability, is culturally and/or socioeconomically disadvantaged, and/or psychologically maladjusted, he may qualify for services in high school to keep him connected to school and to graduate. This paper explores the identification process for Gifted and Exceptional Gifted in West Virginia, as well as a teacher's reflections on how to best serve these students through a program that is tailored to their specific needs, which can also serve as ideas for other programs of this nature.
Service Learning: Citizenship Education through Social Engagement and Cognitive Experience
Author: Wolodzko, Elzbieta
Date: 2017-12-00
Type: Journal Articles
Subjects: Service Learning,Citizenship Education,Social Development,Cognitive Development,Foreign Countries,College Students,Student Attitudes,Community Involvement

The article presents a part of an action research project undertaken by students and a small village's inhabitants, within a service learning approach. The project lasted for three academic years (from 2014/2015 till 2016/2017). Its idea was education students' (members of Scientific Circle of Educational Media at Faculty of Social Sciences, University of Warmia and Mazury in Olsztyn) engagement into voluntary activity in favour of a small local community (of village near Olsztyn in Poland). During the project students not only carried out the work for and with the members of local society but also they made a research with them (participative observation, surveys). To fulfil the agenda of action research students were also investigated (interviewed) by the protector of the Circle (author of the article), in aim to explore the meanings they gave to their activity, learning and research process and the way they perceived and experienced the changes which were the results of the project.