ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of the Technology Leadership Behaviours of School Principals from the Perspective of Teachers
Author: Turan, Selçuk
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Administrator Behavior,Leadership Styles,Educational Technology,Technology Uses in Education,Public Schools,Administrator Role,Teacher Attitudes,Gender Differences,Educational Attainment,Teaching Experience,Technology Integration

This study aimed to examine the technology leadership behaviours of school principals based on the perceptions of teachers, by employing a mixed method design in which quantitative and qualitative methods were used concurrently. It was conducted with teachers working in public schools in a province in the West Black Sea Region, Turkey. The quantitative data were obtained from 198 teachers using the Technology Leadership Scale, while the qualitative data were collected from 24 teachers through open-ended questions containing the sub-dimensions of the Technology Leadership Scale. The quantitative data were analysed with descriptive statistics, independent samples t-test, and ANOVA test, while the qualitative data analysis was conducted through the descriptive analysis approach using MaxQDA 2020 software. The results revealed that the teachers participating in the study consider their school principals' levels of technology-related leadership behaviour as sufficient. No statistically significant difference was observed between the technology leadership behaviours, and the variables of the teachers' gender, educational background, and professional seniority. Statistical significance was found between the teachers' perceptions regarding the school principals' technology leadership levels and the variable of teachers' length of work in the same school. The teachers with shorter length of work in the same school regard the technology leadership levels of school principals higher than those with longer length of work. The results obtained from the qualitative dimension of the research show that the school principals behave fairly in terms of enabling the use of technology, create the technology infrastructure, inform the teachers against cybercrimes and contribute to the increase of their motivation.
&quot;Adapt and Serve the Community!&quot;: Voices of Families of Youth of Color in Predominantly White, Rural Communities
Author: Ruggiano, Carie
Date: 2022-02-00
Type: Journal Articles
Subjects: Rural Schools,Student Diversity,Minority Group Students,Racial Composition,Racial Factors,Cultural Capital,Whites,Educational Environment,Racial Bias,Cultural Awareness,Adoption,Ethnicity,Family Characteristics

Currently, there is limited research that centers the voices of youth of Color and their families living and attending school in rural communities in the United States. This lack of representation is even more prominent among rural youth who identify in culturally, racially, and linguistically diverse ways and who reside and attend schools in predominantly white contexts. This qualitative case study sought to explore the experiences of parents of children who identify as youth of Color and who reside or attend school in predominantly white, rural settings. Drawing from in-depth interviews with five parents from four families, findings reveal that same-race biological parents and transracial adoptive (TRA) parents enact multiple forms of cultural capital as they navigate their communities and their children's schooling experiences within a broader culture and climate of onlyness. Additional findings indicate the critical need for culturally competent and sustaining practices in predominantly white, rural schools
Educational Technology Trends for Children with Autism Spectrum Disorder
Author: Arslan, Okan
Date: 2022-01-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Students with Disabilities,Technology Uses in Education,Assistive Technology,Educational Research,Skill Development,Teaching Methods,Interpersonal Competence,Video Technology,Computer Software,Telecommunications,Handheld Devices,Computers,Computer Simulation,Video Games,Equipment,Special Education

The purpose of this study is to explore a variety of technologies used in Autism Spectrum Disorder (ASD) education by examining published studies. A systematic literature review was conducted by using the Web of Science database to collect related studies. In total, 100 studies were reviewed comprehensively to investigate the trend regarding type and purpose of technology use, the kinds of technology commonly used for targeted skill development and instructional delivery tool. The results revealed that (1) the trend of scholarly publications have increased until 2016; (2) there are more studies targeted social skill rather than academic skills; (3) video, computer software, and mobile applications are commonly used software/multimedia; and (4) computers, mobile devices, and nondigital object are the most frequent used hardware for targeted skills.
Influence of Student and Instructor Characteristics in Online Student Success
Author: Edmonds, Melody
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Characteristics,Teacher Characteristics,Electronic Learning,Academic Achievement,Two Year College Students,Community Colleges,COVID-19,Pandemics,Distance Education,Class Size,Gender Differences,Part Time Faculty,Nontenured Faculty

The purpose of this non-experimental, quantitative case study was to compare the academic success of community college students over three academic years (2016-17 through 2018-19) before the onset of Coronavirus Disease (COVID-19) based on final grades and the influence of student factors, class size, and faculty characteristics using archival data from selected online and on-ground classes at a Middle Tennessee community college. Female students, part-time students, and non-traditional students were more likely to be successful. Successful students were generally more likely to be taught by full-time faculty and tenured faculty.
How Can Leaders Develop and Maintain High Achieving Elementary Schools? A Single Case Study Exploring Collective Teacher Efficacy and Principal Leadership
Author: Ernst, Susan
Date: 2021-00-00
Type: Journal Articles
Subjects: High Achievement,Elementary Schools,Principals,Teacher Effectiveness,Leadership,Academic Achievement,Elementary School Teachers,Administrator Attitudes,Teacher Attitudes

With the issue of student achievement at the core of educational policy, it is essential to determine how to create school environments in which all students have the opportunity to achieve. Collective teacher efficacy is a primary factor affecting student achievement, yet educational research also points to the importance of principal leadership in fostering and maintaining school cultures of success. A mixed methods approach guided this exploration of teacher and principal perceptions of collective teacher efficacy and leadership actions to foster collective teacher efficacy among staff.
Social Justice Leadership of Educational Leaders in Appalachia Kentucky: Why Context Matters
Author: Tackett, Amber
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Justice,Leadership Styles,Leaders,Administrator Characteristics,Institutional Characteristics,Predictor Variables,Principals,Assistant Principals

Critical consciousness is a crucial component of social justice leadership. This quantitative research focused on the perceptions of social justice leadership of principals and assistant principals in Central Appalachia as measured by the Social Justice Leadership Questionnaire (SJQ2). The research was inspired by the theoretical framework of the International School Leadership Development Network to examine if personal (years of experience as an administrator, years living in Appalachia, and current position) and school predictor variables (Title 1 status and grade-level) affect the social justice leadership propensity of school administrators. Multiple regression analysis was utilized determine if personal and school predictor variables had any effect on the perceptions of assistant principals and principals in Appalachian counties of Kentucky. The results suggest the critical need for quantitative instruments that are more inclusive of diverse populations and contextual factors.
Inequality of Opportunity in Distance Education during the Pandemic Process
Author: Yilmaz Ince, Ebru
Date: 2022-01-00
Type: Journal Articles
Subjects: Equal Education,Distance Education,COVID-19,Pandemics,High School Students,Access to Computers,Foreign Countries,Student Attitudes

This study was carried out in order to determine whether the distance education carried out during the pandemic period caused inequality in education among students, and designed as a case study. The working group was formed with the participation of 58 students from Isparta Gazi Social Sciences High School. The data were collected through semi-structured interview, one of the qualitative research techniques. The interview was considered appropriate in terms of screening the situation of the students. Interview form technique was used in the interviews. In the preparation of the interview form, the information obtained from the literature review, the opinions of 1 teacher and 2 academicians were used. According to the results of the research, it has been determined that students' access to equipment such as internet and computers increases the inequality of opportunity among students in the distance education process. Also, some students receive help and private lessons from different educational institutions. Almost all of these students live in provinces. In this case, it has been determined that regional and socio-economic inequalities persist in distance education.
Teacher and Administrator Perspectives from Experiences in the Teacher Leadership Initiative
Author: Sharp, Leslie
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Administrator Attitudes,Teaching Experience,Teacher Leadership,Leadership Training,Educational Improvement,Faculty Development

Teacher leadership has been defined by researchers as the catalyst for change, and the impetus for school improvement. In this study, the researcher investigated the experiences of teachers and administrators who participated in a nationwide teacher leadership pilot, the Teacher Leadership Initiative (TLI), and the effects that this yearlong event had on leadership, school improvement, and teacher and administrator professional practices. Unifying outcomes from the participants included changes in thinking about leadership that directly improved professional efficacy, collaborative and leadership skills, and a new sense of identification as a leader that was not experienced before the TLI.
Investigation of the Effects of Interdisciplinary Science Activities on 5th Grade Students&apos; Creative Problem Solving and 21st Century Skills
Author: Güven, Ilknur
Date: 2022-01-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Science Activities,Grade 5,Elementary School Students,Problem Solving,Creative Thinking,21st Century Skills,Foreign Countries

In this research, it was aimed to examine the effects of interdisciplinary science activities on 5th grade students' creative problem-solving skills and 21st century skills. The study group consisted of 50 5th grade students, 26 girls and 24 boys, were studying at a public school in Ankara, Çankaya district in the 2018-2019 academic year. The Creative Problem Solving Attribute Inventory and the 21st Century Skills Tests were applied to the students before and after the application. The obtained data were analyzed using a statistical program. The &quot;Dependent Groups t-Test&quot; and &quot;Cohen's d&quot; test, which are parametric tests, were used in the analysis of the Creative Problem Solving Attribute Inventory and the 21st Century Skills Test. In line with the evaluations made, it was concluded that interdisciplinary science activities positively affected students' creative problem solving skills and 21st century skills. Suggestions were made based on the findings.
Online Learning during COVID-19: Readiness of Communication and Academic Literacy Skills Students at the University of Botswana
Author: Magogwe, Joel M.
Date: 2022-01-00
Type: Journal Articles
Subjects: Distance Education,Electronic Learning,COVID-19,Pandemics,Communication Skills,College Students,Foreign Countries,Learning Readiness,Student Attitudes,Gender Differences

COVID-19 is wreaking havoc and accelerating the use of online learning in institutions of learning across the globe. Online learning or e-learning refers to education or learning that takes place over the internet. This study investigated the online learning readiness of the University of Botswana (UB) students enrolled in the Communication and Academic Literacy course. The study adopted a non-experimental quantitative research design using the questionnaire method to collect data from180 students who completed in class the Online Learning Readiness Scale (OLRS). The SPSS Independent-samples t-test was used to compare the online learning readiness means of two gender groups. Furthermore, the Pearson Correlation (2-tailed) test was used to calculate the relationship between gender and the online learning readiness dimensions. The open-ended questions in the questionnaire were used to ask the participants to write challenges they faced when studying the COM course online. The findings of this study suggest that the respondents used computer or internet more for researching information than for holding discussions and sharing ideas online; and they used online platforms to post questions and seek assistance. Male and female students had similar levels of online learning readiness. More research is recommended using the OLRS to unearth more online learning problems.
Emerging PBL Futures: Exploring Normative Scenario Development as an Approach to Support Transformation in Problem-Based Learning and Higher Education
Author: Bertel, Lykke Brogaard
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Higher Education,Student Centered Learning,Educational Change,Vignettes,Universities,Sustainable Development,Educational Development,Technological Advancement

Problem-based learning has a long history of transforming higher education institutions at course-, curriculum- and even systemic levels, and has shown to enhance student-centered learning and core pedagogical values such as facilitating collaboration, complex problem-solving skills and critical thinking. However, rapid digitalisation in higher education and emerging trends such as personalised life-long learning through micro-credentials and flexible curriculum models challenges existing, traditional onsite PBL practices and require new frameworks for envisioning future practice in higher education based on an understanding of its local context and the inclusion of multiple relevant stakeholders and practitioners, not only to co-create potential scenarios suitable for a particular educational institution but also in pointing to directions for initiating and maintaining this change process on a systemic level. In this paper, we propose normative scenario thinking as a method for educational development, and present the first steps and initial findings from a process of normative scenario development within a PBL university. The aim of this process has been to identify and explore key trends and core values that inform the development of future scenarios for the conceptualisation and implementation of PBL at the university, in a digital age. Through the analysis of a specific scenario related to project variation and reflection, we exemplify how a value-based and problem-oriented approach to exploring emerging PBL futures can facilitate systemic change in higher education.
Facilitating Reflection and Progression in PBL: A Content Analysis of Generic Competences in Formal PBL Curricula
Author: Boelt, Anders Melbye
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Program Implementation,Foreign Countries,Professional Development,Theory Practice Relationship,Program Administration,Cooperative Learning,Curriculum Development,Integrated Curriculum,Interpersonal Competence,Metacognition

This paper proposes a systematic approach to the analysis of the prevalence of generic competences in formal problem-based learning (PBL) curricula at higher education institutions and universities in which generic competences are an integral and integrated part of the curriculum, with a particular focus on how the generic competences are specified explicitly in the curriculum. A case study on the implementation of PBL competences at Aalborg University (AAU) shows, that the dialectic relationship between knowledge and practice is limited after the first semester, with the risk that both knowledge, skills, and competences related to PBL become tacit and thus might be less easily expressed and related to the development of a professional identity. Based on this we argue that revision of the formal curricula must support students with theoretical knowledge on PBL, project management, and group collaboration throughout the study to accommodate a greater variety in types of problems, projects, and complexity. This calls for further elaboration of 'generic' competence frameworks and points to challenges and potentials for near-future and next practice curriculum development particularly with attention to the concept of progression, thus providing a benchmark for future research assessing the integration of PBL competences in formal curricula.
Creating Landscapes of Practice through Sequential Learning -- A New Vision for PBL
Author: Jensen, Camilla Gyldendahl
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Instructional Design,Sequential Learning,Educational Philosophy,Foreign Countries,Teaching Methods,Portfolios (Background Materials),Universities,Design

In the current conceptualisations of Problem Based Learning and how we practice it, the students are expected to possess the necessary academic competencies in order to study through PBL. However, a desk research reveals that students in many cases don't have the necessary understanding or conceptual comprehension of disciplines such as problem formulation, analysis, exploration, literature review etc., which prevents them from unfolding an explorative approach to their professional practice. This article thus discusses Dewey's concepts of sequential inquiry processes to create new forms of learning designs to bolden further students ability to work problem-based. The article discusses through the development of iterative learning design how structured sequences of activities can provide a descriptive language to qualify a methodology for PBL. The study is based on Educational Design Research (EDR) as the overarching framework where the methods of Design thinking inform the design activities through iterative processes. Through a period of two years a total of 400 students at the education of ATCM, at University College of Northern Denmark has participated. The data collection included results from observation, reflective portfolios and sound recordings from the students' group work in combination with sketches, drawing and artefacts from the iterative design process.
Fiddlers Green College: Looking for Equitable Workforce Pathways in Silicon Valley
Author: Montoya, Jonathan
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Vocational Education,Career Development,Outcomes of Education,Attendance,Social Mobility,STEM Education,Ethnography,Design

Often, research on the efficacy of postsecondary workforce programs does not convey their impact on true social mobility. The purpose of this study is to investigate project-based Career and Technical Education (CTE) workforce pathways in Silicon Valley. This study takes a step towards better understanding what constitutes the metrics that explain functioning pathways. In contributing to Project-Based Learning (PBL) theory, Amaral et al. (2015) found that seven PBL essentials form good learning outcomes; Creghan and Adair-Creghan (2015) then showed a measurable outcome of PBL is higher attendance, to which Plasman and Gottfried (2020), using a case of Applied STEM CTE (AS-CTE), framed attendance as a predictor of the efficacy of a workforce pathway. Recommendation: Through ethnography, the investigators observed that when social mobility was added as a metric of high quality PBL with AS-CTE in a predictive ontology framework of education success, an improved level of attendance was observed. The authors conclude that using the seven essentials and social mobility as a metric of PBL helps explain the observation of PBL's improved efficacy. Hence, social mobility should be a metric of PBL AS-CTE program outcomes.
Sharing Is Caring: Building PBL Coherence Supported by IT to Integrate Semester Courses and Projects
Author: Kristensen, Nanna Svarre
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Integrated Activities,Semester System,Courses,Student Projects,Information Technology,Participatory Research,Action Research,Blended Learning,Active Learning

Organizing a coherent PBL semester where courses and project work are integrated and supporting the development of both disciplinary and generic competences is difficult. In this study we investigate how integration can be supported by different IT initiatives. Applying a practice theoretical approach, inspired by Stephen Kemmis, this article analyses how the practice activities and the resources within the practice are constituting challenges and possibilities for an integrated PBL practice. The findings of the study illuminate possibilities in reorganizing a semester structure with focus on creating a shared language to support communication and establishing solidary ways of relating. An important issue is also to have focus on the dispositions to act within the actual IT based materiality.
A Collaborative Autoethnography on Raciolinguistic Experiences and the Construction of Linguistic Identities during an Intercultural Exchange
Author: Campos Campos, Maria Paula
Date: 2021-00-00
Type: Journal Articles
Subjects: Exchange Programs,Language Teachers,Language Variation,Foreign Countries,Social Justice,English (Second Language),Intercultural Communication,State Universities,Self Concept,Second Language Learning,Second Language Instruction,Social Discrimination,Language Attitudes,Ethnography,Native Speakers,Preservice Teachers,Child Caregivers,Comparative Analysis,Teacher Education Programs,Professional Identity,Equal Education

The personal experiences of three of the authors of this document as Au Pairs in the United States exposed some issues related to social justice and discrimination that made the participants reflect on their identity as speakers and future teachers of English. This article shares, analyzes and interprets these reflections collaboratively in search of the contributions of this intercultural exchange to the construction of the identity of the participants, and how these experiences contrast with those lived as pre-service English teachers in a public university in the southeastern region of Colombia. Using a collaborative autoethnographic approach, the participants exposed situations of discrimination and inequality for not being native English speakers or for being Latin American. They analyzed them in the light of the theory on linguistic identity, raciolinguistics, and English varieties. The findings showed that the participants' negative experiences helped the participants consolidate their identity as teachers of English, allowing them to see the inequalities and injustices that exist within the English program and empowering them to propose changes within their immediate contexts in their country of origin. The article is intended to be a useful resource specifically, but not exclusively, for English teachers in training who plan to do cultural exchanges abroad but who also project themselves as English teachers.