ethanporcaro/eric-fulltext-meta huggingface dataset:
Examination of the Relationship between Creative Thinking Skills and Comprehension Skills of Middle School Students
Author: Sur, Emine
Date: 2022-03-00
Type: Journal Articles
Subjects: Creative Thinking,Thinking Skills,Reading Comprehension,Middle School Students,Listening Comprehension,Grade 7,Foreign Countries

The relationship between language and thinking and the effect of these two skills on each other is accepted by field experts, but the level of the relationship is still a matter of debate. In this research, some part of the relationship between language and thought has been dwelled upon. The aim of the research is to determine the 7th grade students' reading, listening comprehension and creative thinking levels; to determine the relationship between reading comprehension and creative thinking and listening comprehension and creative thinking skills. The data of the study, which is a descriptive field study in the relational screening model, was collected from a total of 380 7th grade students, 199 women and 181 men, in the 2019-2020 academic year. As a data collection tool within the scope of the research; &quot;Reading Comprehension Achievement Test&quot;, &quot;Listening Comprehension Achievement Test&quot; and &quot;Torrance Creative Thinking Test Verbal A Form&quot; were used. The analysis of the data was done by pearson correlation analysis. Secondary school students' reading comprehension levels are medium, and their listening comprehension levels are medium. As a result of the correlation analysis, most significant correlation is between reading comprehension and listening comprehension, and the least significant correlation is between reading comprehension and fluency, which is a sub-dimension of creativity. There is a positive, statistically significant relationship between the listening comprehension and creative thinking skill scores. There is a positive and statistically highly significant relationship between reading comprehension and listening comprehension skill scores. There is a positive, significant relationship between reading comprehension and creative thinking skill skills. All of the relationships are statistically significant.
Romani Catching up in East-Central Europe: Alternative Strategies
Author: Forray, R. Katalin
Date: 2021-00-00
Type: Journal Articles
Subjects: Minority Groups,Civil Rights,Poverty,Living Standards,Public Policy,Social Change,Middle Class,Economic Factors,Cultural Influences,Cross Cultural Studies,Political Influences,Self Concept,Foreign Countries

According to our initial assumption, there would be two characteristic strategies for Romani catching up. One strategy is to lift the Romanies out of poverty and bring their living conditions closer to the average living conditions of the majority society. According to the other strategy, Romanies create a national minority in the majority society. It should be supported so that the members of the community could preserve their national characteristics and exercise their minority rights. By reviewing the literature (e.g., Armillei 2014; Boscoboinik &amp; Giordano 2008; Ladanyi &amp; Szelenyi 2016) we searched in which country which strategies are being followed by current governments. The result is that these strategies coexist within a country and are increasingly intermingled according to existing governments. The reason for this phenomenon is the recent changes in Romani societies and the emergence of new middle classes. There are both economic and cultural conditions for emerging these middle classes. A successful Romani strategy has to contain therefore, both economic and cultural actions. The governments of the region must contribute not only to the catching-up of the Romanies but also to the formation of their Romani middle classes.
The Effect of Technology Assisted Teaching on Success in Mathematics and Geometry: A Meta-Analysis Study
Author: Çavus, Hayati
Date: 2022-03-00
Type: Journal Articles
Subjects: Technology Integration,Instructional Effectiveness,Mathematics Instruction,Mathematics Achievement,Geometry,Educational Research,Effect Size,Teaching Methods,Preschool Education,Elementary Secondary Education,Undergraduate Study,Academic Achievement,Foreign Countries

In this research, experimental studies comparing the effectiveness of technology-assisted teaching to traditional method up on mathematical and geometry success are combined through meta-analytical review method. For that purpose, articles, master's, and doctoral theses carried out between the years 2000-2016 in Turkey are examined. 98 studies on academic achievement meet the specified criteria and thus were included in the meta-analysis and the effect size between variables has been demonstrated by assembling numerically the findings of these studies. CMA 2.0, MS Office Excel 2010 programs were used in the analysis of the data. As a result of the calculations of meta-analysis, the effect size of the technology-assisted teaching is calculated as 0,758 on students' mathematics achievement and as 1,136 on students' geometry achievement. This study is based on the classification system according to Cohen (1988). The effect sizes attained represent a medium effect size for mathematics academic achievement and a very large size for geometry achievement. Those both values are regarded as medium effect size according to Cohen (1988). In addition, the comparative effect sizes of the studies included in the study were calculated according to techniques of implementation, level of education and learning fields. At the end of the research, it is found that according to the traditional learning method of technology-assisted mathematic and geometry teaching is more effective in terms of achievement. It is concluded that the effect size on the academic achievement of mathematic and geometry does not differ according to time of implementation, level of education, and learning fields.
Detecting At-Risk Students on Computer Science Bachelor Programs Based on Pre-Enrollment Characteristics
Author: Varga, Erika B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Identification,At Risk Students,Computer Science Education,Undergraduate Students,Student Characteristics,Predictor Variables,College Faculty,Foreign Countries,Dropouts,Programming,Academic Achievement

The purpose of this paper is to investigate the pre-enrollment attributes of first-year students at Computer Science BSc programs of the University of Miskolc, Hungary in order to find those that mostly contribute to failure on the Programming Basics first-semester course and, consequently to dropout. Our aim is to detect at-risk students early, so that we can offer appropriate mentorship program to them. The study is based on secondary school performance and first-semester Programming Basics course results from the last decade of over 500 students. Secondary school performance is characterized by the rank of the school, admission point score, and foreign language knowledge. The correlation of these data with the Programming Basics course result is measured. We have tested three hypotheses, and found that admission point score and school rank together have significant impact on the first-semester Programming Basics course results. The findings also support our assumption that students having weaknesses in all examined pre-enrollment attributes are subject to dropout. This paper presents our analysis on students' data and the method we used to determine the attributes that mostly affect dropout.
Collecting Dissertation Data during COVID-19
Author: Sroka, Matthew J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Data Collection,Doctoral Dissertations,COVID-19,Pandemics,Doctoral Students,Participative Decision Making,Reading Research,Communities of Practice

This essay describes my personal experience as a doctoral candidate collecting data for my dissertation during the COVID-19 pandemic. After providing the context for my own study, I lay out three main ideas that emerged while collecting data. These main ideas involve including participants in the decision-making process, sharing one another's challenging contexts to understand and connect, and the importance of teacher learning communities in times of isolation. My essay highlights some of the challenges and opportunities of collecting data during difficult circumstances and discusses the importance of professional learning communities to assist teachers with long-term coping within an unexpected context.
Redefining Roles: Female Scholars&apos; Reflections and Recommendations for Coping during the COVID-19 Pandemic
Author: Brochu, Kelly J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Females,Doctoral Students,African American Students,Reflection,Role Conflict,Family Work Relationship,Trauma,Racial Relations,Violence,Gender Bias,Coping,Stress Variables,Well Being,COVID-19,Pandemics

The objective of this article is to amplify the stories of female doctoral students and their passage through role conflicting periods of uncertainty and trauma. Specifically, this article highlights how the COVID-19 pandemic and racial unrest in the U.S. have impacted women pursuing doctorates in education. In addition to sharing personal reflections and experiences, the authors have outlined resources and recommendations for those who support doctoral students. Through the diverse perspectives of five students and one faculty member in the EdD in Higher Education Leadership program at Regis College, this article explores the lived experiences of second-year doctoral students during an incredible period of uncertainty. Douglas T. Hall's model of coping serves to frame content around the many conflicting roles these students have been navigating and found to be exacerbated during the year 2020. This article seeks to empower leaders to re-envision approaches to support doctoral students through future crises and periods of uncertainty.
The Contribution of Research on Out-of-School-Time on Educational Theories and Practice: A Review of European Research between 1999 and 2019
Author: Suter, Larry R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Educational Trends,Out of School Youth,After School Programs,Educational Theories,Educational Practices,Trend Analysis,Models,Outcomes of Education,Definitions,Program Evaluation,Program Effectiveness,Equal Education,Educational Opportunities,Educational Strategies

This paper summarizes the trends in research about student experiences in out-of-school time (OST) in countries of Europe. The analysis is based on a review of the content of research papers published between 1999 and 2019 in about 36 European countries. OST is recognized as an important aspect of students' educational experiences that deserves increased research attention. A significant portion of students in all countries participate in OST activities either to improve their school performance or to engage in social activities. Under conditions where parents and students believe that the formal school system is weak, the OST educational experiences may be considered to be necessary to make a significant or necessary contribution to a student's success compared with formal school itself. Because OST activities are undertaken in a free market their form and structure vary because of differences in the countries' historical development, condition of public education, and the social, economic, cultural, and political factors that influence the educational systems. The analysis presents examples of how in some European countries conceptual models of OST have been expanded, adapted OST practices for regular school systems, and evaluated the outcomes. This review of the definitions of OST, of evaluations of its impact, and of the evidence for its effect on equality of educational opportunity throughout 36 European countries concludes that the studies provide contradictory messages. Greater consistency in conceptual development could be increased over time as researchers across countries review each other's strategies and share methods and results.
Professional Subjectivities in ELT &amp; the Dichotomy Inclusion-Exclusion
Author: Casas Trujillo, Jennyfer Paola
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Inclusion,Learning Theories,Ethics,Moral Values,Affective Behavior,Foreign Countries,Educational Policy,Faculty Development,Professional Identity,Equal Education,Access to Education,Students with Disabilities,Personal Narratives

Most education systems propose policies in pro of the benefit of society. However, successful application of these is unknown in consequence considering teachers voices is needed to understand the situations in the classroom. This study analyzes some English language teachers' stories that served the purpose to construct themselves as professionals of language education facing the dichotomy of inclusion and exclusion placed by the mandates of the Colombian education system. The theme of Language Teacher Subjectivities, in this article, is conceptualized and discussed as the alternative's teachers have within their reach to use their own theories regarding language teaching and learning. Reflecting retrospectively and prospectively on meaningful school experiences related to the language teaching activity to tackle the dichotomy, the research question that guided this study was: what do language teachers' narratives portray about their professional subjectivities in relation to inclusion? From a narrative perspective, narrative interviews and a professional life history timeline was analyzed using short story analysis focusing on when, when and who as meaningful in the data and finding that the participants comply with the multidimensional view of the subject. The narratives depicted that the corporal dimension, social-affective dimension, cognitive dimension, and ethic-moral dimension are part of the teachers' professional subjectivities in the frame of Colombian inclusion policy.
How to Operationalise Holistic Academic Development -- The Case of a Danish Center for Teaching and Learning
Author: Troelsen, Rie
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Strategic Planning,Educational Quality,Institutional Characteristics,Teaching Methods,Learning Activities,Holistic Approach,Models,Definitions,Faculty Development,Communities of Practice,College Faculty,Awards,Fellowships,Recognition (Achievement),Educational Finance,Excellence in Education

Centers for Teaching and Learning (CTLs) are at the forefront of many quality enhancement activities aimed at teaching and learning at universities and do not solely focus on supporting individual teacher in conducting quality teaching but are also playing a strategic role in the university. CTLs provide in other words holistic academic development. This article provides examples of how a CTL at the University of Southern Denmark has operationalised holistic academic development using Holt et al.'s points of leverage as a starting point. The leverage points are combined and exemplified to suggest a model for enhancing teaching quality which entails five levels; definitions, descriptions, documentation, evaluation and recognition of quality in teaching.
Faculty Development in the Context of a Research-Intensive University
Author: Geertsema, Johan
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Development,College Faculty,Public Colleges,Research Universities,Pedagogical Content Knowledge,Educational Change,Foreign Countries

Contexts, knowledge, and theory matter for faculty development (also known as staff, academic, or educational development) because of the complexity of higher education and therefore of faculty professional development. This paper attempts to unpack this complexity by examining higher education contexts more closely, in particular: academic identity in relation to research and the discipline, change management in higher education, and the importance to academic development of valuing teaching in a coherent, integrated, and holistic way. The paper is framed by two 'big ideas', that of pedagogical content knowledge (Shulman, 1986, 1987), and that of learning as acquisition and participation (Sfard, 1998). I end by providing examples of practice underpinned by these ideas and considering implications for academic development.
Building Community in Online Professional Practice Doctoral Programs
Author: Lively, Cece Lynn
Date: 2021-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Electronic Learning,Sense of Community,Doctoral Students,Communities of Practice

Despite high attrition rates and abundant criticisms, online graduate programs continue to grow. This paper describes the efforts of one online doctoral program that focused on developing programmatic support structures to increase community. Utilizing a qualitative, case study research design, including surveys and semi structured interviews, this study examined two research questions: a) In what ways did students experience a sense of community? b) What elements of an online professional doctoral program did students find most influential in developing a learning community? Findings indicate that students experience community through peer collaboration, program support, and shared learning and networking. A sense of community was developed through the cohort model, strong student support services, synchronous live sessions, and relationships formed with faculty. As a result, a community of practice was formed among program participants. Findings from this study have the potential to aid other online graduate programs as they design and implement structures to foster student success and retention.
Preparing Education Researchers: Identifying Necessary Competencies for Teachers, Administrators, and Student Affairs Professionals
Author: Cole, Annie
Date: 2021-00-00
Type: Journal Articles
Subjects: Competence,Evaluation,Research,Teachers,Administrators,Student Personnel Workers,Standards,Elementary Secondary Education,Higher Education,Differences

This descriptive study aimed to answer two research questions: (a) what are the assessment, evaluation, and research (AER) competencies necessary for three educator types (teachers, K-12 administrators, and higher education student affairs professionals); and (b) what are the similarities and differences in competencies by educator type? Current professional standards for each educator type were identified and coded for alignment with AER topics, then reviewed for similarities and differences. Results suggest that teacher competency standards focus heavily on assessment; administrator competencies focus on ethical decision making and continuous improvement; and student affairs professional standards focus on advocacy and supporting institutional mission. These results imply that education preparation programs may need to adjust AER course curriculum and instruction to align with distinct educator needs.
Asynchronous Online Course Designs: Articulating Theory, Best Practices, and Techniques for Everyday Doctoral Education
Author: Grant, Michael M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Design,Online Courses,Teaching Methods,Doctoral Programs,Instructional Materials,College Faculty,Decision Making,Teacher Attitudes,Distance Education,COVID-19,Pandemics,Educational Change,Education Majors,Asynchronous Communication,Program Descriptions

Early online course materials were text-based and relied heavily on discussion forums as the de facto tool for interactions. Faculty members today, however, have many other choices for course design and course materials. There is not consensus for online course design guidelines or principles, though. Choices in course design by faculty members directly impact the quality of instruction and student learning experience. This article shares some of our theoretical and practical decisions faculty members at the University of South Carolina employ for online course design. Our experiences and decision-making may be useful for other members of the Online Ed.D. CPED Improvement Group (Online Ed.D. CIG), as well as other programs who may be experiencing emergency remote teaching as a result of the COVID-19 pandemic, making an evolutionary transition to online or blended education, or considering a future transition to a fully online program. Links to the strategies and tools mentioned throughout this essay are collated in a list at the end.
Building and Sustaining Community in an Online EdD Program
Author: Buss, Ray R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Doctoral Programs,Education Courses,Communities of Practice,Critical Theory,Peer Relationship,Doctoral Students,Teacher Student Relationship,College Faculty,School Community Relationship,Sense of Community,Inquiry

In this essay, we have described how we build and sustain community in our online EdD program. Initially, we discussed our understanding of community and its influence on our efforts. Then, we discussed three important theoretical frameworks--Wenger's Community of Practice, Garrison et al.'s Community of Inquiry, and Morris and Stommel's Critical Digital Pedagogy--and how those frameworks helped to shape our efforts in building and sustaining an online community. Next, we discussed strategies/processes that we have successfully used to build and sustain community in our online program. These strategies were grouped around three kinds of relationships that have been central to community formation, interaction, and continuation--student-to-student, student-to-faculty, and student-to-broader-community. We discussed specific strategies such as the Leadership Challenge, Doctoral Research Conference, an online program &quot;Hub,&quot; comprehensive and immediate feedback, mentoring, and Leader Scholar Communities, that we have found to be particularly useful in building and sustaining an online community.
When Qualitative Research Is Taught Virtually: Drawing on Experiential Design to Build Deeper Knowledge of Qualitative Observation
Author: Phillips, Joy C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Qualitative Research,Research Training,Doctoral Programs,Courses,Research Methodology,Private Colleges,Electronic Learning,Curriculum Design,Observation,Doctoral Students

This essay discusses the EdD Program design and qualitative research course sequence at Drexel University, a private, non-profit institution. This large program admits up to 140 EdD students annually with approximately 100 attending fully online and 40 attending hybrid offerings at the main campus and at a satellite program in Washington, DC. The essay features a qualitative course observation activity designed by Janesick (2011) to be used face-to-face and details how the activity has been adapted for virtual delivery at East Coast University. As a literature review revealed a paucity of published works on teaching observation qualitatively, the authors seek to contribute to the knowledge base with particular emphasis on faculty teaching in an online program. Based upon the East Coast University faculty's use of this observation activity, students develop increased understanding of the roles of perception and perspective in qualitative observation.