ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Authentic School Leaders in Promoting Teachers&apos; Well-Being: Perceptions of Israeli Teachers
Author: Buskila, Yaffa
Date: 2021-05-00
Type: Journal Articles
Subjects: Principals,Leadership Role,Leadership Styles,Well Being,Teaching Conditions,Stress Variables,Teacher Attitudes,Teacher Administrator Relationship,Public School Teachers,Professionalism,Self Efficacy,Self Management,Social Cognition,Emotional Intelligence,Foreign Countries

This study aims to explore teachers' perceptions of the role played by school principals in promoting teachers' well-being. The teachers in Israel have a low professional self-image and work under stressful conditions. Psychological wellbeing combines a good feeling with effective functioning and promoting wellbeing can enhance efficacy at work. This is a qualitative study, with a personal interpretive paradigm of teachers' reflections. Data was collected from 53 teachers and analyzed in a four-stage process: condensing, coding, categorizing, and theorizing. The study was based on the planned theory (Ajzen &amp; Fishbein, 1980), and the data was encoded and categorized according to the Goleman, Boyatzis and McKee (2004) emotional intelligence (EI), leadership competence which founds to enhance well-being and effectiveness at work. Findings indicate that school principals can play an important role in promoting teachers' wellbeing by displaying relationship management, which generates the highest level of EI: Creating a positive emotional climate, keeping relationships on the right track, and demonstrating genuine concern for teachers. Understanding the importance of EI and mastering it by educational leaders is important for promoting well-being. It is significant for the positive functioning of the teachers and school system. This study contributes to the epistemology of promoting teachers' well-being and developing EI by educational leader.
PBL Supported by Think-Pair-Share Affecting the Multiethnic Student Concepts Understanding about Biology-Subjects
Author: Boleng, Didimus Tanah
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Teaching Methods,Cooperative Learning,Ethnicity,High School Students,Foreign Countries,Biology,Racial Differences,Cultural Influences

Ethnicity is one of the critical factors in achieving learning outcomes. A specific learning model is needed to overcome the learning process with multi-ethnic students. Quasi-experimental research was carried out with four majoring ethnicities, i.e., Javanese, Banjar, Kutai and Buginese, in senior high school with class XI majoring in natural science in Samarinda. This study aimed to determine the effect of applying PBL supported by Think-Pair-Share learning models in empowering the understanding of concepts about cells and tissues of the four ethnicities' students. The experimental design used a nonequivalent pretest-posttest control group. The instrument was a questionnaire for the survey and questions for the pretest-posttest. The data were analysed by Analysis of Co-Variance followed by the LSD test. The results showed that the application of PBL supported by Think-Pair-Share significantly affected (p &lt; 0.05) the concepts understanding of multi-ethnic students about cells and tissues.
Dialoguing with Teacher-Educators, Valorizing Teacher Innovations
Author: Chand, Vijaya Sherry
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Educators,Educational Innovation,Action Research,Schools of Education,Teacher Education Curriculum,Public Education,Foreign Countries,Public School Teachers

This article describes the educational innovation fairs (EIF), a large-scale collaborative action research initiative undertaken by an academic institution and the teacher-education department of a provincial government in India over a three-year period (2015 to 2017). The EIF initiative primarily sought to help teacher-educators in 26 sub-provincial teacher training institutes (STTIs) realize the potential of teacher-generated innovations to enrich the teacher training curriculum in the state-run schooling system. It required teacher-educators to identify and validate innovative teacher-generated work, that was then displayed for two days in a year in a public exhibition visited by a large number of teachers. Case studies of the displayed work were then sent to schools and used in teacher training programmes. The EIF experience indicates the importance of setting the political and academic context carefully if action research is to take off in the public education system. Second, the policy adaptation that is inevitable in such a system implies an understanding of the deviations that might be considered tolerable. Finally, the partners need to jointly reflect on and consciously plan their post-collaboration individual trajectories during the collaboration itself, for the outcomes of action research have to be embedded in an evolving research agenda aimed at continuous improvement.
Developing Motivated Adolescent Readers and Enhancing Student Voice, Using Action Research in Disadvantaged Contexts
Author: McMullan, Tara
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Motivation,Student Attitudes,Reading Motivation,Grade 9,Reading Difficulties,Foreign Countries,Self Concept,Reading Comprehension,Disadvantaged Environment,Cooperative Learning,High Stakes Tests

This action research study, drawing on participatory frameworks, investigated whether a Year 10 English class (15-16-year-olds), including struggling readers, could develop their reading self-concept and 'voice'. The research aimed to extend findings from a larger, mixed-method study, developing reading comprehension and motivation with younger adolescents, conducted in the south-east of England. Set in an urban state school in a deprived area, the present 12-week study aimed to explore, first, the impact on students of an evolving reading model, emphasizing motivation, extended reading, peer talk and use of metacognitive, multiple strategies. Second, it explored the effects of students engaging, loosely, as 'co-researchers', co-constructing knowledge with their teacher and reflecting on reading and pedagogy, in terms of 'voice' and agency. The primarily qualitative study combined open-response, student questionnaires, semi-structured interviews, written reflections on reading, and a teacher/researcher journal. Using the 'constant comparative' data-analysis method, the study found that students enhanced their reading self-concept, and developed their 'voice'. However, unpredictably, reading confidence was threatened by students' internalized discourses about performativity and feelings of anxiety and lack of agency, attributed to 'high-stakes' public examinations nearly two years away.
Can Less Be More? Instruction Time and Attainment in English Secondary Schools: Evidence from Panel Data
Author: Connolly, Vaughan
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary Schools,Time on Task,Educational Attainment,Value Added Models,Secondary School Students,Foreign Countries,English Instruction,Science Instruction,Mathematics Instruction,Humanities Instruction,Exit Examinations

How to best utilize curriculum time has long been a question for England's schools, which are free to vary time between subjects or to extend the school day/week. This question has now risen to national prominence as policymakers consider ways to help support students catch up lost learning after the COVID-19 pandemic. This article explores the relationship between instruction time on General Certificate of Secondary Education (GCSE) attainment and value-added scores for 2,815 English secondary schools using panel data from the 2010-14 School Workforce Census. Robust estimates suggest that instruction time has a small effect on attainment in each of English, mathematics, science and humanities. Based on sub-group analysis, effects sizes are also estimated for students with varying prior achievement and for those in receipt of free school meals. These too appear small, suggesting, vis-à-vis instructional time, sometimes less might be more.
Norwegian Wood: The Language of Poetry and Song
Author: Leyland, Peter
Date: 2018-00-00
Type: Journal Articles
Subjects: Adult Learning,Adult Students,Poetry,Lifelong Learning,Adult Education,Language Usage

The focus of this article is on the question of language and its relation to adult learning in what Peter Leyland describes as 'a post-modern way'. In other words, it is a pastiche or a multiplicity of ideas that he has been meeting with over a year working with adult students who are learning about different areas of poetry in his Worker's Education Association (WEA) courses. This is a group of about a dozen students who have one important thing in common, an interest in and a love of the reading of poetry, especially aloud. The Worker's Education Association was founded in 1903 and a central aim was to encourage lifelong learning among adults. From the outset it was based upon democratic principles and the relationship between teacher and student was a partnership in which the syllabus was negotiated between them. In this article, Leyland argues that despite many who fault the English language for its cultural dominance, it can create a worldview which favours freedom of expression and an abiding respect for humanity. Leyland uses an autobiographical piece of narrative research from his WEA class to support his view. He concludes that the language of poetry and song can create a worldview that is revolutionary, musical, emotional and perceptive. This worldview can connect people who share the same concerns about dealing sensitively with the business of living in the 21st century. Adult education is a doorway to the space where those concerns can be shared.
Women and Leadership Style in School Management: Study of Gender Perspective
Author: Mulawarman, Widyatmike Gede
Date: 2021-00-00
Type: Journal Articles
Subjects: Women Administrators,School Administration,Elementary Schools,Principals,Leadership Styles,Leadership Role,Gender Issues,Masculinity,Femininity,Democratic Values,Trust (Psychology),Participative Decision Making,Teamwork,Barriers,Public Schools,Assertiveness,Foreign Countries

Women's representation in leadership positions is still low because there is still an opinion that women are not worthy of being leaders and only men are worthy of being leaders. This condition proves women's low participation in leadership roles because the patriarchal culture still strongly influences people's perspective. This paper aims to describe the roles and positions of women in school management. The research data are in the form of observations and interviews with female school principals and four male vice principals. The qualitative method with a gender perspective is used to identify women's leadership style in Elementary School 002, Muara Badak District. The results showed that the principal in Muara Badak District prefers masculine characters and maintains a feminine character. It has an impact on assertiveness in controlling the school management process. Second, in carrying out school management functions, the principal's leadership style applies a democratic leadership style. As a leader, participation seeks to provide trust and establish good communication by prioritising teamwork in decision-making.
Narrative Practices in Developing Professional Identities: Issues of Objectivity and Agency
Author: Amott, Penny
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Identity,Guidelines,Teacher Educators,Teacher Education Programs,Personal Narratives,Teacher Attitudes,Models,Story Telling,Reading Teachers,Reading Instruction,Faculty Development,Reading Programs

This article presents an analytical model of binary dimensions of narrative practice perceived as two continua between the oppositions of subjectivity/objectivity and structure/agency. Such narrative practice is considered as a site for professional 'identification' and self-knowing. The analytical model provided a framework that was applied to a series of professional life history narrative events and follow-up discussions conducted with six early career teacher educators working across two contrasting sites for teacher education. The findings evidence participants' reflections within the narrative events that relate to the descriptors of each quadrant in this model and show that it has utility in describing and understanding the process of identification that takes place within narrative practice.
Influence of Football Basic Technical Training on Youth Soccer Players in Shanxi Province, China
Author: Jia, Zhao
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Athletics,Athletes,Children,Team Sports,Training,Coaching (Performance),Program Effectiveness,Skill Development,Elementary School Students

The aim of the study is to investigate the effect of fifteen-week basic soccer training and education by coaching youth soccer players who are under eight (U8) and under ten (U10) years old. This study has included 24 children (U8 and U10) who have participated in the physical fitness sessions of football at school. Twelve participants in the experimental group (EG) undertook intervention training in games. Twelve young players served as a control group (CG) undertook traditional training methods used in Dali Football Club. Experimental groups indicated greater improvements than control groups (P&lt;0.05) at four tests of basic technical education of football. The results indicated that soccer education and training four times a week can improve the basic skills of football of U8 and U10 children. Study concluded that the training in games methods considered in this study might be suitable to design an effective coaching methods and training sessions aimed at the development of the fundamental skills in youth soccer players.
Student-Athletes&apos; Quest for Balance: Stories from Istanbul
Author: Hacifazlioglu, Mehmet Mete
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Athletes,Athletics,High School Students,Adolescents,Time Management,Student School Relationship,Teacher Student Relationship,Family Relationship,Friendship,Social Support Groups,Mentors,Study,Foreign Countries

The purpose of this study is to examine the experiences of students who are actively engaged in sports. The study seeks an answer to the following questions: &quot;To what extent do students who engage with sports maintain a balance between their school life and sports life? The study is based on a qualitative study focusing on the lived experiences of sports athletes. The data collection process consists of interviews and written reflections. During the analysis of the narrative stories, two themes were identified relating to the experience of being a student-athlete: Maintaining a balance between sports life and school life was the main theme that emerged in the study. This was followed by the second theme of support and mentorship of teachers, family, and friends.
Language, Citizenship and Schooling: A Minority Teacher&apos;s Perspective
Author: Burner, Tony
Date: 2021-00-00
Type: Journal Articles
Subjects: Citizenship,Minority Group Teachers,Immigrants,Teacher Attitudes,Inclusion,Teaching Methods,Decision Making,Teacher Characteristics,Teacher Motivation,Career Choice,Multilingualism,Correlation,Language Usage,Teacher Student Relationship,Minority Group Students,Self Concept,Language Skills,Norwegian,Peer Relationship,Social Justice,Foreign Countries

In an age in which a shift towards increased authoritarianism and populism means that citizenship is defined in increasingly exclusive ways, migrant teachers' perspectives are vital in informing inclusive educational decision making, policies and practices. We draw on the life history tradition to present the perspectives of one minority teacher, living and working in Norway. Elif, a Turkish-Norwegian, reflects on her motivations in pursuing teaching as a career. As a multilingual minority teacher, she considers the relationships between language use, citizenship and belonging. For Elif, having Turkish roots and living in Norway presents certain advantages, possibilities and challenges, both in school and society. She suggests that her intercultural experiences and multilingual skills provide her with insights that enable special relationships with minority students, whose language skills and identities she seeks to activate and demystify. She identifies tensions between the Norwegian ideal of equality, her experiences of being minoritized by her professional peers and the mechanisms of exclusion operating among teachers to the detriment of minority students. Minority teachers' insights inform education for social justice. Including their stories avoids distorting knowledge critical to inclusive citizenship and inclusive processes of teaching and learning.
London, Race and Territories: Young People&apos;s Stories of a Divided City
Author: Hammond, Lauren
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Human Geography,Race,Racial Bias,Geography Instruction,Social Bias,Childrens Rights,Childrens Attitudes,Educational Environment,Social Justice,Story Telling,Urban Areas,Secondary School Students,Minority Group Students

This article examines the relationships between children's everyday lives and geographical education. Drawing on research with five young people in London, the article examines their narratives, analysed as relating to race and territory, critically considering the relationships between children's geographies and the geographies of race and racism in schools. Following hooks, the article begins with the argument that there is value in 'teaching to transgress' to challenge both legacies of imperialism in geography and education, and the inequalities and injustices that many children face. Following this, the article introduces the research, drawing on Aitken to argue the importance of consideration of children's voice, presence and rights in (geographical) education, before sharing the narratives of the young people. The article concludes by arguing for a reconceptualization of how 'the child' is constructed, and valued, in education.
An Analysis of Students&apos; Levels of Sports Commitment at a School of Physical Education and Sports
Author: Yildirim, Mehmet
Date: 2021-04-00
Type: Journal Articles
Subjects: Athletics,Physical Education,Foreign Countries,College Students,Student Attitudes,Individual Differences

The aim of this study is to examine sports commitment levels of the students studying in the school of physical education and sports. The universe of the research consists of students studying in different programs at the School of Physical Education and Sports at Yozgat Bozok University in the 2019-2020 academic year. The sample of the research consists of 360 students determined by using the sampling technique among the students studying in different programs at the School of Physical Education and Sports at Yozgat Bozok University. As a data collection tool in the research, information on the demographic characteristics of the participants was obtained through the &quot;Personal Information Form&quot;. The data for determining the level of loyalty of the participants were obtained through the &quot;Sports Commitment Scale&quot;, which was adapted to Turkish by Sirganci, Ilgar and Cihan (2019) developed by Schaufeli and Bakker (2004). Normality analyzes were carried out before starting the analysis of the data. In statistical analysis, frequency, percentage, arithmetic mean, t-test, ANOVA analysis and multiple comparison tests were used. As a result of the analyzes carried out; There were statistically significant differences between levels of the sports commitment according to the variables of the class, the year of sports and doing active sports under license (p &lt; 0.05). 1st and 2nd Those who study in the classroom have a higher level of commitment to sports than those in grade 3, those who have 7 years or more to do sports for 1 year or less, and those who still do not do sports under license. According to gender, department and sports branch variables, no statistically significant differences were found between sports commitment levels (p &gt; 0.05).
An Investigation into Social Studies Curriculum and Course Books in the Context of Women&apos;s and Children&apos;s Rights
Author: Erol, Hüseyin
Date: 2021-04-00
Type: Journal Articles
Subjects: Civil Rights,Social Studies,Curriculum,Textbooks,Textbook Content,Feminism,Females,Childrens Rights,Controversial Issues (Course Content),Grade 4,Grade 5,Grade 6,Grade 7,Social Justice,Citizenship,Foreign Countries

Human rights are necessary and compulsory for all people irrespective of language, religion, race, gender or sect. Learning about these rights begins within family and continues in school formally. Human rights education is necessary for values of human rights to pass from theory to practice. The rights given to people or groups with certain characteristics only in the past are today offered on the basis of equality and freedom in the contemporary society. Among those groups, children and women who obtained their rights later than others are of sensitive importance. This study investigated the extent to which children's and women's rights are included in the social sciences curriculum and social sciences course books. Among qualitative research methods, the document analysis was used in the study. The results of study showed that children's and women's rights are not included in social sciences course and curriculum at a desired level, the values that can be associated with human rights are included, yet these values are not distributed in a balanced way across grades. Learning outcomes regarding human rights in the curriculum of social sciences can be increased. The contents about children's and women's rights can be increased. Also, the current and controversial topics regarding children's and women's rights can be added in the course books.
Learner-Centred Learning Tasks in Higher Education: A Study on Perception among Students
Author: Li, Junmin
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Self Management,Independent Study,Undergraduate Students,Business Administration Education,Student Attitudes,Student Motivation,Constructivism (Learning),Learning Processes,Difficulty Level,Problem Solving,Situated Learning,Time on Task,Foreign Countries

Universities face the challenge of constantly improving the quality of higher education and changing the learning behaviour of students, from passive reactive learning to active self-regulated learning. Learner-centred, constructively designed learning tasks offer a great opportunity here. This paper investigates to what extent the learning process is challenged by these learning tasks, and how these tasks are perceived by the students, using a before and after survey of students studying at bachelor level in business courses at a German university. The paper starts with a short description of constructivism in the context of task design and the main characteristics of learner-centred, constructivist-orientated learning tasks: openness to problems, situation orientation, openness to solution paths, and degree of difficulty. Then the research method used is outlined before the findings are presented. The before and after survey shows that despite an increased complexity and workload, the motivation to deal with topics on the subject remained stable.