ethanporcaro/eric-fulltext-meta huggingface dataset:
The Legacy of a School: Developing Better Schools Based on Mutual Cooperation
Author: Kholis, Nur
Date: 2022-00-00
Type: Journal Articles
Subjects: School Districts,Case Studies,Religious Schools,Validity,Credibility,Institutional Characteristics,School Restructuring,Educational Improvement,School Culture,Accountability,School Administration,Stakeholders,Leadership Styles,Organizational Communication,Principals,Assistant Principals,Administrator Attitudes,Teacher Attitudes,Parent Attitudes,Educational Change,Foreign Countries

This research aimed to analyze (1) how hard legacy was used to develop a school--namely MIN (Madasah Ibtidaiyah Negeri) Tegalsari, Wlingi sub-district, Blitar Regency--and (2) how soft legacy was applied at the same school. The research took a qualitative approach with a case study design. It was conducted at a madrasa, namely MIN Tegalsari in Blitar Regency, between January and June in 2020. The research was concerned with school programs and activities and the impressions of the school's stakeholders about them. In-depth interviews, observations, and documentation were used for data collection. What is more, the data's validity was checked for credibility, transferability, dependability, and confirmability. The data were then integratively analyzed through data presentation, data reduction, and the drawing of tentative conclusions. The results revealed firstly that the school's legacy has resulted from a transformation from a school that was not well-regarded by the community into an excellent school. The dramatic improvement in this school was marked by changes in its culture in terms of transparent and accountable school management, environment-based and enjoyable learning, and increased support and participation from various school stakeholders. In addition, the school also has a soft legacy that manifested in three aspects, namely a collaborative leadership structure, transformational leadership, and effective communication.
Teaching Hard History: Whose Monument Is This, Anyway?
Author: Walker, Juan Manuel
Date: 2021-00-00
Type: Journal Articles
Subjects: History Instruction,Controversial Issues (Course Content),Historic Sites,Preservice Teachers,Teacher Education,Student Attitudes

As a social sciences methods professor, I face a growing concern over preparing Teacher Candidates (TC) for an ever-divided political system. The purpose of this study was to create and use primary source reading techniques regarding modern controversial issues. As educators, it is clear that the divide from political allegiance is hard to separate from our personal identities or political affiliations. We know from this study that this is a difficult but necessary process for future teachers to explore.
Facilitating 7th Grade Students&apos; Food Literacy through Science Activities: A Qualitative Study
Author: Kurt, Sevil
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Activities,Food,Nutrition Instruction,Nutrition,Eating Habits,Student Attitudes,Foreign Countries,Middle School Students,Knowledge Level

This study aims to discuss the development of secondary 7th-grade students' opinions on food literacy within the scope of a series of teaching activities. Through a case study, the study sample comprised 14 grade seven students in a state secondary school in the province of Rize in Türkiye. The data was collected through semi-structured interviews before and after the implementation and the reflective diaries written by the students during the implementation. The collected data were analyzed using content analysis and descriptive analysis techniques. As a result, it was found out that the students' knowledge structures and understandings of food literacy changed positively in many aspects during the implementation. Besides, it was seen that the implementation helped the students improve their knowledge and behaviors of food literacy. In the study, it was suggested to organize similar intervention studies for different age groups and to conduct studies in which parents are participants.
Marrying Turkey to Global Citizenship: Tendencies in Citizenship Education in Modern Turkey
Author: Demir, Vahap
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship Education,Educational History,Geography,Political Issues,Global Approach,Democracy,Civil Rights,Social Studies,Elementary Secondary Education

This paper reviews the literature on citizenship education and examines the factors that have influenced trends in citizenship education in the Republic of Turkey since its foundation in 1923. The aim of this paper is to discuss the general tendencies and practices in citizenship education that have shaped how Turkish youth perceived citizenship throughout the Republic's history. By addressing three important aspects of these tendencies and traditions (history, geography, and geopolitics), the author will discuss whether Turkey is prepared to produce globally minded citizens in today's interconnected world. The history of civic education in modern Turkey can be divided into four time periods, as organized by Ince (2012): The Single Party period (1923-1946), the Democratic Party period (1946-1960), the first military intervention period (1960-1980), and the second military intervention period (1980 onward).
Jan L. Tucker Memorial Lecture: Illuminating Equity through Global Learning
Author: Landorf, Hilary
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Global Education,College Curriculum,Undergraduate Study,Equal Education,Diversity

Jan Tucker was a man of firm convictions and enormous energy. He was a serious scholar, a powerful leader, a generous mentor, and from all accounts, a force to be reckoned with. The author never met Jan, but a big part of the reason she came to Florida International University (FIU), was because of his legacy. Jan Tucker was a professor of social studies education at FIU from first the year the university opened its doors to students, in 1972, until his untimely death in 1997. It is a deep honor for the author to give the Jan L. Tucker Memorial Lecture, which is presented in this article. The author begins with a snippet or two of Jan Tucker's work, moves into her own global learning story, transition to an example of university-wide global learning, and then move into equity through global learning, with strategies for social studies educators and students.
Networking between Ethnomathematics, STEAM Education, and the Globalized Approach to Analyze Mathematical Connections in Daily Practices
Author: Rodríguez-Nieto, Camilo Andrés
Date: 2022-00-00
Type: Journal Articles
Subjects: Ethnography,Mathematics,STEM Education,Art Education,Global Approach,Networks,Educational Theories,Interdisciplinary Approach,Epistemology,Cultural Context,Relevance (Education)

Ethnomathematics, STEAM Education, and the Globalized Approach are articulated to analyze mathematical connections in daily practices. For this, the networking strategies were considered (understand the theoretical approaches; contrast-compare; coordinate-combine; synthesize-local integration). In the coordination and comparison, the complementarities between the approaches were evidenced and based on these, an empirical phenomenon was analyzed on the connections in daily practices carried out by five artisans who worked in the elaboration of kites, cabinets, masks, and drawers, agriculture, and masonry. From the integration strategy, three results were identified: (i) intra-disciplinary connections, which make it possible to present mathematics as an integrated whole, rather than as a set of isolated knowledge; (ii) interdisciplinary connections, between knowledge from different disciplines that feed into each other; and (iii) connections between the mathematics practiced by cultural groups with institutionalised mathematics that are, at the same time, globalized because they relate mathematics to the socio-cultural context.
Promoting Pre-Service Primary Teachers&apos; Development of NOSI through Specific Immersion and Reflection
Author: Crujeiras Pérez, Beatriz
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Scientific Principles,Inquiry,Science Education,Misconceptions,Epistemology,Pedagogical Content Knowledge,Foreign Countries,Science Process Skills

This study examined pre-service primary teachers' (PPTs) initial NOSI conceptions and their evolution after the immersion in a specific teaching module focused on inquiry and NOSI. The participants were 40 PPTs attending a science education course during a semester. The study consisted of a pre-test/post-test design approach framed qualitative methods. The intervention consisted of nine 90-minute sessions in which participants addressed NOS and NOSI aspects through explicit-reflective teaching combined with the implementation of inquiry tasks set in everyday-life contexts. Data were collected through an open-ended questionnaire both at the beginning and at the end of the module and they were examined through content analysis. The main findings suggest that pre-service teachers presented naive NOSI conceptions when entered the course, and their ideas improved considerably in most of the NOSI aspects after their immersion in the teaching module.
The Effect of Agile Leadership on Teachers&apos; Professional Development and Performance
Author: Yalçin, Elif
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Effectiveness,Principals,Teacher Attitudes,Leadership Styles,Foreign Countries,Teachers

The aim of the study is to determine the effect of the agile leadership characteristics of school principals on the professional development and performance of teachers. The relational survey model was used in the study and data were collected from 575 teachers. Data were collected through the Marmara Agile Leadership Scale, the Attitude Scale towards Professional Development and the Performance Scale. The data were analyzed by t-test, ANOVA, correlation, and regression tests. It was determined that the agile leadership characteristics of school principals perceived by teachers significantly predicted and positively affected teachers' attitudes towards professional development and their performances. In addition, it was revealed that teachers' attitudes towards professional development significantly predicted and positively affected their performance.
Mapping &quot;A Situation of Open Education&quot;: Using Collaborative Relational Mapping to Explore Motivations and Constraint among Open Educators
Author: Elias, Tanya
Date: 2021-00-00
Type: Journal Articles
Subjects: Open Education,Teacher Collaboration,Feminism,Teacher Attitudes,Access to Education,Social Justice,Audiences,Standards,Faculty Workload,Teaching Methods,Barriers,Educational Change,Maps,Computer Software,Scaling,Teacher Surveys

This short paper, analyzes &quot;a situation of open education&quot; using a relational map constructed in collaboration with a group of open educators as part of a larger study of the implications of scale within the field of open education. Applying situational analysis research methodology with its feminist and post-structural underpinnings, the purpose of this study is not to seek a &quot;right&quot; or &quot;wrong&quot; approach to scale but instead to invite a small group of open educators to deconstruct the concept of scale. This research approach is qualitative, critical and tentative and is written in the first person in alignment with the belief that research is neither objective nor neutral. The relational map presented offers insight into the desires of open educators to increase access, enact social justice, extend beyond the course and reach wider audiences in ways that consistently reject mass standardization. It also highlights the ways in which their efforts are constrained by overwork, a constraint that compels some open educators to adopt large-scale technologies and approaches. Building the foundation for the next stages in the larger research project, it highlights open educators' complicated relationships with scale. This paper concludes that there is a need to better differentiate the mechanisms of scale through which transformation with open education might be achieved.
Students&apos; Opinions, Views, and Perceptions of Science Laboratory Learning: A Systematic Review of the Literature
Author: Nicol, Christian Bob
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Science Laboratories,Science Education,Literature Reviews,College Students,Student Experience,Science Activities

The scientific community continues to give conflicting impressions about the contribution of laboratory activities to science learning and yet ignores the views of students who are the focus of learning. In this paper, we reviewed postsecondary school students' experiences in the science laboratories. Students were most concerned about the impact of the laboratory activities and their preferences pointed more towards greater independent, participatory and interactive learning engagements. This review has implied that students should not be left out in science laboratory learning reform efforts and their views about what obtains in the science laboratories should be routinely monitored to inform such reforms.
Challenges to Achieving a More Inclusive and Sustainable Open Education
Author: Iniesto, Francisco
Date: 2021-00-00
Type: Journal Articles
Subjects: Barriers,Inclusion,Sustainability,Open Education,Online Courses,Access to Education,Foreign Countries

This paper showcases relevant initiatives to address inclusive and sustainable development through the objectives of UNESCO's Sustainable Development Goal 4 (SDG4) towards ensuring inclusive and equitable quality education and to promote lifelong learning opportunities for all. These research projects have been possible thanks to initiatives such as the global Open Educational Resources (OER) Graduate Network (GO-GN), a research network that facilitates collaborative research in the area of open education. These types of initiatives empower collaborative research proposals thanks to joint participation in working groups and seminars, which facilitate research collaborations with a clear focus, in this case, on inclusive and sustainable development. In this paper, several challenges on achieving a more inclusive and sustainable Open Education are discussed, such as the need to use accessibility metadata standards to improve the search and sharing of OERs in open repositories, the recommendation to use frameworks like Universal Design for Learning (UDL) to provide inclusive design feedback, and the benefits of action-oriented Massive Open Online Courses (MOOCs) to promote sustainability.
Higher-Order Thinking Skills Based on Marzano Taxonomy in Basic Biology I Course
Author: Insani, Metri Dian
Date: 2019-11-00
Type: Journal Articles
Subjects: Biology,Taxonomy,Science Instruction,Thinking Skills,Pretests Posttests,Classification,Essay Tests,Decision Making,Problem Solving,Inquiry,Active Learning,Logical Thinking,Abstract Reasoning,Innovation,Foreign Countries,Profiles,Undergraduate Students

This research was aimed at profiling student's thinking skills in dealing with Higher-Order Thinking Skills (HOTS) questions based on Marzano taxonomy by referring to 13 indicators. This pre-experimental research employed pretest-posttest design. The indicators included were comparison, classification, deductive reasoning, inductive reasoning, error analysis, construction, analysis perspective, abstraction, decision making, investigation, problem solving, inquiry experiment, and innovation finding. The instrument used was a 13-essay question (r-Pearson= 0.79 and Cronbach alpha = 0.68). The data gained from 98 students of Natural Science Education was then analyzed using paired t-test. The results showed the significant different between pre-test and posttest (sig. &lt;0.01). As many as four HOTS indicators (i.e. deductive reasoning, error analysis, construction, and abstraction) were categorized as low level. Meanwhile, the eighth HOTS indicators were categorized as moderate level, namely: comparison, inductive reasoning, analysis perspective, decision making, investigation, solving problem, inquiry experiment, and innovative finding. In addition, the classification indicator was considered in high level in the end of the course. It can be concluded that, in general, students' HOTS are still in moderate level. Thus, the proper strategies should be designed to improve this condition into the optimal level.
Cultural Levels and Preservice Teachers&apos; Behaviour towards the Use of Open Educational Resources
Author: Asghar, Muhammad Zaheer
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Open Educational Resources,Preservice Teachers,Intention,Technology Uses in Education,Student Attitudes,Behavior,Cultural Influences,Foreign Countries,Social Influences,Self Efficacy,Teaching Methods

The behaviour to use innovation and technology for teaching, learning, and research is influenced by different levels of culture, ranging from the supranational, professional, and organizational to the individual level. The current study focused on the organizational, professional, and individual levels of cultural influence on preservice teachers' intentions towards the use of open educational resources (OERs). This study is based on the theory of planned behaviour (TPB) and different levels of culture for innovation and technology usage. A survey was conducted on preservice teachers (n = 376) enrolled in the universities of Punjab (Pakistan). Structural equation modeling (SEM) was applied through smart-PLS. The results revealed that pre-service teachers were aware of the importance of OERs. It was found that preservice teachers' intentions played an important role towards their actual behaviour to use OERs. Personal level culture and perceived behavioural control influences the pre-service teacher's intentions to use open educational resources. The study has policy and practice implications for developing a social, cultural, and psychological environment to enhance pre-service teachers' intentions to use OERs. Future studies may be conducted on the effect of supranational and national culture on institutional policies designed to adopt OERs.
Problem Solving Process and Creative Thinking of Students in Ecosystem Issue
Author: Santi, Delinta Herlia
Date: 2019-11-00
Type: Journal Articles
Subjects: Problem Solving,Creative Thinking,Environmental Education,High School Students,Foreign Countries,Academic Ability,Grade 11

Nowadays environmental issues challenge the educational field to cultivate problem solving process and creative thinking skills in students. The objective of this research was to observe the problem solving process and creative thinking of students at State Senior High School in Klaten Regency in solving the ecosystem problem based on the academic ability (high, medium, and low). This research was qualitative which used think-aloud technique in which the subjects (S) were nine students chosen by using stratified random sampling technique. The data analysis used was triangulation. The problem solving process skill was scored from the students' thinking structure in tackling the problem served. Furthermore, the students' creative thinking ability was measured from the students' final results in coping ecosystem problem which then was scored based on the creative thinking skill rubric. The results showed that there were errors found in problem solving process of S1, S2, S3, S4, S5, S6, S8 and S9 due to their lack of background knowledge. Meanwhile, the errors resulted by S7 were caused of misconception. In addition, the students who had high, medium, and low academic abilities tended to have the creative qualifications as creative, medium, and less creative in sequence.
Assessing a Modified Jigsaw Technique with Theoretical Triangulation
Author: Anderson, Bill
Date: 2022-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Instructional Effectiveness,Teaching Methods,Student Responsibility,Critical Thinking,Cultural Differences,Child Rearing,Student Satisfaction,Thinking Skills,Females,Undergraduate Students,Teamwork,Learning

The jigsaw technique has been successfully used in classrooms for decades, though less in higher education. Groups are formed with each student having a precise piece of information necessary to complete the assignment. Next, expert groups of students with the same material meet to sharpen their understanding before reforming their initial group to share their new insights. This study sought to assess a modified jigsaw format where students received their material two days before the class, began with the expert groups, and closed with mixed groups where students taught their material and completed the assignment. A random 30% sample of assignments (n = 110) from three classes was analyzed using a pattern-matching technique (Yin, 2013) and coded utilizing the six levels of Bloom's revised taxonomy (Anderson &amp; Krathwohl, 2001) and six significant learning types (Fink, 2013) as predetermined codes. One-way ANOVA found no significant difference between classes, F (2, 540) = 1.244, p. = 0.289, when coded with the taxonomy. Results were positive, indicating thinking well above rote learning (M = 2.9, SD = 1.233) with most (39.9%) students effectively comparing material. Coding was similarly positive for learning types (Fink, 2013), again, with no significant difference between classes, F (2, 501) = 3.036, p. = 0.084. Integration, making connections between varied information, was the primary type of learning (31.9%) used. Evidence of students learning about themselves was also noted (31.3%). The modified jigsaw was a well-received addition to the class and effective in teaching this material.
Crossword Puzzles and Knowledge Retention
Author: Torres, Elisa R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Puzzles,Student Participation,Cooperative Learning,Tests,Scores,Knowledge Level,Retention (Psychology),Educational Games,Active Learning,Graduate Study,Nursing Students

Students perceive crossword puzzles as enjoyable. In addition to students' perceptions, crossword puzzles actually improve knowledge retention. However, crossword puzzles increased exam scores for some students but not others. Recommendations have been made for students to create puzzles for their classmates to complete with the rationale that students are encouraged to research and understand the material in order to write meaningful clues for the puzzle. While students enjoy creating their own crossword puzzles, the association between students creating crossword puzzles and knowledge retention is unknown. The purpose of this project was to determine if creating crossword puzzles and completing peers' crossword puzzles were associated with improved knowledge retention indicated by higher scores on quizzes. Students in a research course from two institutions across three semesters had the option each week to upload a blank puzzle they created prior to completing each other's puzzles and taking a quiz. Quiz scores were compared between those who did versus did not create their own puzzles and complete their peers' puzzles. Results varied by institution and programs as well as the same program within the same institution but different semesters. Results highlight the importance of moving beyond student perceptions and towards assessing knowledge retention while taking into consideration institution, program, and semester.