ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of School-Family Collaboration and Parent&apos;s Behavior on Students&apos; Ethical Behavior
Author: Sekerci, Özlem Gülgez, Reyhan
Date: 2021-03-00
Type: Journal Articles
Subjects: Family School Relationship,Parent Attitudes,Parent Child Relationship,Student Behavior,Ethics,Values Education,Moral Values,Moral Development,Young Children,Kindergarten,Preschool Teachers,Teacher Attitudes,Administrator Attitudes,Foreign Countries

The aim of this study is to provide opinions on the evaluation of parents' attitudes and behaviors in developing cooperation in ethical education. Although the research is a qualitative study, the study group consists of 10 participants, 5 principals and 5 teachers. A semi-structured interview form was prepared and interview technique was used to collect data. The data were analyzed using the content analysis technique. According to the results of the research, to increase children's awareness of ethical principles and moral virtues, to support each other between family and school so that children can become good people, to transform the understanding of school-family cooperation to contribute to moral education, to the moral maturation of children in order to cooperate with the child and school, effective and new ways should be developed and various and different measures should be taken to carry out these actions. To be positive, desirable and morally mature for children, the school and family must be able to collaborate with the child and find effective and new ways to do this. In the field of moral education, it is essential to provide the measures that families and all collaborators should take, by revealing the need and understanding of cooperation. It is necessary to provide follow-up and support that can ensure very carefully school-family-child cooperation for maximum implementation.
A Resource Recommendation for Improving Musical Expression and Narration in Piano Education: An Examination of Loeschhorn Op. 65 Etudes
Author: Alper, Akgül
Date: 2021-05-00
Type: Journal Articles
Subjects: Music Education,Musical Instruments,Music Techniques,Music Activities,Musical Composition,Instructional Materials,Self Expression

This current study primarily focuses on the contribution of the etudes, which have a significant role in piano education, to musical expression and narration improvement. Starting from this point of view, Op. 65 etudes by Albert Loeschhorn which were released as studies for improving technical and musical expression and with the aim of being used in different stages of piano education were investigated. According to Loeschhorn, the term etude was not considered to be an exercise to overcome a specific technical difficulty. Instead, he constructed etudes that were intended for clearing technical problems and that gave particular importance to students' expressing the musical sentences by composers, which can be considered among the main factors in music and music education. In this research, the studies that were designed to increase awareness on these issues were analyzed. The etudes that were analyzed in this study were limited to the first Op. 65 book. Several pedagogues and researchers in the field along with parallel views with educators on the importance of musical expression and narration concluded that the etudes by Loeschhorn could be beneficial to resolve various problems by prioritizing musical expression and narration.
Career Aspirations and Decision Making Self Efficacy: Secondary School Students&apos; Assessment Based on KCSE Exams in Kenya
Author: Winga, Maureen Adhiambo
Date: 2021-04-00
Type: Journal Articles
Subjects: Occupational Aspiration,Decision Making,Self Efficacy,Secondary School Students,Student Evaluation,Foreign Countries,College Entrance Examinations,Career Guidance

The purpose of the study was to determine career decision making self efficacy by assessing career aspirations and attainment in National examinations. The objectives of the study were to: Find out the students sources of career information, assess career aspirations, and to determine career decision making self efficacy. A descriptive survey research design was adopted for the study. The study population consisted of 4200 students. A sample size of 420 was selected using stratified random sampling technique. Questionnaires and document analysis guide were used for data collection. Reliability was computed using test re-test and the co-efficient was 0.7. Content validity was ascertained in literature. Data was analyzed using descriptive statistics. It was noted that 55.08% of the students relied on their career masters for career guidance. Career aspirations were presented in a table. It was found that the students had poor career decision making self efficacy. Only 10.6% of the students attained the cut off points for their career aspiration. The study may be useful to teachers, counselors, administrators and parents who will be able to assist students in making worthwhile career choices.
Reflections on Women in Internationalization
Author: Tasçi, Gülsah
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Women Faculty,Global Approach,Disproportionate Representation,Higher Education,Sex Fairness,Sustainable Development,Faculty Mobility,Social Mobility,Overseas Employment,Feminism,Social Networks,Teacher Collaboration,Gender Bias,Career Development,Teacher Researchers

Today, internationalization is among the most important strategic goals of higher education. In this context, academicians hold a significant place in academic knowledge exchange since they constitute the key mechanism in internationalization. Despite this fact, female academicians continue to be underrepresented in the internationalization of higher education. Considering the emphasis on Sustainable Development Goal 5, which states that gender equality is the basis of sustainable development for all individuals until 2030, it is clear that women faculty members should be supported more in the internationalization process of the higher education. Further studies are required to determine how much of the inequalities experienced by women academics in terms of international academic mobility, visibility, and international publication opportunities are being transferred to international academic environment. For this reason, the present article aims to investigate the representation of female academicians in the internationalization of higher education from a feminist theory approach. Results of our study clearly indicate that there is a need for new policies in terms of the &quot;visibility&quot; of female faculty members in higher education in the world.
Service Quality and Student Satisfaction Using ServQual Model: A Study of a Private Medical College in Saudi Arabia
Author: Sibai, Mohamad Tarif
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Quality,Student Attitudes,Grade Point Average,Predictor Variables,Pharmaceutical Education,Medical Students,Student Characteristics,Gender Differences,Empathy,Medical School Faculty,Quality Assurance,Private Colleges,Foreign Countries,Measurement Techniques,Services,Medical Schools

The study assessed the service quality and satisfaction among Pharmacy students at one of the private medical colleges in Saudi Arabia using ServQual model. Specifically, it sought to determine the respondents' profile in terms of gender, year level, and grade point average; service quality using SERVQUAL Model; over-all students' satisfaction of students on the provided college services; and which profile and service quality dimensions best predict the over-all satisfaction of the students. Using a descriptive statistics and Multiple Regression Analysis for data analysis, this paper had 189 respondents. Based on the results, majority of the respondents were female from levels 2, 3, and 4 with above average GPA. Responsiveness, empathy and tangibility dimensions of service quality had a negative gap, which means that the expected services did not meet the perceived services on the cited service quality dimensions. Meanwhile, when overall satisfaction was measured, students expressed satisfaction to the college services. Year level was a predictor for all measures of student satisfaction; while GPA was identified as a negative predictor to student satisfaction in terms of faculty. Students' satisfaction in terms of faculty was best predicted by responsiveness, assurance, tangibility. Meanwhile, assurance was a predictor of students' satisfaction in terms of curriculum. Responsibility, responsiveness and assurance, on the other hand were predictors of students' satisfaction in terms of students services and facilities. Finally, the overall student satisfaction was predicted by responsiveness, assurance and tangibility.
Views of Social Studies Teachers on E-Learning
Author: Erol, Hüseyin
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Social Studies,Electronic Learning,COVID-19,Pandemics,Foreign Countries,Integrated Learning Systems,Web Based Instruction,Secondary School Students,Self Efficacy,Teacher Education,Faculty Development

Online educational platforms have recently been used to compensate for educational activities that have been interrupted all around the world due to the pandemic during the year 2020. This study was conducted to reveal reflections of e-learning on social studies courses. Among qualitative research designs, the case study method was used. The data were collected using semi-structured interview. The study group consisted of 27 social studies teachers working in public secondary schools in Adiyaman province of Turkey. Those teachers were determined based on purposeful sampling method. These teachers were determined based on non-random purposeful sampling criterion. They were interviewed considering that they used the online education platform intensively during the pandemic and had the necessary experience to make evaluation in this regard. The data were collected between September and November 5, 2020. The data were analysed using inductive analysis. The study results showed that social studies teachers could not literally adapt to e-learning activities due to their lack of knowledge about using computers. They did not internalize virtual education but had a perception that such education could be used as a supportive one for face-to-face education or for review. The study found that the EBA (Education Information Network), the most comprehensive online educational platform in Turkey, could not literally meet the needs in terms of infrastructure and content. Teachers endeavoured to adapt to e-learning during the pandemic and they welcomed admiringly the preparations made by the MEB (Ministry of National Education) despite the deficiencies therein. The majority of teachers stated they did not receive any course related to e-learning during their undergraduate education. In-service e-learning training can be provided to social studies teachers. E-learning courses can be included in the programs in education faculties. The Ministry of National Education can enrich its infrastructure.
Happy Schools: Perspectives and Matters of Organization-Pedagogy in School&apos;s Building and Development
Author: Gi?n, Ph?m Minh
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Environment,Models,Educational Innovation,Psychological Patterns,Elementary Schools,Secondary Schools,Universities,Interpersonal Relationship,Criteria,School Safety,Prosocial Behavior,Principals,Administrator Role

Building &quot;happy schools&quot; has been one of the key concerns by many countries in recent years with an aim to create a friendly, safe, and happy teaching and learning environment so that teachers and students can have more motivation in improving their teaching and learning achievements, thus bringing forth more happiness to the involved individuals and organizations. The article introduces the concept of a &quot;happy school&quot;, outlined the perspectives on building happy schools by the world and Vietnamese political, cultural leaders, educational researchers as well as organizations so that they can be applied in the process of educational innovation. Thereby, the authors identify the key elements and criteria for such a &quot;happy school&quot; model, clarify the roles of the schools' headmasters as well as summarize a set of ten messages for a happy school to prepare under the current situation of school innovation.
The Development of an Interactive Learning Resource along with Contents on a Social Network to Promote Bangchan Subdistrict of Petchaburi Province through the Way of Buddhism
Author: Diyen, Naphat
Date: 2021-00-00
Type: Journal Articles
Subjects: Buddhism,Social Networks,Interaction,Teaching Methods,Models,Needs Assessment,Social Media,Educational Resources,Foreign Countries

This research was aimed to examine, develop and find out the quality of an interactive learning resource along with contents on a social network to promote Bangchan Subdistrict of Petchaburi Province through the Way of Buddhism, to evaluate the perception and the satisfaction of the sampling group towards the interactive learning resource along with contents on a social network to promote Bangchan Subdistrict of Petchaburi Province through the Way of Buddhism which was developed in accordance with the 5 stages of the ADDIE Model as in Analysis, Design, Development, Implementation and Evaluation. The tools consisted of 1) a questionnaire on the needs analysis, 2) the interactive learning resource along with contents on a social network to promote Bangchan Subdistrict of Petchaburi Province through the Way of Buddhism, 3) evaluation forms for the quality of the contents and the media presentation, 4) a form to evaluate the perception, and 5) a questionnaire on the satisfaction for the sampling group. The data were collected from the people who lived or were involved in Bangchan Subdistrict of Petchaburi Province and followed Facebook Fanpage of Wat Potaimanee, Petchaburi Province, and they had to be followers for at least 1 month and were willing to fill out the questionnaire. They were chosen using purposive sampling method and there were 30 people in total. The findings showed that the needs were at a high level ([X-bar] = 4.30, S.D. = 1.01). After the design and the development of the resource by the researchers and the evaluation for the quality by the expert panels, it was found that the quality of the contents was at a very good level ([X-bar] = 4.96, S.D. = 0.20) and the quality of the media presentation was at a very good level ([X-bar] = 4.72, S.D. = 0.45). The perception of the sampling group was at a high level ([X-bar] = 4.42, S.D. = 0.69) and the satisfaction of the sampling group was at the highest level ([X-bar] = 4.59, S.D. = 0.54). Therefore, the interactive learning resource along with contents on a social network to promote Bangchan Subdistrict of Petchaburi Province through the Way of Buddhism could be put into use.
Understanding How Leadership Matters: Collective Efficacy and Student Achievement
Author: Haug, Matthew E.
Date: 2021-05-00
Type: Journal Articles
Subjects: High Schools,School Effectiveness,College Readiness,Academic Achievement,Institutional Characteristics,Public Schools,High School Students,High School Teachers,College Entrance Examinations,Urban Schools,Suburban Schools,Rural Schools,School Location,Correlation

The purpose of this study was to examine the relationships among collective efficacy factors, as measured by the Illinois 5Essentials Survey, and college readiness scores, as reported by American College Testing (ACT), for high schools in the state of Illinois. The 5Essentials have been considered crucial to school success and therefore used to describe learning environments and as basis for decisions on school improvement. However, little research has investigated the efficacy of the 5Essentials in their impact on academic achievement. This study used Illinois 5Essentials Survey and ACT data to interrogate the value of 5Essentials. Analysis of data determined that while correlational relationships do exist among the 5Essentials (collective efficacy factors) and that some have predictive qualities for student achievement, the strengths of those relationships are, at best, weak. Outcomes of this survey provide insights that policy makers should consider when recommending the use of these factors to influence school culture and student achievement.
An Evaluation Constructivist Approach in High School Teaching Process: A Scale Development and Validation
Author: Aslan, Dolgun
Date: 2021-05-00
Type: Journal Articles
Subjects: Constructivism (Learning),High School Teachers,Test Construction,Test Validity,Foreign Countries,Factor Analysis,Curriculum Evaluation,Test Reliability,Science Education

The purpose of this study was to evaluate the educational process of students in terms of fundamental principles and approaches based on the constructivist approach in Turkey. In this study, which was carried out using quantitative methods, the internal consistency coefficient of the scale developed was estimated to be high. Cronbach's alpha values ranged between [alpha] = 0.86 (teaching process), and [alpha] = 0.69 (gains), and the alpha value for the total scale was calculated as [alpha] = 0.75. The population of the research comprised students continuing their education in three public and three private science high schools in Istanbul. The initial number of items in the student scale was 25. As a result of the pilot test, the student scale was reduced to 19 Items. In the exploratory factor analysis of the scale used in this study 5 factors emerged.
Early Childhood Education and Instructional Ecology: A Vygotskian Approach in Teaching Early Childhood Social Studies
Author: Ofori-Attah, Kwabena
Date: 2021-05-00
Type: Journal Articles
Subjects: Learning Theories,Sociocultural Patterns,Preservice Teachers,Student Attitudes,Instructional Effectiveness,Teaching Methods,Academic Achievement,Social Studies,Early Childhood Education,Teacher Education Programs,Cognitive Development,Undergraduate Students

This study guided by Vygotsky's Zone of Proximal Development (ZPD) theory explored the perception of pre-service teachers about the application of the ZPD in the classroom. Five participants, all junior students, were purposefully selected from a university in the southern region of the United States to participate in the study. Open-ended interview questions were designed from a review of the literature regarding the effectiveness of Vygotsky's ZPD in the classroom. Axial coding was used to analyze the data for the final research report. A major finding from the study is that Vygotsky's ZPD is recognized by Educator Preparatory Providers (EPPS) as a major instructional approach used to promote student achievement and that some pre-educator candidates perceive problems implementing this innovative form of teaching social studies in the early childhood classroom. Another significant finding from the study is that it extends our knowledge about the application of Vygotsky's ZPD in the early childhood social studies classroom. Implications for early childhood teacher preparation and future research are considered in the paper.
Content Validation of Direct Behavior Rating Multi-Item Scales for Assessing Problem Behaviors
Author: Daniels, Brian
Date: 2021-06-00
Type: Journal Articles
Subjects: Content Validity,Student Behavior,Measures (Individuals),Behavior Problems,Response to Intervention,Test Construction,Factor Analysis,Elementary School Teachers,Psychometrics

Direct Behavior Rating (DBR) is an efficient method for monitoring changes in student behavior in response to intervention. Emerging research on DBR Multi-Item Scales (DBR-MIS) indicates that DBR-MIS has promising characteristics as a progress-monitoring assessment. Specifically, the multiple items within DBR-MIS allow stakeholders to measure specific behaviors at the item level, as well as global constructs at the scale level. In addition, studies have shown that fewer rating occasions are necessary to reach acceptable levels of dependability when using DBR-MIS as opposed to single-item scales (DBR-SIS). The purpose of the study was to develop and validate DBR-MIS problem behavior scales (Disruptive, Oppositional, Interpersonal Conflict, and Conduct Problems) that may be used to evaluate students' response to social-emotional or behavioral intervention. Within the first phase of development, item content was generated and subjected to evaluation by panels of researchers and school-based consumers. Exploratory factor analysis (EFA) was then used in the second phase to identify items that represented the strongest indicators of each construct. Teachers (N = 307) in Grades K-3, from 35 school districts across 13 states in the Northeastern, Midwestern, Southern, and Southwestern United States each completed ratings for one randomly selected student (N = 307). Results of the EFA using a starting pool of nine to 11 items for each DBR-MIS initially indicated one-factor solutions for the Disruptive and Oppositional scales and a two-factor solution for the Interpersonal Conflict scale. Consequently, a new Conduct Problems scale was created from items loading on the second factor. Implications for progress monitoring and future research are discussed. [For the corresponding grantee submission, see ED610401.]
Service Learning: A Philosophy and Practice to Reframe Higher Education
Author: Mortari, Luigina
Date: 2021-05-00
Type: Journal Articles
Subjects: Service Learning,Educational Philosophy,Educational Practices,Educational Change,Higher Education,Citizen Participation,Outcomes of Education,Preservice Teachers,Foreign Countries

In order to answer the call of Agenda 2030 (UN, 2015), higher education must assist in giving form to a new society in which democracy is cultivated in both the minds and practices of our society. A democratic education is the answer to the challenges of contemporary society, which is characterized by indifference and an unwillingness to engage for the common good. Educational practices are often aligned to this trend so that they are planned with the aim of developing competences useful for individual success and the economic improvement of society. It is necessary to envision a new design for higher education that promotes in people the disposition to engage in the construction of a society where everyone has an equal opportunity to live a good and fulfilling life. Useful for this purpose can be a rediscovery of the classical position of Plato, Socrates, and Aristotle that present virtue and ethics as a theoretical framework for education. This framework can be used as a foundation upon which to renew academic practices by planning and designing experiences able to translate theory into actions. Service learning is an interesting model that would allow for this and would guide practices that support a democratic education informed by virtue and ethics. If useful for redirecting higher education, service learning is particularly suitable for educating teachers, the practitioners who have a great responsibility for transforming society through education. In this paper, after developing the appropriate theoretical framework, we present, as an example of service learning, the Community Research Service Learning experience carried out at the University of Verona in the Primary Teacher Education master's degree program.