ethanporcaro/eric-fulltext-meta huggingface dataset:
The Opinions and Needs of Science Center Instructors: The Case of Gökmen Space and Aviation Training Center (GUHEM)
Author: Aslan, Aysegül
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Attitudes,Opinions,Science Teaching Centers,Astronomy,Aviation Education,Foreign Countries,Exhibits,Elementary School Students,Science Curriculum,Scientific Concepts

This study aimed to examine the opinions of the instructors who work at GUHEM (Gökmen Space and Aviation Training Center) on the exhibition's content, how the exhibition spaces contribute to science education, especially astronomy and aviation, and the types of visitors who frequently visit the center. Nine instructors from GUHEM's science centers participated in the study. Data were gathered using the &quot;Instructor Opinion Form,&quot; with nine open-ended questions. The data elicited from these questions were subjected to content analysis. The findings showed that children aged 6 to 11 made up the majority of visitors; the fascinating exhibition areas focused on the Solar System and planets and interactive workshops with space and aviation themes, like those involving paper airplane construction and rocket competition, were very popular. In terms of the contribution of this center to science education, it was found that the GUHEM exhibitions played an active role in teaching the solar system, planets, and pressure. Although astronomy is the discipline with which the exhibition areas are most closely associated, it can also be linked to other disciplines like astrobiology, mathematics, and aviation. Instructors shared their worries that they won't be able to meet visitors' expectations and occasionally struggle to understand the subject during activities held at GUHEM. These findings led to the opinion that GUHEM and other science centers will function more effectively if schools and science centers collaborate more, the curriculum and exhibition content are improved, and the instructors receive professional assistance from academicians who are subject-matter experts.
The Predictive Effect of Toxicity on Satisfaction with Life at School
Author: Kaplan, Izzet
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Antisocial Behavior,Satisfaction,Educational Environment,Life Satisfaction,Teaching Conditions,Teacher Behavior,Conflict,Personality Traits,Personality Problems,Measures (Individuals),Predictor Variables

The effect of toxicity on satisfaction with life at school affects many variables. As parts of school culture, satisfaction and toxicity are related concepts. This study aims to determine the predictive effect of toxicity on satisfaction with life at school. In Turkey, no study has been found to be conducted about the relationship between organizational toxicity and satisfaction with life. Method of the research: This was a descriptive study based on the correlational survey model. In this study, it was supposed to determine the effects of teachers' demographic characteristics (gender, alma mater, professional seniority, and number of teachers in the school) and toxicity perceptions on satisfaction with life. The study group consisted of 1600 teachers working at 54 secondary schools in Sivas city center. Based on the calculation made, a sample of 223 teachers representing the population was created. The dependent variable of the study was teachers' satisfaction with life. Stepwise regression was used as a multiple regression analysis technique. In this regression analysis, a linear structure of the relationship between one dependent and more than one independent variable was tested. The results showed that the toxicity avoidance behaviors of teachers positively affected their perceptions of satisfaction with life. It was teachers' displaying conflict behaviors ([beta] = -,226) regarding toxicity. There was a decrease in the satisfaction with life of teachers who ventured conflict. Likewise, there was a negative effect ([beta] = -184) between the level of narcissistic behavior in the organizational environment and the level of satisfaction with life. The satisfaction with life levels of teachers who thought that narcissistic behaviors were exhibited in the organizational environment decreased. A positive relationship was found between the fourth ranked variable resistance ([beta] = ,149) and satisfaction with life. Teachers' resistance to painful toxic situations increased their level of satisfaction with life.
&quot;Underprepared&quot; Principals Leading Curriculum Reform in Lesotho
Author: Ralebese, Moeketsi David
Date: 2022-12-00
Type: Journal Articles
Subjects: Principals,Curriculum Development,Elementary Schools,Professional Development,Curriculum Implementation,Integrated Curriculum,Educational Change,Knowledge Level,Foreign Countries,Administrator Attitudes

This qualitative study explored the views of six Lesotho primary school principals regarding the in-service training they received to implement the integrated curriculum. Purposive sampling was used to select participants who met the inclusion criteria in Maseru, the capital city of Lesotho. A document analysis of the integrated curriculum was conducted, and open-ended interviews were conducted with participants and audio-taped, coded, and analysed using the thematic interpretive approach. Findings showed that the participants were partially trained to lead the implementation of the new integrated curriculum. The participants reported that their training was shorter compared to that of the teachers. Furthermore, teachers were trained before the principals, compelling the principals to rely on the teachers for implementation information and strategies. The unique finding emerging from the study is that principals in Lesotho had to learn the dynamics of implementing the new integrated curriculum from the teachers they were supervising. We conclude that having insufficient knowledge about curriculum reform disempowers school principals and holds potential threats to the implementation of new curriculum initiatives, not only in Lesotho but in many other centralised education systems. We recommend that policy reformers and curriculum supervisory authorities should adopt a renewed approach to empower principals with appropriate curriculum reform leadership skills.
A Pedagogy of Slow: Integrating Experiences of Physical and Virtual Gallery Spaces to Foster Critical Engagement in SoTL
Author: Supple, Briony
Date: 2023-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Educational Practices,Teaching Methods,Visual Arts,Arts Centers,Educational Environment,Physical Environment,Visualization,Thinking Skills,Pacing,Reflection

This article makes a case for SoTL practitioners to engage in what we term a pedagogy of slow. Here, &quot;slow&quot; connotes with waiting and patience. It takes time to learn and acquire the skills that a SoTL scholar needs. &quot;Doing SoTL&quot; we therefore argue, requires a pedagogy that takes time and sees time as an ally instead of as an opponent. In what the university has become, there seems little room for a pedagogy of slow that both offers and allows for time. In this article we present a case for considering engagement with the visual arts as part of a pedagogy of slow and the development of SoTL. By making the familiar strange, we acknowledge the implications of visual thinking strategies for social engagement by highlighting teaching and learning as relational. Working with colleagues in the context of continuing professional development, we collected data via focus groups and written reflections within physical and virtual gallery spaces to glean insight into participant experiences of slow looking as the antithesis to fast-paced and pressurised environments. We highlight how learning to become a SoTL scholar is an iterative process that requires time and generates what we term &quot;productive friction.&quot; This is the iterative process which creates dislocation and uncertainty within participants, but which also has the capacity to nudge towards a transformation of the professional self.
EdVee: A Visual Diagnostic and Course Design Tool for Constructive Alignment
Author: Trowsdale, Dan
Date: 2023-00-00
Type: Journal Articles
Subjects: Curriculum Design,Alignment (Education),Higher Education,Visualization,Learning Activities,Teaching Methods,Instructional Improvement,Course Evaluation,Educational Innovation,Models

The adoption of digital technologies in higher education offers new opportunities for student learning but also adds complexity to course design and development processes. Although practice varies across institutions and nations, a common response is that teams of people are now involved in the development and creation of blended and online courses. Members of such teams typically include instructional designers, academics, learning designers and technologists, and production teams, and courses are developed over time, often across separate locations and organisations. These factors are creating a need for tools that support the sharing of design information in distributed course design teams. This paper introduces such a course design tool, EdVee, which supports pedagogical innovation through the sharing and visualisation of constructive alignment of learning outcomes, content, learning, and teaching activities and assessment. Key concepts that underpin EdVee are drawn from systems engineering and product development. We demonstrate its value to course design through two case studies: the design of a new course and the evaluation of an existing course.
Emotions Experienced by Instructors Delivering Written Feedback and Dialogic Feed-Forward
Author: Hill, Jennifer
Date: 2023-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Emotional Response,Teacher Attitudes,College Faculty,Feedback (Response),Written Language,Student Evaluation,Summative Evaluation,Teacher Student Relationship,Proximity,Sense of Community,Dialogs (Language),Affective Behavior

Understanding the emotions experienced by higher education instructors related to assessment feedback, how instructors understand student emotions, and how instructors might manage these emotions positively, can help to secure the educational benefits of feedback. In this research, we aimed to explore the emotional responses that instructors experienced through the giving and receiving of assessment feedback. We undertook qualitative data collection, carrying out individual semi-structured interviews with instructors from three universities who had administered a dialogic feed-forward intervention on one of their teaching units. The full interview transcripts were analysed inductively using thematic analysis. Five main themes emerged from the interview data: 1. Summative written feedback aroused largely negative emotions in instructors because they felt distanced from their students; 2. Instructors experienced a broad range of emotions related to dialogic feedforward encounters, emerging from their proximity to students; 3. Dialogic feed-forward, as an affective encounter, was emotionally challenging for instructors; 4. Dialogic feed-forward built strong learning relationships between students and instructors, strengthening students' sense of belonging; 5. Dialogic feed-forward was transformational for instructors as educators. We consider the implications of our findings for instructors and wider assessment and feedback practices, including emotional labour, promotional reward, and instructor professional development.
Harnessing the Power of Evidence-Based Policymaking
Author: Boughton, Heather
Date: 2023-01-00
Type: Journal Articles
Subjects: Evidence Based Practice,Educational Policy,Policy Formation,State Boards of Education,Data Use

Evidence-based policymaking can transform the delivery of education services, restore public trust in schools, and improve outcomes for students. It can cut through the noise of political and cultural divisions and give decision makers clarity on how to prioritize the use of limited resources. And it can help build a shared understanding of where the systems designed to serve kids are working well--and where they aren't--so that leaders can ground their decisions in facts rather than anecdotes and in real student needs rather than perceptions of them. Given the many challenges to U.S. public education, students, educators and communities need nothing less than excellent support. By harnessing the power of evidence-based policymaking, state boards of education can make faster progress toward that excellence. When government leaders build data and evidence use into the fabric of their organizations, they are better positioned to accomplish the following: (1) understand students' needs; (2) strategically and equitably invest in evidence-based strategies aligned with those needs; (3) learn more about the impact of their investments, policies, and programs on students' opportunities and outcomes; and (4) continuously improve the state's education system.
Exploring Students&apos; Engagement in Distance Learning during the Pandemic of COVID-19: A Correlational Exploratory Design
Author: Alghanmi, Sahar Salem
Date: 2023-01-00
Type: Journal Articles
Subjects: Learner Engagement,Distance Education,COVID-19,Pandemics,Foreign Countries,College Students,Cognitive Development,Student Behavior,Emotional Development

This study aims to examine the students' level of engagement in distance learning during the pandemic of COVID-19. Among all learning models, students' engagement is considering a challenging factor, however this is particularly true in a remote learning environment. To obtain the research aims, a quantitative method, precisely Correlational Exploratory Design is conducted. Thus, a questionnaire is designed to collect the essential data from students. A total of (359) participants from Taibah University across different departments and programs were participated and completed self-report measures. The questionnaire consists of two main parts: first demographic questions, second different types of engagements (cognitive, behavioral, emotional, and social engagement) in distance learning. Making sense of these variables, enables reconsidering the decision-making regarding improving how distance learning is practiced for more successful and meaningful delivery. The result demonstrated that social engagement domain has been the only indicators of differences between gender in which female were more socially engaged than male, thus enhancing students' social engagement is a critical area to be considered. Moreover, the participants in this study measured cognitive engagement with 'strongly agreed' measure. While behavioral and social engagement were just agreed. However, emotional engagement was reported by them as natural. This finding indicated that the students were ready to shift to distance learning during COVID-19 and they need emotional support during this time. This study suggests recommendations on how to improve students' engagement.
Roadmap to Excellence: Strategic Planning for State Boards
Author: DeMaria, Paolo
Date: 2023-01-00
Type: Journal Articles
Subjects: Educational Quality,Strategic Planning,State Boards of Education,State Policy,Educational Policy,Program Implementation,Program Evaluation

Great organizations have a clear sense of what they want to accomplish and how they are going to get there. For state boards of education, this vision and roadmap are typically articulated in a strategic plan. The best plans are living documents that guide state board actions or multiple years; lesser plans gather dust. What separates the two? The answer lies partly in what the plan includes, partly in the process by which state boards arrive at the plan, and in large measure by what happens after the state board approves the plan.
Searching the Literature on Scholarship of Teaching and Learning (SoTL): An Academic Literacies Perspective--Part 1
Author: Healey, Mick
Date: 2023-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Search Strategies,Information Seeking,Literature,Citations (References),Academic Libraries,Databases,Search Engines,Knowledge Level

There are few references that critically evaluate the different ways of searching the literature on scholarship of teaching and learning (SoTL), or how these are related to researchers' goals. We use an academic literacies perspective as a lens with which to explore the different ways that literature searches may be undertaken. While searching the literature is often presented as a scientific objective process, the reality is much messier, nuanced, and iterative. It is a complex, context-dependent process. We provide a practical, critical guide to undertaking SoTL literature searches and argue that these need to be seen as socially constructed processes. There is no one right way of searching the SoTL literature. The academic literacies perspective leads us to emphasise the variety of different purposes for carrying out a literature search. We distinguish between using comprehensive tools and selective sources. We end by arguing that there is a need for SoTL researchers to be less insular and take purposeful steps to search for, cite, and amplify diverse voices. This article complements a separate one where we review and synthesise the SoTL literature. [For Part 2, see EJ1375466.]
Reviewing the Literature on Scholarship of Teaching and Learning (SoTL): An Academic Literacies Perspectiv--Part 2
Author: Healey, Mick
Date: 2023-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Search Strategies,Information Seeking,Literature,Citations (References),Databases,Search Engines,Knowledge Level

There are few sources that critically evaluate the ways of reviewing the literature on scholarship of teaching and learning (SoTL). We use an academic literacies perspective as a lens with which to explore the ways that literature reviews may be undertaken. While reviewing the literature is often presented as a scientific, objective process, the reality is much messier, nuanced, and iterative. It is a complex, context-dependent procedure. We provide a practical, critical guide to undertaking SoTL literature reviews. We distinguish between embedded reviews that present a review contextualising the research that follows, as in most SoTL articles; and freestanding reviews that synthesise research on specific topics. We discuss the nature of embedded reviews, and evaluate systematic and narrative review approaches to undertaking freestanding reviews. We contend that the claims of the superiority of systematic reviews are unjustified. It is important that contextually-sensitive judgements and interpretation of texts associated with narrative reviews are seen as central to the reviewing process, and as a strength rather than a weakness. This article complements a separate one, where we apply an academic literacies lens to reviewing the literature on searching the SoTL literature. Together, they present a narrative review of searching and reviewing the SoTL literature undertaken systematically. We call for studies investigating the lived experiences of SoTL scholars. We illustrate this argument with an auto-ethnographic account of the often-serendipitous nature of our hunt for sources in preparing this review and the way our thinking and writing evolved during the writing of the two articles. [For Part 1, see EJ1375465.]
How Attitudes towards E-Learning Affected the Academic Achievement during the COVID-19 Pandemic: An Example of a Nursing Skills Teaching
Author: Gurlek Kisacik, Oznur
Date: 2023-01-00
Type: Journal Articles
Subjects: Student Attitudes,Distance Education,Electronic Learning,Technology Uses in Education,Academic Achievement,COVID-19,Pandemics,Nursing Education,Nursing Students

It is known that the students' attitudes toward e-learning are an important factor in achieving the targeted learning achievement. The aim of the study was to determine the relationship between attitudes toward e-learning and the academic achievements. This cross-sectional and correlational study was conducted with a total of 135 first-year nursing students. Data were collected via Student Information Form, General Attitudes toward E-Learning Scale, Vital Signs Skills Laboratory Practice Assessment Videos. Two-Way ANOVA, Pearson correlation analysis, multiple linear regression analysis were used to analyze the data. The total mean score of the first-year NSs' general attitude scale toward e-learning was found to be 52.58±15.93. A statistically negative correlation was found between the &quot;avoidance of e-learning&quot; factor and the NSs' vital signs skills general achievement scores (r= -0.185; p= 0.035). Gender ([beta]1= 5.399, p= 0.001), receiving adequate counseling and help on using the e-learning platform ([beta]1= 4.895, p= 0.022) and avoidance of e-learning ([beta]1= -0.222 p= 0.046) explained 20.9% of the variance in vital signs overall achievement score. The results showed that negative attitudes and negative satisfaction with e-learning may lead to a decrease in e-learning academic achievement.
STEM Faculty Members&apos; Perspectives and Challenges towards Distance Learning and Virtual Classes during COVID-19 Outbreak
Author: Bawaneh, Ali Khaled
Date: 2023-01-00
Type: Journal Articles
Subjects: STEM Education,Barriers,Distance Education,Virtual Classrooms,COVID-19,College Faculty,Foreign Countries

The study aims at investigating the STEM faculty members' perspectives and challenges towards distance learning and virtual classes during COVID-19 outbreak. The results are compared with those of non-STEM faculty members from the same institution. Data collection was performed at the United Arab Emirates University in view of four demographic independent variables: Faculty Gender, Experience, Academic Rank, and Academic Track. The researchers adopted and implemented a questionnaire where its validity and reliability for collecting data have been verified. Mean, standard deviations, and one-way ANOVA tests were conducted. The results indicate that the overall of faculty members' perspectives towards distance learning and virtual classes and for both tracks (STEM, and humanities and social sciences) are Medium. The results do not show a significant difference at the level ([alpha] = 0.05) for the independent variables: gender, and experience. However, we observe significant differences for the academic track and academic rank. We notice some significant differences in favor of full professors and associate professors as compared to lecturers. We also observe some significant differences between STEM and non-STEM tracks in favor of the former one. The results show that the calculated means for the challenges in using distance learning and virtual classes for the STEM, and humanities and social sciences tracks are Weak. This indicates that there are no apparent challenges that hinder the effort in teaching. The results do not show a significant difference at the level ([alpha] = 0.05) for all independent variables: faculty gender, experience, academic rank, and academic track. The study concluded with few recommendations. The university should continue supporting the current efforts to provide all the requirements of teaching and learning via distance learning and virtual classes such as suitable infrastructure, internet, smart apps, and technical support. There is always a need for continuous updates of the teaching and learning platforms in line with ongoing development and training for instructors and students.