ethanporcaro/eric-fulltext-meta huggingface dataset:
Hybrid Teaching in Schools: Pedagogical Innovation and Professional Well-Being in a Time of Pandemic
Author: Stoloff, Sacha
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Instructional Innovation,Well Being,COVID-19,Pandemics,Resilience (Psychology),Foreign Countries,Elementary School Teachers,Secondary School Teachers,Web Based Instruction

At a time where education seems submerged by crisis, some teachers manage to be resilient in order to innovate to adapt and meet educational expectations. This research's objectives are twofold: 1) to report on their pedagogical innovations and 2) to describe their professional well-being during this unprecedented time. A multi-case study with 20 teachers working in Quebec, in primary and secondary schools, made it possible to present 1) the guidelines teachers followed which directly affected their work context and modulated their professional task, 2) the practices specific to planning, teaching and evaluating, and 3) the evolution of professional well-being, shown alongside with the findings.
Collaborative Online International Learning Classes to Enhance Co-Creation in Canada and Japan
Author: Inada, Yuko
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Education,Cooperative Learning,Online Courses,Problem Based Learning,Career Development,Entrepreneurship,Problem Solving,Communication Skills,Teamwork,Cultural Awareness,Self Esteem,Student Motivation,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,College Students,Outcomes of Education

The coronavirus disease (COVID-19) globally accelerated distance learning. Students who wish to create new businesses pursue collaborative learning in a cross-cultural environment. However, the research on the effect of collaborative learning on such courses is scant. This study investigated the changes in students' entrepreneurial competencies and cross-cultural knowledge, skills, and abilities before and after participating in an online global career course and the differences between students from three Canadian universities and a Japanese university in collaborative online international learning (COIL). Survey data were collected from June to August 2021, before and after the course, from 33 participants. The questionnaire survey was based on the five main categories of knowledge, problem-solving skills, communication skills, cross-cultural understanding and teamwork skills, and confidence and motivation. The results revealed statistically significant differences in all the categories before and after the course. Considering the effect sizes, all five categories except for confidence and motivation improved following the course, showing that both the individual and the collaborative learning in the course design worked well in the COIL approach. Although most of the students lacked a business background, they could understand the basic frameworks for business planning through self-study in the asynchronous sessions and considered the tasks and solutions in the synchronous collaboration stage. Furthermore, the students from the Canadian universities performed well in all five categories and the students from the Japanese university performed well in four categories. Considering the budget and accessibility, students' learning outcomes in COIL have a positive effect on their understanding of global careers.
The Practice of Ethical Leadership among Managers of News Websites from Journalists&apos; Point of View
Author: AlKhudari, Majed Numan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,News Media,Web Sites,Ethics,Leadership Styles,Journalism,Gender Differences,Experience

This study aimed to identify the degree to which Jordanian news websites managers practice ethical leadership from the point of view of journalists working for these sites. The study followed the descriptive-analytical approach. The sample of the study consisted of 317 journalists. To achieve the objective of the study, a 26-item questionnaire distributed to four domains: personal characteristics, administrative characteristics, human relations, and communication with others was applied. The results showed that the degree of ethical leadership practice by the managers of Jordanian electronic news sites from the viewpoint of those working for these news websites was medium. The results also showed no significant differences between the means of ethical leadership among Jordanian news website managers from the journalists' point of view due to gender. Significant differences were shown in favor of journalists with an experience of 10 years or more. In light of the results, the study recommended training courses for Jordanian news website managers to enhance and practice ethical leadership more effectively.
A Meta-Analysis of the E-Learning Influence on Vocational Education and Training (VET): Preliminary Study of Virtual to Actualization
Author: Daryanto, Eka
Date: 2022-00-00
Type: Journal Articles
Subjects: Meta Analysis,Electronic Learning,Vocational Education,Effect Size,Outcomes of Education,Computer Assisted Instruction,Internet,Computer Simulation,Instructional Effectiveness

This study aims to analyze the effect of e-learning on VET learning, the factors that support the success of e-learning, and the role of e-learning in practical learning performance. This type of research was a quantitative study with a meta-analysis approach. A total of 18 articles on e-learning in VET learning were selected as samples. The 18 articles were taken from the journal of Sinta accredited (the national index in Indonesia). The data is analyzed by determining the effect size value. The main finding of this study indicates that e-learning has a significant influence on VET learning. This result is obtained by measuring the average effect size value of 18 articles which is 0.344 &gt; 0.25, categorized as a significant effect category. Another interesting finding is that the effect of e-learning in VET learning is only on the learning outcomes of particular theoretical and performance learning, increased motivation, and increased interest. For performance learning, not all can be accommodated by e-learning, only practical learning using computer and internet media such as digital simulation learning and WEB programming. Whereas in conventional performance/practical learning, e-learning cannot be used as the primary form of learning. The limitation of this study is the low number of studies on the use of e-learning in VET learning. As a result, this study provides a less broad representation. A meta-analysis on the effect of e-learning on VET learning is undoubtedly an exciting study. The reason is that almost all forms of VET learning are performance learning (practical learning). Therefore, e-learning in VET practical learning is a new study that can be developed.
The Effect of an Instructional Intervention Based on the Use of Video-Worked Examples to Promote Elementary Students&apos; Science Process Skills
Author: Solé-Llussà, Anna
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Science Process Skills,Inquiry,Active Learning,Video Technology,Problem Solving,Science Activities,Foreign Countries

Several reforms in national and international curricula have been implemented to introduce inquiry-based activities to promote different science process skills. Science skills require high cognitive effort for students and, thus, they need supports to develop them in an inquiry process. Among these supports, video-worked examples demonstrate how to perform these skills and provide students with a scheme for an inquiry activity. Recently, video-examples has been explored in primary and secondary education with promising results. However, to gain a broader perspective on their effectiveness, this article aims to evaluate the consistent improvement of each science skill from a comparison with a control group carrying out two consecutive classroom interventions. This research included 44 students in fifth and sixth grades and a quasi-experimental research design with a quantitative method has been applied. In the experimental group, video examples had a positive influence on the participants? inquiry behavior. For most of the science skills, students showed a consistent improvement in both the first and second inquiries supported by these videos. However, the control group showed less predictable outcomes, as some skills improved only during the first or the second intervention, but not throughout the whole study.
Foundations Matter: Pre-Service Teachers&apos; Understanding of Osmosis and Diffusion in Relation to Their Formal Science Education Backgrounds
Author: Ziherl, Sasa
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Knowledge Level,Scientific Concepts,Science Education,Educational Background,College Freshmen,Foreign Countries,Scientific Attitudes

Osmosis and diffusion are fundamental topics in science education because many processes in nature largely depend on these phenomena. However, many students usually hold misconceptions and have a lack of knowledge about these topics. This study explores pre-service teachers' understanding of osmosis and diffusion in relation to their prior formal education. The main reason for the study was the need to support pre-service teachers so that they can effectively teach these topics. A total of 243 first-year students in bachelor's programs at the University of Ljubljana participated in the study. The results showed that students that graduated from vocational and technical secondary schools had a weaker understanding of these topics compared to students from general secondary schools. Furthermore, only students that had passed the leaving exam in biology showed a better understanding of osmosis and diffusion.
A Call for Social Justice Work: How Three Women of Color Experienced Their Administrator Preparation Program to the Assistant Principalship
Author: Chen, Lisa
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Justice,Minority Groups,Administrator Education,Women Administrators,Assistant Principals,Leadership Styles,Leadership Training,Administrator Attitudes

In this day and age, when educational administrators are required to make effective progress and academic achievement for all students, educational administrator preparational programs must equip all prospective leaders with the skill sets, knowledge, and experience to lead diverse student populations to high levels of learning and academic success. In this exploratory qualitative study, the researchers examined the lived experiences of three women of color in their educational administrator preparational program to their first administrative role as assistant principals. Selected participants participated in semi-structured interviews. A synthesis of key research on social justice education, social justice leadership, ethical leadership, and social justice work defined the researchers' definitions of social justice and social justice work. Using Starratt's (1991, 1996) multidimensional model on ethical leadership to address social justice work, the researchers found that even though there was not a pervasive theme of social justice in the program, the women felt &quot;prepared&quot; for their next job. Yet, participants still suggested that the program &quot;go deeper&quot; in addressing how to do social justice work in order to address the demands placed on all educational administrators today. Findings from this paper reveal an immediate call to action for educational administrative leadership programs to prioritize and to prepare all aspiring leaders for social justice work with a discussion on what next steps for initiating and implementing social justice work could possibly entail.
Assistant Principals Reconsider &quot;Normal&quot; Following COVID-19
Author: Van Tuyle, Vicki
Date: 2022-00-00
Type: Journal Articles
Subjects: Assistant Principals,COVID-19,Pandemics,Educational Change,Coping,School Closing,Online Courses,Change Strategies,Organizational Change,Administrator Attitudes,Administrator Role,Elementary Secondary Education,Discipline,Teacher Evaluation,Coaching (Performance),Interpersonal Relationship,Family School Relationship

When COVID-19 changed schooling in Illinois from face-to-face teaching and learning to remote teaching and learning, the transformation was sudden and swift. While there may have been premonitions and feelings of urgency about the effects of the novel coronavirus, there was little time to plan for the change that would take place and little information to understand how this change would be implemented and monitored over the next several months. There was no gaining buy-in from faculty, parents, and students for the abrupt change. There was no professional development to prepare for the dramatic changes in delivery of instruction. There was no preparation to overcome the resistance that frequently accompanies organizational change. How this change was handled is of significance for the way schools move forward. What did they manage well? What did they learn from the changes? And how does dramatic change affect how schools move forward?
Structure of the Observed Learning Outcomes (SOLO) Model: A Mixed-Method Systematic Review of Research in Mathematics Education
Author: Adeniji, Saidat Morenike
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Research,Mathematics Education,Models,Outcomes of Education,Theory Practice Relationship,Student Evaluation,Evaluation Methods

The review followed the preferred reporting items for systematic review and meta-analysis (PRISMA) standard to search and report relevant articles on the use of SOLO model in mathematics. A systematic search was conducted in Education Source, ERIC, JSTOR, and PsycINFO databases and yielded 198 studies. After screening and appraisal, 62 papers (37 qualitative, 17 quantitative, and eight mixed-method studies) published in English between 1990 and 2020 were reported using a narrative synthesis. The findings indicated that SOLO model appropriately reflects students' learning outcomes; there is a direct relationship between students' performances and their SOLO levels; and SOLO model could explain several other developmental theories and contribute to the development of mathematics curricula. These findings highlight the gaps between theory and practice of this model in mathematics education, and informs education professionals about the diverse applications of the SOLO model for improving mathematics teaching and learning, fair assessment, and curriculum development.
Do I Really Belong Here?: EdD Student Perceptions of a Poster Gallery Walk to Mitigate Imposter Syndrome and Match with a Dissertation Chair
Author: Puckett, Heidi
Date: 2022-00-00
Type: Journal Articles
Subjects: Doctoral Students,Education Majors,Self Concept,Student Attitudes,Self Esteem,Sense of Community,Group Membership,Department Heads,Doctoral Dissertations,Visual Aids

The doctorate in educational leadership at XYZ University prepares leaders to make positive changes in their communities and organizations. An important aspect of the program requires students to complete a Dissertation in Practice related to a problem identified within their educational setting. Students begin work on the dissertation during their first semester and solidify the focus during the second semester, when they are matched with a chairperson. This type of academic endeavor can lead to feelings related to imposter syndrome, including anxiety and fearfulness related to their academic abilities. Faculty at XYZ University have implemented an innovative active learning experience, a poster presentation and gallery walk, to mitigate imposter syndrome and foster initial relationships between students and their dissertation chairperson. In a survey of participants, students confirmed that the gallery walk experience decreased feelings related to imposter syndrome and left them feeling supported and confident in their capabilities to complete a dissertation.
Effectiveness of Principal Preparation per the NELP Standards: An Assessment of One University&apos;s Performance
Author: Boyland, Lori G.
Date: 2022-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Principals,Administrator Education,Standards,Professional Associations,Program Evaluation,Leadership,Administrator Attitudes

Quality preparation of school leaders is important for school success and improved student outcomes. The purpose of this study was to investigate the perceptions of principal alumni and superintendents about the quality of a university's principal preparation program in relation to the NELP Standards. Utilizing survey methodology, anonymous responses were collected from 74 practicing principals who are graduates of the program asking how well prepared they were for their school leadership roles. Survey responses were also collected from 38 superintendents across our state regarding their perceptions about the university's preparation of principals based on their experiences working with principal graduates hired within the last three years. Both principal and superintendent respondents agreed that program graduates were overall well-prepared per the NELP Standards, with 100% of principal alumni reporting they would recommend the program to others. Respondents also provided narrative suggestions and several areas were noted for further review and to inform program improvement. These results are useful in the pursuit of continued advancement of the field of leadership education by providing information beneficial in assessing and further developing university preparation programs for school leaders.
Repairing the Principal Pipeline: Does Hiring Type Slow the Leak?
Author: Buckman, David G.
Date: 2022-00-00
Type: Journal Articles
Subjects: Principals,Labor Turnover,Teacher Shortage,Personnel Selection,Promotion (Occupational),Personnel Needs,Job Applicants,Recruitment

School principals' have a significant impact on student achievement and positive educational outcomes (Beteille et al., 2012; Branch et al., 2013; Miller, 2009; Miller, 2013; Supovitz et al., 2010). There are concerns regarding the high turnover rate and shortage of applicants for school leadership positions currently within the United States (Beteille et al., 2012; Burkhauser et al., 2012; Burkhauser, 2015; Jensen, 2014; Whitaker, 2003). According to research, this current state of affairs significantly impacts high poverty schools (Beteille et al., 2012; Miller, 2013). This quantitative research study aimed to contribute to the body of literature regarding principal retention and investigate whether there is a significant relationship between hiring type (i.e., internal or external promotion) and principal retention in the state of Georgia when controlling for potential covariates. Using information obtained through the Georgia Department of Education (GaDOE) and the Governor's Office of Student Achievement (GOSA), 132 principals were included in the study cohort involving panel data from 2015-2019. Using a conceptual framework based on human resource theories and the internal promotion cycle, a random-effects logistic regression examined the relationship between hiring type and principal turnover. Principal race and CCRPI scores emerged as statistically significant variables in relationship to principal turnover. Although hiring type was not statistically significant, the practical significance of internal promotion in combination with other factors is supported. Insight is provided into identifying leadership candidates, the hiring process, and increasing principal retention rates despite the demands of the job. This knowledge could significantly impact school districts' hiring practices and the development of leadership programs in the educational community.
Pre-Service Teachers&apos; Teaching Anxiety, Teaching Self-Efficacy, and Problems Encountered during the Practice Teaching Course
Author: Gorospe, Joanne D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Anxiety,Self Efficacy,Barriers,Classroom Techniques,Predictor Variables,Instructional Program Divisions,Expectation,Student Teaching,Student Teachers,Foreign Countries,Stress Variables,Readiness

Practice teaching represents authentic experiential learning and culminating experience to better prepare the prospective teachers for actual teaching experience. However, pre-service teachers who go through the practicum have a number of worries and anxieties which could lower their teaching self-efficacy and consequently their performance. This study aimed to determine the relationship between the pre-service teachers' teaching anxiety and teaching self-efficacy, the possible reasons for such teaching anxiety, and pre-service teachers' suggestions to lessen, if not totally eliminate it. For this purpose, student-teacher anxiety and self-efficacy scales have been used for data collection as well as interviews among the pre-service teachers. The findings revealed that pre-service teachers' teaching anxiety significantly relates to their teaching self-efficacy and among the factors of teaching anxiety, classroom management best predicts pre-service teachers' teaching self-efficacy. It was also found that there is a significant difference between the levels of teaching anxiety of the pre-service teachers depending on their grade level placement. As perceived by the pre-service teachers, the main cause of their teaching anxiety is high expectations from cooperating teachers and students; hence they recommend better planning and preparation for internship.
Perceptions of ESP Lecturers&apos; Professional Development in China: An Ecological Perspective
Author: Li, Boli
Date: 2022-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Foreign Countries,Second Language Instruction,Language Teachers,Professional Development,Professional Autonomy,College Faculty,Teacher Attitudes,Communities of Practice

The teaching of English for Special Purposes (ESP) has become the mainstream of English teaching in Chinese universities. This article, from a perspective of Educational Ecology, explored ESP lecturers' professional development in Chinese universities. Semi-structured interviews were conducted on 13 ESP lecturers who were in the interim of transforming from teaching of English for General Purposes (EGP). It was found that there existed an imbalance in the ESP lecturers' professional development in terms of internal and external ecology. In order to resume the ecological niche, this article proposed a quadruple symbiosis of ESP lecturers' professional development, namely an integrity of ESP lecturers' autonomy, management support, ESP teacher community, and ESP teacher training and enterprise cooperation internship.