ethanporcaro/eric-fulltext-meta huggingface dataset:
The Transformation of Mythological Stories into the Art of Painting
Author: Türe, Ahmet
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Mythology,Painting (Visual Arts),Personality Traits,Medieval History,Artists,History,Nationalism,Social Attitudes,Political Attitudes,Fairy Tales,Folk Culture,Fiction

Mythology tells about the character traits and relationships in human society. Topics are about tenderness, betrayal, motherhood, or the courage of love. In the visual arts, the mythological genre was formed in the Middle Ages; He painted legends and traditions. Images of ancient heroes and gods appeared in the pre-Christian period and occupied an important place in the works of Renaissance artists. In the 18th century, mythological scenes became part of the national ideology and began to have social and political overtones. Depicting generals and rulers as ancient gods, artists conveyed state events through &quot;Heavenly&quot; battle or genre scenes. At the center of the mythological scene are gods, heroes of fairy tales and legends, fairy creatures and fictional historical characters. The artist pays great attention to image perspective and volume to give the viewer a realistic impression of what is going on. A large number of vivid images, attention to detail, rich and dynamic subject matter, an abundance of nudity distinguish this type of painting. Using the play of light and shadow, bright tones and deep contrast, painters brought their subjects to the fore, created image depth and increased the effect of the canvas on the audience. In this article, based on the stories of mythological characters, the connections between mythology and the art of painting are explained, the use of mythological elements in the art of painting and its transformation into the art of painting are exemplified. [For the complete volume, &quot;Proceedings of International Conference on Studies in Education and Social Sciences (Antalya, Turkey, November 11-14, 2021). Volume 1,&quot; see ED625228.]
Iran-Turkey Comparison in Concerning the Rights and Needs of Children with Disabilities
Author: Hassani, Fahimeh
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Childrens Rights,Students with Disabilities,Student Rights,Equal Education,Cultural Differences,Disability Identification,Diagnostic Tests,Access to Health Care,Access to Education,Educational Legislation,Special Education,Preschool Education,Institutional Characteristics,Elementary Secondary Education,Home Programs,Hospitalized Children,Special Schools,Inclusion,Services,Civil Rights

Raising a child with a lifelong disability requires time, attention, and the development of skills to assist the child to be healthy and participate in usual childhood activities. Caring needs may include providing medical care, education, and support. The study aimed to determine the educational system and support systems for children with disorders in Iran and Turkey and to establish the similarities and differences between these two countries. The research is a descriptive method that consonant with the nature and type of study, which a comparative study is, has been done in four stages description, interpretation, proximity, and comparison. This study analyzed the national education system of Turkey and the Iranian educational system. The data was collected through a checklist that included different data on various dimensions studied. The researchers collected the data via correspondence, the Internet, and books. Data collection was in line with the designed questions. The results of this study are as follows: the two countries are somewhat similar in terms of various financial, cultural, and educational support. But the crucial point of this research is to identify people with the disorder and the educational method. In Turkey, children are identified and referred to the relevant organization from birth and are monitored and controlled from then on. The children would be recognized from delivery in Iran, but screening children before joining the school is at the age of six. The study approved that Turkey's education system is more coordinated than Iran, as once a child is diagnosed with a disorder, the children's education initiates and, the children take re-assessment tests every year, and based on the results of these tests, skills which there is a defect and what needs to be done is written.
Evaluation of the New 8th Grade Mathematics Textbook Computerized, and Non-Computerized, Activities from Teachers&apos; Points of View
Author: Karama, Muneer Jebreel
Date: 2022-00-00
Type: Journal Articles
Subjects: Textbook Evaluation,Secondary School Mathematics,Textbooks,Grade 8,Electronic Publishing,Foreign Countries,Middle School Teachers,Mathematics Teachers,Teacher Attitudes,Computer Uses in Education,Institutional Characteristics,Public Schools,Private Schools,Evaluation Methods,Information Technology,Handheld Devices,Mathematics Activities

The study aims to evaluate the computerized, and non-computerized activities in the new Palestinian mathematics textbook for 8th grade according to the point of view of teachers who taught with the book during the last semester and who have long years of experience in teaching mathematics. The researcher developed a new framework from a literature review that was used to evaluate mathematics and computerized activities in the 8th-grade textbook. The analysis for this paper was conducted with data using quantitative and qualitative methods, an interview &amp; a questionnaire. The questionnaire, which was utilized for this study, consisted of 23 indicators and a 5-point LIKERT scale in light of the framework, 2 Mathematics, teachers were interviewed in a semi-structured method. A tool of this study was validated by a group with expertise in teaching math and tested through CRONBACH'S alpha (0.84). Seventy-two teachers participated in the study, and they select through purposeful sampling using a voluntary process. They contacted through email and Facebook Messenger and were provided with a link for the questionnaire designed on a Google Drive sheet. The general result shows a neutral evaluation of the computerized activities, and the same results were confirmed through a semi-structured interview. The results showed no significant differences due to gender or years of experience as a teacher, while there were differences between the types of schools, with the government and UNRWA schools on the one hand and private schools on the other. However, the evaluation was below average for the following indicators: open-ended problems, the induction method, ICT (such as using smart devices), and the simplicity of the language used for computerized activities. In light of these results, the researcher recommends that computerized activities that were rated below average be enriched and that gaps be bridged.
Gender Bias in School Mathematics Textbooks from Grade 1 to 12 in Palestine
Author: Karama, Muneer Jebreel
Date: 2020-02-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Secondary Education,Mathematics Instruction,Mathematics Materials,Textbook Content,Social Influences,Language Usage,Illustrations,Gender Bias,Textbook Bias,Mathematics Curriculum,Stereotypes

This study examines one of the most important social concepts and perspectives in mathematics textbooks from first grade to 12th grade in Palestine, which is gender bias. To achieve the goal of this study, the researcher conducted a quantitative and qualitative content analysis of an interval sample of these textbooks. Content analysis is considered an important method for revealing the strengths and weaknesses of curriculum components. The content analysis addressed the use of gender in names, verbs (actions), pictures, pronouns, and professions. The result confirms a male bias in all aspects of the analysis. The same result was confirmed by the qualitative analysis of profession types mentioned in mathematics textbooks for both females and males. In light of these results, the researcher strongly recommends that the curriculum be reformed to improve the gender balance.
Preferences, Inequities, and Incentives in the Substitute Teacher Labor Market. EdWorkingPaper No. 22-680
Author: Kraft, Matthew A.
Date: 2022-11-00
Type: Reports - Evaluative
Subjects: Substitute Teachers,Teacher Shortage,Teacher Supply and Demand,Incentives,Teacher Attendance,Blacks,African American Students,Racial Segregation,Racial Composition,Teacher Salaries,Labor Supply,Hispanic American Students,Academic Achievement,Racial Discrimination,Equal Education

We examine the labor supply decisions of substitute teachers -- a large, on-demand market with broad shortages and inequitable supply. In 2018, Chicago Public Schools implemented a targeted bonus program designed to reduce unfilled teacher absences in largely segregated Black schools with historically low substitute coverage rates. Using a regression discontinuity design, we find that incentive pay substantially improved coverage equity and raised student achievement. Changes in labor supply were concentrated among Black and Hispanic substitutes from nearby neighborhoods with experience in incentive schools. Wage elasticity estimates suggest incentives would need to be 50% of daily wages to close fill-rate gaps.
Using a Definition to Find the First Derivative of Functions: Misconceptions and Remediation at the Collegiate Level
Author: Karama, Muneer Jebreel
Date: 2021-00-00
Type: Journal Articles
Subjects: College Freshmen,College Mathematics,Calculus,Student Attitudes,Misconceptions,Mathematical Concepts,Definitions,Problem Solving,Intervention,Mathematics Instruction,Teaching Methods,Instructional Effectiveness,Instructional Design,Assignments

The aim of this research was to study and investigate first year university calculus students' misconceptions about how to use the definition of limit to find the first derivative of functions and then remediate these misconceptions by using APOS theory (Action, Process, Object, and Schema). Students (n = 82 female and male) were selected based on their performance in the first semester of university, i.e., purposive selection. Data obtained in the pretest indicated five types of misconceptions students had in handling the first derivative by finding the limit of function by the definition method. The researcher conducted a remedial plan on the concept of conjugates using APOS theory as an intervention for the remedy and recovery. The result of the post-test showed improvement and progress in the student's achievement, so the intervention was effective by using APOS Theory. The researcher recommended using APOS for similar situations.
The Opinions of the Candidate Teachers of Art Education about Preparatory Body Exercises
Author: Girgin, Figen
Date: 2022-12-00
Type: Journal Articles
Subjects: Art Education,College Students,Human Body,Human Posture,Art Teachers,Preservice Teachers,Exercise,Pain,Exercise Physiology,Foreign Countries,Painting (Visual Arts),Psychological Patterns

Students in the field of painting work long hours and in inappropriate postures. In this qualitative study, it was aimed to evaluate the experience and awareness of art education teacher candidates about performance-based musculoskeletal disorders and their views on preparatory physical exercises. Semi-structured interviews were conducted with 22 senior students studying at Trakya University, Department of Art Education. As a result of the thematic analysis, twelve sub-themes emerged under five major themes (i.e. &quot;Exercise experience&quot;, &quot;Physical pains&quot;, &quot;Effects of exercise&quot;, &quot;Breath awareness/Breath hold, &quot;Spent time&quot;). Complaints of neck, low back pain, and then backache and holding breath are common among art education teacher candidates. More research is needed to raise awareness of musculoskeletal pain of students in the field of painting, as well as to prevent such disorders, and to plan and implement ergonomic processes.
Individual Participant Data Meta-Analysis of the Impact of EEF Trials on the Educational Attainment of Pupils on Free School Meals: 2011-2019
Author: Ashraf, Bilal
Date: 2021-05-00
Type: Information Analyses
Subjects: Lunch Programs,Eligibility,Mathematics Achievement,Literacy,Academic Achievement,Intervention,Achievement Gap,Private Financial Support,Educational Research,Randomized Controlled Trials

This study investigates the impact of Education Endowment Foundation (EEF)-funded trials on pupils eligible for free school meals. Although similar analysis is conducted during each individual evaluation, this report conducts a meta-analysis using data from 88 trials and over half a million pupils to reach conclusions. The report contributes to the evidence about what type of approaches may be effective at reducing the attainment gap, which influences the choice of interventions that EEF chooses to trial and scale up. This study investigates the immediate impact of EEF-funded interventions on attainment in literacy and mathematics based on the following research questions: (1) Do EEF trials improve literacy/mathematics attainment of pupils eligible for FSM? (2) What broad types of interventions are more beneficial for mathematics and literacy outcomes of FSM pupils? and (3) Do FSM pupils improve their literacy/mathematics attainment more or less from EEF-funded interventions compared to their non-FSM peers? [This report was written in partnership with the Durham Research Methods Centre (DRMC).]
Understanding the Challenges for Evidence-Informed School Improvement Support in Disadvantaged Schools: An Exploratory Study. Research Report
Author: Walker, Matt
Date: 2020-05-00
Type: Reports - Research
Subjects: Disadvantaged Schools,Barriers,Achievement Gap,Readiness,Evidence Based Practice,Educational Improvement,Institutional Autonomy,Foreign Countries,Principals,School Districts,Leaders,Educational Change,Elementary Secondary Education

This exploratory study was commissioned by the Education Endowment Foundation (the EEF). The report presents findings on the challenges facing schools in disadvantaged circumstances (characterised by the EEF as 'Priority Schools'). Priority Schools, which include both primary and secondary schools, have a high proportion of pupils eligible for free school meals (FSM) and have been identified as being most in need of support to raise overall levels of attainment while also closing the gap in attainment between disadvantaged pupils and their peers. The study also explored schools' 'readiness' to engage with external support on evidence-informed approaches to school improvement, including the conditions that are necessary to support this. This report identifies and explores two key issues: (1) The challenges faced by Priority Schools in raising attainment (and any variations according to phase, school type or Ofsted category); and (2) Priority Schools' 'readiness' to engage with evidence-informed school improvement support (including the conditions enabling and hindering engagement). A key theme emerging through the research is that of agency. System leaders agreed with headteachers that the external challenges mentioned placed their schools under considerable pressure; and that it was difficult for school leaders to improve their schools when facing such obstacles. However, they also believed that headteachers sometimes failed to see themselves as critical change agents -- demonstrating a tendency to focus on the enormity of the external challenge, rather than on the possibilities to make specific, targeted, changes to those elements of a child's school day, over which they could exercise control.
Framing the Dialogue for Systemic Equity Reform in STEM Faculty Careers
Author: White-Lewis, Damani K.
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: STEM Careers,College Faculty,Educational Change,Systems Approach,Sex Fairness,Racism,Social Justice,Track System (Education),Personnel Selection,Change Strategies,Personnel Evaluation

The NSF-funded Envisioning and Enacting an Inclusive and Diverse STEM Professoriate (EEIDSP; NSF# 2041007) Framing the Dialogue for Systemic Equity Reform in STEM Faculty Careers report advances three big ideas we believe are essential for a national dialogue on systemic reform for equity in STEM faculty careers: 1) Tracing, Addressing, and Dismantling Systemic Inequities in STEM Faculty Careers; 2) Tracking in STEM Faculty Careers; and, 3) Broadening the Bar: Redefining What Counts in Hiring and Evaluation. We believe that engagement with these key ideas across the entire faculty career ecosystem (including institutions of higher education, funding agencies, disciplinary societies, publishers, and other parts of the ecosystem) will help to lay the foundation for building consensus towards key equity-advancing transformation in STEM faculty careers. [This report was produced with Aspire: The National Alliance for an Inclusive and Diverse STEM Faculty.]
K-12 Value Networks: The Hidden Forces That Help or Hinder Learner-Centered Education
Author: Arnett, Thomas
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Student Centered Learning,Learner Engagement,Educational Benefits,Holistic Approach,Barriers,Elementary Secondary Education,Educational Change,Networks

The conventional model of schooling is outdated and overdue for replacement. As learners make their way through high school, survey results show that close to 66% end up disengaged. Those who successfully navigate the system gain a narrow set of academic skills that may or may not align with their individual needs, interests, and strengths. And as a side effect of conventional schooling, learners often form fixed mindsets about their abilities and see their value and identity through the narrow framing of academic ranking systems. Learner-centered education is a distinct educational paradigm that offers a more holistic approach to meeting the needs of every learner, with the goal of helping youth thrive and build fulfilling lives. It embraces the unique talents, interests, and potential of every learner and collaborates with learners to design learning experiences and pathways tailored to their interests, needs, and aspirations that help them pursue their potential. Yet, such learning environments are far and few between as learner-centered education struggles to gain traction within the broader public K-12 education landscape. Despite numerous efforts over the last century to reform and transform conventional education, the hallmarks of the conventional model remain entrenched. In partnership with Education Reimagined, this paper offers a theory-based framework for understanding why established schools struggle to change their instructional models, and then offers insights to help learner-centered models take root. [Written in partnership with Education Reimagined.]
New Trends in Philanthropy to Support Racial Equity and Learners of Color
Author: Coggins, Celine
Date: 2023-00-00
Type: Reports - Research
Subjects: Private Financial Support,Grants,Minority Group Students,Race,Equal Education,Social Justice,Decision Making,Educational Finance,Elementary Secondary Education

Socioeconomic factors such as income have historically driven equity-focused education grant funding. The events of 2020, from the murder of George Floyd and other Black Americans to the COVID-19 pandemic, heightened scrutiny into ongoing racial injustice and disparities in the United States. In fall 2021, Grantmakers for Education set out to determine whether and how many of its members were moving from intention to action, making grantmaking decisions with explicit attention to racial and ethnic groups that have been historically marginalized. Results show it is clear there is movement among Grantmakers for Education members to increase support for racial equity. However, to really make a difference, funders need to be ready to maintain funding for the long term. With contentious elections on the horizon that will place race and education at the center of many divisive debates, will funders stay the course? Working together can move intention to action to support racial equity and justice for learners nationwide.
At-Home STEM Lab Kits in Higher Education: Lessons Learned from the COVID-19 Pandemic and Recommendations for Future Success
Author: Swindell, Andrew
Date: 2022-00-00
Type: Reports - Research
Subjects: STEM Education,Science Education,Higher Education,Educational Quality,Access to Education,Online Courses,Educational Technology,Science Laboratories,Costs,Access to Computers,College Role,College Administration,Barriers,Legal Responsibility,Partnerships in Education,COVID-19,Pandemics,School Closing,Science Teachers,Accreditation (Institutions),Feedback (Response),Integrity

This brief presents original research that explored the value and future use of online tools for science teaching, like at-home lab kits. Data collection took place in May 2022 during which time five virtual focus groups on various STEM subjects (Biology, Physics and Engineering, Anatomy and Physiology, Environmental Science, and Chemistry) were conducted with a total of 45 participants. Participants were selected to include a range of institutional types (i.e., 4-year public and private universities, community colleges, and technical colleges) and institutional roles (i.e., science deans, chairs, program coordinators, and faculty). Findings were centered on the quality, access, and institutional support for science education with recommendations for institutions to: (1) Provide HyFlex options to increase access; (2) absorb costs like in-person labs; (3) consider the difference between emergency online vs. planned online; and (4) a call for more flexible state boards for accreditation. [This brief was created in partnership with Carolina Distance Learning.]