ethanporcaro/eric-fulltext-meta huggingface dataset:
Public School Superintendent Sagacity: A Foundation for Financial Leadership
Author: Klocko, Barbara A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Public Schools,Superintendents,Leadership Qualities,Money Management,Instructional Leadership,Decision Making,Educational Finance,Employment Experience,Stress Variables,Networks,Mentors

In an era of accountability, competition for student enrollment, and the necessity to balance district budgets, district leaders are seeking to thrive despite these legitimate stressors. Among the responsibilities of a superintendent, financial leadership balanced with instructional leadership is critical to the success of a school district and the leader. This study sought to explore how superintendents construct their financial leadership savvy and develop financial sagacity in a context where they are under stressful and ever-changing conditions. Findings from this study indicate that superintendents rely primarily on professional networks to inform their decision making and that there is a significant relationship between job experience and stress related to school finances. Researchers also identified implications for superintendents related to level of stress, the importance of professional networks and mentoring, and the essence of creative strategies aligned to financial decision making for superintendents.
Analysis of Strategies Used by Students in Solving Motion Problems According to the Presentation of the Problem
Author: Eryilmaz-Toksoy, Seyhan
Date: 2022-04-00
Type: Journal Articles
Subjects: Motion,Problem Solving,Scientific Concepts,Secondary School Science,Physics,High School Students,Grade 11,Comprehension,Foreign Countries,Cognitive Processes

In this research, it was aimed to analyze the problem solving strategies used during solving problems related to constant speed and constant acceleration motion, which are often used in graphs, according to the presentation of the problem (text and graph). The research was carried out with 119 students studying in the 11th grade. In the research conducted in a case study pattern, data were collected using the problem solving strategies scale used in Physics at the high school level and open-ended questions about problems presented in two different ways. Scores from the scale were analyzed through the SPSS 25 program, and data from open-ended questions were analyzed by content analysis. According to the results obtained from the scales, it was determined that the problem-solving strategies used by students did not differ according to the presentation of the problem, but there was a difference in the stages of understanding the problem and organizing the problem according to the results obtained from open-ended questions. According to these results, it can be said that the way the problem is presented mostly affects the stage of understanding the problem. The understanding phase affects the solution process and the time required for the solution.
Challenges of Providing Learners with Scaffolding during Synchronous Online EFL Teaching
Author: Demirkol, Tuba
Date: 2022-04-00
Type: Journal Articles
Subjects: Barriers,Scaffolding (Teaching Technique),Synchronous Communication,Electronic Learning,English (Second Language),Second Language Instruction,Videoconferencing,College Students

This study employed Walsh's (2006) concept of classroom interactional competence to investigate the classroom interaction during synchronous online English language teaching. The data of this study is comprised of 8 40-minute video recordings of an EFL class at a state university's English preparatory program. The data belongs to the same group of learners who were taught by the same EFL instructor. The classes were held via ZOOM, a free video-conferencing program. The analysis focused on scaffolding moves of the teacher- specifically reformulation, extension, and modeling moves- for two reasons. First, the data was abundant in terms of teacher talk samples falling into this category. Second, several scaffolding attempts of the teacher were observed to fail due to technology-related problems. There was evidence in the data that the lack of body language harmed the dialogic nature of teacher-learner interaction and reformulation, and extension moves could not bring about extended learner turns. Regarding the unsuccessful modeling, it was observed that the teacher's failure to use annotation tools hindered the learners' noticing of teacher modeling. As a result, these findings have implications for foreign language teachers' adaptation to online teaching and also for the optimization of video-conferencing tools to be developed for educational use.
How Can School Compensate for Home Disadvantage? The Role of Schooling on Equalizing Social Distinctions
Author: Soylu, Ayse
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,Disadvantaged Youth,Institutional Role,Inclusion,Teachers,Student Characteristics,Classroom Environment,Social Differences,Equal Education,Social Class

Explaining the social function of schooling through maintaining, reproducing, and increasing inequalities does not provide a clear framework for what can be done to help the disadvantaged benefit from education. In order to break this vicious circle of describing deficiencies and perpetuating, it is necessary to focus more on the recovery and compensatory function of education. This qualitative study, conducted with grounded theory, explores mechanisms within schools that can compensate for disadvantages that arise outside of school. These mechanisms were defined through the data obtained in a small city in Turkey from interviews focusing on the schooling practices of 35 educators, 19 of whom had administrative backgrounds and 16 of whom were teachers. The compensatory function of schooling operates in a gradual process of supporting the students to engage in school and become active in school. In the inclusion process, all the student's shortcomings are ignored and the student is seen as neutral. In the support phase, macro reformist and central policies are ignored, and support is rather individualized and concretized. This analysis suggested that strengthening compensatory role of schooling could help overcome barriers that students from disadvantaged backgrounds experience in educational attainment.
Investigation of University Students&apos; Engagement and Its Relationship to Burnout, Personality Traits, and Academic Achievement
Author: Mor-Dirlik, Ezgi
Date: 2022-04-00
Type: Journal Articles
Subjects: Undergraduate Students,Learner Engagement,Burnout,Personality Traits,Academic Achievement,Grade Point Average,Fatigue (Biology),Self Efficacy

In the field of education, researchers have been studying individuals' psychological constructs such as burnout, engagement and personality traits to better understand their commitment. To this end, we examined the relationship among school engagement and burnout, personality traits and academic achievement in a sample of university students (N=301). The data were collected through Maslach Burnout Inventory-Student Survey, Utrecht Work Engagement Scale-Students Form and The Quick Big Five Personality Test. In order to test the hypotheses of the study, descriptive statistics, zero-order correlations and multiple regression analyses were performed with SPSS 22.0. In the regression analyses, the stepwise method was preferred to find out the best-fitted method. Results indicated that the relationships among the dimensions of burnout and school engagement were the strongest. On the other hand, only Conscientiousness had a positive medium level of correlation with school engagement among the assessed personality traits. We also found out that school engagement was predicted by Efficacy, Exhaustion, Cynicism, Conscientiousness and emotional stability scores. The findings offered valuable insights to enhance our understanding of the relationships between school engagement and personality traits and burnout.
A Narrative Review of Graduate Employability Models: Their Paradigms, and Relationships to Teaching and Curricula
Author: Cook, Elizabeth J.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Graduates,Employment Potential,Models,Neoliberalism,Human Capital,Career Development,College Curriculum

Increasingly governments expect universities to improve graduate employment outcomes. Universities respond by implementing employability strategies in, alongside and outside curricula, with debates ongoing about whether employability is part of the curriculum, why and how. The context and process of employability is commonly framed in neoliberal and human capital paradigms. Some academics are resistant to their university's employability strategy and programmes often adopt a 'bolt on' approach, which is outside the curriculum. At this time, the world is in the midst of multiple crises, linked to sustainability, technology and survival in societies, which are redefining and affecting life and work. With all these tensions in mind, should universities reconsider how they think and act with respect to graduate employability, careers and the world of work? What are the key values of employability paradigms and models, and how do they connect to the curriculum? This paper presents a narrative review of conceptual employability models published in the peer reviewed higher education literature since 2000 with each model positioned on a continuum based on its: (1) paradigm, i.e., underlying beliefs about careers, employability and employment; and (2) relationship to teaching and curricula (i.e., intra-, extra- and/or co-). I observe that most models are focused on the employability of individuals (i.e., career, skills, capabilities) and economic success (i.e., markets, knowledge economy, workforce), with limited consideration of wider contributions to local and global career development through social, ecological or technological lenses. Models with stronger individualistic focus appear to be less connected to teaching and curricula than models that also focus on others. I discuss the potential implications of these observations for universities and teaching and learning.
Embedding Employability Skills into Vocational Education and Training: What Works Best for Students&apos; Self-Evaluation and Aspirations?
Author: Romanova, Olga
Date: 2022-00-00
Type: Journal Articles
Subjects: Two Year College Students,Vocational Education,Job Skills,Self Evaluation (Individuals),Occupational Aspiration,Self Concept,Entrepreneurship,Independent Study,Career Readiness,Cooperation,Interpersonal Competence

This paper investigates how the explicit integration of employability skills into vocational education and training (VET) affects students' perceived skills. While perceived or self-evaluated skills often represent inaccurate perceptions of real skills, they nonetheless play a profound role in graduates' career decisions. Confidence resulting from positive self-evaluation supports efforts and aspirations during the school-to-work transition. It may therefore be considered an important educational outcome supporting employability. The purpose of the present study is to enrich the understanding of the relationship between students' self-evaluation of their employability skills and different teaching practices. Our analysis examines the self-evaluations and entrepreneurial intentions of Russian VET students collected by the Monitoring of Education Markets and Organizations in 2020 (n = 9,178). It focuses on the social, self-learning and entrepreneurial skills that are part of the VET national curriculum. Our findings show that the explicit embedding and integration of employability skills into the curriculum is significantly related to the positive self-evaluation of social and self-learning skills. Moreover, students who are explicitly taught entrepreneurial skills are more likely to want to start their own business after graduation. Despite its effectiveness, the explicit integration approach turns out not to be dominant. Further research on the reasons behind this is needed for the development of properly informed policy.
Comparison of Educationally Labeled and Nonlabeled Adolescents with Emotional and Behavioral Needs
Author: Hetrick, Allyse A.
Date: 2022-08-00
Type: Journal Articles
Subjects: Adolescents,Emotional Disturbances,Behavior Disorders,Students with Disabilities,Labeling (of Persons),Disability Identification,Secondary School Students,Academic Achievement,Discipline,Student Behavior,Student Characteristics,Intervention,Services

Epidemiologic research suggests a gap between prevalence estimates of students with emotional or behavioral problems and the actual number of students identified under the federal category of emotional disturbance (ED). To better understand issues related to the identification gap, we investigated the academic and behavioral functioning, school-based services, frequency of discipline incidents, and predictors of labels among 626 secondary age students referred for participation in a larger study due to emotional and behavioral difficulties. Students with special education labels (i.e., ED, specific learning disability [SLD], other health impairment [OHI]) were compared to those who did not have a school label. Analyses indicated that there were no significant differences between groups on standardized measures of emotional and behavioral functioning. Academic performance was the only distinction, with students with learning disabilities scoring significantly lower in reading and math than students with other disability types or without disabilities. Students without an ED label received significantly fewer services whereas students with an ED label received significantly higher rates of disciplinary actions. Finally, demographic data examined did not differentially predict receipt of a label.
Instructional Level and Engagement in Students with Behavioral Disorders
Author: Carr, Chelsea E.
Date: 2022-08-00
Type: Journal Articles
Subjects: Difficulty Level,Behavior Disorders,Emotional Disturbances,Time on Task,Student Behavior,Reading Materials,Child Behavior,Reading Instruction,Elementary School Students,Grade 3,Grade 4,Grade 6

This study examined the effects of adjusting the difficulty level of instructional materials on the on-task time and comprehension of four students with emotional and behavioral disorders. All participants previously exhibited low rates of on-task behavior during reading assignments. Students were presented with reading materials at their instructional, frustration, and independent levels to assess the effect on time on-task and comprehension. All four students demonstrated the highest percentage of on-task behavior when presented with reading materials at their instructional level. Comprehension scores were highest for all four students at the independent level and lowest at the frustration level.
Outcomes in Rural and Urban Settings for Students with Disabilities
Author: MacSuga-Gage, Ashley S.
Date: 2022-06-00
Type: Journal Articles
Subjects: Outcomes of Education,Rural Urban Differences,Students with Disabilities,Special Education,Academic Achievement,Discipline,Elementary School Students,Middle School Students,Suspension,Reading Achievement,Scores,Mathematics Achievement

Limited quantitative research has examined similarities and differences between the academic achievement and discipline outcomes, including suspensions, of students with disabilities in rural and urban schools. Therefore, we leveraged a statewide longitudinal data set to explore academic achievement and discipline outcomes for students with disabilities in rural schools and compared those outcomes to students with disabilities in urban schools. We then followed up with analyses to evaluate differences by disability category. The full data set of students in urban and rural schools included 1,306,134 observations from 366,529 unique students with disabilities across 11 consecutive years. We used a series of linear mixed-effects models to evaluate academic achievement for students in Grades 3 to 8 and generalized linear mixed-effects models to evaluate two discipline outcomes, in- and out-of-school suspensions. Overall, we found that students with disabilities in rural schools had lower reading scores, fewer in-school suspensions, and more out-of-school suspensions. Unique patterns across disability categories also emerged.
School Climate in Rural and Urban Schools and the Impact of SWPBIS
Author: Ellis, Kaci
Date: 2022-06-00
Type: Journal Articles
Subjects: Educational Environment,Rural Schools,Urban Schools,Positive Behavior Supports,Elementary School Students,Fidelity,Rural Urban Differences

Positive school climate is associated with myriad positive student, staff, and school outcomes, including increased achievement and decreased problem behavior. Hence, universal evidence-based practices are necessary to increase school climate. One universal approach with evidence of effects on school climate is School-Wide Positive Behavior Interventions and Supports (SWPBIS). However, little research exists evaluating the effects of SWPBIS on school climate focus on student perceptions. Furthermore, researchers have rarely examined differences in students' perceptions of school climate in rural and urban schools and differences of SWPBIS effectiveness in rural and urban schools. Therefore, we used state-wide school climate data for elementary students in the U.S. state of Georgia and examined differences between rural and urban locale and SWPBIS implementation. Using multilevel structural equation modeling, we found that rural schools implementing SWPBIS with high levels of fidelity had significantly higher positive school climate than urban schools. Implications and limitations are discussed.
Beyond the Story Structure: Qualitative Aspects of Retelling
Author: Vretudaki, Hellen
Date: 2022-00-00
Type: Journal Articles
Subjects: Kindergarten,Young Children,Story Telling,Repetition,Reading Comprehension,Story Grammar,Story Reading,Freehand Drawing,Comprehension,Feedback (Response)

In this study particular practices in story retelling ware examined, these improved children's comprehension of story structure and enabled them to made comments within and beyond the story. One hundred fifteen (115) kindergarten children composed the treatment and alternative condition. For 8 weeks and for one time per week, 8 well-structured as following: Before reading a brief discussion was carried out, while after reading children were trained in story retelling. The intervention program in retelling consisted of five levels, which began from total teacher's assistance to the point where children were able to retell the story freely and completely. The same 8 books were simply read to the control group and after the readings children made drawings from the story.. Children's retellings were taped and analyzed according to a series of quantitative and qualitative measures. Results indicated that guided practice in retelling enhance children's ability for deeper comprehension and thus resulted in further comments about and beyond the text.
Evaluation of the &quot;Artvin Gets Color with Science and Robotics 2&quot; Project
Author: Açisli Çelik, Sibel
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Grade 6,Grade 7,Science Instruction,Secondary School Science,Robotics,Artificial Intelligence,Astronomy,Natural Resources,Program Evaluation,Student Attitudes,Student Interests,Active Learning,Hands on Science

This research was supported within the scope of TÜBITAK-4004 Nature Education and Science Schools Program with Project number 121B899. In this research, it is aimed to evaluate the &quot;Artvin gets Color with Science and Robotics 2&quot; project, which was carried out with 30 secondary school 6th and 7th grade students between 2-8 August 2021 within the scope of TÜBITAK 4004-- Nature Education and Science Schools Projects. Science, robotics, artificial intelligence, astronomy and nature education activities were carried out in the project that was aimed to be evaluated. In the research, the end-of-day activity evaluation form, reflective pictures and semi-structured interview form were used to evaluate the project and the activities carried out in the project by the students who participated in the project as data collection tools. The research was carried out in the qualitative research method and the students' diaries, reflective pictures and the end of the project views were analyzed by content analysis. Almost all of the project participants stated that they found most of the activities instructive and entertaining, they enjoyed all the activities, they liked the environment in which the project was held, they would like to participate in the project again and would recommend the project to their friends. With this project, it is seen that students' interest in science, nature and robotics increased and they realized how important it is to protect nature. In addition, the majority of the students stated that they were interested in robotics. The students who participated in the project stated that they learned more permanently because they did all the activities by doing it themselves and they found the project useful.
The Pedagogical Content Knowledge (PCK) of a Chemistry Student Teacher: An Experience in Pre-Service Education
Author: Arrigo, Viviane
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pedagogical Content Knowledge,Chemistry,Student Teachers,Preservice Teacher Education,Internship Programs,Student Teaching,Teaching Methods,Reflective Teaching,Science Instruction

The aim of this study was to analyze the development of the PCK of a Chemistry student teacher, from a university in southern Brazil, during teaching activities in the Supervised Internship. The theoretical basis adopted in this study was the PCK theory proposed by Shulman (1986, 1987) and some models that unfolded from it. Data collection occurred through audio recordings of the discussions that took place between the student teacher and the teacher educator during the planning of the teaching activities and after their implementation. These discussions were transcribed and the student teacher's speeches were analyzed based on discursive textual analysis. During planning, the mobilization of the student teacher's PCK had as a starting point the content knowledge, which supported the mobilization of other knowledge from the base, such as general pedagogical knowledge and knowledge of the context, influenced by teaching purposes and strategies and by the situations experienced with students. After the classes were taught, the PCK presented itself through a reflective process that gave rise to five categories: Learning, Participation, Planning, Teacher-Student Interaction and Pedagogical Content Mediation, particularities that were part of the PCK and that were expanded by the validation of the practice itself. Therefore, we defend that the development of the student teacher's PCK occurred in association between the integrative and transformative models proposed by Gess-Newsome (1999).