ethanporcaro/eric-fulltext-meta huggingface dataset:
Lived Experience of Overcoming the Feeling of Isolation in Distance Learning in the Philippines: A Phenomenological Inquiry
Author: Núñez, Jayrome Lleva
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Student Experience,Student Attitudes,Social Isolation,Distance Education,Coping,COVID-19,Pandemics,School Closing,Online Courses,Rural Areas

In this research, the author presents the lived experience of a graduate student and how she has overcome the feeling of isolation and challenges in distance learning. The participant of this qualitative phenomenological study is student from Visayas State University Open University (VSU-OU). This qualitative phenomenological study (Chambers, 2013) seeks to measure the in-depth experience of a distance learner from the southern Philippines and systematically analyze the culture of distance learning in order to understand the phenomenon of isolation and be able to share in future studies. With in-depth personal interview, this study also allows readers to witness his personal stories which may validate others' experiences who may not have an avenue to research about -- hence phenomenological. It used the thematic qualitative approach in organizing the data presented in the study which involves analyzing themes and patterns she experienced in the phenomenon. It also mentions the respondent's steps of overcoming isolation in distance education and avoiding quitting the study. And to do so, a network of connection among learners and university shall be present in order for a distance learner to succeed in the mode.
Relationship among Online Learning, Time Management and Self Anxiety of University Students during COVID-19
Author: Hassan, Komal
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Online Courses,Time Management,Anxiety,Predictor Variables,College Students,School Closing,Educational Technology,Technology Uses in Education

This cross-sectional study investigated the relationship among online-learning, time management and self-anxiety of university students for the duration of COVID-19 pandemic. A sample of 250 university students was selected from Lahore College for Women University, University of Punjab, Government College University, University of Central Punjab and University of Management and Technology by using stratified random sampling strategy. Online data were collected through Google Forms by using test eLearning related attitude scale (developed by Zabadi &amp; Alawi, 2016), self-rating anxiety scale (developed by Zung, 1965), and time management behavior scale (developed by Macan &amp; colleges, 1990). Data were analyzed through SPSS version 21. Reliability tests and inferential statistics were applied to find out the results. In inferential statistics, correlation and regression were used. The results indicated that online learning had a positive relationship with time management behavior and self-rating anxiety of students. Regression indicated that time management was highly significant predicator of self-rating anxiety. It is recommended to provide guidance and counseling to students for managing their problems.
ESL Programs in Rural High Schools: Challenges and Opportunities
Author: Ruecker, Todd
Date: 2021-00-00
Type: Journal Articles
Subjects: Rural Schools,Second Language Learning,Second Language Instruction,English (Second Language),High School Students,Social Change,Immigrants,Program Development,Teacher Recruitment,Teacher Persistence,Curriculum Development,English Language Learners,State Policy,Administrator Role,Administrators,Hispanic American Students

Rural and small-town communities in the United States have been rapidly diversifying over the last few decades and rural schools have faced challenges in supporting changing populations. This article builds on a limited body of education research that has focused on diversity in rural areas, driven largely in the U.S. by Latinx immigrant populations. This research draws on several data sources from multi-week visits in a mixture of new and established immigrant destinations to profile the challenges educational leaders faced in developing ESL programs in five rural high schools and explores challenges such as how schools struggle to recruit and retain administrators and teachers, how they often have limited knowledge and resources to support curriculum development, and how program size limits schools' ability to place students appropriately. The article concludes with suggestions for what education programs, rural administrators, and state policy makers can do to better support English learners in rural schools.
Will They Stay or Will They Go? Leadership Behaviors That Increase Teacher Retention in Rural Schools
Author: Frahm, Matthew
Date: 2021-00-00
Type: Journal Articles
Subjects: Rural Schools,Teacher Persistence,Teacher Recruitment,Teaching Conditions,Superintendents,Principals,Teachers,Attitudes,Beginning Teachers,Beginning Teacher Induction,Leadership Responsibility,Elementary Secondary Education,Job Satisfaction,Administrator Role

Research has consistently shown that the quality of teachers working with students has a greater impact on academic achievement than any other school-related factor. However, close to a third of new teachers continue to leave the profession within their first 5 years of employment. In particular, hard-to-staff rural schools have struggled to attract and retain promising educators. While many factors appear to influence these troubling rates of retention, experts have consistently identified administrative support in rural schools to be of unique importance. Yet, a lack of clarity continues to surround the specific leadership behaviors that new teachers interpret as supportive. This qualitative study collected data from three focus groups, composed, separately, of superintendents, principals, and teachers, in a program for aspiring administrators. By analyzing the themes that emerged, the study found that rural schools have to try much harder and in more active ways to retain new teachers because of the constraints existing within rural education. The study also found that rural school support for new teachers needs to be a collective responsibility to positively impact the retention of new teachers. Finally, the study found that the structural supports, affirmation, and encouragement offered by their organizations help to heighten the retention of new teachers. The findings provided for the basis of specific recommendations for rural school principals and superintendents, confirming that rural school leaders can, indeed, leverage leadership behaviors to better retain talented teachers.
Exploring Rural Engineering Students&apos; College Choice Process at Two Land-Grant Universities
Author: Worsham, Rachel E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Rural Areas,Engineering Education,Career Choice,Case Studies,Decision Making,Majors (Students),College Admission,Student Attitudes,Reputation,Social Status,Academic Aspiration,Expectation,School Role,Community Role,High School Students,Land Grant Universities

This qualitative case study examines the college choice decisions of rural students enrolled in engineering majors to understand what conditions and experiences led rural students to pursue engineering at their institution. We found four themes that help illuminate rural engineering students' college choice journeys (1) The Inextricable Nature of College, Major, and Career Choice (2) &quot;The Smart Person Thing to Do:&quot; The Power of Prestige, (3) &quot;Are You Sure You Don't Want to Change your Major?&quot; Dissonance Between Aspirations and Expectations, and (4) School and Community as Crucial Resources in College and Major Exploration. These findings have implications for those working with rural high school students seeking engineering degrees and admissions processes at four-year colleges and universities.
Rural Principal Perspectives of Leadership Development Needs
Author: Wells, Tommy
Date: 2021-00-00
Type: Journal Articles
Subjects: Rural Schools,Principals,Professional Isolation,Leadership Training,Professional Development,Barriers,Networks,Mentors,Administrator Attitudes,Leadership Qualities,Coaching (Performance),Planning,Instructional Leadership

Rural school principals often face issues of professional isolation and lack of access to leadership development opportunities, particularly when compared to principals from larger school districts. To address these challenges, the Elgin Children's Foundation launched its Principal Support Program (PSP) in 2017 to support the development of effective school leaders in three states with high rural student populations in the Appalachian region. The PSP posited four components as essential for principal development: professional development, networking, mentoring, and learning plans. The aim of this qualitative study is to determine what participants of the PSP believe to be the most effective in terms of principal development. Research questions include: 1) What is the impact of the PSP on rural principal mindsets and practices? and 2) What components of the PSP are most beneficial for rural principal development? Data were collected via semi-structured interviews and observations. Results indicate that because of PSP training, rural principals grew from managers to instructional leaders, as well as changed their mindsets and practices regarding shared leadership. Most importantly, principals believed that they benefited most from the networking and coaching that the PSP provided. Future professional development for rural principals should consider a focus on providing opportunities to learn with and through others.
More than Just an Internship: One University&apos;s Collaboration with a Rural School District to Attract, Develop, and Retain School Counselors
Author: Boulden, Rawn
Date: 2021-00-00
Type: Journal Articles
Subjects: Internship Programs,Universities,College School Cooperation,School Districts,Rural Schools,Elementary Schools,School Counselors,School Counseling,Labor Turnover

This promising practice describes an innovative collaboration between West Virginia University, a land grant institution situated in the middle of rural Appalachia, and Kanawha County Schools, located in Charleston, WV. The partnership aimed to assist the rural school district by supporting children in three elementary schools and by providing the university's school counseling students an immersion experience in rural schools, with the hope of retaining them in the school district following graduation. The collaboration fulfilled the original mission of the program in two ways; first, the school district retained one-third of the school counseling students who participated. Secondly, the collaboration was met with overwhelming support by district leadership, resulting in an increase in school counseling students entering the program in the next academic year.
Growing Your Own Educational Leaders: Implications for Rural School Districts and Institutions of Higher Education
Author: McConnell, John
Date: 2021-00-00
Type: Journal Articles
Subjects: Leadership Training,School Administration,Administrators,Placement,Rural Schools,Educational Policy,Principals,Instructional Leadership,Certification,College School Cooperation,Assistant Principals,Masters Programs,Educational Administration

The purpose of this article is to examine a 'grow your own' model of leadership preparation and placement of educational administrators in the state of Tennessee. The growing need for school and district administrators in the rural counties of Tennessee mirrors a nationwide issue, and state policymakers and practitioners must respond appropriately to sustain adequate K-12 educational leadership that is representative of state demographics. Recommendations for policy and practice are provided for state and local education agencies as well as principal preparation programs in higher education.
Evaluation and Analysis of Student Academic Burden: A Global Perspective
Author: Liu, Jinming
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Achievement,Student Development,Role,Correlation,Teacher Effectiveness,Physical Health,Mental Health,Time Management,Stress Variables,Difficulty Level,Physiology,Cultural Differences,Learning Processes,Parent Aspiration,Higher Education,Mastery Learning,Body Composition,Humanism,Educational Change,Indexes,Educational Attainment,Resilience (Psychology)

Student academic burden exists to varying degrees throughout the world. To reach a comprehensive and unbiased understanding of the roles of academic burden, this paper explores academic burden from different viewpoints and summarizes existing assessment indexes for it. Factors correlated with student academic burden are examined and detailed evaluations on both its advantages and disadvantages are conducted. Some suggestions are proposed to better address this issue for the benefit of student healthy growth and development.
The Construction of Educational Community Based on the Technology of Internet plus Satellite Live Broadcasting
Author: Han, Song
Date: 2021-00-00
Type: Journal Articles
Subjects: Equal Education,Urban Education,Rural Education,Educational Resources,Internet,Satellites (Aerospace),Television,Technology Uses in Education,Middle Schools,Foreign Countries,Community Development,High Schools,Disadvantaged Schools,Partnerships in Education,Professional Development,Educational Quality

In the current climate of pursuing educational equity, the construction of educational community is a worthwhile experiment in achieving equitable development of urban and rural education. Establishing a multi-channel cooperation mechanism between urban and rural schools and giving full play to the existing high-quality educational resources are feasible and efficient ways to reach quality and equity education. Based on the technology of Internet plus satellite live broadcasting and its own resource advantages, No.1 Middle School of Zhengzhou constructed an educational community across time and space, which effectively promotes balanced development of education in the region and has enhanced the overall educational level there.
The Exploration of the Food Education Program in Primary and Secondary Schools
Author: Li, Baosen
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Eating Habits,Foods Instruction,Food,Nutrition,Agriculture,Cooking Instruction,Skill Development,Agricultural Occupations,Dietetics,Standards,Cultural Differences,Textbooks,Health,Safety,Adolescents,Elementary Secondary Education

Nowadays, unhealthy dietary habits, insufficient food knowledge, and lack of manual skills are typical issues among primary and secondary school students in China. To help students build up a strong constitution and life wisdom, Weifang Hansheng School of Shandong developed a food education course. This paper expounds on the course framework, contents of food education textbooks and the measures to implement the course.
The Development of Home-School Partnership Courses: A Practice Based on Xingzhi Tao&apos;s Life Education Theory
Author: Zhao, Fengping
Date: 2021-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Family School Relationship,Foreign Countries,Parent Participation,Educational History,Barriers,Parent Responsibility,School Responsibility,Educational Theories,Student Development,Interaction,Parent Education,Reading,Family Environment,Housework,Social Life

Home-school partnership plays a critical role in student growth and the home-school partnership courses provide important paths to achieving ideal results of the partnership. Under the guidance of the three principles of &quot;life is education&quot;, &quot;society is school&quot; and &quot;integrating teaching, learning and practice&quot; in Xingzhi Tao's life education theory, Shandong 271 Education Group developed the parent school course and the family civilization course, which turn out to be a systematic support for the homeschool partnership program. This paper analyses the status quo of home-school cooperation in China and focuses elaborations on the components and practice of the two courses in Shandong 271 Education Group.
What Do Students Really Understand? Secondary Education Students&apos; Conceptions of Genetics
Author: Mocan, Didem Kiliç
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Students,Secondary School Science,Scientific Concepts,Concept Formation,Genetics,Science Instruction,Biology,Foreign Countries

Individuals with a secondary education should have a knowledge level sufficient to make sense of what they read or hear about genetics, and they should be able to think scientifically in evaluation and decision-making processes. The purpose of this study is to identify the basic understanding of secondary education students about genetic concepts and the reasons for the difficulty of learning and teaching genetics. Semi-structured interviews that include student drawings have been conducted with 24 students to gain a comprehensive perspective on secondary education students' understanding of the basic concepts of genetics. The answers given by the students to the interview questions and their drawings have been analyzed with content analysis. Qualitative data analyzed with a holistic point of view were collected and evaluated under the categories of 'DNA, gene and chromosome' and 'Cell divisions and heredity relationship.' As a general result, it has been found that students have inaccurate and inconsistent information about the basic concepts of genetics, have difficulties in establishing relationships between these concepts, and cannot fully understand and explain the processes underlying genetic events. It has been observed that various factors have an effect on this result. It will be possible to support students to develop a more accurate understanding of genetic concepts and issues by working on the weaknesses in genetics teaching, providing an enriched teaching environment with current teaching methods and materials, and moving away from rote learning.
Divergent Perspectives on Educational Research in Juvenile Justice
Author: Griller Clark, Heather
Date: 2020-09-00
Type: Journal Articles
Subjects: Educational Research,Juvenile Justice,Correctional Institutions,Attitudes,Researchers,Government Employees,Correctional Education,Feasibility Studies

This article discusses the feasibility of conducting educational research in juvenile justice settings from two divergent perspectives, researchers and juvenile justice agency/facility staff. An inquiry into feasibility, barriers, facilitators, and areas in need of research was conducted with the two groups of participants. Differences in each category, as well as subthemes between researchers and agency/facility staff, are discussed. The implications address the need to ensure rigorous research while also adhering to the facility's processes and procedures and simultaneously improving outcomes for youth. Suggestions for improving research efforts in juvenile justice facilities are offered.
A Confirmatory Factor Analysis of Teacher&apos;s Competence in Action Research (TCAR) Questionnaire
Author: Cortes, Sylvester T.
Date: 2021-00-00
Type: Journal Articles
Subjects: Factor Analysis,Teacher Competencies,Action Research,Questionnaires,Test Reliability,Test Validity,Factor Structure,Sample Size,Maximum Likelihood Statistics,Goodness of Fit,Faculty Development

The instrument that assesses teachers' competence on AR methodology is limited. Thus, it is one of the issues concerning evaluating the effectiveness of a professional development program on designing AR projects. It is difficult to determine how much and what teachers have learned in a course or training. Thus, this cross-sectional study aimed to evaluate further the validity and reliability of the Teacher's Competence in Action Research Questionnaire, a seven-factor instrument previously proposed by Cortes, Pineda, and Geverola (2020). This self-report scale was not subjected to confirmatory factor analysis, had less sample size, and had homogenous participants. In the present study, 450 participants, both pre- and in-service teachers and from different teaching specializations, answered the survey. The data were analyzed using the confirmatory factor analysis method through the Maximum Likelihood approach. Four model fit indices recorded satisfactory results (CFI = 0.890; TLI = 0.884; RMSEA = 0.072; SRMR = 0.039), thus, supporting the seven-factor scale. The standardized factor loading, composite reliability, average variance extracted, and Cronbach's alpha coefficient/s of the entire scale and within subscales also provide evidence of the convergent validity and reliability of the scale. There may be an issue in the discriminant validity of the scale, but the conceptual distinctions of each factor as supported by theoretical foundation and arguments provide a principal reason for retaining all the items and factors.
Assessment of Journalism Students&apos; Writing Projects Completed Individually and in Collaboration
Author: Fiialka, Svitlana
Date: 2021-00-00
Type: Journal Articles
Subjects: Journalism Education,Collaborative Writing,Writing Evaluation,Undergraduate Students,Prewriting,Group Discussion,Scores,Student Role

The authors discuss the issues and benefits of collaborative writing in journalistic education, comparing the texts written by students in different conditions: in group collaboration, individually after prewriting group discussion, and individually without any collaboration. We used a survey for collecting both quantitative and qualitative data. The participants were 21 second year and 15 third-year students, who wrote 18 fiction stories for preschool children (3 were written in the collaborative writing groups of 4, where the students were allowed to choose partners for small groups; 3 in the collaborative writing groups of 4, where the students were not allowed to choose partners; 6 after prewriting group discussion, and 6 without any collaboration). 12 six-year students evaluated delivered texts. We also interviewed 12 teachers of the Department of Publishing and Editing about the collaborative writing tasks at the meeting of the Department. Teachers' interviews were recorded, transcribed and analysed. The students and teachers expressed positive attitudes towards collaborative writing, that contributes to students' learning outcomes and prepare them for teamwork. The highest score got the texts written individually after the prewriting discussion. The stories written by the students who were allowed to choose partners in a group work gained higher scores than texts prepared in randomly created groups. The participants in the self-selected conditions reported that they enjoyed ? high level of participation, sharing the workload and supportive behaviour. We also observed the evidences of unequal participation of students in collaboration in small groups where the partners were not familiar. The lowest average score got the texts written with no collaboration. So, we proved that there is a need for implementing prewriting group discussions in the learning process. It is necessary to differentiate the role of each student in collaborative writing to evaluate individual results correctly.