ethanporcaro/eric-fulltext-meta huggingface dataset:
Seeing through the Fog: A Case Study of Teachers&apos; Working Conditions during the Pandemic in the State of Paraná, Brazil
Author: Wiese, Andréia Faxina
Date: 2022-11-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Teaching Conditions,Emergency Programs,Distance Education,Electronic Learning,Government School Relationship,Educational Practices,Teachers,Problems,Work Environment,Federal Regulation,Social Support Groups

This paper seeks to investigate how, in the face of the COVID-19 pandemic, the work proposals directed by the government unfolded in the pedagogical practices of basic education teachers in Paraná/Brazil in emergency remote teaching. For that, the case study was used as a method, with a quantitative and qualitative analysis of the data. The qualitative analysis of the regulations took place through descending hierarchical classification (CHD), word cloud generator and similitude analysis, as well as through the descriptive analysis of the data from the application of a questionnaire to 78 basic education teachers. The results showed a gap between the main regulations issued by the federal and state public authorities that affect basic education in Paraná in the emergency period due to COVID-19 and the teaching practice of teachers, as well as the problems faced in the pedagogical/administrative support that these teachers received. Finally, the information presented in this study proved to be significant to understand the complexity of the educational problems that were intensified and others that emerged, due to remote teaching.
Investigation of School &apos;Administrators&apos; Assumptions Regarding Management Practices Based on X-Y Theory
Author: Yildirim, Isa
Date: 2022-12-00
Type: Journal Articles
Subjects: School Administration,Administrators,Administrator Attitudes,Educational Practices,Human Relations,Leadership Styles,Elementary Schools,Theories,Scores

The main goal of this research is to develop a measurement tool that will determine the beliefs that guide school administrators' practices based on X and Y theory and the relationships between of level of these beliefs and other variables that school administrators use in management practices. The theory was tested with the scale developed in the research. Furthermore, the levels of school administrators' beliefs, which are assumed to guide their practices based on X and Y theory, were revealed in the research using data obtained during the scale development study; it was determined whether the demographic variables of school administrators differed according to the subscale (X and Y subscale) scores. Relational and causal comparison strategies were used in this quantitatively constructed investigation. Research data were collected from three sample groups in the Erzurum sample. It has been determined that there is a significant difference in the X theory subscale score in favour of school administrators working in primary schools. The study concluded that, based on X-Y theory, the assumptions of school administrators that shape management practices could be determined by the School Administrators' Beliefs in the Nature of Human Scale.
Circuit Managers&apos; Views on Quality Education at Selected Public Schools in the Limpopo Province, South Africa
Author: Ndou, Nndwamato
Date: 2022-05-00
Type: Journal Articles
Subjects: Educational Quality,Public Schools,Administrator Attitudes,Leadership,Administrator Responsibility,Foreign Countries,Rural Schools,Elementary Secondary Education,Reading Skills,Numeracy,Competence,Access to Education,Inclusion

This article is premised on the notion that the success of an education system depends entirely on the strong leadership and synergy at all its levels. The intention with this article was to assess the extent to which the circuit managers' views on quality education is affecting its provision at public schools. A Systems Thinking Approach to Leadership guided the study reported on here in which a qualitative research methodology was used. Data were collected through semi-structured interviews, observation and document analysis to ensure data triangulation and guarantee the trustworthiness and credibility of the study. Ten participants were purposively selected from 5 districts in the Limpopo province. The findings reveal that circuit managers' varied views on quality education negatively influence their curriculum delivery, support, and responsibilities entrusted to them. As there is little improvement in the provisioning of basic quality education, I argue for the strengthening of the circuit offices and suggest ways in which they could be utilised to improve the quality of basic education in public schools. The implications of the findings suggest capacity building of effective supervision and monitoring of the provision of quality support by circuit managers.
PGCE Students&apos; Learning through Reflective Journaling during Teaching Practice: An Exploratory Study
Author: Segalo, Letlhoyo
Date: 2022-05-00
Type: Journal Articles
Subjects: Teacher Certification,Graduate Students,Student Journals,Reflection,Student Teaching,Student Teachers,Professional Identity,Foreign Countries,Student Teacher Attitudes

In the study reported on here the reflective journals of student teachers enrolled for the Postgraduate Certificate in Education (PGCE) were explored to determine what new learning they had acquired during their teaching practice. Reflection is a process of reviewing an experience of practice to analyse it for improvement. In this way, reflective journals could be viewed as a tool that moulds and harnesses the professional development of student teachers. Critical emancipatory research was adopted to reflect on student teachers' journaling as an important assessment tool to be used to empower students with pedagogical content to convey knowledge to learners. In the study we purposively sampled a selected group of 10 PGCE students' reflective journals. We found that students' reflective journals are important tools that shape student teachers' professional identities during teaching practice. Furthermore, we found that student teachers' journaling is an emancipatory platform that allows students teachers to think independently and innovatively to free their thoughts on real teaching and learning situations. We recommend that teacher training institutions should emphasise the importance of journaling in teacher training programmes with a focus on critical thinking and problem-solving innovation.
Investigation of the Effect of Teaching with Drama Activities on Students&apos; Achievement in Social Studies Lesson and Permanence of Knowledge
Author: Zengin, Erdal
Date: 2022-12-00
Type: Journal Articles
Subjects: Drama Education,Instructional Effectiveness,Academic Achievement,Social Studies,Retention (Psychology),Elementary School Students,Grade 4,Pretests Posttests

The purpose of this research is to examine the effect of drama activities on the achievements of primary school fourth grade students in Social Studies Lesson and the permanence of knowledge. For this purpose, exploratory sequential design, one of the mixed research methods, was used. The research was carried out in a primary school affiliated to the Elazig Provincial Directorate of National Education. In order to obtain quantitative data in the research, the &quot;Social Studies Course Achievement Test&quot; was applied to the students. In order to obtain the quantitative data of the research, the pretest-posttest control group design was used. In order to obtain qualitative data, the data for the secondary data source of the exploratory sequential design were obtained by taking the opinions of the experimental group students through a semi-structured interview form as a result of the application. In the research, students' teaching Social Studies Lesson with drama method; As a result of the analyzes made, there was a significant difference in favor of the experimental group in the pre-test and post-test mean scores of the groups in the achievement mean scores of the Social Studies Course. In addition, there was a significant difference in favor of the experimental group in the mean scores of the measurement results for the permanence of the information in the Social Studies Course. However, the results obtained from the qualitative findings also overlap with the quantitative results.
Alertness, Self-Efficacy, and Intention: Mediating Effects Encouraging Students Entrepreneurship Behavior
Author: Suratman, Andriyastuti
Date: 2022-11-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Entrepreneurship,Student Behavior,Self Efficacy,Intention,Attention,Outcomes of Education,Profiles,Predictor Variables

This study examined the interaction of alertness, self-efficacy, and intention in entrepreneurial behavior. This research departed from the efforts of educational institutions to produce graduates with entrepreneurial profiles. Data was collected through questionnaires distributed to 530 respondents who had taken sharia entrepreneurship classes at a university in Indonesia. The results showed that education positively affected students' alerts and self-efficacy. Alertness and subsequent self-efficacy also positively impact entrepreneurial intention and behavior. Next, the entrepreneurial intention has a positive effect on entrepreneurial behavior. Contradictory findings show entrepreneurship education does not significantly impact entrepreneurial intention, self-efficacy, and behavior. The indirect effect found that the mediating role of alertness, self-efficacy, and purpose could fully bridge the relationship between education and entrepreneurial behavior. The results implied the importance of alertness, self-efficacy, and intention to promote entrepreneurial behavior in educational institutions. The study results highlighted an important message for universities and schools to put more effort into students' self-efficacy, vigilance, and personal intention to maximize learning activities on campus. The action can support the efforts of educational institutions through the entrepreneurship curriculum to increase the profile of alums as entrepreneurs.
A Case Study of Community of Inquiry Presences and Cognitive Load in Asynchronous Online STEM Courses
Author: Faulconer, Emily K.
Date: 2022-09-00
Type: Journal Articles
Subjects: Online Courses,Asynchronous Communication,STEM Education,Difficulty Level,Cognitive Processes,Undergraduate Students,Instructional Design,Cooperative Learning,Academic Persistence,Social Influences,Discussion (Teaching Technique),Interaction,Interpersonal Relationship,Physics,Science Instruction

The design and facilitation of asynchronous online courses can have notable impacts on students related to persistence, performance, and perspectives. This case study presents current conditions for cognitive load and Community of Inquiry (CoI) presences in an asynchronous online introductory undergraduate STEM course. Researchers present the novel use of Python script to clean and organize data and a simplification of the instructional efficiency calculation for use of anonymous data. Key relationships between cognitive load and CoI presences are found through validated use of NASA-TLX instrument and transcript analysis of discussion posts. The data show that student presences are not consistent throughout a course but are consistent across sections. Instructor presences are not consistent throughout a course or across sections. The study also explored predominant factors within each presence, confirming previous reports of low cognitive presence in discussions. The highest extraneous cognitive load was reported for understanding expectations and preparing an initial post. These results provide support for improvements to course design and instructor professional development to promote Community of Inquiry and reduce extraneous cognitive load.
Advising Sleep Deprived Students to Take Online Classes
Author: Fendler, Richard J.
Date: 2022-09-00
Type: Journal Articles
Subjects: College Students,Sleep,Online Courses,Asynchronous Communication,In Person Learning,Comparative Analysis,Outcomes of Education,School Holding Power,Educational Attainment,College Graduates

Surveys indicate that nearly three-fourths of all college students do not get an adequate amount of sleep on most nights and over half report daytime sleepiness. Sleep deficiency impairs cognitive function, diminishes academic performance, and impedes learning. Asynchronous online education, which provides flexibility to participate in learning exercises and complete assignments at a time and pace that better matches a student's sleep schedule, may offer a solution to this problem. In this study, we examine the impact of reported sleep deprivation on learning outcomes for a group of students who took an asynchronous online class versus a similar group of students who took the same class in a face-to-face (F2F) setting (N = 399). Our results indicate that whereas sleep deprivation, all other factors held constant, significantly negatively affects learning for F2F students, no such influence is observed for online learners. Student counselors and school administrators should therefore consider advising sleep-deprived students to take more online classes to enhance student learning outcomes, which in turn may improve student retention and degree completion.
Creating a Social Presence Measure: Self-Rated Behaviors That Indicate Mediated Presence
Author: Christen, Scott
Date: 2022-09-00
Type: Journal Articles
Subjects: Measures (Individuals),Self Evaluation (Individuals),Social Media,Computer Mediated Communication,Test Construction,Test Validity,Social Theories,College Students,Student Behavior

This study involved the creation and validation of a self-rated social presence measure. Study 1 utilized focus groups to create items. The focus group participants were presented with a set of items based upon past literature; through discussion of these items, a preliminary measure was created. Study 2 involved an exploratory factor analysis on the preliminary measure to eliminate items that did not work well with each other. This reduced the measure from 54 to 23 items. Study 3 validated a 21-item self-rated measure of creating a social presence (PSP), which can be used to determine if people have difficulty projecting themselves as real individuals willing to interact with other online communicators.
Culturally Responsive Teaching in an Undergraduate Online General Education Course
Author: Schirmer, Barbara R.
Date: 2022-09-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Undergraduate Students,Online Courses,College Instruction,General Education,Discussion,College Faculty,Teacher Student Relationship

While inclusive pedagogies such as culturally responsive teaching may be common in face-to-face learning, there is little published research regarding culturally responsive teaching and learning in higher education online settings. It is not known whether faculty members employ culturally responsive teaching strategies or what types of strategies they use in online courses. The purpose of this study was to determine whether online faculty members practice culturally responsive teaching and to explore the characteristics of culturally responsive teaching that are reflected in the responses of 12 instructors in a fully online undergraduate general education course required in the first few terms of enrollment. Qualitative methodology was utilized, involving deductive and inductive coding methods of analysis. Data were coded deductively based on four major categories of cultural competence: sociopolitical/cultural consciousness, community of learners, and high academic expectations. Data were coded inductively for culturally nonresponsive interactions. Findings from deductive analysis revealed partial use of culturally responsive teaching strategies in online classrooms. Results for inductive analysis showed themes of nondifferentiated responses, missed opportunities for addressing linguistic or cultural differences, and lack of encouragement for collaboration or sense of community. These findings indicate a need for further research in culturally responsive teaching in online learning as well as faculty professional development that focuses on culturally responsive teaching.
Validating School-Based Measures of Educational Disadvantage in Ireland
Author: Gilleece, Lorraine
Date: 2022-11-22
Type: Journal Articles
Subjects: Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Socioeconomic Status,Achievement Gap,Academic Achievement,Disadvantaged,Identification

Reducing the socio-economic achievement gap is a key goal of education policy internationally. Since 2017, the stated intention in Ireland is to use the Pobal HP Deprivation Index to identify schools serving high proportions of disadvantaged students. In spite of this, little published research has compared the performance of the HP index to richer survey measures from large-scale educational assessments or examined its association with educational achievement at primary or second level. This paper aims to assess the validity and fitness for purpose of the HP index for use in identifying schools serving high concentrations of socio-economically disadvantaged students. Analyses draw on Ireland's Program for International Student Assessment (PISA) 2018 dataset matched with administrative data. Findings show a strong correlation between school-average HP and other socio-economic measures examined. However, about one-in-five schools are identified as potential 'false positives' or 'false negatives' when school-average HP is used for identification purposes. Also, school-average HP explains less variance in reading achievement than other variables considered. Conclusions recognize the benefits of the HP index but emphasize the need for ongoing examination of the most appropriate methods of identification.
&quot;Tell Them Local Control Is Important&quot;: A Case Study of Democratic, Community-Centered School Boards
Author: Sutherland, Daniella Hall
Date: 2022-12-13
Type: Journal Articles
Subjects: Boards of Education,Democracy,Participative Decision Making,School Districts,Governing Boards,Governance,School District Autonomy,School Community Relationship,Rural Areas,Educational Policy

Democratically elected school boards in the United States play a crucial role in school governance because they enable community voice in educational practices and programs. Research on locally controlled boards finds they can be undemocratic and unproductive. However, little research has been conducted in rural or small towns, where local control persists through formal and informal means. This qualitative case study examines two rural, locally controlled school boards to understand how they engage in community-centered democratic governance, and the extent that they influence the technical core of schooling. The process of developing and approving school district budgets is used as illustrative examples of the enactment of local control. The findings from this study explain how small, locally controlled school boards employ elements of democratic governance, and that their community governance influences the technical core of schooling. The study provides a rural counter-narrative to previous research on local control, demonstrating that local control enacted by school boards can be an effective democratic practice that shapes teaching and learning in public schools. The article concludes with recommended practices non-rural school boards and communities can employ to expand democratic participation in their schools, as well as future directions for research.
The Battle for Whole-Child Approaches: Examining the Motivations, Strategies and Successes of a Parents&apos; Resistance Movement against a Performance Regime in a Local Norwegian School System
Author: Skedsmo, Guri
Date: 2022-09-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Attitudes,Parent Participation,Educational Change,Activism,Public Schools,Holistic Approach,Parents,Motivation,Standardized Tests

In different parts of the world, social movements led by parents, educators, and professional organizations have emerged that resist educational standardisation and use of (high stakes) standardised tests, and that push for educational change. With the aim of extending empirical coverage of protest movements in non-English speaking countries, this study examines a Norwegian parental movement called &quot;Foreldreopprør i Osloskolen&quot; (FiO) (in English: Parental Uprising in the Oslo School). We draw on exploratory research based on in-depth interviews with initiators and members of FiO (n=8), as well as documentary and press analysis and an examination of social media sites. The analysis sheds light on the emergence and nature of the movement, parents' main motivations and discourses, as well as the movements' collective action strategies and main successes. The findings highlight how rather than opting-out their children from standardised tests, some Norwegian parents chose to opt-out their children from public schools, while continuing their fight for whole-child approaches in public education.
Defining Different Modes of Learning: Resolving Confusion and Contention through Consensus
Author: Johnson, Nicole
Date: 2022-09-00
Type: Journal Articles
Subjects: Definitions,Electronic Learning,Blended Learning,In Person Learning,Asynchronous Communication,Synchronous Communication,College Faculty,Administrators,Teacher Attitudes,Administrator Attitudes,Higher Education

There has been longstanding contention about how terms related to online and hybrid learning should be defined. In this study, we report survey findings on how administrators and faculty apply the following terms in practice: online learning, hybrid learning, hyflex learning, in-person learning, synchronous learning, and asynchronous learning. Drawing upon the literature, the research team developed survey definitions for each of these terms. The survey then asked participants to rate the extent to which they agreed with the survey definitions. A total of 987 faculty and 1,051 administrators participated in the study. Participants represented the full range of higher education institutions in the United States. The key finding from the study is that there was widespread agreement with the survey definitions, which is contrary to much of the literature that indicates confusion and contention about how online and hybrid learning terms should be defined. In light of the findings, we provide a framework for categorizing common learning modes and the variations that exist within these modes. This study provides a foundation for establishing common language and shared understandings as online and hybrid course offerings (and learning technologies, in general) continue to evolve.