ethanporcaro/eric-fulltext-meta huggingface dataset:
Ethical Leadership: A Texas School District&apos;s Efforts toward Cultural Proficiency
Author: Ezzani, Miriam
Date: 2014-03-00
Type: Journal Articles
Subjects: Cultural Awareness,Leadership Qualities,Student Diversity,Elementary Secondary Education,School Districts,Case Studies,Administrator Attitudes,Teacher Attitudes,Professional Development,Observation,Interviews,Competence,Ethics,Leadership Responsibility,Values,Principals,Administrator Role

Cultural proficiency is defined as the wherewithal to understand and possess the skills and behaviors to relate effectively with individuals from various cultures and backgrounds (Cross, Bazron, Dennis and Isaacs, 1989). A culturally proficient leader values difference and the growth that occurs from increased knowledge about those who are different from them. Such learning transfers into communal learning about culture and families, which is inclusive of leaders, teachers, students, and other stakeholders (Jones and Nichols, 2013). Big Star School District (BSSD) educates a population of 55,000 students from Pre-K through grade 12. An influx of culturally diverse students began in the 1980s when various corporations settled into the city. Given the rise in job opportunities and excellent schools, in time the district became a microcosm of diversity -- ethnic, linguistic, socio-economic, religious and more. Currently, there is no ethnic majority: 11% African American; 22% Hispanic; 42% White; 21% Asian; 3% two or more races; and less than 1% American Indian and Pacific Islander. In response to this growing diversity, the district engaged in a number of initiatives and central to these initiatives was the creation of the Diversity Advisory Committee. The Diversity Advisory Committee (DAC), composed of district personnel and community members, addressed issues of policy and professional learning opportunities for the purpose of creating awareness for approximately 20 years. This article describes a qualitative case study in a Texas school district based on purposeful sampling. There are 70 schools in the district and the district officials allowed seven schools to participate (3 elementary, 2 middle, 1 high school, and 1 senior high school). The author interviewed 14 district and school leaders, 7 focus groups with teacher leaders, and reviewed district documents (strategic plan, policies, district website, and professional development scripts). She also observed eight professional development sessions, and gathered data during seven classroom walk-throughs at the elementary, middle, and high school levels. The research yielded three themes that detail the range of competencies held by district, school, and teacher leaders after three years of district-wide cultural competency trainings. The themes are: system-wide actions, endeavors toward acceptance, and fallacies about others.
International Service-Learning: Common Goals and Issues among Programs across Disciplines
Author: McKee, Ravyn
Date: 2016-00-00
Type: Journal Articles
Subjects: Service Learning,International Programs,Program Effectiveness,Reflection,Educational Objectives,Case Studies,Cultural Awareness,Foreign Countries,Transformative Learning,Sustainability,Higher Education

This paper presents a review of twelve studies on the effectiveness of international service-learning projects. The purpose of this review is to analyze, through the use of themes, the goals and issues affecting outcomes of such programs in order to evaluate the current uses of international service-learning within multiple fields. International service-learning goals range from producing a sense of civic engagement to transformational pedagogy and should be examined for their effectiveness within higher education. This study was conducted in the form of a literature review focusing on international service-learning research taken from the early 2000's to the present. Data focusing on program goals and outcomes was collected, and the findings suggest that international service-learning programs must focus on more than critical reflection in order to produce change in its participants--both students and community members. The findings also suggest that programs set goals that are not always readily met, and therefore, a few recommendations have been made for program improvement.
Involuntary Volunteerism: What Happens When You Require People to &quot;Do Good?&quot;
Author: Henney, Susan M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Volunteers,Urban Schools,College Students,Student Surveys,Questionnaires,Student Attitudes,Gender Differences,Student Characteristics,Student Participation,Service Learning

The voluntary nature of volunteerism has increasingly been called into question, particularly in situations where people are required to volunteer as part of a class or activity. This study questioned 357 students at a diverse urban university about their experiences with volunteerism, both as part of a class and not part of a class. Results suggest a disconnect between what participants &quot;think&quot; when asked about their hypothetical views about involuntary volunteering, versus their actual attitudes after having engaged in mandated service for a class. Although negative perceptions existed when participants thought about being forced to volunteer, after actually volunteering, the vast majority were very supportive of the experience. Overall, taken together the results suggest that the experience of forced volunteerism did not have a negative impact on future volunteer intentions.
Telling Tales out of School: A Relational Approach to Authentic Leadership
Author: Gardiner, Rita A.
Date: 2015-08-00
Type: Journal Articles
Subjects: Ethics,Instructional Leadership,Women Administrators,Administrator Attitudes,Phenomenology,Higher Education,College Administration,Work Environment,Gender Differences,Socialization,Educational Philosophy,Foreign Countries,Leadership Styles

Can authentic leadership engender ethical communities? If so, in what ways? One way that leading authentically may help engender ethical communities is by attending to relationships. Focusing on relational aspects may have value in promoting the ethical potential of authentic leadership. For that ethical potential to be realized, however, leaders must be mindful of differing viewpoints and diverse ways of leading-in-the-world. In developing my argument I draw upon the work of Hannah Arendt (1958, 1965, 1971, 2005) and Gail Furman (2004, 2012). I also share key findings from a phenomenological study into authentic leadership conducted with ten senior women leaders in higher education. I concentrate on two themes. The first theme concerns how leaders work to develop authentic engagement in the workplace. The second theme relates to the ways in which institutional limitations can hamper a leader's ability to lead in a genuine manner. As such, authentic leadership may be more complex than current research indicates.
Moral Vision in a World of Diversity
Author: Covaleskie, John F.
Date: 2016-04-00
Type: Journal Articles
Subjects: Moral Values,Armed Forces,Moral Development,Citizenship Education,Student Behavior,Cultural Pluralism,School Role,Ethics,Prosocial Behavior,Institutional Mission,Behavior Standards,Instructional Leadership

Moral formation is the core of all education, especially education for democratic citizenship. Moral formation requires, among other things, institutions with clear moral visions to which individuals can aspire. Moral clarity can be difficult in a society with broad diversity of moral commitments. In schools, the recognition of diversity has largely been dealt with by developing clear sets of rules by which behavior of students can be efficiently controlled. In contrast, the process of moral formation requires that schools become morally normative communities in which there is a core set of commitments that define them. Examples are examined that show institutions that are so constituted: The United States Marine Corps is one paradigm, and two school examples are also briefly considered (Vivian Paley and Deborah Meier).
Investigating EFL Learners&apos; Perspectives on Vocabulary Learning Experiences through Smartphone Applications
Author: Ebadi, Saman
Date: 2018-07-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Telecommunications,Handheld Devices,Student Attitudes,Vocabulary Development,Computer Software,Diagnostic Tests,Language Proficiency,Gender Differences,Positive Attitudes,Guidelines,Computer Assisted Instruction,Foreign Countries,Teaching Methods,Adults

This study investigated EFL learners' perspectives about their vocabulary learning experiences via a smartphone application. An online demographic questionnaire was used for recruiting 50 EFL learners from a language teaching channel in Telegram messenger required to use a smartphone application called Vocabulary Flashcards 2016 for a month. After finishing the sampling procedure, the participants were asked to take part in Dialang online diagnostic test to specify their vocabulary level proficiency based on CEFR (Common European Framework of Reference). The quantitative and qualitative data were collected utilizing evaluation questionnaires and semi-structured interviews respectively. The evaluation questionnaire adapted from Chapelle's (2001) evaluation criterion was used to evaluate the application from the users' perspectives. This study investigated the effects of learners' proficiency level and gender differences on using the application, and their perspectives on the negative and positive aspects of the application were also uncovered. The findings showed that the users held positive attitudes towards the application because it influenced their learning positively and provided them with both form and meaning-focused instruction, but they were dissatisfied with the app's levels and authenticity. Results of independent t-test and ANOVA respectively showed that gender and vocabulary proficiency level did not make significant difference on participants' app usage patterns. The findings of this study highlighted the users' localized needs which could be used as guidelines for customized vocabulary apps' development purposes. The study's implications for learners, teachers, and app developers are discussed in detail.
Learning to Teach in a Digital Age: ICT Integration and EFL Student Teachers&apos; Teaching Practices
Author: Prasojo, Lantip Diat
Date: 2018-07-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,High Schools,Teaching Methods,Student Teaching,Foreign Countries,Video Technology,Observation,Focus Groups,Student Attitudes,Technological Literacy,Student Teachers

This study examined the ICT integration used by student teachers from a public university during their teaching practices in four high schools in Indonesia. This qualitative inquiry with a case study approach focused on video-based observations and focus group discussions as techniques of data collection. We utilized random sampling for the video-based observation and purposive sampling for the focus group discussion with 60 participants in the discussion and 10 classes in the observation. We organized our analysis and discussion around the field facts and participants' perceptions on the contexts whether or not the integration of ICT was carried out in their pre-teaching practices. Despite the fact that most participants who were student teachers informed that they had good competency levels and experience in the use of technology and believed that technology would have many benefits in improving their teaching performance, the findings of this study showed that they did not integrate ICT in their teaching practices. The major reason for this lack of technology use was the school condition. The findings can be a reference for the importance of a systematic and comprehensive development of method of the teaching practice in the 21st century to help the appropriate transition of student teachers, as they will become professional teachers in the future.
Is Facebook Beneficial for Writing Practice? Ecuadorian Polytechnic Students Speak Up!
Author: Estrella Ibarra, Félix David
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Social Media,Writing Skills,Student Attitudes,Student Surveys,Semi Structured Interviews,Writing Tests,College Students,Teaching Methods,Educational Technology,Technology Uses in Education

The study was set to understand students' feelings when using Facebook as a platform for practicing writing skills. It could be determined that respondents appreciated and enjoyed working on Facebook. The general sense was that of having a low level of stress and anxiety while working online as their affective filter was reduced. Students were able to work at their own pace, anywhere they wanted, and they could communicate with each other, and the teacher if they had questions. The paired T-test resulted in a negative null hypothesis and, as a whole, the class improved by four percent.
The Effect of Call-Based Tasks on EFL Learners&apos; Grammar Learning
Author: Alian, Jalal ed-din
Date: 2018-07-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Teaching Methods,Control Groups,Experimental Groups,Language Teachers,Grammar,Task Analysis,Assignments,Pretests Posttests,Instructional Effectiveness,Junior High School Students,Foreign Countries

In modern language teaching institutions and schools, the proficient language teachers apply different kinds of tasks to teach some skills and sub-skills. In the current study, the researcher investigated the effect of two different tasks, namely Computer Assisted Language Learning (CALL)-based tasks and written questions tasks on students' English grammar learning. The researcher in the control group asked the participants to answer the written questions in their workbooks and the participants in the experimental group do their assignments using the computers. Based on the post-test results, both CALL-based and written question tasks had positive effects on the participants. The study supports the idea that motivating tasks can have positive results toward language learning.
Road to Peace Education: Peace and Violence from the Viewpoint of Children
Author: Yilmaz, Fatih
Date: 2018-00-00
Type: Journal Articles
Subjects: Peace,Teaching Methods,Violence,Civil Rights,Prevention,Elementary School Students,Student Attitudes,Intergroup Relations,Sociocultural Patterns,Freehand Drawing,Foreign Countries

It is important to adopt the concept of peace as a culture when human rights, democracy, coexistence and diversity are respected at the social level. Particularly at an early age, introducing this concept to individuals can prevent violent cultures from finding social or individual support. In this sense, individuals are expected to disseminate peace through education and to exclude violence. In this research, it was tried to show how primary school students perceive the concepts of peace and violence in their daily lives. It has been tried to determine how pupils describe these concepts in their pictorial image, literary and verbal expressions. The research was designed as qualitative research from qualitative research approaches. 68 primary school students participated in the research. Students have identified four main themes on the peace issue: &quot;universal / inter-communal peace, inter-group / social peace, inter-personal peace and individual peace.&quot; Twenty-five sub-themes related to these 4 main themes have been created. As for violence, four main themes have emerged: &quot;socio-cultural violence, direct violence, group violence and ecological violence.&quot; Sixteen sub-themes have been expressed, depending on these four main themes. It has been found out that in the general sense, they perceive the concept of peace mostly in a personal-individual sense and they directly perceive the concept of violence as socio-cultural violence.
Pathologic Transitional Object: A Case Report
Author: Karaman, Omer
Date: 2018-00-00
Type: Journal Articles
Subjects: Separation Anxiety,Attachment Behavior,Foreign Countries,Child Development,Parent Child Relationship,Mothers,Child Behavior,Case Studies,Preschool Children

A transitional object is the selection and binding to an object that reminds the child of the mother and helps deal with separation anxiety in situations where the child is separated from the mother. In reality, many children are observed to have transitional objects and no problems occur. In this case report, the transitional object became pathological. An only child, the boy was 3.5 years and wished to wear the pyjamas chosen as transitional object in all areas of life. According to anamnesis from the family, there was no socio-economic problem experienced. Additionally, the child's developmental curves were normal and there was no physiological health problem. The child experienced problems in home and school life and this situation negatively affected the mother's home and professional life, so the case was dealt with. The study applied a strategy developed based on a behavioral approach combined with an object relation approach. At the end of the four-week program completed with the parents and child's teacher together, the problem was solved and follow-up one month later identified that this had not changed.
Investigation of Relationship between High School Students&apos; Career Adaptability, Subjective Well-Being and Perceived Social Support
Author: Sahin, Irem
Date: 2018-00-00
Type: Journal Articles
Subjects: High School Students,Social Support Groups,Well Being,Foreign Countries,Correlation,Student Surveys,Statistical Analysis,Family Influence,Teacher Influence,Peer Influence,Career Choice

The purpose of this study is to examine the relationship between high school students' social support, career adaptability and subjective well-being that are perceived from their family, teachers and friends. The study group consisted of 325 students (193 girls, 132 males) in three secondary schools located in Cukurova and Yüregir districts of Adana city. The data were collected through Career Adaptability Scale, Life Satisfaction Scale, Positive and Negative Affect Schedule and Perceived Social Support Scale and Personal Information Form developed by the researchers to reach the demographic information of the participants. A path analysis was conducted within the framework of structural equation modeling to investigate the relationship between social support, career adaptability and subjective well-being that the students perceived. Data analysis was done through SPSS and AMOS package programs. Correlation coefficients of arithmetic mean, standard deviation, pearson moment analysis were calculated, and path analysis was performed based on the observed variables. The research findings show that there is a significant relationship between subjective well-being, career adaptability and perceived social support. The perceived social support from family, teachers and friends are variables that predict the career adaptability of high school students. Career adaptability has also been found to be a significant predictor of subjective well-being.
Experiencing Disability in the School Context: Voices of Young People Diagnosed with ADHD in Spain
Author: Padilla-Petry, Paulo
Date: 2018-00-00
Type: Journal Articles
Subjects: Disabilities,Attention Deficit Hyperactivity Disorder,Clinical Diagnosis,School Role,Foreign Countries,Student Attitudes,Labeling (of Persons),Educational Experience,Coping,Secondary School Students

Researchers have begun to inquire into the experiences of young people with ADHD, including how they define ADHD and how a diagnosis of ADHD affects them. ADHD is considered a neurodevelopmental disorder and diagnosis is frequently requested by school professionals. The purpose of this qualitative study was to examine the experiences of young people in Spain who are diagnosed with ADHD through student voice research. Using semi-structured interviews, we found that while the participants tended to reproduce the conventional psychiatric discourse on ADHD, they also produced their own explanation of ADHD and of the effects of being labelled with ADHD on their lives in school. Our results highlight both the school's role in advocating for a diagnosis of ADHD and the lack of an adequate instructional response for students once they have been diagnosed.
Pedagogical Development Level of Pre-Service Primary School Teachers for Science Teaching
Author: Sahin, Ümran
Date: 2018-07-23
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Science Instruction,Student Attitudes,Prior Learning,High Schools,Institutional Characteristics,Gender Differences,Teaching Skills,Elementary Education

In this study, the pedagogical development level of pre-service primary school teachers for science teaching was examined. The participants of the study consist of 135 pre-service teachers from Primary School Teaching Department in Faculty of Education at Pamukkale University. After removing the invalid forms, a total of 128 pre-service teachers participated in the study. Data were collected with &quot;Pre-service Teachers' Pedagogical Development Scale&quot; developed by Hudson and Ginns and adapted by Haciömeroglu and Sahin-Taskin. For data analysis, standard deviation, mean, t-test, one way ANOVA were used. Results showed that the pre-service teachers &quot;totally agreed&quot; they have science teaching skills in general. They &quot;totally agreed&quot; also with the dimensions (theory, development of children, planning, and practice) of the scale. There was no statistical difference between the pedagogical development levels of the pre-service teachers according to their gender. However, they differ according to the type of high school that they graduated from; other types of high schools (Anatolian Teacher Training High School and Science High School) perceived themselves more efficient than students from Anatolian High Schools in terms of theory and planning dimensions.
Explaining the Requirements for Teacher&apos;s Development Based on Professional Competencies Approach
Author: Moghtadaie, Leila
Date: 2018-07-23
Type: Journal Articles
Subjects: Faculty Development,Teacher Competencies,Correlation,Elementary Schools,Elementary School Teachers,Foreign Countries,Research,Professional Identity,Teacher Attitudes,Personality Traits

As teacher competencies and skills play a major role in their performance and thus the achievement of school and educational goals, teachers need to equip themselves with a variety of competencies to educate children who are potentially future leaders of the community. In this context, the present study aimed to find the correlation between each of the main dimensions of professional competencies and the main components of Teacher Development (TD) in elementary schools. The study designed an applied research and used a survey method. The statistical population includes all primary school teachers in Isfahan province (N = 1150). Using a multi-stage and proportional cluster sampling method, the sample size was 94 teachers. Data were collected by studying literature, interviewing experts and a questionnaire. The data were analyzed using correlation test and Analytical Network Process (ANP) technique using SPSS and Super Decisions software. The results of the research show that the dimension &quot;skill&quot; has the greatest impact on TD, and the dimensions &quot;attitudes and behaviors,&quot; &quot;personality traits,&quot; &quot;knowledge,&quot; and &quot;ability&quot; are respectively in the second to fifth grades, as the most relevant dimensions of professional competence in primary school TD.