ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Participatory Practices to Enhance Students&apos; Leadership Skills
Author: Kundaeng, Sarawut
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Leadership,Skill Development,Leadership Training,Foreign Countries

This study aimed at helping students to improve their leadership skills by utilizing the methodology of Participatory Action Research in which two cycles of research (one cycle per semester) were conducted during the Academic Year of 2021. The three anticipated developmental outcomes of change, learning, and knowledge were gained through the practices, which were administered in the particular setting of the Noensangawittaya School in Chaiyaphum Province. The target group for development consisted of 191 high school students, and 13 teachers served as the study's co-investigators. The findings revealed the changes that had been anticipated. In accordance with the comparative analysis of the three phases (before and after the first cycle of practices and after the second cycle), it was discovered that in order to improve the students' leadership skills, the co-researchers had continued to increase their activities since beginning the first phase. In a similar vein, there had been advancements in the leadership skills of the students. Together, the research team, the co-researchers, and the school discovered that any form of development, which prioritizes democratic or participatory principles, will produce better results. Additionally, a grounded theory known as the &quot;Model for Developing Students' Leadership Skills: The Success of Lessons Learned through Participatory Action Research at Noensangawittaya School&quot; was developed from the practices, which had been employed in this research.
Digital-Based Smart Campus at Telkom University, Indonesia
Author: Qurtubi, Ahmad
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Electronic Learning,Higher Education,College Students,Program Effectiveness,Artificial Intelligence,Technology Integration

A Smart Campus is a new educational paradigm developed in this study, and numerous changes are achieved in the sectors of technology, environment, management, education, mobility, life, security, and the university's economy. A smart campus is a way for institutions to compete in the industrial era 4.0. The smart campus system assists colleges in offering timely, accurate, and real-time services to all academicians. Previous research on smart campuses covers numerous dimensions, including the environment, education, management, mobility, people, economy, and security. The purpose of this research is to determine the components of Telkom University's digitally-based smart campus. To achieve this goal, the researcher enlisted the help of 98 Telkom University students. This research method employs a quantitative approach. A quantitative technique is used in this research strategy. The data used in this study are primary data gathered from the questionnaire responses. Confirmatory Factor Analysis was employed in this investigation, which was carried out with the assistance of the SmartPLS tool. Based on the findings of this study's analysis, it was determined that Telkom University has adopted nine components that reflect a digital-based smart campus. Among the 9 components examined, three have shown to be successful on this campus: Campus Application, Digital Presence with QR Code, and Campus Development Dashboard, while three require further improvement: Campus Academic System component, E-learning, and Job Fair System and Career Center.
Education Services for Students during the COVID-19 Pandemic
Author: Prastyanti, Shinta
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Access to Education,Elementary School Teachers,Barriers,Online Courses,School Closing,Educational Technology,Electronic Learning,Foreign Countries,Distance Education,Principals,Teacher Attitudes,Administrator Attitudes

The Corona Virus Disease 19 currently has disrupted all aspects of life, including education. The teachers and students have to adapt to the studying and learning process and how to serve students. This phenomenon is important and interesting to study. The research uses a qualitative case study method with data collection through observation, dialogical interviews, Focus Group Discussion, Participatory Decision Making, and documentation analysis. Informants are teachers represented from the fifth-grade elementary schools, both urban and rural areas, besides the principals, educational leaders, and practitioners in the District of Banyumas, the Province of Middle Java, Indonesia. The research analysis uses interactive analysis starting from data collection, data reduction, verification, and triangulation till the conclusion drawing. The results showed that teachers and students in research areas alike experienced technological disruption both in the educational process or services to students during the pandemic as an effect of the changing of studying learning methods from face-to-face to online. Another result found the use of digital media in the process of implementing and evaluating the studying learning process hurts boredom, lack of concentration on the lesson, and humanistic interaction with other students. In contrast, the result also found a positive impact such as interesting and innovative digital applications that can support the educational process during that pandemic. It is necessary to socialize, adapt, adopt innovation and increase competence for teachers and students, especially in the use of digital-based learning media and applications (online) including quality assurance of the education implementation and evaluation process.
Senior High School as Critical Pedagogy
Author: Palbusa, Mario Y., Jr.
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Curriculum,Critical Theory,Foreign Countries,Educational Philosophy,Student Evaluation,Educational Environment

Given the tendencies of education to become oppressive in theory and practice, exploring the premises of critical pedagogy as an educational philosophy becomes timely and compelling. This study aims to describe the possibilities of intensifying the essential role of pedagogy in teaching-learning processes, thereby leading to the framing of a liberating curriculum. In this qualitative phenomenological study, stories from purposively selected Senior High School stakeholders were collected through interviews, survey, and observations. After careful analysis, it revealed that some of the existing pedagogical practices still adhered to the traditional approach that deterred education from its being a genuinely free act. Proofs were gleaned from the areas of instruction, assessment, and learning environment. It is recommended that by strengthening critical pedagogy, learners become agents of social change. Teachers should then also be curriculum reformers who could make learning not just relevant but also liberating, and hence, humanizing.
Exploring the Relationship Using Mosston and Ashworth&apos;s Teaching Styles of Physical Education Teachers in Turkey
Author: Sevilmis, Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education Teachers,Teaching Styles,Gender Differences,Teaching Experience,Public School Teachers,Private Schools,Teachers,Cognitive Style

In this study, the relationship using Mosston and Ashworth's teaching styles of physical education teachers and their using intensities regarding stills were examined according to their gender, experience, and serving in public and private schools. In collecting, analyzing, and interpreting the study data, a qualitative study paradigm was utilized. In the scope of study, semi-structured interview was made with 23 physical education teachers selected by purposeful sampling. According to the result of data analysis, while physical education teachers were taught lessons, it was revealed that they teaching-centered teaching styles. In addition, when the teaching styles of physical education teachers are evaluated in the context of intercode relationships, it was revealed that they used the most frequently the styles related to &quot;Command-A -- Reciprocal-C&quot; &quot;Command-A -- Practice-B&quot;. Intercode relationships decreases from teaching-centered teaching styles to learning-centered teaching styles. Especially, it was revealed that &quot;Self-Teaching- K&quot; and &quot;Convergent and Divergent Discovery- G/H&quot; styles, among learning-centered teaching styles, were not related to the other styles at all. Teaching styles teachers use is an indicator of that teaching-centered education are more prominently given. In addition, the intensities using Mosston and Ashworth's teaching styles of the teachers according to the gender, experience, serving in the public and private schools were identified.
Evaluation of 4006 TUBITAK Science Fairs in Terms of Science Teachers
Author: Konur, Kader Birinci
Date: 2022-00-00
Type: Journal Articles
Subjects: Program Evaluation,Science Fairs,Science Teachers,Program Effectiveness,Program Implementation,Foreign Countries,Teacher Attitudes,Science Process Skills,Skill Development,Outcomes of Education,Imagination,Active Learning,Self Esteem,Socialization,Science Education

In recent years, the organizations of the science fairs at schools have been emphasized on. Science fairs are important since students' perceptions, attitudes, and achievements towards sciences are affected positively by the science fairs. It is important to carry out studies for science fairs and follow up this process in this context. This study aims to evaluate the effectiveness of the 4006 coded TUBITAK science fairs and the problems experienced by sciences teachers during the preparation and implementation stages of the fair. For this purpose, the study was carried out within the framework of the Phenomonographic approach, which is one of the qualitative research methods. The study group consists of 20 sciences teachers who participated in the support program of TUBITAK science fairs coded 4006 in the 2018-2019 academic year in Istanbul. In the study, a semi-structured interview form was used as a data collection tool. When the interview form was examined; It was determined that the majority of the teachers participating in the study demonstrated positive thoughts towards 4006 TUBITAK science fairs. Teachers stated that students who participated in science fairs developed skills such as imagination, active participation, self-confidence, socialization, work awareness, and responsibility.
Instructional Supervision: Is It Culturally Responsive? A Textbook Analysis
Author: Guerra, Patricia L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Supervision,Culturally Relevant Education,Textbook Evaluation,Administrator Education,Principals,Higher Education,Instructional Leadership

The purpose of this study was to determine whether and to what degree textbooks are preparing aspiring principals as culturally responsive instructional supervisors. After evaluating multiple textbooks against selection criteria, &quot;SuperVision and Instructional Leadership: A Developmental Approach,&quot; was identified as the study's unit of analysis. An audit of the subject index was conducted to answer: How are culturally responsive instructional supervision competencies addressed in this leading supervision textbook? Findings revealed content related to cultural responsiveness was concentrated in a chapter at the back of the textbook and the clinical supervision cycle, a powerful means of changing instructional practices (Gordon, 2016; Grissomet al., 2021), was all but devoid of references to culture. As future and current school leaders prepare to supervise a still predominantly White teacher population, with the aim of instructional improvement for an even more diverse student population, the need for supervision that is culturally centered is imperative.
Reliability Evidence for the NC Teacher Evaluation Process Using a Variety of Indicators of Inter-Rater Agreement
Author: Holcomb, T. Scott
Date: 2022-00-00
Type: Journal Articles
Subjects: Interrater Reliability,Teacher Evaluation,Statistical Analysis,Early Childhood Teachers,Evaluation Methods

In this study, various statistical indexes of agreement were calculated using empirical data from a group of evaluators (n = 45) of early childhood teachers. The group of evaluators rated ten fictitious teacher profiles using the North Carolina Teacher Evaluation Process (NCTEP) rubric. The exact and adjacent agreement percentages were calculated for the group of evaluators. Kappa, weighted Kappa, Gwet's AC1, Gwet's AC2, and ICCs were used to interpret the level of agreement between the group of raters and a panel of expert raters. Similar to previous studies, Kappa statistics were low in the presence of high levels of agreement. Weighted Kappa and Gwet's AC1 were less conservative than Kappa values. Gwet's AC2 statistic was not defined for most evaluators, as there was an issue found with the statistic when raters do not use each category on the rating scale a minimum number of times. Overall, summary statistics for exact agreement were 68.7% and 87.6% for adjacent agreement across 2,250 ratings (45 evaluators ratings of ten profiles across five NCTEP Standards). Inter-rater agreement coefficients varied from .486 for Kappa, 0.563 for Gwet's AC1, 0.667 for weighted Kappa, and 0.706 for Gwet's AC2. While each statistic yielded different results for the same data, the inter-rater reliability of evaluators of early childhood teachers was acceptable or higher for the majority of this group of raters when described with summary statistics and using precise measures of inter-rater reliability.
Shaping Educator Sensemaking in Complex Systems? Policy-Directed Teacher Evaluation Models as Boundary Objects
Author: King, Kelley M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Models,Public Schools,Teacher Education Programs,Educational Policy,Teacher Effectiveness,Elementary Secondary Education,Preschool Education,Faculty Development,Performance Based Assessment,Communities of Practice,Preservice Teacher Education,State Policy,Program Implementation,Program Effectiveness,Administrator Attitudes,Teacher Attitudes,High Schools,Suburban Schools,Supervisors

This study examined a state-wide, policy-directed teacher evaluation model implemented across public schools and educator preparation programs. Such models are grounded in a theory of action that situates teacher learning within social relationships, yet does not account for the complexity of systems. Results challenge policy's implicit theory that an evaluation model can function as a boundary object to create a common understanding of good teaching and positively impact teacher professional practice. We found contradictory evidence that the model served as a boundary object that facilitated shared sensemaking as mediated understandings of good teaching collided with expectations in classroom contexts.
The Restrictive Concepts of Teacher Evaluation and Their Discourse Communities
Author: Hazi, Helen M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Discourse Communities,Scholarship,Educational Research,Discourse Analysis,Educational Psychology,Psychometrics,Industrial Psychology,Labor Legislation,Economics,Teacher Supervision,Teacher Education

Teacher evaluation is a personnel practice in education and a field of study with multiple discourse communities, including a community in supervision. Many concepts from these discourse communities have influenced practice over time. In this article, I place teacher evaluation as a practice originating in the intersection of supervision and administration, describe its tumultuous relationship with supervision, and identify the many concepts that restrict its practice with examples of scholarship. This article is important &quot;fieldwork&quot; that scholars must periodically conduct on their niche to better understand its audiences, scope, and influences. Examples of fieldwork include: analyses of scholarship, collections on a theme, handbooks, histories, interviews of scholars, memoirs, and genealogies of scholars. This article is a type of analysis of scholarship for the field of teacher evaluation, as Bolin (1988), Blumberg (1990), Garman (2020), Glanz (2018), Gordon (2019), Mette (2019), and Glanz and Hazi (2019) have done for the field of supervision. I am often asked, &quot;Is there anything left to study about teacher evaluation?&quot; This article may help scholars broaden their thinking about the many discourses of teacher evaluation as well as their own niche. Understanding the nature of the discourses helps a scholar navigate its writings and research, situate his/her contribution, and interpret the results of emerging research.
How the Intersection of Two Planes of Experience Equaled One Beautiful Art Gallery
Author: Morrison, Jennifer D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Development Schools,College School Cooperation,Partnerships in Education,Elementary Schools,Art Education,Art Products

In this article, Jennifer, a PDS Liaison from the University of South Carolina, and Ashley, an art teacher at a PDS school, discuss a recent project that highlighted the exceptional instruction occurring at Pontiac Elementary School.
Building ESOL Networks (Project BEN) as Pathways of Change: Innovative Professional Development for Teachers of ELs and Teacher Candidates
Author: Ankeny, Raisa
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Development,Teaching Methods,Culturally Relevant Education,English Language Learners,English (Second Language),Second Language Learning,Second Language Instruction,Place Based Education,Educational Theories,Preservice Teachers,Teacher Education Programs,College School Cooperation,Partnerships in Education,Language Teachers,Elementary Secondary Education,Innovation,Program Design

This article provides an overview and the theoretical foundations of a professional development project to support both teachers of English Learners and teacher candidates who are being prepared to teach English Learners. The program design is rooted in Culturally and Linguistically Responsive Teaching (CLRT) and place-based pedagogy.
Casting Call! The Aspiring Principal Program: A Partnership Initiative Filling the Need for Leadership
Author: Shore, Rebecca
Date: 2021-00-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,Principals,Administrator Education,Professional Development,Leadership Training,Summer Programs,Simulation

This article details the creation and features of the Aspiring Principals Program, an intentional, mutually beneficial partnership between the University of North Carolina at Charlotte and Charlotte-Mecklenburg Schools.
Cultivating a Culture of Collaboration: Pivoting at a Professional Development School
Author: Jones, Aisja
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Development,College School Cooperation,Partnerships in Education,COVID-19,Pandemics,Educational Technology,Internet,Electronic Learning

This article, written by a third-grade teacher, provides a first-hand account of collaboration and reflection with a student teacher intern while teaching in a Professional Development School (school-university partnership school) during the COVID-19 pandemic. The teacher details the process of pivoting during technology issues before and during instruction.
Teachers&apos; Ability in Writing Mathematical Literacy Module Based on Local Context
Author: Susanta, Agus
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Mathematics Instruction,Numeracy,Instructional Design,Cultural Influences,Foreign Countries,Instructional Effectiveness

One problem in elementary schools in facilitating students' literacy skills is the limitation of teaching materials. This study aims to explore the ability of elementary school teachers to write mathematical literacy modules based on the Bengkulu context. This research is descriptive research with a quantitative approach. Subjects consisted of two groups taken from 40 postgraduate students of elementary school teachers' education FKIP UNIB. Data were collected using ability tests, document analysis, and interviews. The results showed that: (1) there were differences in students' abilities to understand teaching materials before and after developing the module; (2) the fresh graduate students are better at choosing local context problems, designing modules, and displaying modules; (3) students from elementary school teachers tend to be better at developing indicators, presenting material, and examples of reinforcement; and (4) the literacy mathematics module-based local context has met the criteria valid in terms of construction, material, language, and readability.
Variation in Linguistic Stance: A Person-Centered Analysis of Student Writing
Author: Black, Kristin E.
Date: 2022-10-00
Type: Journal Articles
Subjects: Linguistics,Writing Instruction,Writing (Composition),Prompting,Secondary School Students,Writing Assignments,Academic Language

The present study offers an alternative methodological approach to the growing body of literature on stance--the linguistic arrangements that construe a writer's perspective on knowledge. A number of recent studies have concluded that control over linguistic stance tends to develop through college and that preferred markers of stance differ by discipline. We know relatively little, however, about how those patterns differ within and between individuals. This study uses a person-centered method, multilevel latent profile analysis, to determine how secondary students in the United States use typical markers of stance in their writing, and to what extent that use varies across texts. The analysis focuses on 338 informal responses produced by 27 rising high school seniors during a college access program. Findings point to wide variation in how students at this level use linguistic markers in their writing, and to the role of the larger instructional context in shaping stance in the informal response genre.