ethanporcaro/eric-fulltext-meta huggingface dataset:
School Librarians and the Intellectual Freedom Manual
Author: Garnar, Martin
Date: 2020-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Intellectual Freedom,Guides,Copyrights,Censorship,Educational Resources,Librarian Teacher Cooperation

In 2020 the tenth edition of the &quot;Intellectual Freedom Manual&quot; will be published by American Library Association (ALA) Office for Intellectual Freedom (OIF). As with each new edition, this one includes guidance on the latest issues, the newest policy statements related to intellectual freedom (IF), and the core documents that outline the library profession's commitment to free expression, free access to information, privacy, and other intellectual freedom principles. In this article Martin Garnar, editor of the tenth edition, talks with Kate Lechtenberg, a school library educator and former school librarian, and Carolyn Vibbert, an elementary school librarian, about what's new in the &quot;Intellectual Freedom Manual&quot; and how intellectual freedom connects with AASL's &quot;National School Library Standards for Learners, School Librarians, and School Libraries.&quot; Changes to the manual include new interpretations of the &quot;Library Bill of Rights&quot; approved by the ALA Council since the last edition, information about when to call the police, an essay about censorship beyond books (e.g., programs, displays, databases, etc.), expanded content about developing library policies that support intellectual freedom, and an expanded &quot;Glossary of Terms.&quot;
School and Public Library Collaboration: Opportunities for Sharing and Community Connections
Author: Moreland, Denise
Date: 2020-00-00
Type: Journal Articles
Subjects: School Libraries,Public Libraries,Institutional Cooperation,School Community Relationship,Librarians,Shared Resources and Services,Library Services

School and public librarians both strive to offer resources and services to their communities, often with limited budgets. School and public libraries offer different business hours, diverse resources, different online databases, unique facilities and makerspaces, and varying services. Both also collect materials and provide programming for many of the same patrons. It is well established that collaboration between libraries can connect patrons with more resources and services. Through collaboration, school and public librarians can increase opportunities to serve their patrons, ensuring their services and resources are used fully, which would not be possible while working independently. The end result is better service to the community as a whole. To understand how school and public libraries are collaborating, the authors asked more than twenty school and public librarians in one region of central Missouri about what they do to collaborate with each other. This article presents those findings. The authors found that every librarian they talked to had at least one experience collaborating, partnering, or communicating with the other library in their area. When their experiences of collaboration were examined for patterns and categorized, it was found that all collaborations occurred in three areas: sharing resources, sharing spaces, and sharing programming.
The Personal Agency of Modern Adolescents: Developmental Opportunities in a Socially Enriched Environment
Author: Antopolskaya, Tatyana A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Individual Power,Adolescents,Adolescent Development,Social Environment,Educational Environment,Secondary Schools,Continuing Education Centers,Foreign Countries

The article reveals the problem of the development of personal agency of adolescents in a socially enriched environment of additional education. It deals with the theoretical aspects of the problem. Attention is drawn to significant characteristics of personal agency, such as multileveledness, reflexivity, motivation, initiative and realization through interaction with others. Special features of adolescence as a sensitive period for the development of personal agency are revealed. The article provides the review of the development of personal agency of adolescents at a socially individual, socially-communicative, socially-interactive and socio-moral levels. It describes methods of studying the development of personal agency of adolescents at a socially individual level, which fix the level of cognitive activity of adolescents and their ability for self-development, allowing to identify five stages of development of personal agency -- &quot;observer&quot;, &quot;student&quot;, &quot;apprentice&quot;, &quot;master&quot;, &quot;creator&quot;. The results of the ascertaining stage of the experimental study of personal agency of adolescents in different educational organizations (secondary school, additional education centre) are presented. They reveal that there are certain discrepancies in the control and experimental groups both in the formation of personal agency and in the level of adolescents' need for self-development as one of the leading indicators of personal agency. The issues of creating pedagogical conditions in the environment of additional education for the development of personal agency of adolescents are discussed. The article also substantiates the necessity of using special technologies to increase the personal agency of adolescents.
The Institution of Honorary Supervisors in the System of Public Education of the Russian Empire in the First Half of the 19th Century (The Case of the Kharkov Educational District): Duties, Career, Social Status, and Education Level. Part 2
Author: Degtyarev, Sergey I.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Supervisors,Supervision,Public Education,Social Status,Educational Attainment,Administrator Role,Supervisor Qualifications,Supervisory Methods,Volunteers

In this work, the authors continue to explore the institution of honorary supervisors in the system of public education of the Russian Empire in the first half of the 19th century. Based on data from various related publications and archival materials, the authors have analyzed the dynamics of change in the number of honorary supervisors in schools within the Kharkov Educational District at the time. During the period under review, the number of this type of functionaries grew steadily, which attests to the high popularity of the post of honorary supervisor among the nobility. While it did not profit those who held it financially, the post could help raise their social status significantly. It is difficult to establish the educational level of honorary supervisors, as service records did not always reflect this. At the same time, serving as an honorary supervisor involved active engagement in official correspondence with local authorities, the university senior management, etc. This suggests that the overwhelming majority of honorary supervisors in the Russian Empire did have an education. The authors are convinced that further research into the institution of honorary supervisors and practices related to the institution of trusteeship within in the system of public education of the Russian Empire remains a relevant and promising line of research. It can offer valuable insights into the advisability of implementing some of the more effective elements of said practices in the present-day education system. [For Part 1, see EJ1262577.]
Development Factors of the Lecturers&apos; Professional Mobility in System of Higher Education in Kazakhstan
Author: Aidarov, Bakytzhan Z.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Faculty Mobility,Higher Education,Efficiency,Universities,Factor Analysis,Educational Administration,Foreign Countries,Reputation,Institutional Characteristics,Faculty Development,Academic Rank (Professional),Faculty Publishing

Internationalization and integration of the educational environment raises the issue of university lecturer development of professional mobility in Kazakhstan's higher education system. The aim of the study is to find an empirical approach to defining the factors for the development of lecturer professional mobility in the modern conditions of functioning of higher education in Kazakhstan. Using the cluster analysis and justification of the efficiency criterion, the researcher conducted a representative sample of 30 local universities. In order to obtain quantitative estimates of their professional mobility level, the researcher surveyed 1109 lecturers from a sample set of Kazakhstan universities. To determine the structure and factors of professional mobility and the role of the resource component in professional mobility, the researcher employed principles component analysis, which was carried out on the basis of the quantitative estimates obtained as a result of the survey. Finally, the influence of pedagogical mobility factors on the efficiency level of the university was studied using regression models made using the method of nonlinear evaluation. The results of the study are of a practical nature. To know the factors of professional mobility is fundamental for educational management as it determines the ratio of resource and process components that underlie the coordination of interests of both the employee and the university, as well as the strategy for the development of lecturers in universities. This, in turn, can significantly increase the efficiency of their activities, as well as ensure the success of integration into the world educational space.
Rights of Indigenous Children: Reading Children&apos;s Literature through an Indigenous Knowledges Lens
Author: Stagg Peterson, Shelley
Date: 2020-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Indigenous Knowledge,Childrens Literature,Culturally Relevant Education,Foreign Countries,Canada Natives,Picture Books,Residential Schools,Cultural Maintenance,Spiritual Development,Autobiographies,Cultural Awareness,Biographies

Indigenous children's literature supports Indigenous communities' rights to revitalization, and to the transmission to future generations, of Indigenous histories, languages, and world views, as put forth in the United Nations Declaration of the Rights of Indigenous Peoples. Drawing on Indigenous teachings that were given to him by Elders, an Indigenous Knowledge Keeper, Red Bear, interprets 10 Indigenous picture books published in Canada between 2015 and 2019 by mainstream and Indigenous publishing companies. These books were selected from the International Best Books for Children Canada's list of Indigenous books and websites of four Canadian Indigenous publishers. We discuss the Knowledge Keeper's interpretation of books that are grouped within four categories: intergenerational impact of residential schools, stories using spiritual lessons from nature, autobiography and biography, and stories using teachings about relationships. Recognizing the richness, authenticity, and integrity of Red Bear's interpretation of the books, we propose that all teachers should strive to learn Indigenous cultural perspectives and knowledge when reading Indigenous children's literature.
Factors Affecting the Adoption of E-Learning in Indonesia: Lesson from COVID-19
Author: Siron, Yubaedi
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Educational Technology,Electronic Learning,Intention,Student Attitudes,Anxiety,Self Efficacy,Psychological Patterns,Difficulty Level,Student Experience,College Students,Student Characteristics,Distance Education,School Closing

This study aims to examine factors affecting the use of e-learning during the COVID-19 pandemic in Indonesia. This survey study utilized a quantitative approach to understand the relationship variables by using SEM-PLS. An online questionnaire was distributed to collect information from respondents. A total of 250 questionnaires were gathered, and 210 responses can be used for further analysis. The findings indicate that the students' intention in using e-learning was determined by several variables, including perceived enjoyment, students experience, computer anxiety, and perceived self-efficacy. These findings also confirm that both perceived ease of use and perceived usefulness can explain the students' intention in utilizing e-learning. The results provide an implication toward the importance of understanding the factors of e-learning adoption and how students can perceive e-learning as the response of the COVID-19 pandemic.
Physics-Chemistry Preservice Teachers&apos; Opinions about Preparing and Implementation of STEM Lesson Plan
Author: Çalis, Sevgül
Date: 2020-00-00
Type: Journal Articles
Subjects: Chemistry,Physics,Science Education,Preservice Teachers,High School Teachers,Problem Solving,Teacher Education Programs,Lesson Plans,Content Analysis,STEM Education,Student Attitudes

The popularization of the STEM educational model has also brought along the need for well-trained teachers. In this model, it is aimed to understand examples in real world and solve related problems. Of course, this depends on the development of critical thinking, creative thinking, researching and experimental skills. For these reasons, the opinions of the Physics-Chemistry teacher candidates regarding the preparation and implementation of STEM lesson plans were investigated. For this purpose, the preservice teachers were asked to form real life-related, information-based problems covering the acquisitions included in the high school programs and then they were expected to turn these into STEM lesson plans. The study is a descriptive study, one of the qualitative research methods. The data was collected via the forms developed by the researchers and including open-ended questions and one-to-one interviews. The data obtained were analyzed according to the content analysis steps, which is one of the qualitative research methods. When the analysis results were examined, it was found that the preservice teachers had difficulty in forming real life-related, information-based problems covering the acquisitions included in the high school programs and integrating them with scientific knowledge and in the engineering integration of STEM implementations and finding materials.
Secondary School Mathematics Teachers&apos; Views on E-Learning Implementation Barriers during the COVID-19 Pandemic: The Case of Indonesia
Author: Mailizar
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Closing,COVID-19,Pandemics,Online Courses,Educational Technology,Electronic Learning,Secondary School Teachers,Mathematics Teachers,Mathematics Instruction,Barriers,Teacher Characteristics,Correlation,Teacher Background,Technological Literacy,Internet,Access to Computers,Educational Resources,Curriculum,Student Characteristics

School closures in Indonesia during the COVID-19 pandemic have left 45.5 million school students and 3.1 million teachers dependent on online teaching and learning. Online teaching and learning are an unprecedented experience for most teachers and students; consequently, they have a limited experience with it. This paper examines the views of secondary school mathematics teachers on E-learning implementation barriers during the COVID-19 pandemic at four barrier levels, namely teacher, school, curriculum and student. Furthermore, it assesses the relationship between barrier levels with teachers' demographic background. Data was collected through an online questionnaire, involving 159 participants from lower and upper secondary schools in Indonesia. The findings of this study suggest that student level barrier had the highest impact on e-learning use. In addition, the student level barrier showed strong positive correlation with the school level barrier and curriculum level barrier. The study showed that teachers' backgrounds had no impact on the level of barriers. This study stimulates further discussion on the way to overcome e-learning barriers whilst simultaneously maximizing benefits of E-learning during this pandemic and beyond it by highlighting the importance of students' voices.
Predicting Computer Engineering Students&apos; Dropout in Cuban Higher Education with Pre-Enrollment and Early Performance Data
Author: Alvarez, Niurys Lázaro
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Computer Science Education,Engineering Education,Identification,Potential Dropouts,Predictor Variables,Academic Persistence,School Holding Power,At Risk Students,Dropout Prevention,Classification

We present an educational data analytics case study aimed at the early detection of potential dropout in Computer Engineering studies in Cuba. We have employed institutional data of 456 students and performed several experiments for predicting their permanency into three (promotion, repetition, and dropout) or two classes (promoting, not promoting). We have also tested a combination of classification features for training and testing decision trees and neural networks; including information obtained at the time of enrollment, after the first semester and after the first academic year. Our results show a considerable accuracy using all features (96.71%). Using only the features available at the time of enrolment and after the first semester we obtain very positive results (68.86% and 93.85% accuracy respectively) with a high recall of non-promoting students. Thus, it is possible to obtain an early assessment of the risk of dropout that can help defining prevention policies.
Requirements for Application of the STEM Approach as Perceived by Science, Math and Computer Teachers and Their Attitudes towards It
Author: Alsmadi, Mohareb Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Science Instruction,Mathematics Instruction,Teacher Attitudes,Foreign Countries,Teaching Methods,Gender Differences,Specialization,Science Teachers,Mathematics Teachers,Interdisciplinary Approach,Computer Science Education,Instructional Program Divisions,Elementary Secondary Education,Teacher Competencies

This research aimed to investigate the requirements of the application of the STEM approach in teaching science and mathematics and the teachers' attitudes towards it. The study used descriptive approach. The study sample consisted of (159) male and female teachers chosen by the random stratified sample method from the study community represented by all science, mathematics and computer teachers in Ajloun Governorate in the academic year 2019/2020. The scale of requirements for applying the STEM approach and teachers' attitudes towards it was developed; the validity and reliability of the study instrument were verified by appropriate statistical methods. Statistical processing was done using arithmetic means, and the analysis of multiple variance analysis. The results showed that the teachers 'assessments of the requirements of the STEM approach are all high and above the hypothetical average (75%). &quot;Changing the teaching methods&quot; dimension came in the first place with an arithmetic mean (30, 29), followed by the dimension of &quot;changing the learning goals&quot; with an arithmetic mean (30.15). The third place was for &quot;changing the vision and skills of teachers&quot; dimension with an arithmetic mean (30.13), and the last place was for the domain of &quot;changing the classroom environment&quot; with an arithmetic mean (22.37). It showed that teachers' attitudes toward STEM teaching are positive and high. And there were no statistically significant differences at the level (0.05) in the male and female teachers' assessments of the requirements of STEM application and their attitudes towards it. On the other hand, there are statistically significant differences in their estimates according to the phase variable and in favor of the elementary stage. There were statistically significant differences according to the variable of specialization and for the benefit of science and mathematics teachers compared to Computer ones. And in light of the results, the study presented a set of recommendations.
Me While I Am Learning Mathematics: Reflections to Elementary School Students&apos; Drawings
Author: Turgut, Sedat
Date: 2020-09-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Skills,Elementary School Students,Elementary School Mathematics,Student Attitudes,Freehand Drawing,Self Concept,Teaching Methods,Arithmetic,Educational Environment,Age Differences,Mathematical Concepts,Concept Formation,Foreign Countries

Each child will not become senior mathematicians in the future but all children have the right to get learning opportunities which he/she can develop his/her mathematical understanding at school. The success of children in mathematics is closely related to how they are taught mathematics. At this point, the role of teaching mathematics stands out in elementary school since they first encounter mathematics as a subject. Elementary school is the place where students first experience success or failure in mathematics. Therefore, the fundamentals of students' tendencies towards mathematics which will set and affect their future learning life are also laid here. The present study aims to examine the perceptions of elementary school students towards learning mathematics by means of their drawings. Drawings are tools for children to express themselves; they provide information about students' drawings on their classes and their understanding of teaching. In this context, based on the experiences of elementary school students, the phenomenon of learning mathematics was aimed to be defined from their perspective. This research employed phenomenology as a qualitative research design. The study group of the research consisted of 326 elementary school students. The data were collected through the drawings of students on the subject of &quot;me while I am learning mathematics&quot;. Content analysis was used in the analysis of the data. According to the research results, it is seen that the math learning environment is usually classroom; people in the learning environment are usually teacher and student(s); materials in the learning environment are general items in the classroom environment; symbols in the learning environment are usually numeral-number-four operation symbols; learning mathematics is usually happy-enjoyable-fun and the process of learning mathematics is usually to do arithmetic.
Science Practical Work and Its Impact on Students&apos; Science Achievement
Author: Shana, Zuhrieh
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Instruction,Science Achievement,Teaching Methods,Comparative Analysis,Grade 10,Chemistry,Biology,Pretests Posttests,Resources,Science Laboratories,Instructional Effectiveness,Science Process Skills,Foreign Countries,Secondary School Students

The purpose of this quasi-experimental study is to evaluate the overall effect of practical work on students' academic attainment in science. Participants were selected from tenth grade students (chemistry and biology) and eleventh grade students (chemistry), then divided into groups. The control groups were taught using traditional methods of teaching science, while the same content was given to the experimental groups using intensive practical work. Pre and post-tests were given to all groups. The mean score comparison revealed a significant difference in the attainment scores of the experimental over the control groups. It is thus recommended that students be given ample opportunity to be engaged in practical lessons in secondary schools. This entails that the administration of schools supplies their labs with all equipment needed for practical work to be effectively implemented.