ethanporcaro/eric-fulltext-meta huggingface dataset:
School Leaders&apos; Preferences for Paintings in Their Schools and Justifications for Their Preferences
Author: Karaseyfioglu Pacali, Sevda
Date: 2020-12-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Preferences,Educational Environment,Foreign Countries,Painting (Visual Arts)

This study aimed to reveal the reasons underlying school principals' preferences for paintings to be exhibited on their school's walls. Also, it was examined whether there is a difference between the frequency of school leaders' participation in artistic activities as well as their preferred art genres represented by different paintings. The participants in the study consisted of school principals working in high schools located in the central district of Sivas in the middle of Turkey. The research was conducted using a mixed method methodology. Data were collected by using semistructured interviews, surveys and questionnaires. A qualitative analysis method was used to find out reasons for school principals' preferred paintings. In addition, a quantitative analysis was performed to ascertain the differences, if any, among participants as regard to their frequency of attending artistic activities and artistic movements they preferred. According to the findings, the school principals chose paintings illuminating ideas such as green consciousness, ways of thinking, ethical principles, time perception, national values, and artistic perspectives.
Analysis of Teaching Human Rights Values at University Level in Pakistan
Author: Rashid, Haroon Ur
Date: 2023-04-00
Type: Journal Articles
Subjects: Foreign Countries,Civil Rights,Higher Education,Values Education,Department Heads,College Faculty,College Students,Public Colleges,Ethics,Integrity,Moral Values,Human Dignity,Freedom,Citizenship Responsibility,Social Justice,Diversity,Social Attitudes,Cooperation,Accountability,Citizenship Education

Human rights contribute to peaceful coexistence among citizens, which leads to societal and national progress as well. The present research focused on the analysis of the human rights teaching practices at higher education level in Pakistan. Fifteen (15) heads of departments, 61 teachers, and 419 students of BS programs were selected as a sample from four departments of four public universities of the Punjab (Pakistan). Human Rights (HRs) was considered as an aggregate of nine values; which were here rearranged in descending order of their rank as per their prevalence in teaching practices of the sampled teachers -- truth, integrity, respect for human dignity, freedom and responsibility, equality and justice, acceptance/appreciation of diversity, cooperation, accountability, and honesty. 'Truth' was the most focused value, and 'honesty' was the least. Human Rights Values (HRVs) were being taught less than that of the expectations of the students and teachers. Therefore, HRVs should be taught to the university students more frequently. Keeping in view greater importance of civic engagement and citizenship, Higher Education Commission of Pakistan (HEC) can offer a distinct course regarding Human Rights Education in its guiding principles for universities in its sponsorships.
Causes of Dropouts in Government Secondary Schools of Punjab (Pakistan)
Author: Rehman, Saif Ur
Date: 2023-04-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,State Schools,Dropouts,Influences,Educational Quality,Educational Facilities,Parent Teacher Cooperation,Communication Problems,Teacher Behavior,Antisocial Behavior,Homework,Teacher Attitudes,Student Attitudes,Parent Child Relationship,Males,Parent Influence,Educational Environment,Social Environment,Family Environment

Through this research work, the researcher studied the causes of dropouts in Government Secondary Schools of Punjab (Pakistan). Specifically, the researcher employed a descriptive design to examine and discuss the problems facing the educational institutions and to make recommendations that can be employed to increase the opportunity for student's success within the Province of Punjab. The objectives of this study were to investigate the trend of dropouts at Secondary Schools in Punjab. Several attempts were made by the Government of the Punjab to reverse this trend. The reason of dropouts was studied through the opinion of 32 boys Secondary School Teachers of Public sector along with 160 Parents and 160 Dropout Students from District Kasur, Punjab (Pakistan). Data collected were analyzed by using the SPSS. The class repetition, mismanagement, lack of basic facilities like drinking water, toilets, electricity, desks etc, cleanliness, communication gap between teachers and parents, harsh behavior of teachers and too much homework from school came out as major causes of dropout. The secondary school teachers fixed the responsibility of dropping out on parents and the children. The authorities should take vital steps to minimize the dropout rate by improving schools and by starting Parents awareness campaign about the importance of students' education.
Exploring the Relationship among Mathematics Attitude, Gender, and Achievement of Undergraduate Health Science Students
Author: Ayebo, Abraham
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,College Mathematics,Mathematics,Health Sciences,Gender Differences,Mathematics Achievement,Algebra,Calculus

The purpose of this study was to investigate the gender differences in students' attitude toward mathematics and how attitude impacts achievement in the course. The sample consisted of 172 undergraduate health science students (123 women, 49 men) enrolled in mathematics courses at a University in the Midwestern United States. Data were collected using a 20-item self-report survey adapted from the TIMSS 2011 context questionnaire. Independent sample t-test, Pearson correlation analysis and Path analysis were performed on the data. We found that there is a positive relationship between mathematics attitude and achievement. There is also a statistically significant gender difference for students liking of mathematics, with men reporting higher scores than women.
The Perceived Impact of Faculty-in-Residence Programs on Faculty Development
Author: Arabit, Luis
Date: 2023-00-00
Type: Journal Articles
Subjects: College Faculty,Living Learning Centers,Faculty Development,Teacher Student Relationship,Outcomes of Education,Teacher Attitudes,Instruction,Research,Empathy,Academic Achievement,Educational Objectives

Faculty-in-Residence (FIR) programs, where students interact with faculty outside of the classroom, have shown positive effects on student success. However, most research does not look at FIR programs from a holistic perspective that examines the impact on faculty. This study investigates the perceived impact on faculty participating in FIR programs. The results add to current literature that faculty-student interactions outside of the classroom are significant for students and faculty, specifically faculty perceptions of performance in teaching and service. The results also indicate positive perceptions by faculty in research performance due to participation in the FIR program. This finding is surprising given previous research, which shows faculty who participate in FIR programs feel disadvantaged in terms of their research agenda. Furthermore, the investigation uncovers how the organizational design of the institution implementing the FIR program impacts the perceptions of program purpose and efficacy.
Understanding the Commencing Student Mindset to Better Support Student Success: A Typology of First-Year Students&apos; Motivation, Preparedness and Perceived Support
Author: Midford, Sarah
Date: 2023-00-00
Type: Journal Articles
Subjects: College Freshmen,Student Attitudes,World Views,Success,Learning Motivation,College Readiness,Social Support Groups,Learner Engagement,Socioeconomic Influences,Course Selection (Students),Preferences,Academic Achievement,Relationship,Student Adjustment,Foreign Countries

This article presents a typology of student mindset on commencing their studies at university. Using the results of a sample of over 400 first-year humanities students enrolled in a generalist degree at a mid-tier metropolitan university, we performed a cluster analysis informed by self-reported student motivation, preparedness and perceived support. Four types were generated: the 'Coasters,' the 'Reluctants,' the 'Passionates' and the 'Fight or Flights.' The types generated exhibit a statistically significant correlation with final grade achieved. The predictive power of the generated types indicates that this form of typology is an appropriate conceptual model for understanding student success in the first-year context. As participation in higher education widens, scholarship has triggered a rethinking of the factors that determine student engagement and success across increasingly diverse cohorts. Our analysis shows that student mindset on commencing university, in conjunction with other factors including socio-economic circumstances and course preference, has significant impact on student success.
&quot;We Learn Things to Solve Real-Life Problems&quot;: Understanding How Nature of Engineering Beliefs Situate Developing Pedagogical Content Knowledge in a Modular Engineering Education Professional Development Program
Author: Kim, Mijung
Date: 2023-00-00
Type: Journal Articles
Subjects: Engineering Education,Pedagogical Content Knowledge,College Faculty,Student Centered Learning,Undergraduate Study,Faculty Development,Teacher Attitudes,Instructional Effectiveness,Communities of Practice,Teaching Methods,Situated Learning,Preferences,Problem Based Learning

Increasing numbers of studies in STEM fields indicate that there are higher gains in student outcomes in classroom environments implementing evidence-based teaching approaches focused on learners and their learning when compared to traditional lecture-based classrooms. However, despite the compelling results, studies show that lecture is still the most common instructor behaviour in undergraduate education. Professional learning programs have been shown to be crucial in closing this gap and promoting sustained adoption of student-centred teaching approaches in undergraduate education. In order to understand how faculty members in engineering experience the development of their pedagogical understandings and practice, we invited seven engineering professors of different ranks and disciplines to participate in a professional learning program, Scholarship of Pedagogy and Application of Research Knowledge in Engineering (SPARK-ENG), designed specifically for engineering education. The participants' interactions during the community of practice and individual and group interviews after completing their modules were recorded, transcribed, and analysed through a thematic analysis process. The study findings indicated that the participants demonstrated a complexity of pedagogical understanding and preferences toward practical aspects of engineering education based on external constraints and perceptions about engineering knowledge and engineering teaching. They further valued community-based interactions to develop pedagogical reflection and possibilities of implementation in their own classroom situations. The study points to the need for further research and discussion surrounding professors' epistemologies of disciplinary knowledge and unique cultures of certain professions to support the development of effective student-centred pedagogies in university professional development programs.
Mathematical Competence in Preschool Students and Its Relationship with Intelligence, Age and Cognitive Functions of Attention, Information Processing Speed and Reaction Inhibition
Author: Manginas, Giannis
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Competence,Relationship,Intelligence,Age,Cognitive Processes,Attention,Reaction Time,Inhibition,Kindergarten,Young Children,Thinking Skills,Predictor Variables

The purpose of this study is to examine the relationship between flow intelligence (Gf), age and cognitive abilities of processing speed (Comp) of attention (Incomp) and reaction inhibition (Flef) in relation to the level of Mathematical proficiency (MP) of preschool students. Sixty-four kindergarten students participated in the research. Based on the results, it was shown that mathematical competence (MP) shows a strong positive correlation with the variables &quot;age&quot; (age) &quot;flow intelligence&quot; (Gf). These variables were found to be able to predict the level of mathematical competence. The variables &quot;information processing speed&quot; (Comp), &quot;attention&quot; (Incomp) and &quot;reaction inhibition&quot; (Flef) do not seem to be significantly related nor can they predict the level of mathematical competence. These findings can be used both by teachers (e.g. implementation of early intervention programs) and by those responsible for planning and formulating educational policy.
Teaching and Learning Processes for Prospective Mathematics Teachers: The Case of Absolute Value Equations
Author: Jupri, Al
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Equations (Mathematics),Mathematical Concepts,Mathematics Education,Electronic Learning,Foreign Countries,Teaching Methods

Solving absolute value equations is one of the topics within the course of Selected Topics in School Mathematics (STSM) for prospective mathematics teachers. This research aims to investigate the implementation of the learning and teaching processes of the STSM course for strengthening conceptual understanding and procedural fluency of prospective mathematics teachers for the case of absolute value equations. This qualitative study was carried out through observations on online learning and teaching processes involved 47 mathematics education students, as prospective mathematics teachers, during the COVID-19 pandemic situation. The results of this study revealed that the learning and teaching processes are mainly implemented by using a deductive approach which aided with the use of the GeoGebra software as a tool for helping in the equation solving process and as an environment for developing mathematical concepts. The written student work from the assessment showed various students' solution methods and difficulties in dealing with absolute value equations. We conclude that the learning and teaching processes of the STSM course need to be improved so as to develop prospective mathematics teachers' conceptual understanding and procedural fluency in a balanced manner.
Understanding Proof Practices of Pre-Service Mathematics Teachers in Geometry
Author: Manero, V.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Preservice Teachers,Mathematics Teachers,Geometry,Mathematical Logic,Validity,Secondary Education

In this work, we show the results of a research with pre-service mathematics secondary teachers about their Van Hiele level regarding the proof in Geometry. We observe three different profiles whose characteristics are described. These descriptions allow us to foresee certain differences when carrying out proof teaching in secondary school. The presence of a profile with a lower level than that assumed for some high school students stands out. The other two profiles show differences regarding the presence of some advanced proof strategies.
Anxiety and Attitudes of Midwifery Students toward Scientific Research
Author: Arslan, Seyda Ferah
Date: 2023-00-00
Type: Journal Articles
Subjects: Anxiety,Student Attitudes,Obstetrics,Medical Students,Scientific Research,Public Colleges,Foreign Countries,Undergraduate Students

The attitudes of midwifery students, who are being trained to perform the profession of midwifery in the future, toward doing scientific research are determining factors in increasing the quality of midwifery and strengthening evidence-based practices. Undergraduate education is an important stage in which basic research-related perspectives and skills are gained for health professions. This descriptive study aims to determine the anxiety and attitudes of midwifery students toward scientific research and to examine the variables that affect them. It was conducted at a public university in western Türkiye and included 246 undergraduate midwifery students. Midwifery students' anxiety toward scientific research was found to be low and their attitudes toward scientific research were positive. The attitudes of students who have experience in doing scientific research, participated in scientific congresses/symposia, have the desire to do scientific research under the guidance of a consultant and follow periodicals, were found to be more positive. Anxiety and positive attitude toward scientific research were found to be negatively related. The results of the regression analysis showed that the students' Research Anxiety affected their Attitude Toward Scientific Research. Students' experiences of conducting scientific research reduce anxiety and affect attitudes positively. Therefore, undergraduate students should be actively involved in scientific research and activities.
Exploring Collaborative Professionalism as a Means of Virtually Supporting Rural Teachers
Author: Inouye, Martha
Date: 2023-00-00
Type: Journal Articles
Subjects: Rural Education,Public School Teachers,Rural Schools,Faculty Development,Videoconferencing,Teacher Workshops,Professionalism,Best Practices

Thirty percent of US teachers work in rural schools where geographic isolation and lack of peers can make it difficult for them to engage in collaborative professional relationships with colleagues. Facilitated professional development can be used as a way to build these networks. Using a situative perspective in which teachers are viewed as experts and agents in their own professional learning and by capitalizing on the rapid increase in understanding and use of video conferencing in 2021, the research team developed an open-enrollment, co-designed series of workshops for rural teachers in the intermountain West. The team was interested in how collaborative professionalism (Hargreaves &amp; O'Connor, 2018a) could be built and used to bring these rural teachers together to support each other as they explored their own identified problems of practice. The analysis of the collected qualitative and quantitative data (including videos, reflections, and documents used and created in the sessions) revealed initial trends that supported the development of solidarity and solidity in this group of teachers and facilitators. The authors posit that this perspective could be productive in connecting rural teachers in collaborative professional relationships despite their isolation.
Theorizing Cultural (Mis)Recognition in Rural School Staffing: Implementing a Social Justice Frame to Understand Challenges to Attract Rural Teachers
Author: Cuervo, Hernan
Date: 2023-00-00
Type: Journal Articles
Subjects: Rural Schools,Teacher Recruitment,Guidelines,Foreign Countries,Social Justice,Educational Resources,Resource Allocation,Preservice Teachers,Teacher Education Programs,Urban Universities,Student Teaching,Secondary School Teachers,Student Attitudes,Barriers,Teacher Shortage

Attracting teachers to rural schools continues to be a problem in Australian education. Debates on how to remedy staff shortages are based on a better distribution of financial and material resources. This emphasis on distribution has sidelined the role of recognition theory in understanding the challenges of rural staffing. I draw on the social justice frameworks of Nancy Fraser and Axel Honneth to argue that rural staffing challenges are anchored not just on matters of distribution but on issues that lead to the cultural misrecognition and disrespect of teaching and learning in rural places. Using data from a qualitative research project with pre-service teachers from a metropolitan university who undertook a six-week placement in a rural school, I explore how Fraser's and Honneth's frameworks contribute to illuminate that a resignification of the cultural value of rural education is critical to understand the root of the problem of rural school staffing.
Rural Inclusive Education for Students with Disabilities in the United States: A Narrative Review of Research
Author: McCabe, Katie Mae
Date: 2023-00-00
Type: Journal Articles
Subjects: Rural Schools,Inclusion,Students with Disabilities,Student Placement,Educational Resources,Educational History,Educational Legislation,Federal Legislation,Equal Education,Barriers,Special Education Teachers,Teacher Attitudes,Student Attitudes,Community Attitudes,School Personnel,Faculty Development,College School Cooperation

Despite a long history of overrepresentation in segregated settings (Brock, 2018), students with disabilities who require extensive supports are more likely to receive inclusive placements in rural schools. In this paper, we present findings from a narrative literature analysis of inclusive education for students with disabilities in rural schools located in the United States. Our search yielded 24 articles, published between 2002 and 2019, which reveal three storylines: (a) perceptions about inclusive education in rural schools and communities, (b) inclusive placements are common for students with disabilities, and (c) access to resources is a factor for rural schools to provide inclusive education programs. The National Rural Education Association (NREA) has prioritized &quot;building capacity to meet the needs of diverse and special populations&quot; and so this review thoroughly examines special education practices in rural schools and describes how the diverse qualities and contexts of rural schools contribute to inclusive education practices.
Rural Superintendent Turnover in Challenging Times: A Review of the Literature
Author: Zuckerman, Sarah J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Rural Areas,School Districts,Labor Turnover,Superintendents,Administrator Education,Instructional Leadership,Crisis Management,COVID-19,Pandemics,Teacher Shortage,Kindergarten,Elementary Secondary Education,Leadership Role,Research Reports

The COVID-19 pandemic has shown a light on structural problems in education. Changing conditions, policy recommendations, and pressure from local communities have caused strain among educators and administrators across the nation. For rural districts already strained by shortages of teachers and administrators, the pandemic particularly raised alarms about the potential for accelerating superintendent turnover. By examining the superintendent turnover literature through the lens of district leadership roles and critical leadership of place, this review can support research to address superintendent turnover, provide guidance for preparation programs that aim to reduce the instability of rural district leadership, and the preparation of administrators for crisis situations.