ethanporcaro/eric-fulltext-meta huggingface dataset:
Chasing down the Educational Debt by Centering Race in Educational Supervision
Author: Lance, Teresa
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Development,Educational Benefits,Instructional Effectiveness,Achievement Gap,Minority Group Students,African American Students,American Indian Students,Instructional Leadership,Debt (Financial),Educational Finance,Teacher Role,Culturally Relevant Education

Educational professional development is ubiquitous; yet the gains on student learning are minimal as measured by local, state, and federal assessment measures. Although there is widespread agreement that assessment data alone does not tell the story of what students are learning and teachers are teaching, the data is still alarming. Why is there a gap between the billions of dollars spent on professional learning and student learning outcomes? In this article, the author seeks to shed light on this disconnect, offering a framework that links deficit perspectives of Black, Brown, and Indigenous students and opportunity gaps associated with inept monitoring of instructional practices contributing to the educational debt in America (Ladson-Billings, 2006).
A Design Based Study: Characteristics of Differentiated Tasks for Mathematically Gifted Students
Author: Ozdemir, Duygu
Date: 2021-00-00
Type: Journal Articles
Subjects: Academically Gifted,Gifted Education,Educational Principles,Mathematics Instruction,Individualized Instruction,Instructional Design,Instructional Effectiveness,Public Schools,Grade 5,Grade 6,Mathematics Activities,Thinking Skills,Difficulty Level,Novelty (Stimulus Dimension),Foreign Countries

Nowadays, the necessity of designing proper differentiated tasks for mathematically gifted students is a remarkable subject in international literature and practice. In this design-based study, it was aimed to analyze and construct characteristics for designing differentiated tasks of mathematically gifted students. Through this design process, preliminary and prototyping phases were used as a general framework to reveal these characteristics as design principles of the study. Literature reviews, experiences of practitioners and needs analysis studies about suggestions and key points reflecting the characteristics of differentiated tasks were conducted in preliminary research phase. After this phase, initial form of differentiated tasks with draft design principles were applied in classrooms in try-outs and field test with 12 mathematically gifted students and 4 mathematics teachers of these classrooms. The data obtained through qualitative methods lead to three categories; initial design principles as characteristics obtained through preliminary phase, modifications for tasks, and final design principles as characteristics obtained through prototyping phase.
Investigation of EBA Digital Education Platform Used as the Medium of Distance Education in Turkey during COVID-19 Pandemic Process in Terms of Critical Thinking Skills
Author: Kosece, Pelin
Date: 2021-06-00
Type: Journal Articles
Subjects: Distance Education,Electronic Learning,Pandemics,COVID-19,Critical Thinking,Thinking Skills,Skill Development,Grade 6,Data Analysis,Relevance (Education),Standards,Course Content,Information Networks,Middle School Students,Middle School Mathematics,Foreign Countries

This paper focuses on investigating whether the contents of 6th grade math lesson in the digital education platform (EBA) used in distance education in Turkey during the COVID-19 pandemic period are appropriate to the critical thinking standards. The contents of the math lesson, which are in the digital education platform (EBA) in 2020-2021 academic years, constitute the population of the study. The course contents, which belong to &quot;Data Collection&quot; and &quot;Data Analysis&quot; subtopics of 6th grade math lesson used in Turkey's digital education platform (EBA) in 2020-2021 academic years, constitute the sample of the study. In the study, document analysis method is used. Based on the analysis conducted, it is concluded that the learning contents, which belong to &quot;Data Collection and Evaluation&quot; and &quot;Data Analysis&quot; subtopics of 6th grade math lesson, are appropriate to clearness, accuracy, importance, sufficiency, depth, and precision standards of critical thinking. In accordance with the findings discovered, some suggestions are made on the process of distance education.
Effects of Plyometric Trainings on Upper Extremity Anaerobic Power and Shotspeed in Male Handball Players
Author: Alp, Mahmut
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Training,Males,Athletes,Athletics,College Students,Program Effectiveness,Skill Development,Exercise Physiology,Muscular Strength,Physical Fitness

This paper focuses on the effects of plyometric trainings on upper extremity anaerobic power and shotspeed in 20 volunteer male handball players, who are in the men's handball team at Süleyman Demirel University. Players were randomly divided into two groups as handball training group (HTG) and plyometric training group (PTG). While HTG continued routine handball training, plyometric trainings were applied to PTG additionally for 8 weeks, 3 days a week, at least 30 minutes a day. The upper extremity anaerobic power and shotspeed tests were applied to the groups in 1st and 8th weeks of the period (Inbar et al., 1996). Data analysis was made by using comparison tests. The study reveals that plyometric trainings have positive effects on shotspeed in handball. Considering that plyometric training provides maximum contraction in the shortest time possible, it can be said that applying plyometric training in pre-season and in-season training programming may be more effective.
Determination of the Opinions of Prospective Science Teachers about Biology Lessons Taught through Distance Education
Author: Özbugutu, Emrah
Date: 2021-06-00
Type: Journal Articles
Subjects: Student Attitudes,Preservice Teachers,Science Teachers,Biology,Distance Education,COVID-19,Pandemics,Foreign Countries,Web Based Instruction,Study Habits,Test Preparation,Synchronous Communication,Asynchronous Communication

This paper aims to determine the opinions of prospective teachers about biology lessons conducted through distance education during the pandemic. In the study, the focus group study technique was applied as one of the qualitative research methods. 15 prospective teachers from the Department of Science Education, studying in the 2nd, 3rd, and 4th -grades in Siirt University, participated in this study. Questions were presented to the prospective teachers in the form of a semi-structured form and interviews were conducted separately for each grade and recorded. The data collected were analyzed via content analysis. Based on the findings of the study, the prospective teachers stated that they had internet-related and technical problems and they also failed to follow biology lessons due to their unsuitable home environment and ineffective communication processes. It was understood that the vast majority of prospective teachers preferred face-to-face evaluation rather than e-evaluation. To make biology lessons more efficient, it was recommended that prospective teachers should be obliged to attend classes, YouTube videos and animations should be added, classroom or laboratory lessons should be organized, WhatsApp groups should be created and question section should be added through these groups, and lessons should be synchronous rather than asynchronous.
Empowering Teachers through Instructional Supervision: Using Solution Focused Strategies in a Leadership Preparation Program
Author: McGhee, Marla W.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Empowerment,Teacher Supervision,Leadership Training,Preservice Teacher Education,Problem Solving,Reflective Teaching,Supervisory Methods,Graduate Students,Outcomes of Education

The purpose of this study was to determine how students in an educational leadership preservice program perceived the effectiveness of solution-focused supervision (SFS) taught in an instructional supervision class. Interviews, observations, and artifacts, and a case study design, were applied to address two primary research questions. Findings revealed the use of solution-focused (SF) strategies produced positive outcomes, but required dramatic paradigm shifts from study participants. Moreover, the researchers found that respondents used a wide range of SF strategies in the clinical cycle exercise. Participants, furthermore, affirmed that SF structures and language promoted reflection, conversation, and empowerment of teachers. These positive dispositions toward solution-focused supervision, however, did not come without difficulties and initial doubt.
The Selfitis Behavior Scale: An Adaptation Study
Author: Ciplak, Ersun
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Photography,Self Esteem,Behavior Rating Scales,College Students,Student Behavior,Attitude Measures,Scores,Test Validity,Test Reliability,Factor Analysis,Factor Structure

This study aimed to adapt the Selfitis Behavior Scale (SBS) to measure university students' selfitis behavior in Turkey. Within the scope of the study, the SBS was translated from English to Turkish. Data were collected in the validity and reliability studies from four study groups, including 343 university students. According to the confirmatory factor analysis findings, the SBS had good fit indices. As is expected, the criterion-related validity study found moderate- and high-level positive correlations between the SBS subscales and total scores and the Selfie Attitude Scale (SAS) subscales and total scores. The other criterion-related validity study demonstrated that individuals taking a higher number of selfies than the sum of the scale and subscales scored significantly higher than individuals taking a lower number of selfies. The internal consistency coefficient was calculated to be 0.92 for the SBS total score, 0.78 for the Environmental Enhancement Subscale (SBS-EE), 0.68 for the Social Competition Subscale (SBS-SC), 0.72 for the Attention-Seeking Subscale (SBS-AS), 0.84 for the Mood Modification Subscale (SBS-MM), 0.82 for the Self-Confidence Subscale (SBS-S), and 0.70 for the Subjective Conformity Subscale (SBS-SCon). The test-retest correlation values found by applying the measurement tool once in four weeks were 0.77 (SBS), 0.70 (SBS-EE), 0.60 (SBS-SC), 0.82 (SBS-AS), 0.80 (SBS-MM), 0.61 (SBS-S), and 0.61 (SBSSCon), respectively. The mentioned findings demonstrated that the SBS was a valid and reliable measurement tool capable of measuring the selfitis behavior of university students in Turkey.
The Effectiveness of Innovative Learning on Mathematical Problem-Solving Ability: A Meta-Analysis
Author: Ridwan, M. Rais
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Solving,Mathematics Instruction,Mathematics Skills,Critical Thinking,Bias,Junior High School Students,Publications,Effect Size,Validity,Instructional Innovation,Instructional Effectiveness,Teaching Methods,Meta Analysis

Learning problem-solving skills emphasizes reasoning abilities to determine conclusions based on-premises, determining alternative solutions in decision making, thinking creatively in building alternatives to get keys, and critical thinking to evaluate the best solutions in answering problems. This study aims to identify biased publications using the trim and fill method in determining the effectiveness of learning on the problem-solving abilities of junior high school students. This research is a quantitative study with a meta-analysis approach. Data collection based on quantifiable variable numerical information analysis results from mathematical problem-solving abilities in two different learning groups. The data analysis technique uses bias publication analysis with the trim and fills method with the analysis procedure of calculating the effect size, heterogeneity test, calculating the summary effect using the random-effect model, and forest-plot analysis and biased publication analysis. The results showed no publication bias. The validity of differences in innovative and conventional learning effectiveness was valid on junior high school students' mathematics problem-solving skills.
The Mediating Effect of Vocational Self-Efficacy Beliefs in the Relationship between Big Five and Professional Attitude
Author: Yildirim, Isa
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Efficacy,Beliefs,Preservice Teachers,Undergraduate Students,Correlation,Personality Traits,Professionalism,Teaching (Occupation),Foreign Countries

In this study, the mediator role of self-efficacy in the relationship between personality traits and attitude towards teaching profession was examined for prospective teachers. The sample of the study consisted of 487 3rd and 4th grade students (356 females and 131 male) studying at Atatürk University Kazim Karabekir Education Faculty in the Spring Semester of 2018-2019 Academic Year and these students were determined by simple random cluster sampling method. This study was designed as a relational study and quantitative methods were used. Three different measurement tools were used in order to determine the personality traits, professional attitude, and self-efficacy beliefs of prospective teachers. The data were analyzed with different statistical package programs. As a result of tested SEM models and Bootstrap analyses, it was found that self-efficacy had a partial mediator effect on the relationship between agreeableness and neuroticism and attitudes towards teaching profession, and a full mediator effect on the relationship between conscientiousness, extraversion and openness to experience and attitude towards teaching profession. The results were discussed in the light of related studies and certain conclusions and recommendations were presented.
The Predictive Level of Cognitive and Meta-Cognitive Strategies on Academic Achievement
Author: Akpur, Ugur
Date: 2021-00-00
Type: Journal Articles
Subjects: State Universities,Second Language Learning,Second Language Instruction,English (Second Language),Metacognition,Cognitive Processes,Learning Strategies,Foreign Countries,Critical Thinking,Academic Achievement,Structural Equation Models,Correlation,College Students,Student Attitudes,Questionnaires,Scores,Language Tests,Language Proficiency

The aim of this research is to determine the structural relationship pattern between rehearsal, elaboration, organization and critical thinking strategies and academic achievement. 414 university students attending a public university in Istanbul participated in the study. As a data collection tool, &quot;Motivated Strategies for Learning Questionnaire&quot; was applied to the participants. Academic achievement scores of the students were determined by the English Proficiency Exam (EPE) conducted by the institution. The data obtained from the study were analysed through Structural Equation Modelling (SEM) and by using AMOS 22.0 statistical software program. Findings revealed that rehearsal and elaboration strategies did not predict academic achievement in a meaningful way. On the other hand, critical thinking and organizational strategies were found to be statistically significant in predicting academic achievement. In addition, the results demonstrated that there was a statistically significant and positive relationship between rehearsal, elaboration, organization and critical thinking strategies.
International Student Mobility: Limits of the Current Model
Author: Hugonnier, Bernard
Date: 2017-03-00
Type: Journal Articles
Subjects: Higher Education,College Students,Foreign Students,Student Mobility,Study Abroad,Educational Trends,Educational Benefits,Economic Factors,Misconceptions,Advantaged,International Educational Exchange,Low Income,Foreign Countries,Official Languages

Since 2000, the number of students trained abroad has increased 100%. This statistic shows how not only many students but also how future employers value this training. It gives students an additional skill, which can be called &quot;internationality&quot;. Accordingly a large number of countries intend to rapidly increase the number of students studying abroad. This trend leads to a model of international student mobility that would be perfect if, first, all students could benefit from it; second, if this model did not create some inequalities; and finally, if it did not cause some distortions in the world that may be economic or academic in nature. This paper shows that this is not the case. It is therefore important to analyse these phenomena in order to find solutions to improve the current model of international student mobility.
Secondary School Pupils&apos; Achievements for Success in University Admissions: How a British Secondary School Evaluates Pupils to Expand Their Career Path?
Author: Matsubara, Naomi
Date: 2017-03-00
Type: Journal Articles
Subjects: Secondary School Students,Academic Achievement,College Admission,Foreign Countries,Career Development,Private Schools,Males,Student Evaluation

University admissions are vital issues for secondary schools both in the United Kingdom and Japan; however, the qualifications for applicants are disparate in the two countries. Universities in the United Kingdom require applicants' academic performance as well as various achievements that relate to their chosen courses, while Japanese universities place great importance on entrance examination marks. This disparity in university admissions naturally contributes to the different types of secondary school education. This paper, whose author was born and raised in Japan, focuses on a British independent secondary school's evaluation method. The research clarifies the school evaluates a wide range of academic and non-academic activities through multiple open means which is in explicit contrast with Japanese schools' closed evaluation methods. In addition, by interviewing Japanese pupils who have experienced both Japanese and British education demonstrates the effectiveness of the British visible appreciation leading pupils to successful academic career paths.
Effects of Place-Based Socioscientific Issues on Rising Middle School Students&apos; Evidence-Based Reasoning and Critical Thinking on Hydraulic Fracking
Author: Powell, Wardell A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Science and Society,Place Based Education,Instructional Effectiveness,Middle School Students,Evidence,Critical Thinking,Persuasive Discourse,Advocacy,Public Health,Water Pollution,Seismology,Fuels,Geology,Enrichment Activities,Summer Programs,Preadolescents,Skill Development,Economic Impact,Conservation (Environment)

This study investigated the implementation of a place-based socioscientific issue curricular unit designed to improve rising middle school students' abilities to think critically about the pros and cons of hydraulic fracturing and engage in evidence-based reasoning on whether the practice should be banned in Massachusetts. Forty-three rising middle school students from a summer enrichment program for science, mathematics, reading and writing operated by a non-profit organization in the northeastern United States participated in this study. The instructional unit exposed the students to information and activities on hydraulic fracturing for five consecutive days (50 minutes each day). The findings from this study showed that through productive socioscientific issues pedagogy, the students used the evidence collected from their investigation to engage in evidence-based reasoning about the cost and benefits of hydraulic fracturing on the public health, economy, and the environment. The students used their understanding of the science and engineering practices to construct valid arguments on whether or not hydraulic fracturing should be allowed in their state. The results further indicate that the use of socioscientific issues as a critical pedagogical strategy can equip students with the skills necessary for them to become better advocates for themselves and their communities.
Bureaucracy and Internationalization in Higher Education in Mexico: Fatal Impacts
Author: Didou Aupetit, Sylvie
Date: 2019-03-00
Type: Journal Articles
Subjects: Educational Quality,Quality Control,Program Development,Educational Innovation,Compliance (Legal),International Education,Higher Education,Sustainability,Student Mobility,Governance,Foreign Countries

This paper analyses to what extent mechanisms of quality control and results-based financing hinder innovative programmes. Focusing on one precise example, the paper will demonstrate how bureaucratic schemes that prioritise the production of evidence of compliance force higher education institution (HEIs) to adapt their internationalization programmes to government policy requirements as a matter of routine, and to pay less attention to meaningful activities such as knowledge production and the development of networks. Because of the conditions of its implementation, internationalization has become merely instrumental and limited in scope, which weakens its sustainability. The question of how to internationalize such that programmes of mobility, exchange, joint research, networks, and collaborative degrees incentivize projects of institutional development, innovation, and social responsibility, has become a secondary concern.
Performance, Productivity and the Diversity of Student Pathways
Author: de Vries, Wietse
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Behavior,Productivity,Performance,Higher Education,Educational Change,Educational Policy,College Faculty,College Outcomes Assessment,Outcomes of Education,College Role,Diversity,Academic Persistence,Dropouts,Learner Engagement

Performance and productivity have become central goals in higher education reforms since the 1970s. The implications are more or less straightforward when it comes to teaching and research; academic staff should teach and publish more, while institutions should produce more graduates at a lower cost, and these graduates should quickly find a well-paid job that matches their field of study. However, while institutions and academic staff have adapted to these new forms of evaluation and funding, students seem to be less inclined to do so. It is problematic that within this equation, institutions and academics are the producers, while students are relegated to a role of products or, in the best-case scenario, clients. As products, they cannot be expected to comply with the productivity goals or the performance indicators of the institution. This article reviews how students behave and why they behave as they do, before considering the implications for productivity. The analysis focuses on Mexican higher education, but also highlights relevant results in other countries.
Reforming Doctoral Education for the Knowledge Society: A Competency Development Perspective
Author: Shin, Jung Cheol
Date: 2019-03-00
Type: Journal Articles
Subjects: Educational Change,Doctoral Programs,Research and Development,Knowledge Economy,Competency Based Education,Doctoral Students,Job Skills,Education Work Relationship

This article proposes conceptual frameworks for reforming doctoral education to better train research and development (R&amp;D) professionals (&quot;knowledge professionals&quot;), while also training for the academic profession. Knowledge professionals represent personnel who are involved in R&amp;D activities, including researchers, support staff, and others. Doctoral education is experiencing rapid changes, both structurally as well as within academic programs, and recent reform initiatives emphasize competency-based doctoral education as a response to the societal demands of the knowledge society. This paper briefly overviews the competencies for doctoral students, and proposes how to implement the concept of competency in doctoral education practice.