ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Members of the School Board Exercising Student Voice in Education Policy
Author: Conner, Jerusha O.
Date: 2023-00-00
Type: Journal Articles
Subjects: Boards of Education,Student Participation,Student Empowerment,Student Role,Adults,Responses,Power Structure

Despite their growing presence, student members of school boards remain relatively neglected in extant research. Drawing on notions of situational and institutional power, this study examines how seven U.S. student members of the board enacted their roles during the challenging 2020-21 school year and how adults responded. Findings highlight not only the seriousness of purpose with which students worked to elevate concerns and act in the best interest of their peers, but also the various suppression tactics adults used to undermine or silence their voices. We identify five commonly experienced suppression tactics, each of which reflects the pervasiveness of adultism.
Evaporative Economics: A Truth-Telling Metaphor to Displace the Trickle-Down Lie That Just Won&apos;t Die
Author: Wright-Maley, Cory
Date: 2023-00-00
Type: Journal Articles
Subjects: Ethics,Figurative Language,Economics Education,Language Usage,Teaching Methods,Deception,Language Role,Course Content,Middle Class,Working Class

Trickle-down economics is a fallacious metaphor that hurts working people and the civic commons. In this paper, we discuss the role and impact metaphors have in economics education. We explore the stickiness of &quot;truthy&quot; but ultimately false metaphors and offer economics educators alternative metaphors to displace this problematic metaphorical language. In its place, we propose a restorying of this fiction to tell a more truthful story in economics classrooms using the dual metaphors of &quot;evaporative economics&quot; and &quot;economic desertification.&quot; We end by identifying the limitations of metaphorical language in teaching complex economic concepts, even while we recognize the power of these tools to elicit engagement in and with economics content that has real and lasting impacts on individuals and communities.
Measuring the Competitive-High Quality Graders of Vocational School with Leadership Style: A Case Study in Samarinda
Author: Nurlaili
Date: 2023-00-00
Type: Journal Articles
Subjects: Leadership Styles,Vocational Education,Competition,Vocational Schools,Principals,Administrator Attitudes,Teacher Attitudes,Vocational Education Teachers,Outcomes of Education,Participative Decision Making,Democracy,Organizational Change,School Administration,Foreign Countries,Employment Potential

The purpose of this study is to examine whether vocational graduate competitive advantage is associated with servant leadership, participative leadership, democratic leadership, and graduate competence. It also aims to examine the extent to which graduate competency acts as a moderator. A structural equation modeling (SEM) is used to analyze the study data. The study adopted the quantitative survey design to examine responses from school principals, staff, teachers, and students at a vocational school in Samarinda, East Kalimantan, Indonesia. The study results show that servant leadership and participative leadership positively and significantly affect vocational graduates' competitive advantage. Graduate competence strengthens the relationship between leadership styles (serving, participatory, and democratic leadership) and vocational graduate competitive advantage. These findings revealed that the competitiveness of vocational school graduates in East Kalimantan can achieve optimal results if vocational school leaders are able to anticipate and track organizational changes through their authority to build structures, people, technology, and mechanisms that can create a new and more productive culture. Such findings could help Indonesian policymakers increase vocational school graduates with a competitive advantage to compete in the industrial world.
Religious Moderation in Islamic Religious Education as a Response to Intolerance Attitudes in Indonesian Educational Institutions
Author: Muhaemin
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Bias,Religion,Social Attitudes,Values Education,Religious Education,Public Schools,Textbooks,Textbook Content,Islam,Time,Moral Values,Course Content,Extracurricular Activities,Teacher Role,Role Models,Stakeholders,High Schools,High School Teachers,Grade 10,Grade 11,Grade 12

Intolerance attitudes are still common in school environments, and governments must dedicate efforts to building religious moderation attitudes in society. It is explained in this study that intolerance cases have not been effectively reduced by religious moderation in religious and moral education learning in public schools. A descriptive qualitative approach was applied with data sources through observations, interviews, and textbook documents. The study objectively described religious moderation content in textbooks, the time allocation of Islamic religious education (PAI) learning in schools, and the supporting activities of religious moderation in schools. The content of the textbooks on Islamic religious and moral education has not yet contained comprehensive religious moderation indicators. It can be seen from the religious indicators' classification, such as national commitment, tolerance, antiviolence, and accommodation of local culture, that less time is available for religious and moral education. Therefore, the content of religious moderation needs to be integrated into all subjects. Likewise, extracurricular activities must be activated and filled by strengthening religious moderation, including Islamic spiritual activities. The importance of the understanding of teachers on religious moderation was proven by this finding because teachers are role models for students in religious attitudes. Additionally, evaluation is needed for educational stakeholders, such as educators, curriculum, and time allocation, to reduce intolerance cases. School stakeholders can be role models for implementing religious moderation in and out of schools.
Collaborative Research Writing in the New Normal: Students&apos; Views, Challenges, Coping Strategies, and Takeaways
Author: Roxas, Mark Joshua
Date: 2023-00-00
Type: Journal Articles
Subjects: Collaborative Writing,High School Seniors,Student Attitudes,Social Sciences,STEM Education,Student Research,Coping,Electronic Learning

The 'new normal' setup of education posed challenges on courses requiring learners' collaboration. Despite the proven advantages of collaborative writing, several challenges still confront the learners which may affect the quality of their output. Collaboration per se is already a challenge for learners in face-to-face classes, more so in online distance learning. Thus, this study explored the views, challenges, coping strategies, and takeaways of senior high school students in collaborative research writing in the 'new normal.' Thirty (30) reflective essays written by senior high school students from three (3) academic strands, namely Humanities and Social Sciences, General Academic, and Science, Technology, Engineering, and Mathematics were analysed. Ten (10) sample essays from each strand were selected through Critical Case Sampling. Findings revealed that students view collaborative research writing in general as easy, while some see it as difficult. The students met challenges in research technicalities, communication, and collaboration. Varied coping strategies were identified, such as having a positive mindset, being patient, considerate and determined, seeking help from others, maintaining proper communication and collaboration, seeking spiritual guidance, and taking a break. Ultimately, the takeaways of the students were not limited to academics or cognitive aspects--they were also able to gain important values.
Deployment of Offline Learning Management Systems: Comparing the Performance of Selected Micro-Servers in Tanzania
Author: Maro, Marin Salome
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Management Systems,Developing Nations,Costs,Computers,Handheld Devices,Computer Software,Technology Uses in Education,Client Server Architecture,Comparative Analysis

Low-powered mobile devices such as Raspberry Pis and tablets can be used as microservers to implement offline Learning Management Systems (LMS). Despite their potential, especially for low-income countries, such as Tanzania, no research is available detailing the affordances of these devices for supporting LMS features. This study investigated the suitability of various low-cost micro-servers for deploying LMSs. It compared the performance of the Raspberry Pi, Android tablet, and Chromebook in terms of LMS benchmarking, response time, and resource utilisation. Results showed all devices had sufficient hardware resources to support the LMS, however, software stacks, I/O performance, and platform optimisations affected the micro-servers' performance. The Chromebook had the best performance in terms of response time, followed by the Raspberry Pi and tablets. In terms of cost, the Raspberry PI was the cheapest option. The installation process for tablets was more cumbersome than the other devices, meaning the devices with better tooling and a more conventional software stack were a better option for deploying offline micro-servers.
The Effect of Informal Learning Environments on Students&apos; Achievement and Attitude Levels of Religious Culture and Moral Knowledge (RCMK) Course
Author: Ekinci, Zeynep
Date: 2023-00-00
Type: Journal Articles
Subjects: Moral Values,Moral Development,Comparative Analysis,Trust (Psychology),Achievement Tests,Religious Factors,Islam,Informal Education,Student Attitudes,Religion,Attitude Measures,Religious Education,Private Schools,Units of Study,Positive Attitudes,Course Descriptions,Field Trips,Foreign Countries

This study aimed to examine the effect of informal learning environments on students' academic achievement and attitude levels in the Religious Culture and Moral Knowledge (RCMK) course. The study used a pretest-posttest experimental control group, quasi-experimental design model. An academic achievement test and Religion Culture and Moral Knowledge Course Attitude Scale were used as measurement tools. The study group comprised 116 students who continued their education in a private school at 4th and 5th grades. For the comparisons of attitude scale and achievement scores, independent samples t-tests were used. Before the posttests, the experimental group students attended mosque trips organized for the &quot;Let's Get to Know the Mosque&quot; unit. As a result of the study, it was observed that the attitude and academic achievement levels of the experimental group students towards the RCMK course increased after the implementation. It was found that informal learning had a significant and positive-positive effect on students' attitudes towards the course, and this effect was mostly on trust, benefit, interest, and liking sub-dimensions of the attitude scale, respectively.
The Relationship between the Instructional Leadership Behaviours Used by the School Principals and Their Readiness Level for Change
Author: Ilbeyiilingi, Kalender
Date: 2023-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Principals,Administrator Behavior,Readiness,Leadership Styles,Gender Differences,Teacher Attitudes,Predictor Variables,Organizational Change,Correlation,Foreign Countries

The effectiveness of schools is heavily influenced by the behavior of school principals as instructional leaders in the fast-changing world of today. According to the perceptions of teachers employed by public schools, in this study tried to specify the relationship between the instructional leadership behaviors of school principals and their readiness for change. The sample of the study, determined through convenient sampling, consists of 535 teachers, working in public schools province of Adana in the 2021-2022 academic year. The Instructional Leadership Scale developed by Oktar (2019) and the &quot;Readiness for Change&quot; scale developed by Kondakçi, Zayim, and Çaliskan (2013) were applied as data collection tools. For the gathered data, T-test, Pearson Correlation analysis, and regression analysis methods were used. The results of the research indicate, there were significant gender differences between teachers' perceptions in determining and sharing objectives and managing the teaching process sub-dimensions of instructional leadership behaviors of school principals on behalf of the female teachers. In none of the sub-dimensions of school principals' readiness level for change, however, there was a significant gender distinction in teachers' perceptions. Furthermore, all sub-dimensions of school principals' instructional leadership behaviors and all sub-dimensions of readiness for change had a significant positive relationship, and all sub-dimensions of school principals' instructional leadership behaviors predicted all sub-dimensions of readiness for change.
The Unique Needs of Generation Z in the Educational Work Environment
Author: Burt, Nila J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Age Groups,Generational Differences,Teacher Attitudes,Leadership Styles,Teacher Persistence,Teacher Administrator Relationship,Feedback (Response),Classroom Techniques,Educational Practices,Psychological Patterns,Public School Teachers,High School Teachers,Novices

New teachers are leaving public education at alarming rates leaving states with financial burdens for communities and education losses for students (Owens, 2015; Trans &amp; Smith, 2020). This study examined new teachers' perceptions in Generation Z or within a year of that classification on leadership style and decisions to remain in education. An interpretive qualitative research approach was applied to examine five new teachers' perspectives through narrative inquiry under the lens of the Relational Leadership Theory. This study highlighted the need for school leaders to provide feedback on professional growth, classroom management strategies, and instructional practices. Additionally, this study revealed the need for school administrators to be mindful of timely, personalized, frequent feedback and emotional support for Generation Z teachers.
Urban High School Faculty Members Speak Up: What They Need from a School Counseling Program from School Counselors and Principals
Author: Graf, Eric
Date: 2023-00-00
Type: Journal Articles
Subjects: Urban Schools,High School Teachers,Educational Needs,School Counseling,School Counselors,Principals,Teacher Attitudes,Administrator Attitudes,Counselor Attitudes,Student Needs,Administrator Role,Counselor Role,Poverty,Social Emotional Learning,College Readiness,Career Readiness

There is a growing emphasis to improve every student's academic, social-emotional, and career and college development as schools strive to design and deliver comprehensive counseling programs that support students' development in these areas. The purpose of this study is to explore a large urban high school teachers' counselors and admins' perspectives on improving a high-poverty urban school's counseling services to extend school leaders' and counselors' knowledge about delivering effective school counseling programs as, ultimately, success lies with an effective principal and school counselor partnership. Particularly, data from our study will allow urban school principals and school counselors to identify the high and low program needs of urban students to become college, career, and life ready. The next set of comparisons was conducted for social-emotional needs. Like academic development needs, the entire ANOVA summary tables showed non-significant differences. The findings indicated that some responses varied significantly across (1) special education faculty, (2) regular classroom teachers and (3) school counselors in terms of rating of students' counseling needs. School leaders and school counselors can apply the findings of this study to create systemic and comprehensive student services in their schools. Particularly, school leaders and counselors can apply the results in decision-making, discussions, and time allocation in prevention/education versus reactive/responsive academic and counseling services.
Applying Symbolic Convergence Theory to Pre-Service Teachers&apos; Responses to Mathematics Education Organizations&apos; Statements on Racial Violence
Author: Clark, Daniel L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Racism,Violence,Mathematics Instruction,Preservice Teachers,Elementary School Teachers,Student Reaction,Organizational Objectives,National Organizations,Mathematics Education,Special Education Teachers,Ideology

In June 2020, the National Council of Teachers of Mathematics (NCTM) and the Association of Mathematics Teacher Educators (AMTE) released statements regarding racism, racial violence, and mathematics teaching. Pre-service elementary teachers (PSTs) in a mathematics content course wrote reactions to the organizations' statements. After using an emergent coding process to code the reactions for major themes, the authors used a theory from communication studies called symbolic convergence theory (SCT) to analyze how closely the PSTs' understanding of the statements aligned with the vision espoused by the organizations in the statements. PSTs largely understood the need to make their classrooms safe and supportive spaces; however, they struggled to connect antiracist ideals specifically to mathematics teaching. The authors discuss potential ways NCTM and AMTE can address this disconnect. [Note: The page range (72-95) shown on the PDF is incorrect. The correct page range is 73-95.]
Entangling and Disentangling Inquiry and Equity: Voices of Mathematics Education Professors and Mathematics Professors
Author: Jansen, Amanda
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Education,College Faculty,Perspective Taking,Mathematics Teachers,Teacher Educators,Teacher Collaboration,Teacher Attitudes,Institutes (Training Programs),Faculty Development,Equal Education,Educational Opportunities,Inquiry,Videoconferencing,Urban Education

This study describes how mathematics education professors and mathematics professors conceptualize relationships between inquiry and equity. After participating in a week-long summer institute, 24 mathematics education professors and mathematics professors were interviewed twice (initial interview and member check). Then, participants engaged in co-analysis and co-writing to construct a framework that provides structure to the complex set of stances about how equity and inquiry intertwine. This framework, which extends the work of Tang and colleagues (2017), illustrates ways that the process of inquiry could be more equity-minded (equity in inquiry) and shows that inquiry could be conducted to seek outcomes of greater equity (inquiry for equity). Findings also illustrate that equity opportunities, challenges, and tensions are always present in inquiry. In addition, this study illustrates the value of (and a process for) mathematics education professors and mathematics professors to work together to understand each other's perspectives during collaborations.
What Do You Meme? An Investigation of Social Media and Mathematics Identity
Author: Benoit, Gregory
Date: 2023-00-00
Type: Journal Articles
Subjects: Humor,Visual Aids,Social Media,Mathematics Education,Self Concept,Mathematics Activities,Teaching Methods,Internet,High School Students

Mathematical spaces extend far beyond the classroom and physical environments into virtual spaces. Today's students have more to consider than just their face-to-face experiences with mathematics inside or outside the classroom; they have the online perspectives of others to consider as well. To gain critical insight, we conducted this research with semistructured focus groups using an interactive mathematics Internet meme activity. Using positioning theory, this article highlights students' stances and three storylines as conceptual tools for a better understanding of their off- and online mathematics identities. Results show that the two spaces are not mutually exclusive and that students are succumbing and adhering to a larger hegemonic construction of mathematics found in the online communities with various points of tension found.
Increasing Student Engagement with Self-Assessment Using Student-Created Rubrics
Author: Chambers, Alex Wayne
Date: 2023-00-00
Type: Journal Articles
Subjects: Learner Engagement,Self Evaluation (Individuals),Scoring Rubrics,Student Developed Materials,Test Construction,Mastery Learning,Assignments,Feedback (Response)

Self-assessment is a formative process where students evaluate the quality of their own work. This paper describes a strategy for using student created rubrics as self-assessment tools to increase student engagement. Initially, the instructor models how to identify criteria for mastery in an assignment. This is followed by students in small groups identifying criteria for mastery in their assignment. These criteria can be used to create either an analytic or holistic rubric. Students use this rubric first to practice the assessment process through peer-review, followed by self-assessing their own work. Students can also choose to conference with their instructor to discuss their feedback as well as reflect on the quality of their work. The student will then apply this feedback to their work prior to final submission.
From Antagonist to Protagonist: Shifting the Stories to Support Gen Z Students
Author: Camfield, Eileen Kogl
Date: 2023-00-00
Type: Journal Articles
Subjects: Age Groups,Trauma,Stereotypes,Student Centered Learning,Racism,College Students,Inclusion,Empathy,Teaching Methods,Evaluation Methods,Student Attitudes,Student Evaluation,Educational Experience,Addictive Behavior,Equal Education,Information Technology,Social Attitudes

This article explores prevalent stories about &quot;Gen Z&quot; students that unintentionally undercut both their success and learner-centered pedagogies. The authors consider how those beliefs might be reframed to serve all learners more effectively. We also explore how the racial reckoning, health pandemics, social unrest, and additional compounded traumatic events of 2020 complicated stereotypes about college-aged youth and magnified the ever-present need for more inclusive, flexible, and compassionate teaching approaches. We now have an opportunity to build on the lessons of 2020 and expand the lenses through which we consider our students' visible behaviors and invisible experiences. We offer a rationale for and concrete pathways toward crafting more empathetic and productive stories about Gen Z students, which in turn allow us to develop teaching and assessment strategies that better align with our student-centered missions.