ethanporcaro/eric-fulltext-meta huggingface dataset:
The Perceptions of New Lecturers towards Adopting a Learning Management System for Facilitating Modules Online in a South African ODeL Institution
Author: Modise, Mphoentle
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Integrated Learning Systems,Educational Technology,Electronic Learning,Open Education,Distance Education,Technology Uses in Education,College Faculty,Teacher Attitudes,Pedagogical Content Knowledge,Technological Literacy

Learning management systems (LMSs) are among the key digital tools that most institutions have developed for their lecturers and students to manage their online academic activities. The aim of this study was to explore new lecturers' perceptions of adopting and using an LMS for facilitating online modules in the College of Education (CEDU) of an open distance and e-learning (ODeL) institution in South Africa. ODeL institutions recruit new lecturers from other traditional universities and private organisations, with the result that these individuals often have no experience of the ODeL context and therefore encounter challenges using distance education technologies to teach and support students. A qualitative case study research design was employed in this study. Semi-structured interviews were used to collect data from 11 new lecturers who were purposely selected to participate in this study. The findings revealed that most lecturers were not using the university's LMS frequently. The non-use of the university's LMS was affected by various factors, including lack of proper skills, the design of some LMS functions and the lecturers' attitudes. The researchers recommend that relevant training be aligned with the specific digital literacy needs of lecturers. LMS platforms form a major part of the e-learning initiatives at universities and are often central to student support; consequently, they should be used effectively to teach and support students.
Understanding the Moderating Role of &apos;Gender&apos; in Students&apos; Acceptance of Distance Learning: The Case of Makerere University
Author: Nsibirano, Ruth
Date: 2022-00-00
Type: Journal Articles
Subjects: Gender Differences,Distance Education,College Students,Foreign Countries,Student Attitudes,Knowledge Level

Over the past 25 years, Uganda has implemented universal access in education policy. This has increased the number of male and female learners eligible for university education. Unfortunately, Makerere University is still predominantly an on-campus university, whose physical infrastructure has not developed to match the numbers. As such, some interested applicants' miss out, often with obvious gender related issues. Distance learning allows for teaching and learning happening remotely, so it can potentially address this mismatch, if gender differences in awareness and preferences are addressed. Thus, a cross sectional study was conducted to establish learners' awareness and perceptions of distance learning. Qualitative and quantitative data were collected. Findings show that what male and female students know, and their perceptions of distance learning, are influenced by positive and negative views they hold. Potential benefits of distance learning to challenges arising from gender roles did not influence awareness and perceptions. The paper highlights a need for awareness raising about distance learning.
Effects of Cultural Intelligence and Social Support on Adjustment of International Students in Higher Education
Author: Li, Guang
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Social Support Groups,Student Adjustment,Foreign Students,College Students,Individual Differences

To further the understanding of how individual differences among international students influence transitioning to a U.S. university, this quantitative study investigated whether cultural intelligence and social support directly influenced international students' adjustment to higher education, and whether social support moderated the relationship between cultural intelligence and adjustment. Participants included 306 international students at a Southwestern university with an average age of 25.82. Data were collected though an online survey and included a demographic questionnaire, the International Student Adjustment to College Scale, the cultural intelligence questionnaire, and the social support scale. The results of hierarchical multiple regression analyses showed cultural intelligence and institutional social support were significant predictors of international students' adjustment. With a higher level of cultural intelligence or social support from the university, participants were more likely to have a better adjustment to the university. There was no interaction effect between cultural intelligence and social support from family, non-family, and institution on international students' adjustment.
Creating the Inclusive Higher Education Classroom for Students with Disabilities: The Role of Attitude and Confidence among University Faculty
Author: Shine, Danielle
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Teacher Role,College Students,Students with Disabilities,Inclusion,Self Efficacy,Faculty Development,Academic Accommodations (Disabilities),Teacher Characteristics

Faculty at postsecondary institutions are working with students with disabilities at a higher rate in the last two decades than ever before due to an increase in students with disabilities pursuing and entering higher education. The American with Disabilities Act Title II requires faculty and universities to provide accommodations to students with disabilities, so they have equal access to higher education. This study assessed faculty self-efficacy in working with students with disabilities and what effect their self-efficacy had on their perceptions of and willingness to accommodate students with disabilities. Engaging in professional development related to creating inclusive environments was found to affect teacher self-efficacy, and higher teacher self-efficacy was found to be related to more positive perceptions of and willingness to accommodate students with disabilities. These findings provide researchers with information relevant for future studies on differences in willingness to accommodate specific disabilities of college students, as well as set the stage for recognizing the importance of professional development for understanding and accommodating students with disabilities in higher education.
Design Considerations and Implementation of First Cohort of International Partnership in Educational Administration
Author: Ford, Angela
Date: 2022-00-00
Type: Journal Articles
Subjects: Partnerships in Education,International Cooperation,Foreign Countries,Universities,Global Approach,Educational Administration,Doctoral Programs,Program Implementation,Outcomes of Education,Blended Learning,Instructional Design

This study investigates the experience of the first-year implementation of an international partnership between a university in the United States and one in the Middle East. Through thematic analysis, document analysis, and participant observation as our methods, we offer a detailed description of design elements and instructional strategies used during the partnership, assessing their relevance, responsiveness, and benefits to the partner institutions and their clientele. The findings support the use of hybrid cohort models in cross-national partnerships for educational leadership and are closely aligned with the literature, however, also add specific experiences and perspectives of those directly involved. In conclusion, the study highlights that for optimal outcomes, international university partnerships require not only early planning but also mutual trust, moving beyond paternalistic, reductive, &quot;North-South Global Perspectives&quot; many traditional partnerships promulgate.
Developing Equitable School Leaders in a Predominantly White Rural Educational Leadership Program in the US
Author: Mette, Ian M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Leadership Training,Instructional Leadership,Rural Schools,Administrator Education,Sociocultural Patterns,Educational Philosophy,Racial Differences,Cultural Pluralism,Student Diversity,School Districts,Metacognition,Social Justice,Elementary Secondary Education,Participant Characteristics,Teaching Experience,Barriers,Social Class,Race

Education systems in the United States (US) increasingly experience disagreement over how to address cultural and societal injustices. At the heart of these debates includes the role of the rural sociocultural experience -- which in the US is based on racial and spatial isolation, the idea of whiteness as the norm, and more recently economic deprivation due to globalization. This paper examines the experiences of 17 aspiring educational leaders in a predominantly White rural state in the US. Drawing from the field of cultural psychology, this study illustrates the role educational preparation programs must play in developing greater sociocultural awareness among White educational leadership candidates who lack exposure to racially and culturally diverse environments. Using findings from this study, preparation programs and school districts in predominantly White rural areas can foster greater self-reflection for educators to address social injustices, as well as reject ahistorical and apolitical philosophies of education.
Resetting, Repurposing, and Reimagining a State Organization: A Case Study
Author: Warsen, Gregory D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Role,Group Membership,Group Structure,Design,State Departments of Education,Communities of Practice,Program Improvement,Organizational Change

A state organization of graduate faculty teaching in educational leadership preparation programs, the Michigan Association of Professors for Educational Leadership (MAPEL), serves as the focus for this case study designed to examine its efforts to reset, repurpose and reimagine its role. Using Bolman and Deal's (2107) observations of characteristics of organizations, the authors' four frame model provided a lens for understanding how this organization's members considered their past, prepared for its present and how it might contemplate its future. The study describes what contributed to these efforts and reports data gathered from its members regarding how changes might provide new opportunities for leadership and influence at the state level as well as impact the success of programs preparing graduates to serve as school and district leaders across the state. Research questions include (1) What is the awareness level of MAPEL membership of the attempts at redesign? How do members describe this change and its impact on them? (2) What were the catalytic events that led MAPEL to engage in redesign? (3) How did the Michigan Department of Education review and approval of new leadership standards impact the perceived role of MAPEL? (4) How did the examination of the by-laws impact the perceived role of MAPEL? Given the small amount of research on the impact of state level professional organizations, the study adds to the literature and offers recommendations for establishing communities of practice between and among colleges and universities, a vehicle for program improvement which to date has been underutilized.
Inquiry-Based Mathematics Activities to Improve Children&apos;s Geometric and Spatial Thinking Skills
Author: Korkmaz, Halil Ibrahim
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Activities,Inquiry,Outdoor Education,Preschool Children,Geometric Concepts,Spatial Ability,Mathematical Concepts,Thinking Skills,Program Effectiveness,Preschool Education,Kindergarten

This study aimed to investigate the impact of inquiry-based indoor and outdoor mathematics activities on pre-school children's geometric and spatial thinking skills. Thirty-two children between 48 and 66 months old participated in the study. The study employed as a quasi-experimental research model and employed Non-equivalent Control Group Design. The design included one control group and two experimental groups. The control group continued regular curriculum activities while Experimental Group 1 was exposed to inquiry-based mathematics activities in the classroom, and Experimental Group 2 engaged in the same activities but outdoors, along with the regular curriculum activities. The Geometric and Spatial Thinking Skills Test was used as a data collection tool. According to the results of the study, inquiry-based mathematics activities contribute to preschoolers' geometric and spatial thinking skills. The impact of inquiry-based mathematics activities on experimental groups were similar to each other. Some recommendations for further studies and implementations were made following the results of this study.
Preparing Administrative Leaders to Support Special Education Programs in Schools: A Comprehensive Multi-Dimensional Model
Author: Gilson, Timothy
Date: 2022-00-00
Type: Journal Articles
Subjects: Principals,Special Education,Administrator Responsibility,Compliance (Legal),Educational Legislation,Federal Legislation,Equal Education,Students with Disabilities,Administrator Education,Internship Programs

Professional standards for principals include numerous provisions addressing the need to have the knowledge, skills, and dispositions necessary to promote effective special education programs. The administration of special education programs requires complex responsibilities including assurances that policies and practices are in compliance with the Individuals with Disabilities Education Act (IDEA). Administrators report that oversight of special education programs is among their most prioritized responsibilities yet was the area for which they were least prepared. This paper discusses coursework linked to professional standards and special education content, selected student assessment products, and qualitative data from program graduates. Several implications are identified.
Sociocultural Background Influences on Early Career Rural Educational Leaders: A Phenomenological Study of Appalachian Leadership
Author: Ramsey, Claire K. G.
Date: 2022-00-00
Type: Journal Articles
Subjects: Principals,Administrator Characteristics,Social Influences,Cultural Influences,Leadership Styles,Self Concept,Social Justice,Culturally Relevant Education,Interpersonal Relationship,Rural Schools,Elementary Secondary Education,Administrator Attitudes

Effective school leaders develop the capacity to connect with their staff, students, and educational stakeholders to form bonds of respect and trust, and to foster a sense of efficacy in their practice and the practice of others. This phenomenological investigation aims to better understand how school principals interpret the influence of their sociocultural backgrounds and how they make meaning of their lived experiences as school leaders in relation to that influence. Using Interpretative Phenomenological Analysis, this qualitative study investigates how five rural school leaders consciously perceive and make making of the influence that their sociocultural backgrounds have on their leadership styles and strategies. Findings from this inquiry were organized into four thematic units: the advantages of being local, the context of the community in school-community relations, the leaders' &quot;application of the school&quot; with stakeholders, and the leaders' personal identities. Focusing on their lived experiences, participants provided insights into connections between their local identities as Appalachian leaders and their ability to relate to the diversity of stakeholders in their school communities.
Identifying Preservice Teachers&apos; Concept-Based and Procedure-Based Error Patterns in Multiplying and Dividing Decimals
Author: Joung, Eunmi
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Skills,Arithmetic,Fractions,Error Patterns,Multiplication,Division,Preservice Teacher Education,Misconceptions,Methods Courses,Mathematics Tests,Knowledge Level

The purposes of this study are to report current Preservice Teachers' (PTs) decimal abilities regarding the types of error patterns that they commit and to analyze characteristics of the errors in the problems posed for multiplication and division in decimals. We have determined common concept- and procedure-based errors made by the PTs. 37 PTs in the USA were asked to complete two decimal multiplication problems and two decimal division problems. Results indicated that four major types of error patterns could be detected: Misunderstanding of the place value, misunderstanding of mathematical equivalence, arithmetic errors, and reversing the positions of divisor and dividend. PTs were more likely to have concept- than procedure-based errors. This indicates that PTs may have limited knowledge on the definition of decimals and the meaning of mathematical equivalence, as well as a lack of understanding of place value. Consequently, we believe that the learning of the concept of decimals requires conceptual change. The concept-based errors found intersect with those of students in primary school, so this helps Teacher Education programs in ways that promote PTs' mathematical understanding of decimal operations on a conceptual basis to prevent their future students from making errors.
What Are We Talking About? Data Use among Education Leaders of Change
Author: Townsley, Matthew
Date: 2022-00-00
Type: Journal Articles
Subjects: Data Use,Change Agents,Leadership,Decision Making,Educational Improvement,Elementary Secondary Education

In a time when fewer resources force school leaders to make critical decisions, the data-driven decision-making model continues to offer promise. This research project provides observations about factors used for decision making from 14 district leaders across five Iowa school districts. Placing these factors for decision making within the framework of a data driven decision making model provides insights for school leaders striving to increase the efficiency and effectiveness of decision making in their own districts. In doing so, educational leaders might ultimately implement educational change with greater effectiveness.
The Analysis of Fine Arts Students&apos; Social Media Awareness Levels Related to Appearance
Author: Ozturk, Mine Ulku
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Media,Undergraduate Students,Student Behavior,Knowledge Level,Computer Use,Aesthetics,Self Concept Measures,Physical Characteristics,Perception,Individual Characteristics

In this study, it is aimed to comparatively examine the social media usage habits and social media awareness levels related to appearance of the students studying at the Faculty of Fine Arts in Turkey. The study was conducted in accordance with comparative relational screening and correlational research designs. 203 students studying in the fine arts faculties of four different universities participated in the study. According to the research findings, it has been observed that a large proportion of the participants use 'Social networking sites (Facebook, Instagram, Myspace, Google plus, etc.)' and 'Photo sharing sites (Instagram, Flickr, etc.)'. However, the social media awareness levels of the participants studying at the Faculties of Fine Arts were found to be low. While the social media awareness levels of the participants about appearance did not differ according to gender, class and achievement status, significant differences were found according to the departments. Finally, a significant relationship was found between the social media awareness levels of the students of the Faculty of Fine Arts and the frequency of use of social media platforms.
Predictive Study of the Factors and Challenges Affecting the Usability of E-Learning Platforms in the Light of COVID-19
Author: El-aasar, Said Abdelmawgoud
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Technology,Usability,Electronic Learning,Student Satisfaction,Program Effectiveness,Instructional Design,Predictor Variables,Integrated Learning Systems,Undergraduate Students,Foreign Countries

In the light of the accelerating trends in recent years towards the adoption of e-learning and its delivery platforms, e-learning has become a strategic solution to face many challenges, especially those imposed by the coronavirus pandemic (COVID-19). The findings of previous studies revealed the effectiveness of e-learning in reducing negative effects resulting from COVID-19. However, those studies emphasized the need for more research on the factors that enhance the effectiveness of e-learning, especially those factors related to instructional design, attractiveness, availability, and usability. Therefore, the study explored the factors that affect the usability of e-learning platforms by developing a predictive model to reveal student satisfaction with the use of e-learning platforms. The model consisted of four predictive factors (learnability, efficiency, effectiveness, and the instructional design of electronic content). In order to achieve the objective of the study, a scale was designed. It included five variables and 36 items. The results concluded that the factors in the scale (learnability, efficiency, effectiveness, and the instructional design of electronic content) contribute to the explanation of 62% of the variance value in the dependent variable (student satisfaction). Also, the factors of the instructional design of electronic content, and the effectiveness of using e-learning platforms showed a high ability to predict usability through the indicator of student satisfaction with the use of e-learning platforms. In addition, the results unveiled that the factors of learnability and efficiency did not show a significant effect in predicting usability. Finally, the prediction model had a moderate degree in predicting the changes that could affect the dependent variable (usability through the indicator of student satisfaction).
A Gendered Therapeutic Learning Landscape: Responding Creatively to a Pandemic
Author: Foley, Annette
Date: 2022-04-00
Type: Journal Articles
Subjects: Handicrafts,Females,Therapy,Well Being,COVID-19,Pandemics,Lifelong Learning,Social Support Groups,Communities of Practice,Motivation,Friendship,Computer Mediated Communication

Crafting has occupied the hands and minds of women over many centuries providing vital connections with cultural skills and with community. While the COVID-19 pandemic has isolated women in their homes, it has also provided opportunities for women to reconnect to crafting through virtual spaces. This paper draws on a thematic analysis of a focus group interview examining the experiences of regional women participating in a crafting group and identifies the ways in which they used craft to support their wellbeing. Drawing on the concept of therapeutic landscapes, the paper highlights that connection in a virtual craft group supports lifelong learning and wellbeing, brings women together in support through a community of women's practice and facilitates opportunities for producing meaningful and commemorative quilting projects This finding has implications for a society experiencing unprecedented levels of stress, mental illness and anxiety about the future.