ethanporcaro/eric-fulltext-meta huggingface dataset:
Content Analysis of Dissertations on Women Superintendents of Dissertations on Women Superintendents from 2017-2020
Author: Sampson, Pauline M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Content Analysis,Doctoral Dissertations,Women Administrators,Superintendents,Sex Fairness,Gender Bias,Administrator Characteristics,Career Development,Disproportionate Representation,Administrator Role,Leadership Styles,Boards of Education,Gender Discrimination,Expectation,Power Structure,Barriers,Family Work Relationship,Family Needs,Racial Discrimination,Instructional Leadership,Stereotypes,Educational History

Women superintendents have increased in number of positions held in the United States, but they are still underrepresented in the superintendent role. Women continue to be studied in their representation in the superintendent role. In this study, a content analysis was conducted of 51 U.S. dissertations relating to women superintendents located in the ProQuest database for the years of 2017-2020. Five major themes mentioned in a range of 31 to 40 dissertations or (60% to 80%) were discovered: gender inequality, characteristics of women superintendents, career pathways, history of women superintendents, and the role of superintendent. Common themes voiced in 21 to 29 dissertations (40% to 59%) were clustered into ten categories of leadership styles of women, low numbers of women superintendents, school board discrimination, cultural/society expectations, power, barriers of family needs, overcoming barriers, racial discrimination, instructional leadership and stereotyping. Twenty-two themes were included in 10-20 dissertations (20% to 39%) and considered by the researchers as minor themes.
Financial Debt and Mental Health of Young Adults
Author: Kim, Jinhee
Date: 2021-00-00
Type: Journal Articles
Subjects: Debt (Financial),Mental Health,Correlation,Young Adults,Developmental Stages,Developmental Tasks,Problem Solving,Money Management,Student Financial Aid,Scores,Well Being,Longitudinal Studies,Gender Differences,Parent Child Relationship,Self Concept,Educational Attainment,Higher Education,Race,Ethnicity

The purpose of this study is to examine the debt burdens, perceived capabilities, and mental health of young adults. Panel data constructed from the 2009 to 2013 waves of the Panel Study of Income Dynamics (PSID) and its Transition to Adulthood (TA) supplement are used in this study. The multinomial logistic regression analysis findings showed that the amount of revolving debt was negatively associated with young adults' mental health. On the other hand, perceived abilities in acting responsibly, in solving problems, and in managing money were positively associated with the mental health of young adults. The fixed effects regression analysis results indicate that the amounts of credit card and student loan debt from the previous period were negatively associated with an increase in the mental health continuum scores of young adults over time. A discussion of the implications of this study's key findings for scholars, policymakers, and practitioners is included.
Leadership through Chaos and the Demand for Resiliency
Author: Decman, John
Date: 2021-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Pandemics,COVID-19,Foreign Countries,Professional Identity,Instructional Leadership,Community Organizations,Public Sector,Trust (Psychology),Capacity Building,Public Education,Teacher Attitudes,Administrator Attitudes,Parent Attitudes,Educational Change,Organizational Communication,Distance Education

Due to the recency of the pandemic, there is a somewhat limited understanding of the impact of COVID-19 on educational settings. A 2020 British study engaged teachers in narrative research and found six themes: (1) uncertainty; (2) finding a way; (3) worry for the vulnerable; (4) importance of relationships; (5) teacher identity; and (6) reflections (Kim &amp; Asbury, 2020). Cheng et al. (2020) interviewed more than 100 representatives from community-based organizations to study public sector and community-based responses to the pandemic in China. While not all community-based organizations relate to public education, an essential outcome of their research that informs educational leaders is the importance of building trust and long-term capacity in these types of organizations (2020). The researchers sought to understand the organizational dynamics that assisted and hindered this process, the leadership actions that moved learning organizations toward meaningful goals, the organizational process and procedural redefinitions that took place to support stakeholders through this change, and, most importantly, the researchers sought to give voice to and understand the thoughts and experiences of various stakeholders involved in public education.
Secondary Principal Leadership and the Impact on Engaging Hands-On Learning Strategies
Author: Morrison, Sarah
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary Schools,Principals,Instructional Leadership,Capacity Building,Learning Strategies,Best Practices,Experiential Learning,Learner Engagement,Lifelong Learning,Secondary School Teachers,Teacher Administrator Relationship

The purpose of this narrative inquiry study was to understand how secondary campus principals build capacity in teachers to actively engage students in the processes of meaningful learning. Secondary campus principals should continuously work with teachers in a team setting in order to implement best practices. In recent years, &quot;researchers in educational leadership have called for a new sustainable model for the future&quot; and one must rethink how engagement aligns for student success. Hands-on learning can be instrumental in increasing student engagement, which, in turn, builds student capacity, students who do not feel challenged often become bored in the educational setting, directly contradicting the purpose of an education, which is to provide elements of inspiration that create lifelong learners. Hands-on learning strategies are comprised of many different forms in the classroom; however, they all align with engagement for students. The campus principal must ensure that the teacher is engaging students in their educational pursuits, and not creating the same pattern of worksheet behavior that drives students to be less engaged. The key to building engagement in teachers is to create elements of leadership that the principal can assist them with from a team mentality. Leadership for the campus principal matters and principals must understand how the limitations, resources, and opportunities impact how he/she needs to behave for effectiveness.
Teaching and Learning Foundation of the Elective Course &quot;Cultural Geography&quot;
Author: Ayzhan, Satybaldieva
Date: 2021-00-00
Type: Journal Articles
Subjects: Elective Courses,Geography Instruction,Human Geography,Russian,English,Teaching Methods,Course Descriptions,Educational Principles,Research Reports

At present, one of the urgent problems is the systematization of information on elective courses and the identification of methodological features of its implementation. The article presents the program of the elective course &quot;Cultural geography&quot; for classes of the natural-mathematical direction. In addition, the methodological structure of the course &quot;Cultural geography&quot; has been worked out. The article provides an analytical review of the latest sources on the cultural geography in Russian and English.
Pedagogical Challenges in Distance Learning during COVID-19 Conditions -- Experience of Latvia
Author: Jurs, Pavels
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Barriers,Distance Education,Stress Variables,Elementary School Teachers,Secondary School Teachers,College Faculty,Teaching Conditions,Teaching Load,Well Being,Foreign Countries

Due to the global pandemic caused by the spread of coronavirus disease, the educational process has experienced very significant transformations -- in the pedagogical process both pupils and parents, teachers and education policy makers have encountered essential challenges and an unprecedent experience The aim of the research, based on the theoretical study of the distance learning concept and empirical research, and finding out the teachers' attitude towards distance learning, is to describe the Latvia experience in distance learning during COVID-19 conditions. The research's methodology is based on teacher survey, regulatory analysis, and concessional analysis. The study highlights problems in the context of distance learning and makes a significant contribution to further research. Analysing the results of the empirical study and outcomes of the survey, it has been concluded that teachers feel psycho-emotional and physiological overload due to distance education.
The Efficiency of Using Digital Resources for the Development of Primary School Students&apos; Linguodidactic Potential
Author: Makharova, Gaukhar
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Elementary School Teachers,Teacher Attitudes,Computer Uses in Education,Influence of Technology,Language Acquisition

The aim of this research is to evaluate the effects of education given through digital resources on the language didactic potential of students with the views of teachers. 40 primary school teachers who teach 1st-4th grade students in various provinces of Kazakhstan participated in the research. In the research, case study, which is one of the qualitative research methods, was used. The research data were collected through a semi-structured interview form prepared by the researcher in order to get the opinions of the teachers who voluntarily agreed to participate in the research. Research data were analyzed by content analysis technique. As a result of the research, it has been determined that teachers are prone to use technology and partially use digital resources in their lessons. However, teachers stated that they are more open to the use of digital resources if the opportunity is given. In addition, although most of the teachers state that the use of digital resources has no effect on increasing the workload of the teacher, some define it as a workload. Teachers, who believed that it partially increased teacher success, stated that it had a positive effect on student success and student motivation. Research findings reveal that teachers need to receive supportive training on the use of digital resources in education.
Video and Media Technologies in the Educational Space as a Form of Mental Representation of Students of Different Cultures
Author: Zvonova, Elena V.
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Video Technology,Advertising,Cultural Differences,Consumer Economics,Visual Aids,Students

The search for conditions to create a developing learning environment, methods and means of teaching is the main objective of psychological science. The relevance of the problem under study is due to the active development of intercultural communication processes, in which advertising plays an important role. This circumstance requires the inclusion of video and media technologies in the training of specialists in the field of advertising. The purpose of the paper is to describe the course and the results of the study of imaginal representations in advertising aimed at promoting goods in different cultures. The leading method in the study of this problem was the semantic differential which allows one to identify the difference in the semantic content of the commercial of a popular drink produced by an international company. Fifty students who are representatives of religious and non-religious cultures, aged between 18 and 30 participated in the study. The authors of the paper put forward the assumption that since social representations are formed and depicted in different cultures which are different from the social representations of other cultures, the content of the advertising text will be interpreted in different ways. This can affect people's behavior of different cultures. The content of imaginal representations was studied in the process of perceiving the advertisement of a popular drink. The results of the study showed a significant difference in the content of imaginal representations of the experimental groups. However, the study showed that this difference did not influence consumers' behavior. The materials of the paper may be useful for psychologists studying intercultural differences, as well as specialists in advertising psychology, when developing advertising texts for multicultural goods and services.
Self-Leadership, Financial Self-Efficacy, and Student Loan Debt
Author: Festa, Mackenzie M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Money Management,Self Efficacy,Debt (Financial),Student Financial Aid,Self Motivation,Behavior Patterns,Rewards,Graduate Students,Undergraduate Students,Role,Cognitive Processes,Grade Point Average,Student Attitudes,Costs,Paying for College,Measures (Individuals)

Self-leadership examines how individuals can motivate themselves through behavior focused strategies, constructive thought patterns, and natural reward strategies. This study examined the potential influence of self-leadership on financial self-efficacy, credit card debt, and student loan debt among college students. Data were collected from a survey of 197 graduate and undergraduate students at a major Midwestern university. The findings suggest students higher in self-leadership tend to have lower student loan debt. Additionally, financial self-efficacy and credit card debt mediate the relationship between self-leadership and student loan debt. The results have implications for the role self-leadership plays in credit card debt, financial self-efficacy, and student loan debt.
Contribution of Digital Storytelling to Creative Thinking Skills
Author: Özen, Nesime Ertan
Date: 2021-00-00
Type: Journal Articles
Subjects: Story Telling,Information Technology,Middle School Students,Grade 7,Thinking Skills,Imagination,Turkish,Creative Thinking,Video Technology,Student Attitudes,Scores,Critical Thinking,Multimedia Instruction,Teaching Methods,Classroom Communication,Foreign Countries,Tests,Retention (Psychology)

The aim of this study is to reveal the contribution of digital storytelling to the creative thinking skills of middle school seventh grade students. The study was designed as a mixed method research. The data were obtained from the digital stories created by the students through block-based coding, video recordings and student interviews. According to the findings, it was found that there are developments in fluency, originality, imagination, analytical thinking, different perspective, media elements and content dimensions. Similarly, it was found that there was an increase in the permanence test score average. The students stated that they found digital storytelling activities fun, they improved in different perspectives of critical thinking, multimedia elements made the stories attractive and the story elements were more easily noticed. It was stated that digital storytelling activities had a positive effect on Turkish lesson. During the process, student interactions in the classroom developed and they became more eager to participate in the digital storytelling process. These results show that digital storytelling contributes to creative thinking skills.
Romantic Relationship Satisfaction in Emerging Adulthood
Author: Barutçu-Yildirim, Funda
Date: 2021-00-00
Type: Journal Articles
Subjects: Intimacy,Young Adults,Interpersonal Relationship,Daily Living Skills,Anxiety,Individual Characteristics,College Students,Student Attitudes,Measures (Individuals),Interpersonal Attraction,Predictor Variables,Correlation,Psychological Patterns,Foreign Countries

The aim of the study was to explore the extent to which the length, status and importance of current romantic relationship, the number of previous romantic relationship, as well as individual factors, such as levels of self-compassion, and anxiety about social appearance, are predictors of the romantic relationship satisfaction of young adults. The study included 284 university students but 34 of them were removed for several reasons and analysis was carried out with 250 participants (59.6% female, 40.4% male). Relationship Assessment Scale, Self-Compassion Scale, Social Appearance Anxiety Scale, and demographic information form were used to collect data. Hierarchical regression analysis results showed that the importance of the current romantic relationship, the number of previous romantic relationships, and levels of self-compassion were positive predictors but the length and the status of the relationship, along with the level of anxiety regarding social appearance were not significant predictors of romantic relationship satisfaction. The model explained 37% of the variance in the romantic relationship satisfaction of young adults.
Challenges and Fundamental Skills for Primary School Teachers: Developing Self-Efficacy Beliefs Scale
Author: Sarikaya, Ismail
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Effectiveness,Teaching Skills,Teaching (Occupation),Self Efficacy,Test Construction,Attitude Measures,Test Validity,Foreign Countries

The study aims to shed light on the strengths of the primary school teaching profession and the fundamental skills that a primary school teacher (PST) should have while also taking into account the views of the PSTs. However, based on the data collected, the objective is to develop a self-efficacy belief scale (SEBS) for PSTs and teacher candidates. The first stage was carried out with 80 PSTs with at least five years of professional experience. 763 PSTs and PST candidates participated in second stage of the study. A SEBS was developed for PSTs and teacher candidates in light of the obtained data. Descriptive analysis and content analysis were used for qualitative data. The categories of being a teacher in village school, administration-colleague and parent-related problems, student self-care, pedagogical qualifications, and personal and professional development were attained concerning the challenges and fundamental skills for PSTs. Scale development steps were followed second stage of the study. The SEBS containing three sub-dimensions and 19 items is assumed to be helpful and valid and reliable metrics.
Examination of Pre-Service Chemistry Teachers&apos; STEM Conceptions through an Integrated STEM Course
Author: Aydin-Günbatar, Sevgi
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Chemistry,STEM Education,Teacher Competencies,Integrated Curriculum,Science Teachers,Student Attitudes,Attitude Change,Foreign Countries

Due to international calls for the use of the integrated Science, Technology, Engineering, and Mathematics (STEM) approach to train learners pursuing STEM-related careers and citizens who are competitive problem solvers, teachers' training for the integrated STEM approach is imperative. Given the importance of integrated STEM teacher training, this study aimed to examine how pre-service chemistry teachers' integrated STEM conceptions have been changed through the integrated STEM course. The STEM reflection protocol was administered to 13 pre-service chemistry teachers both at the beginning and at the end of a 13-week-long integrated STEM course. The training included experiencing STEM activities, studying with mentors, and reflecting on own development. The deductive, inductive, and constant comparative data analysis revealed that most of the pre-service chemistry teachers enriched their STEM conceptions in terms of the engineering design process as a context and integration of the disciplines. However, very few participants' STEM conceptions remained the same. Integrated STEM teacher education should include an explicit emphasis on disciplines' integration and engineering design process to enhance pre-service teachers' integrated STEM conceptions.
The Paradox of State-Funded Higher Education: Does the Winner Still Take It All?
Author: Põder, Kaire
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Finance,State Aid,Higher Education,Foreign Countries,Educational Change,Tuition,Paying for College,College Admission,Rural Areas,Vocational Education,Graduation Rate,Time to Degree,Socioeconomic Status,Probability,Rural Urban Differences,Economically Disadvantaged

Contrary to the overall tendency to increase student participation in the financing of higher education, Estonia abolished student tuition fees in 2013. We study the effects of this reform on the students' access to and progress in higher education, concentrating mostly on the changes in probabilities of rural and remote students being admitted (extensive margin) and graduating within a nominal time (intensive margin). We distinguish between four different outcomes: admission in general, admission to vocational education, admission to high-rank curricula, and graduation within nominal time. We confirm the tendency that a high socioeconomic status increases the probability of being admitted to high-rank curricula and reduces the probability of choosing an applied curriculum, and the 2013 reform did not change that. While the reform weakly improved rural students' tendency to graduate on time, it diminished the probability that they were admitted to high-rank curricula. So, paradoxically and contrary to the intention of the reform, higher state involvement in higher education financing has not improved the equity in university admission in Estonia in terms of either socioeconomic background or regional disparities. We claim that part of the explanation of that paradox lies in the conditionality of this reform and the combination of a scarce needs-based and a competitive merit-based student support system in Estonia. We see our broader contribution in emphasising the important role of support systems in the future analysis of the potential to improve students' access.
Blended Learning Activities in an E-Business Course
Author: Sitthiworachart, Jirarat
Date: 2021-00-00
Type: Journal Articles
Subjects: Blended Learning,Learning Activities,Electronic Learning,Business Administration Education,Student Attitudes,Instructional Effectiveness,Foreign Countries,College Students

The objectives of this study were threefold: to understand students' perceptions of activities in a blended learning environment; to determine their preferred learning activities in this context, paralleling the four stages of Kolb's learning cycle; and to determine the effectiveness of the blended learning used, based on scores achieved in an e-business course supported by the BLearning assessment system, a custom-designed reflective assessment tool. A mixed-methods approach was used to identify the students' preferred activities. Findings indicate that (1) blended learning can add interest and variety to improve the students' learning experience, (2) students prefer blended learning activities that match the first three stages of Kolb's learning cycle (concrete experience, reflective observation, and abstract conceptualisation), and (3) data collected from the e-business course exam results show that the blended learning process was effective. In aligning teaching activities to student preferences, the notion of &quot;teaching patterns&quot; is introduced as the teaching perspective on these activities. Findings further indicate that blended learning activities based on the first three stages of Kolb's learning cycle may be more suitable for students who share similar learning preferences.