ethanporcaro/eric-fulltext-meta huggingface dataset:
A Study on the Relationship between the Levels of Loneliness and Smartphone Addiction of Students Who Are Studying at the Faculty of Sports Science
Author: Kara, Nuriye Seyma
Date: 2020-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Handheld Devices,Addictive Behavior,College Students,Affective Measures,Correlation,Athletics,College Programs,Foreign Countries,Academic Achievement,Gender Differences

The main purpose of this study is to investigate the relationship between loneliness and smartphone addiction of students studying at the faculty of sports sciences. The study was conducted with the correlational survey method. The study group consisted of a total of 281 students, 61 females (21.7%) and 220 males (78.3%). In the study, Mobile telephone addiction scale developed by Sar, Ayas, and Horzum (2015) was used to investigate the mobile phone addiction levels of the participants. Loneliness scale developed by Demir (1989) was used to measure loneliness levels. According to the results of the study, there was no statistically significant difference between loneliness and smartphone addiction of students according to gender and academic achievement variables. On the other hand, there was a significant difference between loneliness and smartphone addiction according to the departments of the students. Looking at the relationship between loneliness and smartphone addiction levels, it was concluded that there was a statistically significant positive correlation between all sub-dimensions of smartphone addiction and smartphone addiction total score.
Differentiating the Curriculum to Achieve &quot;Learner Growth&quot; When Using 1:1 Mobile Devices for Learning
Author: Firipis, Arthur
Date: 2020-05-00
Type: Journal Articles
Subjects: Individualized Instruction,Handheld Devices,Learning Processes,Curriculum Design,Teacher Role,Technological Literacy,Learning Motivation,Critical Thinking,Student Attitudes,College Students,Engineering Education,Learning Readiness,Independent Study,Computer Uses in Education

With the increasing use of 1:1 mobile devices within the curriculum space, differentiating its use to support &quot;learner growth&quot; has become an important discussion amongst policy makers, researchers, educators and learners. This research study provides an insight into how learners are using their 1:1 mobile device to support their learning process. The premise of the discussion begins with the notion that a learner's success is dependent on the curriculum design been sufficiently differentiated using resources and scaffolding. Differentiating to develop technical skills that will lead to the production of artefacts as evidence of learning and creativity. This research study highlights the role of the digitally literate educational leader who can apply self-directed differentiation learning theory to model the use of 1:1 mobile devices to support &quot;learner growth&quot;. The research study reveals learners come with pre, during and post learning perceptions, and understandings about how 1:1 mobile devices can be used to support their &quot;learning growth&quot;. These perceptions and motivations for learning will need to be considered along with self-directed learning theory and applied to the delivery of linear and non-linear curriculum design.
Using Dance &amp; Movement to Enhance Spatial Awareness Learning
Author: Temple, Barbara Ann
Date: 2020-05-00
Type: Journal Articles
Subjects: Spatial Ability,Creativity,Concept Formation,Mathematics Skills,Dance Education,Motion,Mathematics Instruction,Brain Hemisphere Functions,At Risk Students,Kindergarten,Preschool Education,Mathematical Concepts,School Readiness,Teaching Methods,English Language Learners,Low Income Students

By accessing creative portions of the brain through dance, Pre-K students can more easily learn math concepts like spatial awareness and critical math knowledge prior to formal assessment in elementary school. This early foundational learning creates educational equity by resulting in a month of additional math learning before ever stepping into an elementary classroom. At a very fundamental level, when students have access to math learning in Pre-K through the performing arts, they are more than a month ahead of their non-Pre-K peers when they enter a Kindergarten classroom, (Ludwig, Marklein, &amp; Song, 2016). Arts-integrated math learning engages both hemispheres of the brain and all types of students, especially English Language Learners (ELL) and those from lower socioeconomic status, benefit academically from such experiences. Math and movement residencies bring equity and access to the classroom by preparing students with critical foundational knowledge in math prior to encountering formal math concepts in Kindergarten.
Investigation of the Effect of 8-Week Reformer Pilates Exercise on Flexibility, Heart Rate and Glucose Levels in Sedentary Women
Author: Suna, Gürhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Females,Biochemistry,Physical Activity Level,Adults,Exercise,Measurement,Pretests Posttests,Body Weight,Metabolism,Comparative Analysis,Psychomotor Skills

The aim of this study is to investigate the effects of reformer pilates exercises on flexibility, heart rate and glucose levels of sedentary women for 8 weeks. 30 sedentary women between 30-36 years old were joined to the study. Participated in the research sedentary women' ages' mean was 32,20±1,78 year, lenghts' mean was 166,76±3,93 cm. It is announced to the participants that personal information and findings obtained during and after the research will be kept strictly confidential and also &quot;Informed Voluntary Consent Form&quot; was filled up. Reformer pilates exercise was performed regularly for 8 weeks, %40-60 loading intensity, 3 days a week, 60 minutes per day. Measurements were obtained as pre-test and post-test. SPSS programme was used. &quot;Paired t test&quot; was used to determine the difference before and after exercise. The results were evaluated at p&lt;0,05 significance level. The comparison of body weight, resting-maximum heart rate, flexibility and glucose 1. day and 8. week post- exercise measurements were statistically significant (p&lt;0,05). But there were no significant different in glucose 1. day and 8. week pre- exercise measurements (p&gt;0,05). As a result of our study based on the data obtained, it was determined that regular reformer pilates exercises accelerated weight loss on sedentary women. In addition, it had positive effects on flexibility, heart rate and glucose measurements.
Relationship between Digital Game Playing Motivation and Problem Solving Skill
Author: Beltekin, Enes
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Games,Motivation,Problem Solving,College Students,Foreign Countries,Gender Differences,Majors (Students),Time,Relationship

The study was performed to examine university students' digital game playing motivation and problem solving skill levels. The research group consists of totally 586 students, 326 male and 260 female study at Bingöl University Physical Education and Sports Academy (PESA), Faculty of Arts and Sciences, and Faculty of Engineering and Architecture during the 2019-2020 academic year. &quot;Digital Game Playing Motivation Scale&quot; and &quot;Creative Problem Solving Inventory (CPSI)&quot; were used to obtain data for the purpose of the research. The students participating in the study were asked personal information questions regarding their demographic characteristics. The study was carried out in SPSS 22 statistical package program and the degree of significance was taken as 0.05. Independent Sample T (Independent Sample) and Mann Whitney-Utest in binary comparisons, One-Way Variance Analysis (One Way Anova) in multiple comparisons and Kruskal Wallis Analysis in abnormally distributed data, and correlation (Pearson) test to determine the relationship between variables. According to the responses given by the students who participated in the study, there was a significant difference between the groups in terms of gender, faculty and the daily game play time variables on the digital platform, while there was no significant difference between the groups in problem solving skills. According to the results of the correlation analysis, a low level of significant correlation was found between students' digital game playing motivation and problem solving skill levels.
Principals&apos; Perceptions of Teacher Evaluation Reform from Structural and Human Resource Perspectives
Author: Campbell, John Wilson
Date: 2019-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Teacher Evaluation,Educational Change,Educational Legislation,Federal Legislation,Federal Programs,Accountability,Program Implementation,Faculty Development,Teacher Supervision,Human Resources,Organizational Theories,Time Management,Educational Policy,State Policy

Driven by Race to the Top funding and quickly designed and deployed in 2010-2011, a new teacher evaluation policy in Tennessee altered principals' supervisory practices regarding their use of time for observation and reporting, their interaction with teachers, and the methods for giving teachers performance ratings. In addition, student test score data were integrated into final ratings, and professional consequences were linked with those ratings. Researchers in this study followed fourteen school principals over a five-year period to understand how their perceptions of new evaluation policy components affected their implementation. Data were analyzed using the structural and human resource frames of Bolman and Deal (2017) to interpret policy demands, principals' perceptions, and variations in implementation. Findings indicate that principals appeared to reject strict application of the policy's structurally focused components and procedures, while supporting collaborative, human resource-oriented approaches for promoting teacher growth and professional development.
Using Existing Data to Predict Reading Achievement among English Language Learners in the United States
Author: Adams, John L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Data Use,Prediction,Reading Achievement,English Language Learners,Oral Reading,Reading Fluency,Language Proficiency,Reading Tests,Achievement Tests,Curriculum Based Assessment,English (Second Language),Language Tests,Second Language Learning,Story Telling

This study investigates the utility of existing measures of Oral Reading Fluency (ORF), reading retell, and language proficiency for predicting reading achievement among Spanish speaking English language learners in the United States. Consistent with previous findings, ORF predicts a large proportion of the variance in reading achievement. Additionally, retell and language proficiency are significant predictors above and beyond ORF. These findings support the potential utility of using existing measures for monitoring the reading progress of students who are second language learners within a district. Implications for policymakers are discussed.
Educational Supervision: Reflections on Its Past, Present, and Future
Author: Gordon, Stephen P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Clinical Supervision (of Teachers),Higher Education,Elementary Secondary Education,Preschool Education,Supervisors,Educational History,Teacher Supervision,Accountability,Culturally Relevant Education,Teacher Competencies,Adult Learning,Action Research,Teacher Leadership,Politics of Education,Professional Development Schools,Partnerships in Education

The author shares summaries of the supervision literature along with personal reflections and recommendations to discuss supervision's past, present, and future. Topics from the past include the heyday of clinical superevision, the University of Georgia's Department of Curriculum and Supervision, important concepts introduced by supervision scholars, and groups associated with supervision. Consideration of the present encompasses current scholarship, other recent influences on supervision, and the resurgence of the Council of Professors of Instructional Supervision (COPIS). The part of the article on supervision's future consists of hopes and recommendations for the future, with discussions of the &quot;Journal of Educational Supervision&quot; as well as recommendations for political action, teacher leadership, and fully functioning professional development schools. The author also recommends an expanded COPIS as well as partnership among scholarly groups focused on educational supervision, school districts and schools, and supervision scholars from around the world.
Charter School Entry, Teacher Freedom, and Student Performance
Author: Kalulu, Mavuto
Date: 2020-00-00
Type: Journal Articles
Subjects: Charter Schools,Public Schools,Competition,Professional Autonomy,Grade 8,National Competency Tests,Outcomes of Education,State Legislation,Mathematics Achievement,Reading Achievement,School Demography,Performance Factors,Teaching Conditions,Freedom

Charter schools are the most popular alternative to traditional public schooling in the United States. The majority of research indicates positive effects of charter schools on student performance in traditional public schools. Most studies use the share of charter school students enrolled as a measure of the competitive pressure of charter schools. We contend that competitive pressure on traditional public schools also comes from an alternative teaching environment provided by charter schools. A teacher may be attracted to the freedom that a charter school provides, which can empower them to be innovative. These changes can spill over to traditional public schools. We empirically examine the impact this choice for teachers has on student performance in traditional public schools. We measure student performance by the percentage of 8th-grade students that attain proficiency level and above on National Assessment of Educational Progress exams. Our results indicate a positive relationship between teacher freedom in charter schools and the performance of traditional public school students.
Could More Holistic Policy Addressing Classroom Discipline Help Mitigate Teacher Attrition?
Author: Ramos, Gabriela
Date: 2020-00-00
Type: Journal Articles
Subjects: Holistic Approach,Discipline Policy,Faculty Mobility,Student Behavior,Teacher Persistence,Stress Variables,Urban Schools,Public Schools,Job Satisfaction,Teacher Motivation,Parent Attitudes,Teacher Attitudes,Low Income Students,Administrator Attitudes,Classroom Environment,Board of Education Policy,Classroom Techniques,Leadership Effectiveness

Schools across America are losing teachers at an alarming rate. Changing workforce demographics forecasted some level of loss decades ago. More recently, however, it has been noted declines are now reaching a crisis level across parts of the United States for a variety of reasons. Today the prevailing professional literature addressing public education largely identifies financial limitations as the primary force behind these teacher shortages. Research has only recently started to include other alternative factors such as working conditions and personal satisfaction in the conversation surrounding potential reasons for the ongoing loss of teachers. This article introduces findings from a newly completed study in Arizona that confirmed classroom conditions, and most notably student discipline concerns, appear to be important considerations for teachers who are contemplating leaving their current positions. These findings contribute to the scope of the existing literature. They also advance practical implications about implementing initiatives to advance school improvement and in particular to combat teacher attrition. Finally, the article advances possible policy considerations and modifications in professional practice that could be targeted to improve classroom climate and contribute to teacher recruitment and retention successes.
Relationship Building across Transcultural Lines for Transformation in Teachers&apos; Identities and Classroom Practices
Author: Kirshner, Jean
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Awareness,Cultural Pluralism,Intercultural Programs,Action Research,Participatory Research,Professional Development,Teaching Methods,Self Concept,Interpersonal Competence,Student Behavior,Classroom Techniques,Classroom Environment,Evaluation

This participatory action research involved Belizean and American educators engaged in professional development work that became increasingly collaborative. First, we describe early focus on resources and teaching strategies. Next, we discuss shifting to a more participatory, dialogic approach. We then explain how intentional engagement in Freirean dialogue, sharing life stories and sharing lifeworlds led to transformations in identities and practices. Finally, we discuss relevance of our work for transcultural professional development work.
The Real-Life Experience of Visual Art in Czech Extracurricular and Co-Curricular Education
Author: Pechova, Zuzana
Date: 2020-05-00
Type: Journal Articles
Subjects: Foreign Countries,Extracurricular Activities,Visual Arts,Art Education,Experiential Learning,Field Trips,Outreach Programs

In 2016, the characteristics and approaches to art mediation as an educative approach to facilitation of understanding and experiencing art in Czech extracurricular field trips and school outreach programmes were defined and investigated by faculty members of Department of Primary Education within an independent research project. This paper presents a theoretical background to the investigation results. The research study used a qualitative research method of semi-controlled interviews with professionals from different extracurricular establishments. The goal was to achieve a holistic view of the current concept of visual art on the basis of extracurricular school programmes and their pedagogical potential and to describe and define the methodological specifics of this phenomenon using a research design based on datas gained from six extensive interviews. The open-coding analysis method used here reveals a generalised view of the topic. Thus it will provide clear reasons and way of implementation of art mediation from extracurricular environment to schools.
Is Innovation Outpacing Insight: Why Schools Need Policy to Address Communication Practices with Parents
Author: Berklan, Stacey
Date: 2020-00-00
Type: Journal Articles
Subjects: School Policy,Parent School Relationship,Parent Attitudes,Computer Mediated Communication,Federal Legislation,Elementary Secondary Education,Educational Legislation,Preferences,Communication Strategies,Ethnic Groups,Parent Background,Low Income Groups,Spanish Speaking

While the bond between teachers and students continues to remain at the center of any quality education, of late technology has played an expanding role in reshaping instruction, daily operations, facilities management, as well as communication within and outside of schools. As it would happen, much of the innovation education increasingly relies upon is actually driven by designers and distributors largely responding to market forces more so than educational pedagogy, research or policy. This research-based policy-centered article concerns itself with how well educational leaders have kept up with technological innovation, including how communication has or has not been addressed from a school governance standpoint. Specifically, it presents direct findings from a newly completed study in Arizona that focused on parent perceptions and the implications of digitally-based communication efforts between schools and home. This original research was limited to Arizona, though it revealed multiple areas where policy may easily overlook important elements of the bond between educators and parents in addition to legal requirements tied to federal funds. Ultimately this article advances important policy and practice considerations aimed at helping to ensure a quality working relationship with parents and guardians.
An Analysis of Superintendent and Principal Perceptions Regarding the Supervision and Evaluation of Principals
Author: McKim, Courtney Ann
Date: 2019-00-00
Type: Journal Articles
Subjects: Superintendents,Principals,Administrator Attitudes,Supervision,Administrator Evaluation,Elementary Secondary Education,Administrator Characteristics,Supervisory Methods

The goals for this study were to examine principals' perceptions regarding their own supervision and evaluation and compare to superintendents' perceptions regarding the supervision and evaluation of principals. Three research questions guided the inquiry: (1) What are the perceptions of principal and superintendents' regarding their own supervision?; (2) What are the perceptions of principal and superintendents' regarding their own evaluation?; and (3) What are the differences in perceptions of principal and superintendents' regarding supervision and evaluation? This study followed a descriptive format and used a 20 item on-line survey to measure principal and superintendents' perceptions regarding critical elements in their own supervision and evaluation cycle. Out of the participants solicited, 102 principals agreed to participate (37% response rate) and 23 superintendents agreed to participate (48% response rate). Results indicated overall superintendents and principals were in agreement regarding 19 out of 20 statements describing the supervision and evaluation of principals. In addition, there was a significant difference in both supervision and evaluation perceptions between superintendents and principals. Results from this study provide implications for those who supervise principals, as well as for those who train superintendents.
Shedding Light on the Phenomenon of Supervision Traveling Incognito: A Field&apos;s Struggles for Visibility
Author: Glanz, Jeffrey
Date: 2019-00-00
Type: Journal Articles
Subjects: School Supervision,History,Educational Administration,Curriculum,Instructional Leadership

As a field of study, supervision has gone through a tumultuous history and continues to struggle for visibility. Its principles related to teaching and learning are often discussed, yet the term supervision has been controversial more than once. For a variety of reasons, historically and conceptually, supervision has traveled incognito under several guises. In this article, the history of supervision is explored as it relates to its ties with educational administration, curriculum, and more recently instructional leadership to explain its absence from the research literature, and to present implications for supervision as a field of study. An understanding of this incognito phenomenon and its struggles for visibility will help current and future scholars and practitioners to maintain the use of the term supervision, and to clarify the definition of supervision.