ethanporcaro/eric-fulltext-meta huggingface dataset:
Crisis Leadership and the Impact of Opioids on Schools and Students: Perspectives of School Leaders in Rural Appalachia
Author: Hess, Michael E.
Date: 2020-12-00
Type: Journal Articles
Subjects: Leadership,Drug Abuse,Rural Areas,Principals,Administrator Attitudes,Experience,Assistant Principals,Crisis Management,Elementary Secondary Education,Addictive Behavior,Parents

Many students in rural U.S. schools are experiencing trauma and adverse childhood experiences due to circumstances relating to the opioid crisis. A moral imperative presents itself to school principals and other educational leaders to make context-specific decisions that are responsive to the trauma experienced by the students in their schools. This case study investigated the lived experiences of 12 rural school leaders from five school districts in Appalachian Ohio. Specifically, we examined their experiences with?opioid-related issues in their schools. This research recognizes the needs of school principals and assistant principals as they lead in a time of challenges and chaos due to opioid-related issues. As a focus of our analysis, which prioritizes a crisis leadership approach, we examined principals engaging in a practice of bricolage to &quot;make do&quot; in the midst of the ongoing crisis. This collective case study presents critical cases through in vivo themes that emerged from the data: 1) &quot;No Longer Surprised,&quot; 2) &quot;Going Down the Rabbit Hole,&quot; 3) &quot;I Don't Know What Could Prepare You,&quot; and 4) &quot;We Made Decisions We Thought Would Help.&quot; The implications consider ways in which practitioners, preparation programs, and policy makers can reconsider professional preparation, ongoing trainings, and funding models to integrate opioid awareness and crisis response capacity.
EdD Educational Leadership Admission Policy: Program Access, Equity, and Diversity
Author: Storey, Valerie
Date: 2020-12-00
Type: Journal Articles
Subjects: Doctoral Programs,Leadership,Admission Criteria,Equal Education,Student Diversity,Policy Formation,School Policy,College Entrance Examinations

Professional doctorates are a growth area in academia, specifically the EdD in educational leadership. The proliferation in programs has given rise to concerns relating to variations in program equity, and student diversity. This conceptual study utilizes theoretical critical analysis of extant data to reach conclusions about current admission policy and practices from America's fifty totally online EdD educational leadership programs in relation to program access, equity, and diversity. Considering admission policy and practice serve as functions of gatekeeping for entrance into the program, this conceptual study sought to determine which admission practices facilitate program diversity and identify potential scholar practitioners. Results indicate that the specific measures traditionally used to assess potential applicants (e.g. GRE/MAT) are currently applied in over 50% of online EdD educational leadership programs. Suggesting that more holistic approaches to the admission process have yet to be embraced by EdD online programs. The relationship between program access, equity, and diversity and admission policy and practice is an area needing further research.
Equity-Minded Leadership: How School Leaders Make Meaning of Building Mindsets and Practices
Author: Clayton, Jennifer
Date: 2020-12-00
Type: Journal Articles
Subjects: Equal Education,Instructional Leadership,School Districts,Educational Practices,Academic Achievement,Educational Environment,Leadership Role,Administrator Attitudes,Superintendents,Elementary Secondary Education,Principals,Social Justice,Suburban Schools,Barriers,Futures (of Society)

To enhance society through equitable educational attainment, efforts are being made in school districts to investigate practices and student data to provide more equitable opportunities for the students and families they serve. Given the importance of school leaders and their impact on student achievement and school climate (Bass &amp; Riggio, 2006; Leithwood et al., 2004), it is imperative to understand how school leaders develop and sustain mindsets and behaviors toward equity. This study highlights the Superintendent's efforts around equity using focus groups and individual interviews with school administrators.
Opinions of Secondary School Students with Interactive Social Studies Notebooks (ISSN) on Values Development
Author: Yaylak, Erhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Social Studies,Teaching Methods,Student Journals,Interaction,Peer Influence,Cooperation,Student Responsibility,Cooperative Learning,Values Education,Peer Relationship,Student Behavior

With the aim of investigating the values gained by using interactive notebook applications in social studies lessons for secondary school students, this study was completed as a case study from the qualitative research pattern including 21 students attending a state secondary school in Izmir province during the 2017-2018 educational year and using interactive social studies notebooks. The 21 students selected with the simple random sampling method underwent individual, face-to-face semi-structured interviews. The obtained data was analyzed with the MAXQDA 2020 program for content analysis. The following conclusions were reached based on the obtained findings; during ISSN [Interactive Social Studies Notebooks] activities students helped each other more compared to normal educational activities and they conceptualized and developed the importance of helping. When students helped each other they felt happy, good, loved and that their friendships were strengthened. They developed their sense of sharing when everyone did the activity together and shared the material they needed. With sharing values, the students began to trust each other and developed a sense of trust. The value of responsibility also developed, though not as much as the other values. Students participating in the research enjoyed doing activities together and expression of this situation can be said to show they developed esthetic feelings. Within the framework of ISSN activities, students generally had positive criticism of the activities performed with friends, but some students had negative criticism. Students performing ISSN activities attempted to leave their surroundings or working area clean at the end of lessons. Students who forgot to clean were warned by other students.
A Review of Meta-Analysis Articles in Educational Sciences Conducted between 2010 and 2019 in Turkey
Author: Eser, Mehmet Taha
Date: 2020-00-00
Type: Journal Articles
Subjects: Meta Analysis,Educational Research,Journal Articles,Research Methodology,Research Problems,Reliability,Hypothesis Testing,Effect Size,Bias,Computer Software,Flow Charts,Foreign Countries

This study examines meta-analysis studies published in the field of educational sciences from 2010-2019, in journals indexed within the scope of the TÜBITAK ULAKBIM TR Directory. Of the 163 studies scanned, 26 meta-analysis studies that meet the inclusion criteria constitute the sample of this content analysis study. Within this research, a meta-analysis control form (MACF) developed by the researchers was used. The coding made by each of the two researchers has been considered, and it is concluded that the coherence between the codings was is sufficient (82%). The results of this research indicate that the most obvious problems in meta-analysis studies are: not establishing hypotheses; not calculating reliability between encoders; not using a flow chart (in terms of traceability); the use of commercial software in the analysis; not combining effect sizes on a common metric; use of the failsafe N in determining publication bias; evaluation of I[superscript 2] on the basis of categories; and decision making according to the result of the heterogeneity test in model determination. It is thought that the current study will contribute methodologically to the avoidance of errors in future meta-analysis studies.
Visually Impaired Mentally Sighted: An Inclusive Education Case
Author: Bavli, Bünyamin
Date: 2020-00-00
Type: Journal Articles
Subjects: Visual Impairments,High School Students,High School Teachers,Principals,Teacher Attitudes,Teacher Competencies,Inclusion,Students with Disabilities,Instructional Materials,Equal Education,Blindness,Foreign Countries,Accessibility (for Disabled),Faculty Development,Teacher Behavior,Attitude Change,Program Effectiveness,Consciousness Raising,Student Needs,Daily Living Skills,Empathy,Interpersonal Communication,Motivation

This research was carried out as part of an Erasmus + project called &quot;Visually Impaired Mentally Sighted&quot; targeting to improve the conditions and materials used in the educational environment and to develop personal and professional skills of the school staff. This qualitative study employed descriptive case study design. The study involved 16 participants in total including visually impaired students, teachers and the principal from the high school which is the coordinator institution of the project. The researchers conducted two semi-structured focus group interviews with the participant teachers, one focus group interview with participant students and a face-to-face interview with the school principal. The data were analysed according to content analysis. The researchers created four themes as follows; 'consciousness', 'professional development', 'teaching materials' and 'motivation'. That means students in this case study increased their motivation at school. Also, teachers realized that there is a key area for their professional development. At the same time, the importance of using inclusive educational materials that enable disabled students to access education became apparent.
Multiculturalism in Social Studies Education Programs (2005-2018): A Qualitative Study
Author: Polat, Suat
Date: 2020-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Multicultural Education,Social Studies,Student Educational Objectives,Elementary School Students,Elementary School Curriculum,Foreign Countries,Skills,Teacher Attitudes

The main purpose of this study is to examine the extent of the objectives, gains, learning areas, skills and values related to multiculturalism in the Social Studies Curricula in 2005-2018. The study was conducted in the form of qualitative research. Basic qualitative research that is one of the qualitative researches was chosen in the study. The study group of the research consisted of 2005-2018 Social Studies Curricula and 13 Social Studies teachers. Document analysis technique and semi-structured interview technique were used as data collection tools in the study. The descriptive analysis method was used for the analysis of the data obtained from the document analysis, and the content analysis method was used for the analysis of the data obtained from the semi-structured interviews. Some of the results obtained from the study are as follows: When the objectives related to multiculturalism included in the 2005-2018 Social Studies Curricula were examined, it was concluded that the objectives related to multiculturalism were included more in the 2018 curriculum. Both curricula were seen to have mainly focused on multiculturalism in the learning areas of &quot;Individual and Society, Culture and Heritage, Global Connections.&quot; In the 2005 curriculum, the gains related to multiculturalism were included in the 6th grade the most and in the 4th grade the least. In the 2018 curriculum, on the other hand, the gains related to multiculturalism were included in the 5th grade the most and in the 4th grade the least. While 53.3% (8) of the skills in the 2005 program were related to multiculturalism, 37.03% (10) of the skills in the 2018 program were related to multiculturalism. While 55% (11) of the values were related to multiculturalism in the 2005 program, 55.5% (10) were related to multiculturalism in the 2018 program. Additionally, teachers' opinions on the subject were presented in the content of the study.
The Enhancement of Creative Collaboration through Human Mediation
Author: Varela, Teresa
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Art Education,Grade 12,Creativity,Cooperation,Interpersonal Relationship,Communities of Practice,Freedom,Secondary School Students,Art Activities,Self Concept

This text presents a reflection on the elements that coinfluence creative processes in learning. This study highlights a specific period in secondary education at the António Arroio Art School in Lisbon, Portugal, developed during the curricular activity Training in Working Context with students of the 12th grade. It aims to identify interpersonal and intercultural relations utilizing active participation and involvement in communities of artistic practice. This research follows an action-research methodology with data collection via observation and interviews with students. The results show that human mediation promotes significant creative collaboration, the construction of one's own identity, and artistic production with others, and it also allows us to perceive creativity as cultural empowerment. Empathy, emotional understanding, and an atmosphere of trust are the factors that students acknowledge as important in the creative process. Freedom and flexibility in creative collaboration practices, promoting autonomous and critical thinking, are also highlighted. Thus, we conclude that values such as mutual respect, solidarity, freedom of expression, and self-help applied in creative practices are crucial in interpersonal communication between teachers and students.
An Academic-Industry Partnership for Preparing the Next Generation of Ethical Engineers for Professional Practice
Author: Kim, Dayoung
Date: 2020-00-00
Type: Journal Articles
Subjects: School Business Relationship,Partnerships in Education,Engineering Education,Technical Occupations,Ethical Instruction,Ethics,Professionalism,Educational Improvement,Curriculum Development,College Faculty,Advisory Committees,Work Environment

In light of both social and ABET expectations, engineering educators need to consider how to effectively infuse engineering ethics education into current engineering curricula. This article describes our initial efforts in that realm. We considered how to improve ethics education in engineering through establishing an academic-industry partnership, which facilitated conversation between engineering faculty members and practicing engineers in industry. We formed a College-level Ethics Advisory Council with representation from industry partners across all 13 engineering departments in Purdue's College of Engineering. As the first official activity, we held an Ethics Advisory Council Workshop to define common goals and share mutual expectations for long-term relationships. This article shares some basic information about the academic-industry partnership and outputs from the Ethics Advisory Council Workshop. We also discuss lessons we learned from the initial work on the partnership, including limitations and other considerations important for potential adopters of such a strategy at their institution. This article can provide insights to engineering educators who are interested in adopting the academic-industry partnership approach to facilitate direct conversations between academia and industry, especially for better engineering ethics education.
Student Response Systems: A Multidisciplinary Analysis Using Visual Analytics
Author: Herrada, Rosario I.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Reaction,Audience Response Systems,Instructional Effectiveness,Learning Analytics,Intellectual Disciplines,Teacher Attitudes,Student Attitudes,Natural Sciences,Engineering,Medicine,Agricultural Education,Social Sciences,Humanities,Art,Web Based Instruction,Online Courses,Educational Technology,Visualization,Computer Software,COVID-19,Pandemics

In recent years, several innovations have emerged in the field of education, including Blended-Learning, Massive Open Online Courses, Flipped Classroom and Gamification. In particular, several investigations have highlighted the effectiveness of student response systems, or clickers, in different subjects and disciplines. Although some literature reviews have been published on this subject, none of them offer a review of a large volume of publications from a multidisciplinary approach. Similarly, in the literature there are no studies that have analyzed scientific collaborations on this subject. To respond to these concerns, we proposed the use of a bot to retrieve information from a large number of papers (1696 documents co-authored by a total of 4091 researchers) included in the Scopus database. The disciplines covered include natural sciences, engineering and technology, medical and health sciences, agricultural and veterinary sciences, social sciences and humanities, and the arts. The review of the literature reveals that student response systems are generally well-perceived by teachers and students in all the disciplines. Another interesting result achieved from visual data obtained using network visualization software and word clouds is that student response systems are mainly used in some disciplines, such as physics, chemistry, medicine, and nursing. It is clearly observed that the relationship between researchers from the same country is stronger than between researchers from different countries. Finally, some reflections are included on the role of student response systems in online teaching, especially regarding the changes experienced after the COVID-19 pandemic.
One Story Creates Another: Using Book Clubs to Promote Inquiry in the Content Areas
Author: Randall, Regine E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Clubs,Books,Teaching Methods,High School Teachers,Inquiry,World History,War,Learner Engagement,Workshops,Teacher Participation,Social Studies,High School Students

Book clubs provide an innovative structure to study course content. Teachers can supplement the use of traditional textbooks and primary sources by including narratives that provide personal perspective into world events. Although more typical of English language arts classrooms, incorporating the workshop model into content area instruction merged disciplinary-specific skills with the more advanced literacy skills expected of students in high school. This article describes how two teachers organized an inquiry-based instructional unit on World War II that allowed students to examine the stories of youth using a lens of &quot;action and adversity.&quot; Students showed greater engagement and higher levels of self-directed learning when participating in book clubs over the course of the unit.
Participatory Approach to Program Evaluation: Learning from Students and Faculty to Improve Training in Biomedical Informatics
Author: Guy, Batsheva R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Evaluation,Biomedicine,Program Development,Student Attitudes,Interdisciplinary Approach,Evaluation Methods,Information Science Education,Hospitals,Doctoral Students,Program Improvement,Program Administration,College Faculty,Teacher Student Relationship,Student Participation,Teacher Attitudes

Participatory evaluation tools have been shown to be effective for program development in various settings, including in higher education. Taking student perspectives into consideration is key for graduate program development, particularly in interdisciplinary programs. The current study utilizes Group Level Assessment (GLA), a participatory program evaluation tool, to evaluate the Biomedical Informatics (BMI) PhD Program at the University of Cincinnati (UC) and Cincinnati Children's Hospital Medical Center (CCHMC). The study was conducted two years after the program was established, an appropriate timing to gauge the opinions of current doctoral students as the program grows and develops. The findings show the strengths and identify areas of improvement of the doctoral program, providing an evidence base for administrators and faculty to work collaboratively with students to capitalize on assets and address potential issues.
Audience Response Software as a Learning Tool in University Courses
Author: Díez-Pascual, Ana María
Date: 2020-00-00
Type: Journal Articles
Subjects: Audience Response Systems,Computer Software,Educational Technology,Game Based Learning,College Science,Chemistry,College Students,Handheld Devices,Telecommunications,Instructional Effectiveness,Academic Achievement,Learning Processes,Learning Motivation,Learner Engagement,Foreign Countries

The use of information and communication technologies (ICTs) has become a fundamental tool in all areas of today's society, including higher education. Lessons cannot be envisaged without the use of tools such as computers, tablets or mobile devices. Many lecturers use audience response systems (ARS) to keep their classes engaged. ARS software allows teachers to interact with students via polls, text responses, or multiple-choice questions displayed via their mobile devices. A new example of the use of this type of devices in education is gamification, a technique that uses a set of activities with ludic character as a learning methodology in order to facilitate the acquisition of knowledge and competences. One of the most used gamification tools is Kahoot!, a free learning application based on a mixture of game and creativity, which encourages attention and participation of students through questions and answers formulated by the teacher and designed in a way that students respond via their mobile phones. This paper examines the use of Kahoot! in a subject belonging to the chemistry area. In order to assess the benefits of this tool, it was tested in a group of students to review the knowledge and skills acquired during the theoretical lessons prior to the exams, and the academic results were compared with those of a control group of students who did not use the tool. The results demonstrate that the use of Kahoot! led to an improvement in the teaching--learning process of the students and a noteworthy rise in their marks, and that its positive effects rise with increasing the frequency of use of this didactic tool.
Integrated Outreach: Increasing Engagement in Computer Science and Cybersecurity
Author: Wolf, Shaya
Date: 2020-00-00
Type: Journal Articles
Subjects: Outreach Programs,Summer Programs,Camps,Program Length,Program Effectiveness,Student Interests,Knowledge Level,Learner Engagement,Recall (Psychology),Computer Science Education,Information Security,Privacy,Internet,Experiential Learning,Informal Education,Student Centered Learning,High School Students,Middle School Students,Adolescents

Research on innovative, integrated outreach programs guided three separate week-long outreach camps held across two summers (2018 and 2019). These camps introduced computer science through real-world applications and hands-on activities, each dealing with cybersecurity principles. The camps utilized low-cost hardware and free software to provide a total of 84 students (aged 10 to 18 years) a unique learning experience. Based on feedback from the 2018 camp, a new pre/post survey was developed to assess changes in participant knowledge and interest. Student participants in the 2019 iteration showed drastic changes in their cybersecurity content recall (33% pre vs. 96% post), cybersecurity concept identification within real-world scenarios, and exhibited an increased ability to recognize potential cybersecurity threats in their every-day lives (22% pre vs. 69% post). Finally, students' self-reported interest-level before and after the camp show a positive increase across all student participants, with the number of students who where highly interested in cybersecurity more than doubling from 31% pre-camp to 65% post-camp. Implications for educators are large as these activities and experiences can be interwoven into traditional schooling as well as less formal camps as pure computer science or through integrated STEM.