ethanporcaro/eric-fulltext-meta huggingface dataset:
Constructing Mental Diagrams during Problem-Solving in Mathematics
Author: Mudaly, Vimolan
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Problem Solving,Mathematics Education,College Freshmen,Preservice Teachers,Mental Computation,Geometry

In mathematics, problem-solving can be considered to be one of the most important skills students need to develop, because it allows them to deal with increasingly intricate mathematical and real-life issues. Often, teachers attempt to try to link a problem with a drawn diagram or picture. Despite these diagrams, whether given or constructed, the student still individually engages in a private discourse about the problem and its solution. These discourses are strongly influenced by their a priori knowledge and the given information in the problem itself. This article explores first-year pre-service teachers' mental problem-solving skills. The emphasis was not on whether they solved the problems, but rather on their natural instincts during the problem-solving process. The research shows that some students were naturally drawn to construct mental images during the problem-solving process while others were content to simply leave the question blank. The data were collected from 35 first-year volunteer students attending a second semester geometry module. The data were collected using task sheets on Google Forms and interviews, which were based on responses to the questions. An interpretive qualitative analysis was conducted in order to produce deeper meaning (insight). The findings point to the fact that teachers could try to influence how students think during the problem-solving process by encouraging them to engage with mental images.
Take Action: A Content Analysis of Administrators&apos; Understandings of and Advocacy for the Roles and Responsibilities of School Librarians
Author: Harland, Pamela
Date: 2021-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Role,Responsibility,Administrator Attitudes,Advocacy,National Standards,Public Schools,School Administration,Pandemics,COVID-19,Librarian Teacher Cooperation,Leadership

The dissemination and adoption of new standards is of primary concern to national education associations, the American Association of School Librarians (AASL) among them. The purpose of this content-analysis study was to investigate the impact of the National School Library Standards for Learners, School Librarians, and School Libraries (AASL 2018) on the School Leader Collaborative members' understandings of and advocacy for the roles and responsibilities of school librarians. These members were all public school administrators. The researchers used documents co-developed by AASL and the Collaborative to create a category matrix to analyze the content of primary and secondary source videos. The results of the study show the extent to which these exemplary administrators value leadership and other responsibilities of school librarians. Their perspectives offer practicing and preservice school librarians specific expectations to elevate the practice of school librarianship and improve library services for all library stakeholders.
Evaluation of Christian Values and Holistic Child Development: A Case Study of Benguet State University-Elementary Laboratory School in La Trinidad, Benguet, Phillipines
Author: Li, Jia
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Moral Values,Values Education,Christianity,Religious Factors,Child Development,Laboratory Schools,Moral Development,Grade 6,Preadolescents,Early Adolescents,Holistic Approach,Physical Development,Social Development,Emotional Development,Spiritual Development,Cognitive Development

The school, being the second home of pupils, is the second major force in the formation of the pupils' moral structure. It should be the crucial partner of the home in tempering the character of the youth and children with unbending quality, especially in values formation. In this case, it is necessary to evaluate the current status of values teaching and its implication for child development. The study utilized the descriptive design, particularly survey method. This method was used to describe the Christian value formation and levels of child development of pupils. The samples used for the study consisted of a total of fifty (50) Grade VI pupils aged from 11 to 14 years old. Convenience sampling technique was used. A descriptive method was applied in depicting the implication of these values to the community development. The study was done at the Benguet State University Elementary Laboratory School and BSU Guidance Office in La Trinidad, Benguet, Philippines. In sum, mean value ratings on holistic child development domains have indicated that ratings among pupils on the five (5) holistic child development aspects ranged from 2.35 to 2.87 indicating that these domains are manifested by pupils in the school excellently, except for the cognitive which reaches a satisfactory 2.35. The overall rate is 2.77 at the excellent level. This can be attributed to the very strong directive of the school to develop its pupils holistically preparing them to embrace life with the essential level of skills needed to address the rudiments of the formative years and unto the next level of education for them. Christian values in terms of repentance, reconciliation, stewardship, faith, worship of God perseverance, hope, trustworthiness, and responsibility were highly manifested by the pupils of the BSU Elementary Laboratory School because values education was integrated in the school curriculum.
Physical Activity and Preschool Children: Preschool Teachers&apos; Perceptions
Author: Senol, Fatma Betul
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Preschool Children,Physical Activity Level,Teaching Methods,Teacher Attitudes,Barriers,Foreign Countries,Physical Activities

In this study, it is aimed to understand the perceptions of preschool teachers around the physical activity levels of children in preschool period and the factors that increase or limit their physical activity. The case study design, one of the qualitative research methods, was used in the study. In addition to maximum variation sampling from purposeful sampling types was used in the selection of the study group. A total of 102 teachers, out of 296 teachers, working in 85 schools were reached. The semi-structured interview form prepared by the researcher was used as the data collection tool. As a result of this study, it was seen that most of preschool teachers had positive opinions about physical activity, they gave importance to physical activity in their classroom activities, and they applied physical activity regularly and in a systematic plan. Preschool teachers are aware of the contribution and importance of physical activity to children, and it is thought that if arrangements are made in line with their suggestions to perform physical activity, children will be more physically active. Teachers made suggestions to improve physical conditions, to have regular PA, to direct them to sports, to ensure that children exercise at home with family education, and to plan the plans interesting so that they can include more PA and make children more physically active. Policy makers, healthcare providers, and teachers should take into account these recommendations and provide various supports to increase children's PA levels.
Preschool Teachers&apos; Beliefs and Classroom Practices of Child-Centred Learning at Private Preschools in Central Region, Malaysia
Author: Wai Leng, Anna Phang
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Attitudes,Teaching Methods,Student Centered Curriculum,Private Schools,Foreign Countries,Classroom Techniques

Preschool education is an essential early learning experience in the world of education. It has been recognized as the most critical period in child development as quality preschool education makes significant contribution for the development of the whole child. Malaysia preschool education is always emphasizing on the holistic approach with developmentally appropriate preschool programme. The mission is to bring about a paradigm shift from 'teacher-centred' to 'child- centred' education to promote active learning in the 21st century classroom. Classroom practices are the educational process for effective teaching and learning. It is the fundamental to young children's learning. Therefore, teachers' beliefs and practices are crucial for improving the educational processes. The objectives of this study are to explore the preschool teachers' beliefs and classroom practices for child-centred learning in preschool education, as well as to investigate the relationship between teachers' practices and beliefs. This study adopted the quantitative approach. Descriptive statistics and Pearson correlational analysis were used to analyse the data collected. The participants involved 580 preschool teachers of the private sectors in Selangor and Kuala Lumpur areas. A questionnaire of 52-item was used. This tool was administered to measure preschool teachers' beliefs and classroom practices. In conclusion, the result reported that teachers' beliefs and classroom practices showed high degree of practices. However, the findings revealed that the reciprocal relationship with parents needs to be enhanced. Further findings indicated that there is strong relationship between teachers' beliefs and classroom practices.
The Impact of the Name Writing Skill in Preschool Children on Print Knowledge, Alphabet Knowledge, and Phonological Awareness: The Case of Turkey
Author: Altindag Kumas, Özlem
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Writing Skills,Phonological Awareness,Printed Materials,Emergent Literacy,Alphabets,Knowledge Level,Socioeconomic Status,Mothers,Parent Background,Educational Attainment,Predictor Variables,Receptive Language,Expressive Language,Fathers,Correlation

The purpose of this study is to analyze the name writing skills, print knowledge, phonological awareness, and letter knowledge skills of preschool Turkish children of different socioeconomic levels concerning various variables. This study also analyzes the predictiveness of name writing in supporting early literacy skills of children. The study included 357 preschoolers, which were 60 to 72 months old, with a mean age of 64,5 months. Name writing, phonological awareness, print awareness, and alphabet knowledge skills were compared to socioeconomic levels using the MANOVA analysis. The multivariate linear regression analysis was performed to predict the name writing variable using alphabet knowledge, print awareness, and phonological awareness variables of preschool children with different socioeconomic levels. The results of the study pointed to significant differences among all skills concerning socioeconomic status (SES). Low SES children got lower scores in all sub-skills. The study also compared early literacy performances of children based on the educational level of mothers, and significant differences were found among groups in all sub-skills. As the educational level of mothers increased, the scores of children out of all sub skills also increased. Another result got by the study is that the name writing skills of children have a significant predictive effect on print knowledge, alphabet knowledge, and phonological awareness. This study is important as it indicates about the early writing skills in a language like Turkish, which has transparent orthography, and it can pave the way for future research on the subject.
Using Play to Improve the Social and Emotional Development of Preschool Children
Author: San, Nang Mo Hline
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Children,Child Development,Play,Child Behavior,Parent Role,Caregiver Role,Emotional Development,Social Development,Foreign Countries,Program Effectiveness,Preschool Education

Every child deserves the opportunity to play during their preschool-age towards optimal development of physical, intellectual, social and emotional. However, parents or caregivers from the remote villages in Myanmar have not raised awareness of the play with their preschoolers. There was no preschool program in these remote villages in Myanmar. Therefore, this study aims to support parents and caregivers to nurture the social and emotional development of preschool children using play. This study shows them how they can create an environment for their preschoolers to improve the social and emotional development and the empirical evidence of the children development using play. Drawing on a pre-test-post-test control group design, a total of 90 preschool children involving 45 children in the experimental group and 45 children in the control group were observed before, during, and after the play program by using social and emotional development surveys. The descriptive and inferential data analysis results revealed that there was an effect of play program on preschool children's social and emotional development. The program helps preschool children to optimize their social and emotional development. Implications of the results for the development and implementation of the play program are discussed.
Vocabulary Knowledge in Science Learning on Children&apos;s Development through Farming Activities in the Rural Area
Author: Hashim, Mega Suria
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Outdoor Education,Science Instruction,Natural Resources,Rural Areas,Student Attitudes,Emotional Response,Knowledge Level,Foreign Countries,Agriculture,Experiential Learning,Elementary School Students

Outdoor activities can harness children's personal and social abilities differently than indoor activities. Children experience a variety of words associated with science learning through smelling, feeling, and tasting. The direct contact with nature and vegetation is the point where children's communication ability is harnessed as they begin to use proper vocabulary. Yet, they are less educated on the importance of appropriate vocabulary learning, particularly using scientific vocabulary when confronted with the outdoor environment. Therefore, this study aims to identify children's vocabulary knowledge on science learning towards supporting their personality development through hands-on engagement with farming activities. Ten children aged 6-12 years old were recruited for a programme in a rural area at Laman Tamara, Kg. Sikai, Negeri Sembilan, Malaysia. They were observed for changes in their vocabulary using hands-on techniques. Data on their hands-on approaches and perceptions were elicited from a participatory behavioural approach, photo-taking, and interviews. Content analysis of the data was performed using Nvivo 12 Plus. The results indicated that the children developed a greater emotional affinity from the various hands-on approaches through specific vocabulary such as &quot;feel,&quot; &quot;activities,&quot; &quot;soil,&quot; &quot;vegetables&quot; and &quot;farming&quot; when dealing with life experiences. They were observed to possess good vocabulary following the high correlation between listening, reading, speaking, and writing. Their perceptions of their knowledge and vocabulary strategies were congruent with their content achievements. These findings align with early childhood education development and growth, such as teachers, playmakers, and parents. Such could expand the quality of science learning on the correct path to be skilled lifelong learners.
Amplified Anxiety
Author: Paterson, Jim
Date: 2020-00-00
Type: Journal Articles
Subjects: Anxiety,High School Students,Postsecondary Education,Admissions Counseling,Mental Health,COVID-19,Pandemics

For many students struggling through high school closures and rapid changes to their postsecondary plans, there has been one overriding theme during the last six months: uncertainty. Instead of savoring familiar traditions and farewells, they faced months of upheaval that tossed around every aspect of their lives during a period that should have instead been focused on excitement about the next stage. Added to that, they are looking ahead to an uncertain future in college and perhaps even long-term in the world beyond that. COVID-19 is taking a mental toll on students as they plan for college. In this article, college admission counselors share how connections can ease uncertainty.
Into the Unknown
Author: Neutuch, Eric
Date: 2020-00-00
Type: Journal Articles
Subjects: College Admission,College Bound Students,COVID-19,Pandemics,College Entrance Examinations,School Counseling,School Counselors,Test Preparation,Distance Education,Videoconferencing,Admission Criteria,College Applicants

The coronavirus pandemic has upended schooling and students' college admission journeys. Schools transitioned to remote learning, extracurricular activities vanished into thin air, and in-person visits to colleges were abandoned. The SAT and ACT calendars for the late spring were wiped out and subsequent plans for at-home testing were abandoned. As the coronavirus reshapes the college admission process for the high school class of 2021, school counselors adapt their communication methods, predictions, and advice for students.
Double Disruption
Author: Holmboe, Janelle
Date: 2021-00-00
Type: Journal Articles
Subjects: College Admission,Enrollment Management,Educational Change,COVID-19,Pandemics,College Students,Student Recruitment,Technology Uses in Education

The looming demographic crisis has been talked about for nearly a decade, has had higher education enrollment managers to strategically think ahead and urge their institutions' stakeholders that the model must change, that they must adapt, and that not all colleges and universities could be winners in the hypercompetitive environment they were about to enter. However COVID-19 accelerated the reckoning so many enrollment leaders were preparing for, causing them to rethink strategies, implement quick tactical changes, and ultimately make their best guess at student and family behavior. On the best days, this has challenged admission professionals to be nimble and creative, pushing many out of their comfort zones and into a new (virtual) world. On the worst days, this has caused efforts to increase access to falter, further threaten higher education, and introduced even more uncertainty into an already uncertain endeavor. This article examines how some admissions offices were able to meet and withstand the challenges.
Development of Excellent Leadership Indicators of Administrators in Private Schools in Northeastern Thailand
Author: Sintupun, Weerawat
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Private Schools,Administrator Effectiveness,School Administration,Educational Indicators,Leadership Styles,Transformational Leadership,Strategic Planning

The purposes of this research were 1) to study existing excellent leadership indicators of private school administrators and 2) to test the consistency between the developed excellent leadership model and the empirical data. The sample group was consisted of 532 administrators and teachers in private schools in northeastern Thailand certified by the Office of Nation Education Standards and Quality Assessment (Public Organization), Thailand. They were obtained through purposive sampling. The research instruments for data collection included 1) a semi-structured interview form and 2) a 5-point rating scale questionnaire with a content validity between 0.60 - 1.00 and a reliability of 0.992. The data was analyzed with a statistical package and content analysis. The results of the research were as follows: 1. The developed model of excellent leadership indicators of the private school administrators contained 5 core elements and 82 indicators including 1) transformational leadership with 4 sub-elements and 12 indicators, 2) strategic management leadership with 4 sub-elements and 15 indicators, 3) academic leadership with 4 sub-elements and 14 indicators, 4) corporate communication with 5 sub-elements and 21 indicators, and 5) technological skills with 6 sub-elements and 20 indicators. 2. The developed model of the excellent leadership indicators of the private school administrators was in consistence with the empirical data (Chi-square = 357.51, df = 149, p = 0.00000, x[superscript]/df = 2.39, GFI = 0.94, AGFI = 0.90, RMSEA = 0.0.051, RMR = 0.013).
Frameworks for Innovative Preparation: Collaborative Programming for Teacher and Instructional Leaders
Author: Bentley, Courtney C.
Date: 2019-08-00
Type: Journal Articles
Subjects: Educational Administration,Instructional Leadership,Leadership Training,Teacher Leadership,Leadership Role,Resource Allocation,Capacity Building,Mentors,Faculty Development,Curriculum Development,Curriculum Evaluation,Equal Education,Social Justice

This paper posits innovative leadership preparation at one University that established collaborative, shared coursework between instructional and teacher leadership. This re/visioned model focuses on cultural proficiency, distributed leadership, and examination of socially just practices fostering more democratic and inclusive practices. The authors examine how reframing leadership preparation adds legitimacy to leadership roles by better allocating resources to strengthen institutional culture and promote school improvement. Building capacity to develop collaborative, working relationships enhances organizational efficiency and better positions leaders to be agents for instructional excellence equipped with knowledge, skills, dispositions, and vision for socially just leadership within the school and community.
Music Students&apos; Use of Mobile Applications for Learning Purposes
Author: Demirtas, Erkan
Date: 2021-12-00
Type: Journal Articles
Subjects: Music Education,Educational Technology,Telecommunications,Handheld Devices,College Students,Usability,Gender Differences,Instructional Program Divisions,Musical Instruments,Technology Uses in Education,Foreign Countries,Computer Software

This paper analyzes the use of mobile applications for learning purposes by music education department students. The survey design was used as the research method. The Mobile Application Usage in Music Learning scale developed by the researcher was used as a data collection tool. After the validity and reliability studies were carried out, the scale was applied to 505 music education students from 5 universities. As a result of the research: It was found that the mobile application usage levels of the music education students were moderate, mobile application usage levels changed according to gender but did not change according to grade level, musical instrument type, and operating system used. At the end of the research, suggestions were made about the participant groups, the use of the scale, and mobile applications. [The publication month on the PDF is incorrect. This article was published in the December 2021 issue.]