ethanporcaro/eric-fulltext-meta huggingface dataset:
A Conceptual Analysis of the Role of Knowledge Management in Knowledge Leadership
Author: Kazak, Ender
Date: 2021-07-00
Type: Journal Articles
Subjects: Knowledge Management,Leadership,Principals,Leadership Role,Leadership Qualities,Organizational Learning

Knowledge-based organizational structures need leaders who manage and ensure the effectiveness of knowledge. Knowledge leaders encourage employees to participate in knowledge management processes, contribute to adopting knowledge management as part of organizational culture, and lead knowledge management activities by choosing the most appropriate infrastructure and technology. Schools are knowledge-intensive organizations that possess a large number of information areas that must be managed. The main actors who are responsible for managing these areas of knowledge are school principals. This situation requires school principals to be competent in terms of both knowledge management and leadership skills. The purpose of this study is to make a conceptual evaluation of the relationship between knowledge leadership and knowledge management. To achieve this aim, the relationships between knowledge leadership and knowledge management were examined, a conceptual evaluation of these relationships was made, and the importance of knowledge leadership both at the organizational level and the school level was emphasized. Designed as a theoretical literature review, it investigates the hypothesis that knowledge leaders undertake important roles in knowledge management processes. Therefore, the study is important for understanding the role of knowledge leaders in knowledge management.
The Language Commons: An Innovative Space Supporting Second Language Acquisition
Author: Giering, Judith A.
Date: 2019-08-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Learning Activities,Cooperative Learning,Learning Motivation,College Faculty,Language Teachers,Informal Education,Authentic Learning,State Universities,Instructional Innovation,Instructional Design,Student Motivation,Language Laboratories,Educational Facilities Design

In 2015, language faculty and administrators at the University of Virginia met to evaluate the needs of the more than 20 language programs offered on campus. A priority emerged for language-learning space better equipped to facilitate authentic interaction and communication. The committee conceived of an alternative language-learning space that would be motivating, collaborative, and inviting and offer a variety of technologies in support of innovative teaching and learning. Now in its second year of operation, the Language Commons facilitates formal and informal learning activities for students and faculty that are aligned with current theory and practice in second language acquisition. Language faculty utilize the space for innovative instructional activities that might otherwise be limited by small, inflexible classroom spaces. This article describes the development of the Language Commons from initial conception through design and the rich array of activities occurring in the space, featuring examples of faculty uses of commons spaces and technologies. Preliminary outcomes suggest the Commons is valued for its support of student motivation, lowering of anxiety, and opportunities for community engagement and as a place to disrupt classroom hierarchies and routines.
Understanding the Role of the Brick-and-Mortar Classroom in Course Design and Implementation of the &quot;Flipped&quot; Classroom: An Exploratory Case Study
Author: Counselman-Carpenter, Elisabeth
Date: 2019-08-00
Type: Journal Articles
Subjects: School Role,Curriculum Design,Curriculum Implementation,Physical Environment,Social Work,Graduate Students,Play Therapy,Job Skills,Student Attitudes

This article presents the results of a 2-year exploratory case study on the impact of the &quot;flipped&quot; classroom design on generalist and advanced-practice social work skills in a large urban graduate university setting and looks at the role physical space plays in student perceptions of learning outcomes. Quantitative data were obtained with the Practice Skills Inventory (PSI) and the Play Therapy Attitudes, Knowledge and Skills Survey (PTAKSS). Participants provided qualitative data in the form of weekly reflection journals and evaluations of class activities. A mixed-methods analysis revealed statistically significant improvement in overall general practice skills and in specific play therapy clinical skills. Student-generated feedback on the physical learning environment as well as instructor workload and preparatory requirements are discussed.
A Meta-Synthesis Study for Researches on Citizenship Education within the Scope of Social Studies Course in Turkey
Author: Sel, Burcu
Date: 2021-07-00
Type: Journal Articles
Subjects: Citizenship Education,Social Studies,Educational Research,Theses,Research Methodology,Citizen Participation,Social Responsibility,Global Approach,Technological Literacy,Social Values,Social Systems,Foreign Countries

In this research, the purpose is to develop a systematic perspective on the research on citizenship education within the scope of social studies field, to reveal the tendency of the studies, and to reach a synthesis in this direction. Meta-synthesis method was used for this purpose. Researches on &quot;citizenship&quot; were collected and reviewed according to certain criteria, and then the reading process was repeated in order to identify the relationships between the researches, similar, different aspects were identified by using perspective-based continuous comparison, and a synthesis has been reached based on the obtained findings. The researches were obtained from National Thesis Center of the Council of Higher Education and Ulakbim TRDizin. During the analysis of the data process, thematic synthesis and descriptive analysis were utilized. Three main themes were reached: citizenship types/approaches, citizenship perception, and components of citizenship education. Citizenship types/approaches are addressed as spatial, environmentally responsible, effective/effectual/active citizenship, global and digital citizenship. In the context of citizenship perception, it is seen that the subjects of meaning attributed to citizenship, citizenship awareness/identity construction, good/ideal citizen, patriotism are taken as a basis. Under the main theme of components of citizenship education, three sub-themes were generated: basic elements in citizenship education, approaches in citizenship education, and problems in citizenship education. It can be suggested to examine the factors that cause the formation of nationalist and socialist citizenship perception, which is frequently encountered in the studies examined. In addition, comparative studies can be carried out by expanding the databases.
An Ex-Post Facto Study on the Affective Domain of the 5th Grade English Language Teaching Curriculum
Author: Güngör, Murat
Date: 2021-07-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Evaluation,Second Language Instruction,Second Language Learning,Student Attitudes,Language Attitudes,Secondary School Students,Grade 5,Affective Behavior

The primary purpose of this study was to analyze the affective domain of the fifth-grade intensive English curriculum. The study sample was 366 fifth-grade students from seven schools selected through convenience sampling from 1803 students in 47 secondary schools in Igdir. We used &quot;The Scale of Affective Objectives of Teaching English to Young Learners&quot; developed by Sad (2011) to assess 5th grade English language teaching curriculum in terms of the affective domain by comparing pilot schools and regular schools. Besides, &quot;Foreign Language Teaching Activities Scale&quot; by Sad (2011) was the other data collection tool used to explore what sorts of teaching activities, teacher or learner-centered, are used in schools to provide a deeper understanding of the affective domain of the curriculum. The study results showed no significant difference between the students regarding four dimensions of affective domain in terms of certain variables. Students in both pilot and regular schools had a high level of positive attitude towards English language learning. Teacher-centered activities as teaching activities were commonly used in schools. To conclude, the number of class hours did not seem to be a principal factor in changing affective components of attitudes towards English language learning.
Integrating &quot;Just-in-Time&quot; Learning in the Design of Mathematics Professional Development
Author: Calleja, James
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Faculty Development,Program Design,Inquiry,Case Studies,Teaching Methods,Communities of Practice,Secondary School Teachers,Foreign Countries,Metacognition,Teacher Attitudes

This paper describes a professional development (PD) programme design integrating just-in-time learning (JITL) to support teachers to learn about and enact inquiry teaching. Through JITL, teachers are provided with support that is responsive and applicable to their needs. This case study reports on the professional journeys of three teachers who received JITL via online resources, face-to-face meetings, opportunities for community building within and across schools, and reflections on pupils' reactions to learning mathematics through inquiry. Findings indicate that JITL embedded within PD facilitated teacher learning about inquiry enactment, since the PD was responsive to teachers' immediate and contextual needs. We suggest that explicit attention to JITL is given in the design of teacher PD, providing support that is made readily available for teachers to access and utilise.
Concrete Materials in Primary Classrooms: Teachers&apos; Beliefs and Practices about How and Why They Are Used
Author: Quigley, Maria Therese
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Classroom Techniques,Mathematics Instruction,Instructional Effectiveness,Manipulative Materials,Concept Teaching,Concept Formation,Number Concepts,Algebra,Abstract Reasoning,Thinking Skills,Constructivism (Learning),Learner Engagement,Foreign Countries

A study was conducted to explore the beliefs and practices of 49 New South Wales (NSW) primary school teachers regarding their beliefs and practices concerning the use of concrete materials in the learning and teaching of Number and Algebra. This paper reports on elements of the study regarding why and how teachers use concrete materials. Not only do teacher beliefs influence their classroom practice, Buehl and Beck (2014) propose that teacher practices may impact teacher beliefs suggesting they are interrelated. This paper sought to situate teacher beliefs and practices upon a conceptualisation of this interrelationship based on aspects of classroom practice involving concrete materials. The study employed survey methodology utilising a questionnaire and semi-structured interviews to gather data that were analysed to identify key themes regarding teachers' prevailing beliefs about the use of concrete materials. These themes included a belief in a social constructivist approach to learning and teaching mathematics, a cognitive dimension and engagement. On the basis of these findings an overview is suggested that positions teacher beliefs and practices relating to the use of concrete materials and how it might be used to shift inservice and preservice teachers' beliefs towards a more constructivist teaching approach.
Messages Communicated through Mathematics Content for Elementary Teachers Course Syllabi: A Focus on Mathematical Disposition and Collaboration
Author: Max, Brooke
Date: 2021-00-00
Type: Journal Articles
Subjects: Course Descriptions,Mathematics Instruction,Teaching Methods,Learning Processes,Preservice Teachers,Elementary School Teachers,Teacher Education Programs,Course Content,Role,Program Descriptions,Teaching Experience,Mathematics Tests,Homework,Student Projects,Cooperative Learning,Student Attitudes

Professional organisations have provided recommendations for prospective elementary teachers (PTs) to engage in mathematics coursework designed for teachers. In this study, 37 syllabi obtained from instructors of these courses -- termed Mathematics Content for Elementary Teachers (MCfET) courses in this paper -- were analysed through the lens of messages communicated about the nature of mathematics teaching and learning. Findings indicate that the syllabi in this study communicated messages about mathematical content as well as messages related to mathematical disposition and the role of collaboration in the mathematics classroom. Syllabi presented mathematical disposition messages in two forms: mathematical (i.e., seeing mathematics in the world, mathematics as a sense-making activity) and personal (i.e., belief in oneself, self-assessment), while other syllabi presented potential to promote mathematical disposition. The role of collaboration was described in general and mathematical terms. Careful construction of these messages can help PTs develop a productive mathematical disposition and consider the role of collaboration as they prepare to teach mathematics.
Analysis of the Level of Aggression and Violence of Students and Other Professional Groups Who Are Fans of Düzce Sports Football
Author: Turegun, Emre
Date: 2021-07-00
Type: Journal Articles
Subjects: Foreign Countries,Aggression,Violence,Athletics,Team Sports,Adolescents,Adults,Gender Differences,Age Differences,Educational Attainment,Occupations,Income,Correlation,Audiences

The study aimed to examine the levels of aggression and violence of students and other professional groups who are Düzcespor football fans. For the research model, the survey model, one of the quantitative research types, was chosen. The study's data collection process was carried out during the 2019-2020 season of the Turkey Football Federation, and the population of the study consisted of Düzcespor fans between the ages of 12-68. The sample of the study, on the other hand, consists of 498 people who voluntarily participated in the study using the random sample selection technique. As a result of normality tests (Kolmogorov-Smirnov and Shapiro Wilk), it was determined that the scores obtained from the scales did not show a normal distribution. For this reason, non-parametric tests Mann Whitney-U Test, Kruskal Wallis Test, and Bonferroni Test, one of the Post Hoc tests, were used to determine which group caused the significant difference between the groups as a result of the analysis. Frequency, percentage, minimum, maximum, average, and standard deviation values were also used to analyze the data. The level of significance was determined as p &lt; 0.05. The study's findings showed that Düzcespor supporters had moderate aggression and violent behaviors. There was a significant difference between the variables of gender, age, education level, occupation and income, and aggression and violent behavior. The study results revealed that aggression and tendency to violence are higher in males, younger people, high school students and people with low income.
Autism Spectrum as a Communication Disorder: A Case Study
Author: Senouci, Mayada
Date: 2021-07-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Interpersonal Communication,Symptoms (Individual Disorders),Foreign Countries,Communication Skills,Communication Problems,Young Children,Caregiver Attitudes

Communication is a vital social phenomenon; therefore, its study must be related to theories of social structure, social behavior, and human interaction. Successful communication is substantially crucial for better social life in all contexts. Unfortunately, the process of communication in medical settings and healthcare is challenging, especially when communicating with patients who are affected by cognitive communicative disorders including people with Autism Spectrum Disorders. This paper aims to address the difficulties and the different encumbrances related to autism and communication in the Algerian context. It attempts to evaluate the effectiveness of communication interventions in children with ASD, and look for reliable methods to help families promote their children's communication abilities. The current research is a case study of a six-year-old child with ASD, in addition to the participants involved; his caregivers, parents, escorts, and the speech therapist. The study shows that the child suffers from language impairments that are typical of autistic children's verbal repertoire: lexical, grammatical, morphological, and syntactic impairments that lead to a failure in the communicative task. The analysis of the data indicates that patients with ASD suffer also from different extra-linguistic problems which can be diminished through successful social interaction and effective therapeutic interventions.
Counselor Candidates&apos; Journey to Self-Awareness: Personality Theories
Author: Simsir, Zeynep
Date: 2021-07-00
Type: Journal Articles
Subjects: Counselor Training,Self Concept,Personality Theories,Personality Traits,Personality Development,Undergraduate Students,Student Attitudes,Course Content,Instructional Effectiveness,Public Colleges,Foreign Countries

Self-awareness is one of the main characteristics of effective counselors. However, there is no course to help increase the level of self-awareness of counselor candidates in the Guidance and Psychological Counseling (GPC) curriculum in Turkey. The present study aimed to discover the opinions of counselor candidates about the course of personality theories in the GPC undergraduate program in the 4th semester on the contribution of their self-awareness. The phenomenology design was used in this qualitative study. Forty-five counselor candidates who took the course of personality theories during one semester (14 weeks) participated in the study. A semi-structured interview form consisting of open-ended questions was used to collect the data. As a result of analyzing data with descriptive and content analysis, the themes of the awareness of personality traits, awareness of personality development, self-discovery, situational awareness, predisposition to being a counselor, and categories under these themes emerged. These results revealed that the course of personality theories contributes to the counselor candidates to know themselves better and increase their level of self-awareness. The findings were discussed in light of the relevant literature, and recommendations were provided for counselor educators.
Determining the Training Needs of Teachers in Ethical Use of Information Technologies
Author: Baysan, Emre
Date: 2021-07-00
Type: Journal Articles
Subjects: Educational Needs,Teacher Education,Professional Development,Information Technology,Technology Integration,Ethics,Elementary School Teachers,Secondary School Teachers,Public Schools,Teacher Characteristics,Teacher Behavior,Gender Differences,Predictor Variables,Employment Level,Foreign Countries

In this study, the training needs of teachers regarding the ethical use of information technologies were examined. The training needs levels of teachers and the significant differentiations of training needs according to gender, teaching level, professional seniority, branch, and education degree were investigated. In this study, the discrepancy view approach and normative need type were used. The data were collected via &quot;The Scale of Ethical Use of Information Technologies in Education&quot; developed by Baysan and Çetin (2019). The survey method was applied. The research was carried out with 745 teachers working in public schools in Afyonkarahisar, Turkey. The sample group was determined by stratification method and simple random sampling method. Schools were stratified as primary school, secondary school, divinity secondary school and high school. A certain number of schools from each stratum were determined by lot, and it was aimed to reach all teachers in the specified schools. More than half of the participants were female with a rate of 55.5%. Data were collected from teachers working in five different main branches. According to the results, 22.8% of teachers need ethical training in the Stalking sub-dimension, 14.5% in the Communication sub-dimension, and 9.4% in the Confidence and Material sub-dimension. In the Privacy and Accessibility sub-dimensions, nearly 1% of teachers need ethical training. Regarding the ethical use of information technologies, there were significant differences in some sub-dimensions according to some independent variables. Results show that teachers need less ethical training than expected.
Institutional Reform and Change Management: The Conversion of Polytechnics to Technical Universities
Author: Akanpaadgi, Emmanuel
Date: 2021-07-00
Type: Journal Articles
Subjects: Educational Change,Technical Institutes,Foreign Countries,Change Strategies,Organizational Change

This research paper sought to review the way and manner the conversion of polytechnics in Ghana to technical universities were done to ascertain whether the process conformed to standard best practice. The inequality in terms of placement of polytechnic graduates in the public sector as compared to the traditional university graduates, lack of direct academic progression for polytechnic graduates with Higher National Diploma, low enrollment and the departure of experienced staff from the polytechnics to the traditional universities due to poor conditions of service leaving the polytechnics with less staff compelled the government to initiate the reform. Institutional reform has been a long-standing practice in the educational sector; however, the implementation of new policies remains a challenge to many public institutions in Ghana. The one-size-fits-all approach to managing change must give way to a multi-faceted approach that takes into consideration the diversity of the various stakeholders affected by the change. The adoption of an appropriate change model and proper engagement of stakeholders as well as handling the transition as a project rather than treating it like the usual work of the ministry of education would have eased the tension and agitations which characterized the conversion process. Despite the conversion period spanning almost four years, the stakeholders are yet to reap the full benefits of the reform.
Is There a Relationship between the Time Management Skills of Sports Manager Candidates and Career Decision Self-Efficacy?
Author: Onag, Zeynep
Date: 2021-07-00
Type: Journal Articles
Subjects: Correlation,Time Management,Career Choice,Decision Making,Student Attitudes,Measures (Individuals),Athletics,Undergraduate Students,Foreign Countries,Self Efficacy,Vocational Maturity,Self Concept Measures,Administrator Education,Gender Differences

This study aims to examine the relationship between the time management skills of sports management students and their career decision self-efficacy. The study group of the study research consisted of 279 Sports Management Department students who were studying in the Faculty of Sport Sciences at a public university located in Manisa, Turkey during the 2018-2019 academic year. &quot;Time Management Scale&quot;, &quot;Career Decision Self-Efficacy Scale&quot; and &quot;personal information form&quot; were used as data collection tools. As a result of the study, a positive, moderately significant relationship was found between students' time management skills and career decision self-efficacy levels.