ethanporcaro/eric-fulltext-meta huggingface dataset:
Principals&apos; Leadership Needs for Effective Management of Secondary Schools in Meme and Fako Divisions of Cameroon
Author: Lyonga, Ngemunang Agnes Ngale
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Schools,Principals,Instructional Leadership,Educational Needs,Communication Skills,Educational Environment,Teacher Attitudes,Administrator Attitudes

The purpose of this study was to assess principals' leadership needs for the effective management of secondary schools in Meme and Fako Divisions in Cameroon by examining their professional, instructional, and communication skills. The study population consisted of 175 teachers, 31 department heads, 26 unit heads, and 16 principals from 12 schools. The findings revealed that continuous professional training and retraining, instructional supervision, effective communication, and creating a conducive environment for teaching and learning were vital to principals' effective management of schools. Based on these findings, provisions should be made for the continuous professional training and retraining of principals; principals should frequently carry out instructional supervision and also make use of vertical and horizontal communication to clearly communicate school goals.
Leadership-Focused Coaching in Action: An Approach to Continuous Improvement and Supporting Public Schools
Author: Gray, Julie A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Leadership Training,Universities,College School Cooperation,Coaching (Performance),Mentors,Educational Improvement,School Districts,Principals,Administrator Education,Instructional Leadership,Program Improvement,Accreditation (Institutions),School Visitation,Experiential Learning,Adult Learning,Learning Theories,Situated Learning,Organizational Change

This article details the efforts of one program's collaborative efforts toward continuous improvement and strengthening partnerships with local school districts using Leadership-Focused Coaching, a research-based model for principal preparation programs. Practical experiences and lessons learned from the ongoing online program improvement and redesign initiative are shared. In advance of two accreditation visits, data and feedback were gathered from partner districts, recent graduates, current students, and employers, which helped to identify ways in which the program could better prepare instructional leaders. This article describes the efforts, successes, setbacks, and future plans of a group of professors working to improve a program while preparing for accreditation visits and strengthening district partnerships.
The Encouragement and Constraint of Distributed Leadership via Education Policy Reform in Nova Scotia, Canada: A Delicate Balancing Act
Author: Williams, Monica
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Policy,Educational Change,Foreign Countries,Leadership,Educational Legislation,Educational Improvement,Special Education,Inclusion,Government Role,Advisory Committees,Boards of Education

This article examines how recent policy reforms in Nova Scotia, Canada, encouraged and constrained distributed leadership in the provincial public education system. The study found the language of newly enacted legislation and policies encouraged distributed leadership by endorsing collaborative team processes for school improvement and special education/inclusive education. However, distributed leadership was constrained by the elimination of elected school boards, the reduced authority of school advisory councils, the altered duties of educational leaders, and the failure to enact essential supports for distributed leadership. Overall, this analysis found that recent policy reforms strengthened the control of the provincial ministry of education at the expense of local, democratic participation in education. The need for new organizational structures and processes for citizen participation in twenty-first century education was identified.
&quot;Una Faccia, Una Razza&quot;: Similarities, Differences, and Parallels in Adult Education Policy Development in Greece and Italy
Author: Koulaouzides, George
Date: 2022-00-00
Type: Journal Articles
Subjects: Adult Education,Educational Policy,Policy Formation,Foreign Countries,Neoliberalism,Vocational Education,Educational Change,Political Influences,Comparative Analysis,Educational History

There is little evidence about the origin of the phrase una faccia, una razza (one face, one race). However, its use signifies numerous shared elements in the cultures of Italy and Greece. In both countries, adult education emerged within the critical paradigm whereas vocationalism is currently the leading force of adult education policy development. The purpose of this article is to discuss the paths of adult education policy evolution over the last 40 years in both countries. Acknowledging Europeanization, neoliberalism, and vocationalism as the forces of policy change, the article provides a detailed critical review, a synthesis, and a proposal about future steps in adult education policy.
An Examination of Teacher Experience and Perception of Leadership Effort on Commitment to Stay Using Mediation Analysis
Author: Kaniuka, Ted
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Persistence,Teaching Experience,Teacher Attitudes,Leadership,Teaching Conditions,Mediation Theory,Beginning Teachers,Experienced Teachers,Educational Policy,Faculty Mobility,Teacher Empowerment,Teacher Administrator Relationship,Principals,Predictor Variables

This study approaches the idea of teachers' commitment to stay at their job by considering their perceptions of efforts by leadership to support working conditions in schools. Data from 85,000 teachers from the 2016 school year in North Carolina were used in the mediation analysis. Results show that administrative effort had a direct effect on teachers' commitment to stay. This effort was mediated by how teachers view the working conditions in their schools, and new and veteran teachers view the impact of administrative effort on their commitment to stay in a similar manner. Policy implications are discussed, along with suggestions for unpacking these data to reveal a more discreet understanding of the internal dynamics of schools.
Close the Metacognitive Equity Gap: Teach All Students How to Learn
Author: McGuire, Saundra Y.
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Learning Processes,Achievement Gap,Academic Achievement,Institutional Characteristics,Racial Differences,Work Ethic,Minority Group Students,Equal Education,Thinking Skills,Learning Strategies

In his seminal book, &quot;Toward Excellence with Equity: An Emerging Vision for Closing the Achievement Gap,&quot; Ferguson (2008) persuasively argued that the achievement gap between students from different racial groups is not the result of a difference in ability, attitudes or work ethic between groups, but rather a difference in the academic skills acquired. Often, we in the academic community use the term educational equity when referring to closing the achievement gap between different groups of students, such as majority versus minoritized, lower socioeconomic versus higher socioeconomic, or students from well-resourced versus under-resourced schools (Harris &amp; Herrington, 2006). I have recently begun using a parallel term, metacognitive equity, to describe closing the gap between students who use metacognition (effective thinking and learning strategies) and those who do not. I posit that it is the gap in metacognitive strategies that contributes most to the persistent achievement gap and that all students must be taught how to learn.
Room for Improvement? Mentor Teachers and the Evolution of Teacher Preservice Clinical Evaluations
Author: Goldhaber, Dan
Date: 2022-10-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Experiential Learning,Student Teaching,Student Teachers,Mentors,Student Evaluation,Value Added Models,Cooperating Teachers,Teaching Skills,Teacher Characteristics

The clinical teaching experience is one of the most important components of teacher preparation. Prior observational research has found that more effective mentors and schools with better professional climates are associated with better preparation for teacher candidates. We test these findings using an experimental assignment of teacher candidates to placement sites in two states. Candidates who were randomly assigned to higher quality placement sites experienced larger improvements in performance over the course of the clinical experience, as evaluated by field instructors (a.k.a university instructors). The findings suggest that improving clinical placement procedures can improve the teaching quality of candidates.
A Blended Learning Approach for Teaching Computer Science in High Schools
Author: Bedebayeva, Maira
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,High School Students,Teaching Methods,Gender Differences,Computer Science Education,Teacher Competencies,Teacher Attitudes,High School Teachers,Measures (Individuals),Teacher Motivation,Teaching Experience,Foreign Countries

The purpose of this research is to determine the proficiency levels of teachers giving computer education in high schools regarding blended learning. In this study, the competencies of teachers who give computer education in high schools regarding blended learning were handled in accordance with the survey model, which is one of the quantitative research methods. The study group of the research consists of 345 computer teachers who teach in high schools in the city of Almaty, Kazakhstan in the 2021-2022 academic year. The data of the study were collected with the blended learning proficiency scale developed by the researchers. As a result of the research, it was seen that the teachers giving computer education in high schools were high in the motivation sub-dimension of blended learning and moderate in the application sub-dimension. It has been determined that the blended learning competencies of the teachers are at a moderate level throughout the scale. Teachers' competencies in blended learning show a significant difference according to the gender variable. As a result of the research, it was determined that the blended learning competencies of female teachers were higher than male teachers. It was concluded that teachers' blended learning competencies did not show a significant difference according to the seniority variable. In-service training courses should be organised to increase the blended learning competencies of teachers giving computer education in high schools.
Assertiveness as the Predictor of University Students&apos; Academic Achievement
Author: Kalzhanova, Anar
Date: 2022-00-00
Type: Journal Articles
Subjects: Assertiveness,Academic Achievement,Predictor Variables,Correlation,Undergraduate Students,Student Attitudes,Curriculum Development,Foreign Countries,Teaching Methods

The purpose of this research is to evaluate the relationship between the academic success of university students and their assertiveness levels with student opinions. Descriptive analysis, one of the qualitative research methods, was used in the research. The study group of the research consists of 40 university students studying at various universities in Kazakhstan in the 2021-2022 academic year. The data of the study were collected with a semi-structured interview form developed by the researchers. As a result of the research, the vast majority of university students stated that their academic achievement and assertiveness levels are at a moderate level. In addition, the majority of university students participating in the research stated that there is a significant relationship between the level of assertiveness and the level of academic achievement. The majority of students stated that as the level of assertiveness increases, academic success will increase. In line with the results obtained from the research, it has become necessary to add courses related to assertiveness to the curriculum of the education given at universities to improve the assertiveness levels of university students.
E-Learning Acceptance among University Students in Iran during the COVID-19 Pandemic
Author: Kazemzadeh, Tahereh
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,COVID-19,Pandemics,School Closing,Online Courses,College Students,Student Attitudes,Value Judgment,Usability,Predictor Variables,Intention

Evaluating e-learning acceptance at the universities in Iran during the COVID-19 pandemic was conducted to discover the challenges and students' preferences. During the lockdown, virtual classes run in Iran by using online platforms based on universities' facilities. The importance of online education led to form the framework of this quantitative study based on the Technology Acceptance Model (TAM) and external factors including perceived resources, subjective norms, and COVID-19 stress. The Partial Least Squares (PLS) was used to analyze data. To generate a consistent model and reliable results, 136 students were the sample size which was identified based on the exact calculations for PLS sampling. The questionnaire which was prepared in Google Drive was distributed through the online universities' groups. The results disclosed that perceived ease of use was a strong predictor of perceived usefulness. Both perceived usefulness and perceived ease of use displayed a significant role as a predictor of attitude. Behavioral intention to use was influenced meaningfully by attitude and subjective norms. The effect of behavioral intention on online system usage was proved, on the contrary, the influence of COVID-19 stress on online system usage was not confirmed. It is hoped that a standard scale would be introduced by future psychological studies to fill the lack of information about COVID-19's mental facets. This study confirmed the significant effects of e-learning challenges on students' behavior toward using online systems. Future research might explore each university platform separately in order to offer suitable solutions based on each university's needs.
Feasibility of Eco-Literacy-Based Interactive Teaching Material to Promote Critical Thinking Skills
Author: Pursitasari, Indarini Dwi
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Instructional Materials,Ecology,Science Teachers,Junior High School Students,Science Instruction,Conservation (Environment),Foreign Countries,Educational Technology,Technology Uses in Education,Material Development

Students' critical thinking skills and awareness of the environment are low. One of the efforts to improve this is through the development of eco-literacy-based interactive teaching materials (EITM). This study aims to test the feasibility of EITM to enhance students' critical thinking skills. The EITM feasibility test was conducted by two content experts and two media experts and involved 18 science teachers and the participation of junior high school students. After the teaching materials were revised, they were then tested on 50 students to measure their subsequent critical thinking skills. The results of the expert assessments were determined by percentages and categorized, the teacher assessments were calculated by CVR and CVI, and the acceptance data were analysed descriptively and quantitatively. The results of the feasibility test show that EITM has a valid category. Therefore, they can be used in science learning to promote critical thinking skills.
English Teachers&apos; Beliefs and Practices: A Mixed-Methods Study of 25 Countries in the COVID-19 Pandemic
Author: Koruyan, Kasim
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Cross Cultural Studies,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Online Courses,Educational Change,Teaching Methods,Teacher Education,Teacher Motivation,Personal Autonomy,Learner Engagement,Technological Literacy,Pedagogical Content Knowledge,COVID-19,Pandemics,Barriers,Content Analysis,Teacher Competencies

This study aimed to investigate what language teachers believe and practice regarding the transition to online teaching, which needs more extensive research to understand the effect of Emergency Remote Teaching (ERT) on language teaching and learning. 156 teachers of English teachers in higher education across 5 regions stated their beliefs and practices regarding ERT that were studied through the analytical framework of data analysis informed by quantitative and qualitative tools. Descriptive statistics with the use of frequencies and percentages were used for the quantitative approach. As for the qualitative approach, qualitative content analysis was employed as the analytical tool for data analysis. Four main themes emerged from the analysis in which English as a foreign language (EFL) teachers' beliefs and experiences gathered around the areas of teacher training and readiness for ERT, motivation, learner autonomy and engagement. Lack of training both on technological and pedagogical approaches was cited as one of the main challenges. In this sense, it was found that the pedagogy-informed design of new educational technology was not formed to deliver online teaching effectively. Therefore, this study adds to the knowledge of the current insights into online education amid the COVID-19 pandemic, particularly from EFL teachers' perspectives.
Once an Expert, Now a Newbie: An Autoethnography on Identity in Transition to Online Education
Author: Özdil, Büsra Müge
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Teachers,Electronic Learning,Distance Education,Pandemics,COVID-19,Emergency Programs,Adjustment (to Environment),Teaching Experience,Professional Identity,Well Being,Personal Narratives,Ethnography,Foreign Countries,Emotional Response

Situated in the unprecedented realities of life, the present autoethnographic account is an organic manifestation of how a language teacher (the first author) navigated diverse roles in transition to online education in a dialectic and dialogic manner with another teacher (the second author) in the pandemic period. The sudden and complete shift accompanied by health threats and a number of complexities in the new normal brought about uniquely stressful and demanding conditions in the lives of the teachers. Being in such a delicate position in educational activities, teachers' views, practices as well as identities were not immune to these changes. Considering that identity is being constantly moulded by lived experiences, deconstruction of the existing identity in order to grow into another seems to be an important niche to be addressed in current studies particularly in such turmoil. For this reason, the present autoethnographical study aimed to uncover how a language teacher at a higher education context grew into another self with emergency remote teaching and online education practices. The data relying on self-observational, reflective and external tools revealed three stages in the identity (de-core-)construction of the participant: where the researcher felt the shock, where she tried to find a way out and where she found the synergy among diverse selves. The implications regarding teacher identity, well-being and sociocultural foundations of (online) teaching are also discussed in the study.
Formation of Postgraduate Students&apos; Professional Competences through Independent Work
Author: Kabyltaevna, Nakypova Gulnur
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Students,Foreign Countries,Employment,Competence,Professional Development,School Business Relationship,Student Attitudes

The purpose of this research is to get the opinions of the graduate students in order to establish their professional competences through an independent study. The research was carried out in accordance with the qualitative research method. The participant group of the research consisted of 40 students who were in the graduate programmes in various universities in Kazakhstan in the 2021-2022 academic year. Research data were collected with a semi-structured interview form prepared by the researchers. As a result of the research, the status of postgraduate students working in a job related to the education they received during their education was evaluated, and it was determined that the number of students working in an independent job and the number of students not working were close to each other. In the research, it was determined that the majority of students stated that independent work is important in the formation of professional competencies. Graduate students who participated in the research stated that they found their professional competencies somewhat sufficient. The vast majority of postgraduate students are concerned with the development of their professional competences through independent study. They suggested increasing employment opportunities for graduate students, providing students with the opportunity to practice by collaborating with the university and the industry, creating internship opportunities suitable for each programme and opening applied graduate programmes.
High School Students&apos; Attitudes towards Geometry: An Exploratory Factor Analysis
Author: Doz, Daniel
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Geometry,Mathematics Instruction,Psychological Patterns,Value Judgment,Student Motivation,Foreign Countries,Preferences

While there are several scales that measure students' mathematical attitudes, few are focused on measuring students' attitudes towards geometry. Some of the scales present in literature measure different dimensions of students' attitudes towards geometry, such as their enjoyment of the subject, motivation to learn it, and perception of the usefulness of learning geometry. In the present study, we present an instrument that can be used to measure students' attitudes towards geometry by focusing on four factors: (1) students' enjoyment, (2) perception of the usefulness of learning geometry, (3) negative (or positive) factors underlying the learning of geometry, and (4) students' motivation to learn geometry. The instrument has been tested on a sample of 242 Italian high school students. An exploratory factor analysis has shown that the instrument is valid and the reliability of the instrument is high.
Investigating an Online Learning Service Management on Students&apos; Learning Activeness: A Rasch Model Analysis
Author: Rohaeni, Neni
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Participation,Junior High School Students,Integrated Learning Systems,Educational Technology,Electronic Learning,Online Courses,Student Behavior,Learner Engagement,COVID-19,Pandemics

The purpose of this study was to investigate online learning service management (ORNAMENT) for student learning activeness by using the Rasch model analysis. The research method used is the mixed method. Samples for this study were three public junior high schools (PJHS) in Bandung, West Java, Indonesia. The data source are 58, consisting of 19 PJHS X (high quality), 19 PJHS Y (medium quality) and 20 PJHS Z (low quality). For quantitative data, a 7-item questionnaire is used and for qualitative data, interviews were conducted. The results show that almost all data sources, especially PJHS X (100%), agree with all statements on the questionnaire. It can be concluded that through ORNAMENT students' learning activeness can develop. In addition, the learning activeness of PJHS X students is superior to those of the other two schools. Schools can use ORNAMENT, which was developed and adapted to standards and principles, to develop student learning activeness.