ethanporcaro/eric-fulltext-meta huggingface dataset:
Preparing, Developing, and Credentialing K-12 School Leaders: Continuous Learning for Professional Roles
Author: Reeves, Patricia
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Administration,Administrator Education,Credentials,Continuing Education,Management Development,Inservice Education,Training Methods,Principals,Superintendents,Educational Development,Educational Change,Certification,Professional Training,Expectation,Leadership Role,Models,Educational Practices,Educational Strategies

Professional preparation in educational administration has been a university-based state requirement that oriented aspiring school administrators to the roles of principal or superintendent. Professional and state expectations for preparation, development, and credentialing are shifting as the complexity of leadership and administration has changed. Ongoing professional development, lifetime learning, and the continuous challenge of staying current in the increasingly complex field of education has shifted the sole responsibility of educational administration preparation from universities to a model of continuous training over the course of a professional career. This model includes pre-service preparation by universities and a mix of preparation over the course of one's career by universities and state approved professional associations and third party organizations.
Effect of Gender on Teachers' Organizational Culture Perception: A Meta-Analysis
Author: Ipek, Cemalettin
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Gender Issues,Teacher Attitudes,Organizational Culture,Meta Analysis,Masters Theses,Doctoral Dissertations,Predictor Variables,Teachers,Statistical Significance,Effect Size,Statistical Analysis,Reliability,Elementary Secondary Education

This study aims to assess the strength of the effect of gender, if there is any, on the perceptions of teachers on organizational culture in a meta-analysis. 27 studies consisting of Master's theses and PhD dissertations were chosen from the National Thesis/Dissertation Database provided by Turkish Council of Higher Education. The sample consists of 9563 teachers. Of these, 5402 are female and 4161 are male. The variables of school type, publication type, and publication year, the region in which the research was carried on, settlement, positions and teaching levels of the teachers, type of schools, data collection instrument, and researcher's gender were taken as moderator variables in the study. As a result of the study, a low level but statistically significant effect size was found in favor of female teachers according to fixed effect model (d = 0.021) and random effect model (d = 0.010). The moderator analysis revealed that, the publication type (p = 0.003), positions of the teachers (being teacher or manager) (p = 0.017), the region and the settlement in which the research was conducted (p = 0.034; p = 0.022) and researcher's gender (p = 0.006) were determined as moderator variables with the average effect size. On the other hand, school type (public or private) (p = 0.223), school level (p = 0.552), teaching fields of the teachers (p = 0.786), data collection instrument (p = 0.672) were not determined as moderator variables with the average effect size. In terms of the gender variable, the study findings indicate that there is an increasing tendency in the effect sizes in favor of female teachers.
Effect of Vibration Training on Anaerobic Power and Quardroceps Surface EMG in Long Jumpers
Author: Liu, Bin
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Muscular Strength,Biomechanics,Outcomes of Treatment,Correlation,Track and Field,Intervention,Diagnostic Tests,Exercise Physiology,College Students,Statistical Analysis

Objective: To explore the anaerobic power and surface EMG (sEMG) of quardrocep muscle in lower extremities after single vibration training intervention. Methods: 8 excellent male long jumpers voluntarily participated in this study. Four intervention modes were devised, including high frequency high amplitude (HFHA,30Hz,6mm), low frequency low amplitude (LFLA,15Hz,3mm), high frequency low amplitude (HFLA,30Hz,3mm), and non-vibration (CON). All subjects received a knee extensor maximal voluntary contraction (MVC) test before the vibration. After the test, a 5×1 min. vibration would be carried out and the subjects were asked to pedal. Results: Peak power and average power output of the four vibration treatment methods did not reach obvious level. There was no obvious difference in root-mean-square (RMS) EMG of the dominant leg among the four treatments. The RMS EMG of the non-dominant leg of HFLA method during peak power output was much higher than that of HFHA and CON. The quotient between root-mean-square and peak power of the four groups did not reach significant level. Conclusion: Single vibration could not improve the anaerobic performance of long jumpers and HFLA might decrease the work efficiency of the non-dominant leg muscle of excellent long jumpers participating anaerobic test.
Increasing Reading Fluency of Elementary Students: Information for the Educational Leader to Use in Making Decisions
Author: Craft, Kristin
Date: 2008-00-00
Type: Journal Articles
Subjects: Reading Fluency,Elementary School Students,Educational Administration,Best Practices,Intervention,Reading Improvement,Reading Programs,Cues,Phrase Structure,Drills (Practice),Oral Reading,Experimental Teaching,Evidence,Teaching Methods,Educational Practices,Educational Strategies,Grade 4,Management Information Systems

Educational leaders need to ask themselves how it is possible that nearly 40% of 329,969 Texas fourth grade students are reading below grade level? With accountability standards rising, how does any school with an at-risk population produce fluent readers and in turn master grade level expectations? Scholars agree that meaning derives from phrases, not isolated words. How many elementary students are still struggling with word-by-word reading? The purpose of this paper is to assist educational leaders in identifying best practices related to specific fluency interventions and to call attention to the topic of explicit fluency instruction. The identification of best practices for improving reading fluency is important for educational leaders such as principals to know and use in basing important decisions regarding reading programs.
Influence of Marital Status on Attitude of Midwives towards OSCE and Their Performance in the Examination in Akwa Ibom and Cross River States, Nigeria
Author: Duke, Emon Umoe
Date: 2015-07-00
Type: Journal Articles
Subjects: Statistical Analysis,Marital Status,Foreign Countries,Obstetrics,Allied Health Personnel,Questionnaires,Achievement Tests,Regression (Statistics),Influences,Attitudes,Attitude Measures,Tests,Test Validity,Beliefs,Hypothesis Testing,Academic Achievement,Correlation

This quantitative study investigated the influence of marital status on the midwives' attitude towards OSCE and how this affects their performance in the examination. Two hypotheses guided the study. HO 1 sort to find out if there exist a significant influence of marital status of midwives on their attitude towards OSCE as well as performance in the examination and HO 11 states: there is no significant joint influence of midwives' attitude and marital status on their performance in OSCE. Ex-post facto design was used to carry out the study. 502 midwives from 8 institutes of midwifery education in Akwa Ibom &amp; Cross River states were engaged in the study. Two validated instruments, OSCE stake holders' questionnaire (OSCEQ) and Achievement test on OSCE were used to collect data for the study. Data were analyzed using linear regression analysis of variance (ANOVA). The findings show that marital status significantly influences midwives' perception of OSCE. However, there is no significant influence of marital status on midwives' attitude towards OSCE. The implication of these findings is, it will be useful and helpful to midwife educators in counseling of new midwifery students on OSCE.
Epistemological Belief Congruency in Mathematics between Vocational Technology Students and Their Instructors
Author: Schommer-Aikins, Marlene
Date: 2015-07-00
Type: Journal Articles
Subjects: Epistemology,Student Attitudes,Teacher Attitudes,Vocational Education,Technology Education,Beliefs,Predictor Variables,Mathematics Anxiety,Mathematics Achievement,Regression (Statistics),Algebra,Surveys,Scores,Likert Scales,Statistical Analysis,Young Adults,Problem Solving

Three questions were addressed in this study. Is there evidence of epistemological beliefs congruency between students and their instructor? Do students' epistemological beliefs, students' epistemological congruence, or both predict mathematical anxiety? Do students' epistemological beliefs, students' epistemological congruence, or both predict mathematical performance? Over 200 vocational technology students and their instructors completed measures of beliefs about mathematical problems solving. The students also completed a measure of mathematical anxiety. Regressions indicated students' epistemological beliefs about time and understanding predicted mathematical anxiety, whereas both student mathematical epistemological beliefs about time and their congruency scores predicted mathematical performance. The implications of these is that mathematical instructors may need to explicitly teach their mathematical epistemology and provide students with classroom experiences to deepen their appreciation of these epistemological underpinnings.
Investigating Academic Achievements and Critical Thinking Dispositions of Teacher Candidates
Author: Karagöl, Ibrahim
Date: 2015-07-00
Type: Journal Articles
Subjects: Critical Thinking,Academic Achievement,Thinking Skills,Teacher Education Programs,Foreign Countries,Correlation,Preservice Teachers,Grade Point Average,Scores,Sampling,Gender Differences,Institutional Characteristics,Student Attitudes,Measures (Individuals),Student Characteristics,High Schools,Elementary School Teachers,Secondary School Teachers

The aim of this study is to examine the relationship between academic achievements and critical thinking dispositions of teacher candidates in Faculty of Education and to find out whether critical thinking dispositions and academic achievements scores of teacher candidates differ according to different variables. The population consists of the teacher candidates at the Department of Primary School Teaching, Social Science Teaching, Turkish Teaching and Science Teaching at Ege University and Celal Bayar University, Faculty of Education. The study group was determined by convenience sampling method. Scores of teacher candidates obtained through &quot;Critical Thinking Dispositions Inventory&quot; developed by Akbiyik (2002) and students' overall grade point average were used in the study. SPSS 17.00 program was used for analysis of the data. Research design is survey and correlational model. By the findings; critical thinking dispositions of teacher candidates do not differ according to gender, but academic achievement differs according to the gender. Both critical thinking dispositions and academic achievements of teacher candidates do not differ according to type of school. Critical thinking dispositions of teacher candidates differ according to field of study. There is a positive and weak relationship between critical thinking dispositions and academic achievements of teacher candidates.
Distributed Leadership in Educational Institutions
Author: Göksoy, Süleyman
Date: 2015-07-00
Type: Journal Articles
Subjects: Leadership Styles,Participative Decision Making,Educational Administration,Transformational Leadership,Educational Research,Leadership Effectiveness,Educational Practices

In recent years, many studies are conducted about shared leadership process. Distributed leadership (DL) approach addresses leadership along with teams, groups and organizational characteristics. In practice, this approach objects the supposition that an individual should take the lead in order to ensure change. Proponents of this idea claim that shared leadership is required since educational institutions are too complex to be managed with only one individual. Responsibility for managing various complex tasks in organizations is distributed among a myriad of individuals with different roles. The basic principle advocated in this approach is based on the futility of efforts to ascertain a series of best single leader characteristics or best single leader behaviors. Current study aims to provide information on distributed leadership and discuss the applicability of the concept in educational organizations.
Multi-Touch Tablets, E-Books, and an Emerging Multi-Coding/Multi-Sensory Theory for Reading Science E-Textbooks: Considering the Struggling Reader
Author: Rupley, William H.
Date: 2015-07-00
Type: Journal Articles
Subjects: Textbooks,Electronic Publishing,Reading Difficulties,Handheld Devices,Science Instruction,Scaffolding (Teaching Technique),Multisensory Learning,Coding,State Standards,Academic Standards,Word Recognition,Reading Comprehension

Pavio's Dual-Coding Theory (1991) and Mayer's Multimedia Principal (2000) form the foundation for proposing a multi-coding theory centered around Multi-Touch Tablets and the newest generation of e-textbooks to scaffold struggling readers in reading and learning from science textbooks. Using E. O. Wilson's &quot;Life on Earth: An Introduction&quot; (2012) as a simulation for our essay, we theorize that text, graphics, interactive elements, and audio represent four distinct encoding schemes. Each of these encoding schemes can be used as separate but mutually supportive scaffolds to assist struggling students in reading and learning with science textbooks.
Higher-Order Thinking Development through Adaptive Problem-Based Learning
Author: Raiyn, Jamal
Date: 2015-07-00
Type: Journal Articles
Subjects: Problem Based Learning,Thinking Skills,Critical Thinking,Problem Solving,Cooperative Learning,Creative Thinking,Instructional Materials,Student Evaluation

In this paper we propose an approach to organizing Adaptive Problem-Based Learning (PBL) leading to the development of Higher-Order Thinking (HOT) skills and collaborative skills in students. Adaptability of PBL is expressed by changes in fixed instructor assessments caused by the dynamics of developing HOT skills needed for problem solving, flexible choice of control tests and problems for students, and adaptive formation of HOT skills within heterogeneous collaborative groups. It induces the students to develop HOT skills and collaborative skills through a combination of personalized and collaborative PBL. Adaptability of PBL is realized by taking into account values of the proposed coefficient of HOT skills development. The two-stage process of adaptive PBL allows guided development of HOT skills in students during study of a subject. Attention in the first stage is devoted to development of analytical HOT skills in students through personalized PBL. The main attention on the second stage is devoted to the development of creative HOT skills and collaborative skills in students through collaborative PBL. The proposed approach provides effective development of HOT skills and collaborative skills in students owing to: availability of a two-stage adaptive PBL process, complex and adaptive assessment of HOT skills, dynamic choice of control tests and problems for students, adaptive formation of HOT skills heterogeneous collaborative groups, and management of HOT skills development of students.
Building Capacity for Research and Audit: Outcomes of a Training Workshop for Pacific Physicians and Nurses
Author: Ekeroma, Alec J.
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Capacity Building,Workshops,Physicians,Nurses,Sexuality,Birth,Online Surveys,Questionnaires,Stakeholders,Pretests Posttests,Response Rates (Questionnaires),Knowledge Level,Research Needs

Building the research capacity of clinicians in the Pacific Island countries is important in addressing evidence gaps relevant to local policy and clinical practice. This paper aimed to assess the effectiveness of a reproductive health research workshop in increasing research knowledge and intention to perform research amongst a diverse group of clinicians. An online survey of clinicians and stakeholders in the Pacific Islands informed a research workshop curriculum. Physicians and nurses/midwives (n = 28) from six Pacific Island countries were selected as workshop participants as part of a research capacity building program. Questionnaires before and after the workshop were used to measure the changes in knowledge, confidence, competence, attitudes and intention to perform research and these were analysed thematically. Sixty-three of 85 (74%) stakeholders and clinicians responded to an online survey, which informed workshop curriculum development. Of the 28 workshop participants, seven were obstetrician-gynaecologists, eight junior physicians and eleven nurses/midwives. The mean pre-test score was 36% (±10) and the post-test was 43% (±6) (p&lt;0.01). By profession, the obstetricians had higher prior research knowledge whereas nurses had a higher knowledge gain after the workshop. Attitude, intention and motivation to perform research was high and the participants learnt that research is important, to start small; to use routinely collected data; to encourage others to do research; and to network regionally. This paper has confirmed that online surveys, in low resource settings, can have an acceptable response rate. It has also shown that a research workshop for a diverse group of clinicians can be effective in increasing knowledge although knowledge gained was more significant amongst nurses/midwives compared to physicians. The other benefits of the research workshop were increased motivation and attitudes for research, which if well supported, should result in an increase in research output in the Pacific Islands. Future evaluation will assess the long-term effectiveness of annual research workshops and mentoring support in improving research performance and evidence utilisation in care.
Publicly-Reported Indicators of School System Success: A Comparative Study of Three Canadian Provinces
Author: Hauseman, D. Cameron
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Educational Indicators,Educational History,Governance,Demography,Population Trends,Measures (Individuals),Educational Policy,Instructional Leadership,Web Sites,Social Justice,Equal Education

This comparative study paper seeks to investigate the nature of reported measures of school success currently reported in Ontario with two other Canadian jurisdictions with similar school systems and student populations (Alberta and British Columbia). As education in Ontario, Alberta and British Columbia is, for the most part, a government enterprise, much of the debate concerning the success of the school system is carried out in the court of public opinion. Following a short discussion of both the history and governance of education in each of these jurisdictions, current demographic trends that may influence public information needs will be discussed in detail. The measures currently reported by the Ontario government (graduation rates, and literacy and numeracy scores) will be compared with those employed by the other jurisdictions studied, as well as data historically reported in past Ministry of Education annual reports to determine which offers their populace a complete picture of the state of the school system. Data was gathered using a document analysis and a review of the reported measures as displayed on the ministry/department of education website for each jurisdiction studied. Both the utility of standardized testing as a policy tool and the contentious nature of these measures will be discussed in detail, including the problematic social justice and data manipulation issues clouding their use in Ontario and other jurisdictions in Canada and abroad.
Synchronous Videoconferencing in Distance Education for Pre-Licensure Nursing
Author: Scarbrough, John E.
Date: 2015-07-00
Type: Journal Articles
Subjects: Nursing Education,Videoconferencing,Distance Education,Access to Education,Surveys,Educational Quality,Volunteers,Rural Areas,Student Attitudes,Scores,Attitude Measures,Sample Size,Synchronous Communication,Teaching Methods,Computer Mediated Communication

Current nursing education practices typically include methodologies for providing access to students located at a distance from the hosting institution. The majority of methodologies make use of asynchronous formatting in which communication occurs without the benefit of simultaneous, synchronous interaction. The increasing worldwide availability of high-speed internet access in combination with emerging technologies offer the opportunity to provide high-quality education to learners in remote and distant locations. The study examined student learner responses to two survey instruments upon the conclusion of a standard course in a pre-licensure baccalaureate nursing education program. Volunteer participants were solicited from an enrolled class of 21 students; 13 of the enrolled 21 students participated in the study. The selected instruments included the Distance Education Learning Satisfaction (DELES) and Social Presence Survey (SPS). The findings demonstrated equal or superior satisfaction and social presence scores on the selected instruments when contrasted with non-nursing coursework findings established in the literature using the same instruments. Significant generalizations from the pilot study are constrained due to the single-site, single-cohort design with small sample size, yet the findings support the belief that the synchronous methodologies afford a comparable, if not superior educational environment for distance learners. The findings further support the need for additional, expanded research to validate the initial findings and increase confidence in use of the new technologies.
Students Are Not Highly Familiar with Astronomy Concepts--But What about the Teachers?
Author: Kiroglu, Kasim
Date: 2015-07-00
Type: Journal Articles
Subjects: Astronomy,Scientific Concepts,Elementary School Teachers,Knowledge Level,Pedagogical Content Knowledge,Grade 5,Elementary School Science,Teacher Education Programs,Foreign Countries,Statistical Analysis,Tests

This study aims to assess primary school teachers' knowledge of basic astronomy concepts, such as the sizes and shapes of, and the distances between, the Sun, the Earth, and the Moon, lunar and solar eclipses, and the motions of the Moon and the Earth. Out of a total of 1,533 teachers, 398 (26%) were reached and asked to take a knowledge test. On the knowledge test, the overall performance of the teachers, whose task it is to teach the astronomy concepts in the fifth grade Science and Technology curriculum, stands at 70% while the students' success rate is approximately 50%. It is noteworthy that approximately one out of every three teachers answered the questions incorrectly. In this study, the primary school teachers' low performance on the same questions as the students can be observed as an indicator of this. Placing an astronomy course in undergraduate level in the elementary school teacher-training program could be useful. Thus, pre-service teachers have enough knowledge regarding astronomy subjects before starting their careers.