ethanporcaro/eric-fulltext-meta huggingface dataset:
Creating Safe and Inclusive Schools for LGTBQ Students
Author: Cardinal, Hoanglan
Date: 2021-00-00
Type: Journal Articles
Subjects: LGBTQ People,Inclusion,At Risk Students,Educational Environment,School Safety,Social Bias,Zero Tolerance Policy,Curriculum,Teacher Attitudes,Teacher Behavior,Faculty Development

Positive school climates foster an optimal learning environment in which students feel safe and supported, and are in a greater position to thrive in terms of academic performance, better relationships with peers and staff, and overall social-emotional well-being. Lesbian, gay, bisexual, transgender, or queer (LGBTQ) students often have to navigate more challenges and hostile school climates compared to their heterosexual peers because school practices, policies, and curricula tend to prioritize heteronormative structures. Significant work is required to challenge these structures, such as by implementing zero-tolerance policies, LGTBQ-inclusive curricula and mandatory professional development for educators, and by creating safe spaces for LGTBQ students within schools.
Overcoming Barriers to Anti-Bullying Interventions
Author: Cliplef, Jayne
Date: 2021-00-00
Type: Journal Articles
Subjects: Bullying,Intervention,Barriers,Empathy,Problem Solving,Consciousness Raising,Teamwork,Teacher Role,Punishment

The negative effects of bullying in school are substantial, yet educators trying to intervene face significant barriers. Such obstacles include ineffective intervention techniques and perceptual bias that gets in the way of recognizing bullying. Promising ways to overcome these barriers include the following strategies: using intervention methods that focus of facilitating empathy and problem solving, implementing regular awareness raising activities for educators and students about how to recognize bullying and how to intervene, and employing a school-team approach that informs and supports educators in their anti-bullying efforts.
Practising Effective Instructional Leadership as a School Principal
Author: White, Landon
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Instructional Leadership,Leadership Responsibility,Trust (Psychology),Educational Environment,Faculty Development,Professional Autonomy,Academic Achievement,Context Effect

School principals are currently looking for ways to enhance their effectiveness as leaders by improving their instructional leadership. As the duties of principals expand, they are no longer the expert on what happens in the classroom and must find new ways to help their teachers grow and improve student learning. Instructional leadership includes everything from relationship building, to supporting growth and achievement, to getting the most out of one's particular context. The importance of the principal's role as an instructional leader should not be overlooked, because it continues to have considerable influence on the success of a school.
Transition to High School: Added Risk Factors
Author: Harwood, Nicole
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Student Adjustment,Coping,Middle School Teachers,High School Teachers,Teacher Collaboration,Grade 8,Grade 9,Student Needs,Parent Participation,Teacher Role,Transitional Programs

For many students, the journey from middle school to high school is marked by significant social, emotional, and behavioural changes. Undetected student needs and lack of parental engagement can contribute to a negative transition experience. When students struggle to adapt to new challenges and demands without supports, they are at a greater risk of failure. Although the transition to high school can be a formidable time, when teachers and guardians intervene in a timely manner by identifying student needs and providing support and engagement, there is an increased likelihood of smooth adjustment and academic success.
Indigenous Education: Land as Text
Author: Fullerton, Shannon
Date: 2021-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Indigenous Knowledge,Natural Resources,Curriculum,Cultural Influences,Canada Natives,Foreign Countries,Culturally Relevant Education,STEM Education,Art Education,Outdoor Education,Western Civilization,Federal Legislation

We are uniquely shaped by the ontology, axiology, methodology and epistemology to which we are exposed in life. The outdoor classroom provides many opportunities to use the land as text to observe surroundings informally, to learn experientially through various STEAM activities, and to create scenarios for project-based learning. In history, Residential Schools and the mistreatment of Indigenous students in the Western educational system created a stigma toward education for numerous Indigenous people. Teachers needs to invite Indigenous Elders, Knowledge Keepers, and Indigenous resources into the classroom in order to support the paradigm shift to an Indigenized curriculum.
&apos;Academic Freedom&apos; in Indian Higher Education Setting
Author: Sethy, Satya Sundar
Date: 2021-04-00
Type: Journal Articles
Subjects: Academic Freedom,Higher Education,Institutional Autonomy,Social Responsibility,College Role,College Students,College Faculty,Foreign Countries,Universities

In the Indian higher education (HE) setting, what 'academic freedom' of students and faculty members constitutes has not been discussed in detail. As a result, many faculty members and students have discerned 'academic freedom' as freedom from external control and influence. It is noticed that faculty members and students are often misinterpreting and misconstruing the concept of 'academic freedom' as 'legal freedom' and confused it with 'civil and political rights'. This creates a hurdle to achieve the aims and objectives of Indian HE institutions. Against this backdrop, the paper discusses the concept of 'academic freedom' and its importance in the higher education setting. It examines the relationship between 'academic freedom' and 'university autonomy' in the Indian context. It discusses the HE institution's social responsibilities concerning the notion of 'academic freedom'. It delineates faculty member's and student's academic freedom in the Indian higher education setting. It submits that 'academic freedom' is not to be treated as 'legal freedom'. But it is an essential requisite for quality teaching-learning activities, productive and rewarding research works in higher education. The paper adopts a qualitative methodology that subsumes descriptive, evaluative, and interpretative approaches to derive its conclusion.
Helicopter Parenting in High School
Author: Polasek, Tanya
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Parent Participation,Personal Autonomy,Self Control,Parent Teacher Cooperation,Parent Child Relationship,Well Being,Skill Development,Adolescent Development,Teacher Role,Parenting Styles,Academic Achievement

While parental involvement is often seen as a cornerstone in high school students' success, too much involvement can be problematic. Often teachers feel caught between supporting students' personal growth and parental expectations of students' academic achievement. Certain practices can be developed and implemented at a classroom and school level that can help parents and students. Developing student skills in areas of personal autonomy and self-control is helpful. Creating parent-teacher and student-teacher partnerships can support student growth and may mitigate the negative effects of helicopter parenting.
Conceptualising Higher Education Asianization: ASIANur
Author: Kassim, Mohd Azraai
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Practices,Human Capital,Universities,Achievement Rating,Institutional Characteristics,Creative Thinking,Asians,College Role,Economic Development,Educational Indicators,Economic Factors

Higher Education (HE) plays an active role in nation building by developing and transforming the human capital holistically. This lifelong endeavour is by no means smooth sailing as HEs have to face many challenges. One prominent challenge is of university ranking, which is highly Westernized and exceedingly quantitative. &quot;Creatical thinking&quot; and &quot;Asianization&quot; concepts were thus forged in formulating &quot;ASIANur&quot;, an Asian university ranking. The justifications for ASIANur are based on Asian countries' strength in relation to their economic, demographic, strength of HE as well as the emerging systematizing and standardizing of research disseminations. The possibility of Asian Higher Education Century is strengthen when ASIANur is materialised.
The Beliefs of Primary School Teachers: A Comparative Analysis
Author: Luján, Elena López
Date: 2021-07-00
Type: Journal Articles
Subjects: Elementary School Teachers,Beliefs,Gender Differences,Age Differences,Teaching Experience,Institutional Characteristics,Family Structure,Foreign Countries,Teacher Competencies,Teacher Responsibility,Teacher Characteristics,Teacher Attitudes

Teachers are a fundamental factor of quality in the educational process. Their professional beliefs configure teaching behaviours and conduct. The aim of this research was to analyse the professional beliefs of primary education teachers in the city of Valencia and to carry out a comparison between these beliefs and the variables Gender, Age, Professional Experience, Type of school and If they have children. A mixed methodology was used: quantitative, qualitative and comparative. We applied the Questionnaire on Teaching Competencies of Primary Education teachers, prepared, ad hoc, following the theoretical Model of Planned Action. A total of 371 teachers participated in the study, from both state schools and concertado (sponsored by a public voucher system) schools. After applying the appropriate statistics, the following results were obtained. Teachers perceived themselves to have very positive beliefs about the teaching-learning process in general terms. Significant differences were found according to gender, age, professional experience and type of school. In conclusion, a high self-perception regarding professional beliefs was found in all the teachers analysed.
The Effectiveness of Infusion of Metacognition in van Hiele Model on Secondary School Students&apos; Geometry Thinking Level
Author: Naufal, Muhammad Ammar
Date: 2021-07-00
Type: Journal Articles
Subjects: Geometry,Learning Strategies,Comparative Analysis,Secondary School Students,Mathematics Instruction,Foreign Countries,Mathematics Tests,Metacognition,Teaching Methods,Instructional Effectiveness,Thinking Skills

Metacognition is the ability to think about thinking. One of the learning models in geometry is the van Hiele model, which consists of learning phases and geometry thinking level. However, geometry learning strategy in Indonesia does not stress metacognition and geometry thinking level. Hence, this study aims to examine the effectiveness of geometry learning strategy based on the infusion of metacognition in van Hiele model compared to van Hiele learning phases in helping secondary school students to improve their geometry thinking level. The quasi-experimental study was conducted six-week with 90 students. The students selected purposively divided into two groups, with 30 students in both treatment groups, respectively. The instrument employed van Hiele Geometry Test (vHGT) before and after the treatment to measure the student's geometry thinking level. Data were in ordinal form analyzed descriptively and inferentially using Mann-Whitney U. The result revealed the significant difference between the final geometry thinking level in both groups. Thus, it can be concluded that the geometry learning strategy based on the infusion of metacognition in van Hiele model is more effective in improving the student's geometry thinking level than the geometry learning strategy based on van Hiele model.
The Effect of a Flipped Classroom with Communicative Language Teaching Approach on Undergraduate Students&apos; English Speaking Ability
Author: Phoeun, Marady
Date: 2021-07-00
Type: Journal Articles
Subjects: Teaching Methods,Flipped Classroom,Communicative Competence (Languages),Second Language Learning,Second Language Instruction,Foreign Countries,English (Second Language),Discussion (Teaching Technique),Pretests Posttests,Grammar,Vocabulary Development,Student Attitudes,Attitude Change,Speech Communication,Language Attitudes,Language Fluency,College Freshmen

This research investigates whether a flipped classroom with Communicative Language Teaching (CLT) approach can lead students to increased gains in speaking skills within an undergraduate English class at the Royal University of Phnom Penh, Cambodia. This was designed to utilize pre-class online videos to replace live &quot;chalk and talk&quot; lectures, with a variety of CLT activities implemented during class time, including discussion-based learning, pair and group work, role play, and games. A mixed method was used to analyze different sources of data, including pre- and post-tests on speaking, written one of grammar and vocabulary, and observations. The experiment was employed with 21 freshmen of an academic year of 2017-2018 (n=21) to determine any differences in their speaking achievements that might be associated with a flipped classroom and CLT. The results from the observations and pre and post tests indicated that the participants not only enhanced their speaking ability but also changed their attitude toward learning English. These results specified that the flipped instruction with the CLT activities were effective in improving the participants' speaking ability which significantly contributed to better learning outcomes. Therefore, it is recommended that English language teachers in Cambodia consider implementing a flipped classroom and CLT approach in their classrooms.
Why and How Educators Use Exemplars
Author: Hawe, Eleanor
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,College Instruction,Teaching Methods,Models,Evaluative Thinking,Self Control,Educational Benefits,Self Efficacy,Reflection

A valued goal of Higher Education is the furthering of students' ability to monitor and regulate their performance. When exemplars are purposefully integrated into teaching they have the potential to cultivate knowledge and skills that develop this ability. As the voices of educators have been largely silent in exemplar-focused studies, the current study sought to canvas educators' views about why and how they use exemplars. This paper draws on data from 44 educators who responded to prompts in a Likert-scale survey and 14 educators who completed individual interviews. Findings identified three explicit and one implicit reason for using exemplars, with educators using these tools in ways that facilitate realization of each purpose. Educators appeared to hold an implicit expectation that as a consequence of working with exemplars, students would inevitably apply insights gained to their own work. Further, educators did not make any explicit reference to using exemplars to develop student self-monitoring or self-regulation. We concluded the full potential of exemplars can only be realized when educators acknowledge self-regulation as the overarching rationale informing use, and use exemplars alongside works-in-progress with the intention of facilitating the transfer of evaluative and productive knowledge and skills to current and future tasks.
Work Like a Girl: Redressing Gender Inequity in Academia through Systemic Solutions
Author: Allen, Kelly-Ann
Date: 2021-00-00
Type: Journal Articles
Subjects: Gender Bias,Women Faculty,College Faculty,Barriers,Equal Opportunities (Jobs),COVID-19,Pandemics,Child Rearing,Responsibility,Foreign Countries,Grants,Financial Support,Faculty Publishing,Citations (References),Teacher Responsibility,Faculty Development,Conferences (Gatherings),Teacher Leadership,Teacher Promotion,Legislation,School Policy,Women Administrators,Role Models,Cultural Influences,Ethics

Historically, the professional structure of higher education has provided restricted employment, career, and leadership opportunities for women. This is exacerbated where there is an intersection between gender and race, culture, religion, or age. Women continue to be underrepresented in senior leadership positions across a range of disciplines, and this lack of representation of women within the professional structure of higher education itself acts as a barrier for more women reaching senior levels within institutions. More women are needed in higher positions to increase representation and visibility, and to encourage and mentor others to then aspire to follow a similar path. This critical review examines gender equity across the major career benchmarks of the academy in light of the impact of the personal contexts of women, systemic processes, and cultural barriers that hinder career progression. Research-based systemic solutions that work towards improved gender equity for women are discussed. The findings from this critical review highlight the need for global systemic change in higher education to create ethical equities in the employment, career, and leadership opportunities for women.
A Deeper Look at Predicting Outcomes for Future Educators
Author: Van Namen, Merideth
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Licensing Examinations (Professions),Scores,High Stakes Tests,Predictor Variables,Reading,Mathematics,Writing (Composition),Grade Point Average,Curriculum,Instruction,Educational Assessment,Teacher Interns,Evaluation Methods

Because educator licensure is gained by passing licensure examinations in most states, scores on high stakes tests are determining factors as to who will be teaching in America's classrooms. Due to a focus on program graduation rates, state funding cuts, and production of quality teachers, it is vital that teacher preparation programs produce the quality and quantity of teachers needed to fill the educator deficit. The purpose of the study was to analyze various performance variables of pre-service teachers enrolled in a teacher preparation to identify predictors of performance on required licensure examinations. Findings of the study revealed there is a relationship between Praxis I: Reading scores and Praxis II scores, Praxis I: Writing scores and Praxis II scores, Praxis I: Mathematics scores and Praxis II scores, GPA and Praxis II scores, and CBASE scores and Praxis II scores. The strongest relationships that exist between variables and Praxis II scores are initial Praxis I: Reading scores and overall CBASE scores.
#Black Boy Joy: The College Aspirations of Rural Black Male Students
Author: Crumb, Loni
Date: 2021-00-00
Type: Journal Articles
Subjects: African American Students,Males,Rural Youth,Academic Aspiration,High School Students,Longitudinal Studies,Knowledge Level,School Counselors,Self Esteem,Advanced Placement Programs,Aptitude Tests,Counselor Client Relationship

Too often research studies on Black boys emanate from deficit orientations and take a problem-centered approach that overemphasizes stereotypes or pathologizes Black male students, overlooking their aspirations and successes. Utilizing the High School Longitudinal Survey of 2009 (HSLS: 09), we examined the postsecondary goals of rural Black male ninth graders as well as the relationships among their educational aspirations, college knowledge, and support from school counselors using social and aspirational capital situated within the community cultural wealth conceptual framework. We found that the educational aspirations of rural Black male ninth graders are high; however, their knowledge of college falls short of their educational aspirations and their support from teachers and school counselors. We discuss the strengths, attributes, and systems of support that are useful to rural Black male students as they transition through secondary education to post-secondary settings and, based on our findings, call for a paradigmatic shift using family-school-community partnerships.
Computational Self-Efficacy and Information Skills in Postgraduate Students in Administration at the Times of COVID-19
Author: Cardoso Espinosa, Edgar Oliver
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Self Efficacy,Graduate Students,Information Skills,Laptop Computers,Computer Use,Computer Literacy,Gender Differences,Foreign Countries,Academic Achievement,Administrator Education,School Closing,Educational Technology,Distance Education,Student Attitudes

The objective of the research was to analyze the levels of computational self-efficacy and information skills in postgraduate students in administration at the time of COVID-19 with the aim of determining their relationship in academic performance. The type of study was a quantitative investigation with a correlational scope. The students were the graduate students in administration. The instruments used were two specific questionnaires with a Likert scale of five points each. The main results indicate that, during confinement, students had a frequency of using the laptop for three or more hours with a fixed connection. The level of their computational self-efficacy had an average of 4.55, which is interpreted as a high level where women were valued to a greater extent; while the level of information skills was 4.00 on average, which implies that, almost always, the participants carry out actions aimed at fulfilling the need for information they need to continue their distance educational process during the confinement, regularly using search, use and organization strategies, as well as the evaluation of information sources.
Promoting Effects of Abilities While Enhancing Probability of College-Success: A Moderation Role of Higher Education
Author: Wariyo, Lemecha
Date: 2021-00-00
Type: Journal Articles
Subjects: College Readiness,Outcomes of Education,Academic Achievement,College Students,Probability,Institutional Characteristics,Universities,Departments,Foreign Countries,Educational Quality

Studies revealed that college readiness promotes college success and higher education student learning outcomes. This study opted to 1) analyze the total effect and the conditional effect of college readiness on college success by university generations and departments; 2) analyze the differences in the probability of college success across departments and university generations; 3) describe the quality of university generations in terms of the conditional effects and the probabilities of college success. The study is an ex post facto research. The Ethiopian 1st, 2nd, and 3rd generation universities; and the National Educational Assessments and Evaluations Agency officers were the population of the study. The total sample size was 551. The Ethiopian General Education School Leaving Certificate Examination Grade Point Average, the Ethiopian Higher Education Entrance Examination score, and the College Cumulative Grade Point Average of the students were sources of the data. Using the Process Procedure for Software Package for Social Sciences, the binomial logistic regression was conducted. Maintaining the highest total conditional effect of college readiness on college success while heightening the probability of college success at a value of college readiness has been interpreted as a trait of the high performing university generation.