ethanporcaro/eric-fulltext-meta huggingface dataset:
Thinking Fast and Slow about Willingness to Communicate: A Two-Systems View
Author: MacIntyre, Peter D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Communication (Thought Transfer),Native Language,Second Language Learning,Second Language Instruction,English (Second Language),Measures (Individuals),Foreign Countries,Cross Cultural Studies,Language Usage,Decision Making,Thinking Skills,Language Processing,Student Attitudes,Teaching Methods,Personality Traits,Correlation,English,Language Teachers,Teacher Education Programs,College Students,Language Proficiency

How does a person decide whether she or he is willing to communicate? Dual-process theories have been influential in the literature on the psychology of making judgments and decisions. Dual-process theories make a distinction between cognitive processes that are fast, automatic, and unconscious (also called 'experiential' thinking) and those that are slow, deliberative, and conscious (also called 'rational' thinking). The study assesses differences in willingness to communicate (WTC) ratings made based on rational and experiential processes, and differences between native to second language WTC. Data were collected from a sample of 84 students in Iran and 82 students in Canada. Both groups assessed their WTC using English as a second language in Iran and as a native language in the Canadian sample. Data analysis showed that a preference for using rational thinking, as measured by the Rational-Experiential Inventory (Pacini &amp; Epstein, 1999), was correlated with WTC ratings made fast and slow, but only in the second language. We also found WTC ratings were significantly higher when made fast compared to slow, regardless of language group. Pedagogical implications are discussed with advice to teachers how to capitalize on rational thinking and to avoid hesitation in communication.
Adult Bias and Bullying in Education: Coping with Both an Epidemic and a Pandemic
Author: Rockwood, Pamela R.
Date: 2020-12-00
Type: Journal Articles
Subjects: Bullying,Work Environment,Females,Administrator Attitudes,Gender Differences,Elementary Secondary Education,Aggression,Social Bias,Public Schools,Males,Stress Variables,Well Being

This paper explains the role of female bias in the rise of adult bullying in workplaces, including those in education. The 2014 and 2017 Workplace Bullying Institute surveys show growth nationally in this phenomena with respondents becoming more aware of its occurrence (Namie, 2014; Namie, 2017). The paper specifically reviews and examines the findings in literature pertaining to females and their roles in perpetrating and perpetuating adult bullying while also including the unpublished statistical results of a 2016 non-experimental quantitative study done in all 850 Illinois public school districts (excluding charter and private schools) for which the results are still relevant today. Via an online survey Illinois superintendents and board members were asked to provide their perceptions of any adult bullying that might be occurring in their districts, who they perceived to be the perpetrators and targets, their perceptions as to the most used tactics and the resulting effects on victims. Data was disaggregated by age groupings, role, and gender; however, the study results discussed in this paper are those relating to females. These results make a noteworthy contribution to the literature on female adult bullies in K-12 educational institutions because: 1) They provide an understanding of the potential and reality of female adult bullying in public school districts; 2) the study results pertaining to females concur with the results from other surveys and research; and 3) Sorrell (2017) found that there was a significant relationship between adult workplace bullying in schools and student bullying in schools. Sorrell's findings (2017) and this study's findings underline the need for further studies on this topic to ascertain what bullying behaviors are being role modeled for students from a gender perspective and the impact of those behaviors on school effectiveness.
A Mixed Method Study on Dating Violence Attitudes and Experiences in Emerging Adulthood
Author: Uçar, Semra
Date: 2020-00-00
Type: Journal Articles
Subjects: Dating (Social),Family Violence,Young Adults,Attitudes,Experience,Gender Differences,Individual Differences,Psychological Patterns,Reflection,Foreign Countries

The aim of this study is to investigate to what extent the attitudes towards dating violence in emerging adulthood differ according to gender, perceived parental violence type, and dating violence experiences, conform with the sense-making of emerging adults towards dating violence encounters. Convergent parallel pattern which is one of the mixed method patterns was used in the study. In the quantitative section of the study, 564 emerging adults (298 female-266 male) were reached by convenience sampling method. In the qualitative section of the study, however, there were four female and two male participants who were reached by purposive sampling method. Additionally, in the study, Attitude Towards Dating Violence Scales, Personal Information Forms and Semi-Structured Interview Forms were used. While t-test and one-way analysis of variance ANOVA were used for independent variables in the quantitative section of the research, content analysis was utilized in the qualitative section. According to the results of the study, physical and psychological dating violence attitude scores of males and females who perpetrated violence showed significant differences according to gender. On the other hand, according to the history of dating violence, the attitude scores towards the physical dating violence perpetrated by females differed significantly. According to the perceived parental violence, it was observed that the difference between the mean scores in the attitude scores towards the physical dating violence perpetrated by males was higher in those without a history of parental violence. Self-reflection, views of dating violence/sense-making and reactions to dating violence themes of qualitative section findings were also found to be consistent with quantitative findings.
A Validity and Reliability Study of the Scale for Attitude towards Classroom as a Learning Environment
Author: Cetin, Filiz
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,Student Attitudes,Preservice Teachers,Classroom Environment,Test Construction,Foreign Countries,Factor Analysis

This study aims to develop an attitude scale that will reveal preservice teachers' attitudes towards classroom as an educational environment. Two references were applied in the process of writing the items to be included in the draft form of the scale: relevant literature and students' opinions. 50 items were written in line with these two references, but upon the experts' suggestions necessary corrections were taken into consideration and a draft form with 45 items was developed. Draft form of the scale was applied to a total of 473 students consisting of 361 females and 112 males who were studying at different levels of various teaching programs in the fall term of 2018-2019 academic year at Gazi Faculty of Education in Gazi University. Validity and Reliability analyses were done on the set of data obtained through the application of draft form. On the set of obtained data, exploratory data analysis (EDA) was carried out first for construct validity and then confirmatory factor analysis (CFA) was conducted. Exploratory data analysis (n[subscript 1]=263) and confirmatory factor analysis (n[subscript 2]=210) were performed in two separate groups. The results of exploratory data analysis (EDA) revealed that the scale consisted of 32 items and 4 sub-dimensions. The results of confirmatory factor analysis which was conducted following exploratory data analysis revealed that adaptive values regarding the model were RMSEA, 0.066; X[superscript 2]/df=2.1; SRMR=0.05; IFI=0.91; CFI=0.91. These values regarding the scale which were obtained as a result of confirmatory analysis show that the structure of the scale was confirmed.
A Multivariate Analysis of Pre-Service Teachers&apos; Critical Internet Literacy
Author: Kayabasi, Bekir
Date: 2020-00-00
Type: Journal Articles
Subjects: Multivariate Analysis,Preservice Teachers,Internet,Media Literacy,Foreign Countries,Critical Literacy,Reliability

This study aims to reveal the critical Internet literacy levels of preservice teachers in terms of multiple variables, by employing the correlational survey design. The sample of the study is formed by 216 preservice teachers of Turkish language studying at a state university located in western Turkey. The Critical Internet Literacy Scale developed by Dal &amp; Aktay (2015) was used as the data collection tool. The data obtained in the study were subjected to explanatory factor analysis, descriptive statistical analysis, t-test, ANOVA, and correlation analysis. It was found that the teacher candidates pay attention to online content reliability and websites' being supported by proven data. The reliability of the online content emerges as the most important issue for preservice teachers. Their critical Internet literacy correlates with the location they spend their lives, their maternal educational background and maternal professional status, grade point averages, year of study, and the number of books they have read.
A New Approach in the Professional Development of Prospective Visual Arts Teachers: A Lesson Study Model
Author: Hiçyilmaz, Yahya
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Development,Preservice Teachers,Visual Arts,Art Education,Program Effectiveness,Student Attitudes,Lesson Plans,Teaching Methods,Cooperation,Pedagogical Content Knowledge,Knowledge Level,Skill Development,Foreign Countries

One of the most important skills for students to use, starting from the preschool period and throughout their lives, is art education. The quality of visual arts teachers, who aim to develop students' knowledge and skills in terms of art, is highly important in this process. It is believed that the knowledge and experience that prospective visual arts teachers before service will enable them to be more effective and successful teachers while serving. In this study, it was aimed to evaluate the professional development of prospective visual arts teachers within the framework of a lesson study. In this study, which was conducted as a case study with a qualitative research model, the participants consisted of 6 prospective visual arts teachers, which included 4 males and 2 females. Within the scope of the study, the data were obtained by using interview forms. Out of these data, codes and themes were obtained by using the content analysis method. As a result of this study, which covered a total period of 8 weeks, it was concluded that the professional development of prospective visual arts teachers was positively developed. It was observed that the lesson study model contributed to the knowledge and skills of prospective visual arts teachers in terms of lesson planning, method-technique, assessment-evaluation and cooperation. According to these results, suggestions, such as professional knowledge lessons that are practical, can be conducted within the framework of a lesson study, were presented.
The Neoliberal Discourse in Latin American Higher Education: A Call for National Development and Tighter Government Control
Author: Mendoza, Pilar
Date: 2020-11-23
Type: Journal Articles
Subjects: Discourse Analysis,Neoliberalism,Role of Education,Higher Education,Self Concept,Social Change,Social Structure,Access to Education,Disadvantaged,Educational Policy,Foreign Countries,Equal Education,Global Approach,Educational Quality,Government Role,Educational Administration

Using critical discourse analysis (CDA), we explored how educational leaders and policymakers in Mexico, Peru, Chile, and Argentina address complex issues while responding to -- and in fact, developing -- broader understandings (discourses) on the role of higher education in Latin America. Fairclough's (1993) theory of discourse underscores that language is a social practice, socially and historically situated, and encompassing social identities, relations, and systems of knowledge and beliefs. Therefore, discourses, which are represented by all kinds of texts, exercise power because they can produce, reproduce, and transform social structures, including education policy. This study uncovers the nuances of the tensions that globalized discourses such as neoliberalism in particular face when met with national and local needs in Latin American higher education. These tensions need to be addressed in order to design policies that could effectively close the equity gap in the region amidst massification and the uncontrolled proliferation of private universities in many countries, offering access to underserved students to higher education but of questionable quality. This study suggests research like this is important in order to understand how discourses that are deemed global play out at national and local levels and possibly, to uncover alternatives to the status quo.
An Evaluation of Virginia&apos;s Standards of Accreditation: Factors That Foster and Impede Local-Level Discretion in Implementation
Author: Scribner, Jay Paredes
Date: 2020-12-00
Type: Journal Articles
Subjects: Accountability,State Policy,Accreditation (Institutions),Educational Policy,School Districts,Stakeholders,Administrator Characteristics,Leadership Styles,Central Office Administrators,Principals,High Schools,Attendance,At Risk Students,Leadership Responsibility,Graduation,Student Needs,Success,Resource Allocation,College Readiness,Career Readiness,Citizenship Education,Academic Achievement,Achievement Gap,High School Students,Academic Standards

We apply a utilization-focused evaluation [UFE] approach to an evaluation of Virginia's latest comprehensive accountability policy--the Standards of Accreditation (SOA). Our study focuses on the implementation experiences of district and high school level administrators in four urban districts. This study is significant in two important ways. First it provides an example of UFE approaches to policy analysis and evaluation. The literature on UFE supports the approach's application to policy analysis, but its use in this arena has been limited. Second, our study provides important insights for evaluation stakeholders formulating and implementing complex accountability policy, particularly in early phases of implementation. Our findings explore how and why local level administrators understand each of the new standards, what factors shape those understandings, and then how the case districts and schools respond to each of the SOA. Our findings illustrate how, along one dimension, stakeholders' understandings of the standards are related to factors that influence their sense of implementation efficacy. Along a second compliance-continuous improvement dimension, administrators' leadership experience and change-oriented mindsets appeared to determine how they responded to the new policy regime. We present conclusions and recommendations for key stakeholders and other students of policy analysis and evaluation.
A Proposed Model for Transformational Education
Author: Freeman, G. T.
Date: 2020-12-00
Type: Journal Articles
Subjects: Transformative Learning,Transformational Leadership,Teacher Leadership,Models,Leadership Effectiveness,Educational Environment,Teacher Behavior,Academic Achievement,Wellness,Self Efficacy

The proposed Transformational Education (TE) model clarifies a dynamic process where teachers and other school staff embrace their contribution to educational leadership. Reworking Transformational Leadership (TL) constructs for a stronger fit within the classroom, this concept paper reviews the literature to construct a model illustrating the relationship among teacher behaviors, school climate, student wellness, and performance outcomes. The proposed conceptual framework describes teacher TL behaviors that directly and indirectly influence student performance outcomes. Student wellness outcomes mediate this relationship, and a positive school climate creates a context where teacher leadership benefits are maximized. Most work on effective school leadership posits administrators as leaders, with teacher factors only as mediators of student outcomes. The TE model described here is distinctive in its approach to apply TL to teachers, describing the means by which teachers benefit students in a supportive classroom and school context.
A Review of Research: To Develop a Conceptual Framework for Educational Partnerships
Author: Griggs, Dana M.
Date: 2020-12-00
Type: Journal Articles
Subjects: Partnerships in Education,Program Development,Program Evaluation,Models,School Business Relationship,Definitions,Cooperation,Coordination,Classification,Cooperative Planning

The article revisits the literature on educational partnerships in an attempt to re-frame and update conceptual frameworks to be used by school and district leaders for partnership development and evaluation. It also synthesizes and analyzes empirical literature specific to developing educational partnerships or analyzing the strengths that contribute to the development of a conceptual framework - published between 1990 and 2018. Finally, the article presents perspectives of partnerships from education literature in preface to a proposed conceptual framework specific to educational partnerships. The article concludes with recommendations for advancing the literature on partnerships.
Class Size: Perceptions of K-3 Teachers, Principals, and Superintendents in a Rural, Midwest State
Author: Conaway, Chad
Date: 2020-12-00
Type: Journal Articles
Subjects: Class Size,Teacher Attitudes,Administrator Attitudes,Superintendents,Principals,Preschool Teachers,Elementary School Teachers,Kindergarten,Grade 1,Grade 2,Grade 3,Rural Schools,Public Schools,Teaching Experience,Teacher Effectiveness,Classroom Research,Teacher Student Ratio,Small Classes,Classroom Techniques,Educational Finance

Identifying an appropriate class size is an important decision public schools face as they weigh balancing their budget with the impact class size may have on student achievement. This study examined perceptions of South Dakota kindergarten through third-grade teachers, elementary principals, and superintendents concerning optimal class size and the extent to which they felt the following factors influenced their optimal class size selection: classroom experience, class size research, financial implications, classroom management, and instructional quality. 97 superintendents, 73 elementary principals, and 264 elementary teachers in South Dakota were surveyed. Teachers provided significantly smaller optimal class size estimates for all grade levels (K-3) than principals and superintendents. Teachers, principals, and superintendents revealed class size research had little influence on their choice about optimal class size whereas instructional quality was identified as the most influential factor. Only superintendents identified financial implications to be a predominant factor influencing their optimal class size selection. This research reveals the discrepancies in perceptions among teachers, principals, and superintendents regarding optimal class size and the factors influencing their optimal class size selection. This information has the capacity to provide state governments and school leaders the insight needed to develop class size policies and professional development opportunities to build a common approach to addressing class size while reflecting on best practices identified in class size research.
Investigation of the Effects of a Peer-Led Team Learning Instructional Model (PLTL) in Teaching the Simple Electrical Circuits Subject on the Seven Principles for Good Practice
Author: Zorlu, Fulya
Date: 2020-00-00
Type: Journal Articles
Subjects: Teamwork,Cooperative Learning,Teaching Methods,Preservice Teachers,Elementary School Teachers,Electronic Equipment,Foreign Countries,Active Learning,Feedback (Response),Group Activities,Student Leadership,Teacher Student Relationship,Time on Task,Teacher Expectations of Students,Cognitive Style

The aim of this study was to investigate the effects of applying a Peer-Led Team Learning Instructional Model (PLTL) to the prospective primary school teachers in teaching the simple electrical circuits subject on the seven principles for good practice. This study used the three-group Solomon Experimental Design. The study participants were sophomore level prospective teachers from the Department of Primary School Teaching at a state university. The control group (CG) was applied close-ended experimental method, while the experimental groups (EG1 and EG2) was applied the PLTL. The data collection tool of the study was used &quot;Seven Principles Opinion Scale for Good Practice&quot; (SPOS) developed by Bishoff (2010). The SPOS was used for the pre-test of EG1 and CG, and for the post-test of EG1, EG2 and CG. According to the post-test, the experimental groups applying the PLTL were better than the control group in the &quot;Encouraging Student-Faculty Contact&quot;, &quot;Encouraging Cooperation among Students&quot;, &quot;Respecting Diverse Talents/Ways of Learning&quot;, &quot;Encouraging Active Learning&quot;, and &quot;Giving Prompt Feedback&quot; principles. The PLTL is effective in attaining the objectives of the seven principles for good practice. It is recommended that further studies on PLTL should be conducted in order to contribute to the relevant literature by investigating the teaching experience that leaders gain in applying the principles necessary for a good education.
Constructive Destabilization within the Liminal Space: Doing, Debriefing and Deliberating in Mixed Reality Simulations
Author: Piro, Jody S.
Date: 2020-12-00
Type: Journal Articles
Subjects: Administrator Education,Computer Simulation,Educational Technology,Technology Uses in Education,Program Effectiveness,Transformative Learning,Graduate Students,Instructional Leadership,Leadership Responsibility,Student Attitudes,Leadership Qualities,Leadership Training,Emotional Response,Self Control,Communication Skills,Conferences (Gatherings)

The purpose of this qualitative case study was to explore how educational leadership students journeyed through liminality within simulation experiences. The doing of the simulation, the subsequent debriefing, and the final deliberating of the experience defined the entire simulation experience within the context of this study. Data sources included simulation and debriefing observations, participant reflections, and interviews. Participants within the simulation experience experienced constructive destabilization within liminality and negotiated this disequilibrium to develop new concepts, skills, and attitudes. The mixed reality simulations provoked vulnerability, difficult emotions along with regulation, and paradoxes that participants negotiated toward an emerging leader identity. Yet, navigating this turbulence was the necessary process toward a reconstituted leader-self. The process of journeying through this liminal state of constructive destabilization was necessary to facilitate growth and leadership development.