ethanporcaro/eric-fulltext-meta huggingface dataset:
School Administrator Support of Teachers: A Systematic Review (2000-2019)
Author: Martinez, James
Date: 2020-12-00
Type: Journal Articles
Subjects: Teacher Administrator Relationship,School Administration,Administrator Effectiveness,Principals,Educational Research,Teacher Persistence,Teacher Effectiveness,Beginning Teachers,Beginning Teacher Induction,Professional Development,Professional Autonomy,Parent School Relationship,Discipline,Job Satisfaction,Elementary Schools,Middle Schools,High Schools,Public Schools,Teaching Load,Teaching Conditions

There have been a number of narrative reviews that focus on the relationship of school administrators and the teachers at their school sites. This systematic review evaluates a select group of research articles published between the years 2000 and 2019. The main questions for this review ask: (a) what does recent literature tell us about the support school administrators provide to teachers? and (b) what does recent literature tell us about a school administrator's ability to retain effective teachers? Seven qualitative and 24 quantitative studies were selected for inclusion in this review, all evaluated for quality using research based instruments. Seventy-nine percent of the prescribed evaluative criteria were met. The majority of the included research focused on statistical analyses of city, state and national datasets. Results of this investigation revealed that certain administrative efforts, used independently or in combination, are effective in supporting teachers, including induction, mentoring, staffing support, course assignment changes, resource and professional development enhancement, increased autonomy and agency, meaningful and constructive evaluations, workload abatement, discipline/rule enforcement and support with challenging parents. Implications of this study endorses the use of research-based practices by administrators to support the teachers at their sites, resulting in increased job satisfaction and student learning. This study provides researchers and policymakers with a comprehensive review of recent, peer-reviewed literature regarding administrative support of teachers.
Student Perceptions of Superintendent Internship Topics/Activities Associated with National Educational Leadership (NELP) Standards
Author: Nicks, Robert E.
Date: 2020-12-00
Type: Journal Articles
Subjects: Student Attitudes,Leadership Training,Standards,Internship Programs,Graduate Students,Teacher Education Programs,Superintendents,Certification,Instructional Leadership

Educator preparation programs for school district leaders are encouraged to review internship topics and activities for relevance in today's changing educational climate and programing. The National Educational Leadership Preparation (NELP) standards are research-based standards that have been approved to assist advanced programs at the master, specialist, and doctoral levels in the preparation of district leaders (National Policy Board for Educational Administration, 2018). In this study, students nearing completion and recent completers in two leadership preparation programs, one in Texas and one in Arizona, were asked to complete a survey seeking their perceptions of topics and/or experiences included in their internship program. Survey items included two questions associated with each of the first seven NELP standards for district leadership. The results of the survey provided meaningful feedback for educator preparation program improvement and insight to the challenges facing current district leaders. Findings and conclusions identified in this study may be helpful to district level educator preparation programs seeking field experience information associated with Leadership Training K-12.
Teaching Approaches and Educational Technologies in Teaching Mathematics in Higher Education
Author: Nantschev, Renate
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Technology,Mathematics Instruction,College Mathematics,Comparative Education,College Faculty,Pedagogical Content Knowledge,Technological Literacy,Foreign Countries,Mathematics Teachers,Teacher Attitudes

The growing use of technology for mathematics in higher education opens new pedagogical and technological challenges for teachers. The objective of this study was to analyze the teaching approaches and technology-related pedagogical competencies of 29 mathematics teachers (15 females and 14 males) from nine European countries. After conducting semi-structured interviews, the Approaches to Teaching Inventory (ATI-16) and the Technological Pedagogical Content Knowledge (TPACK) framework survey were applied. The results show large individual variations in teaching approaches, technological competencies, and institutional support. One-third of teachers apply a more student-centered approach, one-third a more teacher-centered approach, and one-third a mixed approach. Educating and supporting teachers in embracing educational technologies thus needs to be tailored strongly to individual needs and the available institutional support resources and infrastructure.
Advancing Professional Development for Teachers in Intercultural Education
Author: Cortina, Regina
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Development,Teacher Education,Multicultural Education,Bilingual Education,Cultural Pluralism,Ethnic Diversity,Postcolonialism,Indigenous Populations,Indigenous Knowledge,Latin Americans,Scholarship,College Graduates,Foreign Countries

In Latin America, intercultural education aims to acknowledge the cultural, ethnic, and linguistic diversity of its citizens, and to advance the efforts to dismantle the oppression of such diversity, particularly that of Indigenous and Afro-descendant peoples. While discussions of intercultural education often reference such peoples as their target beneficiaries, too few studies addressing the professional development of teachers recognize the importance of Indigenous scholarship, pedagogies and methodologies themselves as resources for the advancement of the theory and practice of intercultural education. This article engages in theoretical reflection in order to highlight well-documented Indigenous methodologies for teaching and learning, and their implications for professional development for enriched intercultural education. The authors emphasize the need for greater attention to the work and scholarship of intercultural and Indigenous university graduates to lead the way in the development of intercultural education professionals.
The Case for Evidence-Based Outdoor Recreation Interventions for Girls: Helping Girls &quot;Find Their Voice&quot; in the Outdoors
Author: Evans, Kate
Date: 2020-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Outdoor Education,Recreational Activities,Physical Activities,Intervention,Females,Empowerment,Self Efficacy,Social Development,Emotional Development,Middle School Students,Early Adolescents,Camps,Program Effectiveness

Females' participation in outdoor recreation is often limited for a variety of reasons including social gender norms, a lack of exposure, and fear. Research has uncovered a wide range of positive outcomes for those females who do participate ranging from enhanced self-esteem and confidence to improved body image, indicating the importance of opening the outdoors as a welcoming place for all to experience. Finding Your Voice is a recreation intervention created with the focus of introducing middle school girls to outdoor recreation to increase the participants' self-efficacy and self-empowerment. Empirical research focusing on participant experiences has demonstrated promising results and the best practices from Finding Your Voice and the broader research on female empowerment in the outdoors are presented.
Features of Known and Unknown Words for First Graders of Different Proficiency Levels in Winter and Spring
Author: Hiebert, Elfrieda H.
Date: 2020-00-00
Type: Journal Articles
Subjects: Grade 1,Elementary School Students,Word Recognition,Reading Fluency,Student Evaluation,Grouping (Instructional Purposes),Morphology (Languages)

This study describes the features of words known and unknown by first graders of different proficiency levels in six instances of an oral reading fluency assessment: three in winter and three in spring. A sample of 411 students was placed into four groups (very high, high, middle, and low) based on their median correct words per minute in spring. Each word in the assessment was coded on 11 features: numbers of phonemes, letters, syllables, blends, morphemes, percentages of multisyllabic and of morphologically complex words, concreteness, age of acquisition, decodability, and U function. Words were classified as known if more than 50% of the students within a group were able to correctly read those words. Features of known and unknown words were contrasted for all but the highest group, which made no errors, at each point in time. An analysis of the patterns of known words across groups from winter to spring shows that students followed a similar general progression in the number and type of words recognized. The most prominent feature of unknown words in winter and spring for the middle group of students was the presence of multiple syllables. The lowest-performing group of students continued to be limited by word length and frequency in their recognition of words, but on both features, their proficiency increased from winter to spring. The discussion addresses several critical issues, most notably the relationship of words in oral reading assessments to the word recognition curriculum of many beginning reading programs.
Investigation of the Relationship between Well-Being, Social Anxiety and Self-Regulation Skills in Adolescents
Author: Aslan, Mehmet Fatih
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Well Being,Anxiety,Fear,Social Isolation,Self Management,Interpersonal Competence,Secondary School Students,Adolescents,Gender Differences,Age Differences,Instructional Program Divisions,Foreign Countries

The aim of this study is to investigate the relationship between well-being, social anxiety and self-regulation skills in adolescents. The study also examined whether well-being, social anxiety, and self-regulation vary according to some demographic information variables (gender, age, grade, level of income, number of siblings) in adolescents. For this purpose, &quot;Demographic Information Form&quot;, &quot;EPOCH Measure of Adolescent Well-Being&quot;, &quot;Social Anxiety Scale for Adolescents (SAS-A)&quot; and &quot;Adolescent Self-Regulatory Inventory-ASRI&quot; were given to a total of 436 adolescents, 327 males and 109 females, who were studying in different high schools and secondary schools in Istanbul. Pearson Moment correlation coefficient was used to determine the level of the relationships between the well-being, social anxiety and self-regulation skills of adolescents. In addition, t-test and one way ANOVA were used to find out whether well-being, social anxiety and self-regulation skills of adolescents differed according to demographic variables. According to the findings obtained from data analysis, significant differences were found demographic variables gender and grade and well-being and avoidance in general situations, which is one of the sub-dimensions of social anxiety. Significant difference was also found between the variable of age and level of well-being. No significant difference was found between the number of siblings and level of income and well-being, social anxiety and self-regulation skills of adolescents. When the relationships between variables were investigated, a positive moderate correlation was found between well-being and success in self-regulation, while positive low level correlation was found between all sub-dimensions of social anxiety and inadequacy in self-regulation.
Creating, Implementing, and Redefining a Conceptual Framework for Mentoring Pathways for Education Doctorate Students
Author: Brown, Rebecca D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Doctoral Students,Mentors,Education Majors,Models,Program Design,Peer Relationship,Group Activities,Sustainability,Networks,Readiness,Self Efficacy

Supporting the proficiencies scholar-practitioners need to be successful in Doctor of Education (EdD) programs typically differ from the needs of traditional doctoral students in other types of programs; however, EdD students may benefit from participating in a mentoring program during the progression of their academic career. Several theoretical and conceptual frameworks that influence mentoring programs exist at the doctoral level despite the lack of research conducted that is specific to EdD degrees. In this article, we review several frameworks that influenced the creation and redesign of the Mentoring Pathways Program, developed explicitly to address the needs of scholar-practitioners attending a midwestern university. Through this process, we developed a Mentoring Pathways Program Model, by exploring the domains of sustainability, networking, and expected outcomes, with each domain enhanced through the foundational disciplines of readiness, self-efficacy, and progress. The development and implementation of the MPP model guides the mentoring approach for our EdD students while allowing for the flexibility to accommodate changing needs and requests. In this article, we present a reflective and responsive practice towards EdD mentor and mentee relationships, which are assessed yearly through surveys, interviews, and focus groups.
Distance Learning in the COVID-19 Era: Perceptions in Southern Italy
Author: Ferraro, Francesco Vincenzo
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Distance Education,Online Courses,Educational Technology,Electronic Learning,Access to Computers,Secondary School Students,Peer Relationship,Teacher Student Relationship,Anxiety

The first case of pneumonia was reported on 8 December 2019 and identified on 7 January 2020 as COVID-19. On 9 March 2020, to stop the spread of COVID-19 cases, the Italian government declared a health emergency, forcing all citizens to go into lockdown. Suddenly, schools were constrained to using distance learning strategies with little or limited experience on the topic. Particularly, in the southern regions of Italy, approximately 20% of the students did not have access to any devices and were excluded from learning, producing a direct risk of increased adolescent delinquency. This research team intended to report the results of an observational study that focused on the perceptions of distance learning in adolescents from secondary school in Naples (Italy) between April and May 2020. The questionnaire comprised 11 questions focused on the perceptions of distance learning in comparison to live classrooms, relationships with peers and teachers, and levels of anxiety. The study is amongst the first to report the effect of the pandemic from a student-centred perspective and hopes to produce information to develop future research on asynchronous learning.
Development and Validation of a Global Competency Framework for Preparing New Graduates for Early Career Professional Roles
Author: Strong, Mark H.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Graduates,Entry Workers,Competence,Job Skills,Models,Reliability,Validity,Global Approach,Career Readiness

Objectives: The current objectives include the development of a global competency model applicable across a wide range of jobs, industries, and geographies for university graduates entering the workplace. Method: The competency model was developed utilizing a global panel of subject matter experts and a validation survey of over 25,000 students, faculty, staff, and employers across more than 30 countries. Results: The results showed substantial consistency for the importance and criticality ratings of the competencies, with Achieving Objectives, Analyzing and Solving Problems, Adapting to Change, Communicating Orally, Learning and Self-Development, Making Decisions, Planning and Organizing, and Working Well with Others as the highest-rated competencies across regions, roles, and industries. Conclusions: The most important competencies for students entering the workforce were consistent across different jobs, different industries, and different countries. The diversity and varied experience levels of the sample provide greater generalizability than most competency modeling projects that are often idiosyncratic to specific roles, industries, subjects, or levels. Implication for Theory and/or Practice: University faculty and staff can use the results of the validation study to develop curricula and programs that will be better able to foster important competencies to ensure that their students are better prepared to enter the workplace. Although some organizations emphasize leadership as important for all professional employees, Managing the Work of Others, Leading Others, and Influencing Others were consistently rated lower in importance by employers across all roles and regions and may not be appropriate as the primary focus of skill development for new graduates.
Toward a Framework for Language MOOCs and Mobile Assisted Language Learning
Author: Read, Timothy
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Computer Software,Handheld Devices,Telecommunications,Second Language Learning,Second Language Instruction,Online Courses,Classification,Language Usage,Constructivism (Learning),English (Second Language),English for Special Purposes,Guidelines,Rating Scales,Teaching Methods,Learning Processes,Taxonomy,Course Descriptions,Foreign Countries,Multilingualism,Democratic Values,Social Integration,Language Proficiency,Definitions,Communicative Competence (Languages),Mass Instruction

In this article a proposal is presented for a theoretical framework that could provide the structure and coherence needed for the development of effective LMOOCs (Language MOOCs) and MALL (Mobile Assisted Language Learning) apps in a systematic way that would facilitate online second language learning. The framework is argued to be appropriate for language teaching and learning since it could be used for the elaboration of online courses such as LMOOCs and syllabi and didactic materials for MALL apps, regardless of the number of students. It has been refined during the process of designing and developing a Professional English LMOOC and the examples provided here are from that course. The framework is built upon the CEFR (The Common European Framework of Reference for Languages: Learning, Teaching, Assessment) since it offers a way to structure the knowledge and skills required in second language learning in a way which is coherent with the constructivist paradigm, following widely accepted European recommendations. It has been adopted because it provides a notional-functional classification of language use and learning (&quot;elegantly&quot; capturing the vastness and complexity of languages and their functional nature), and it is the first general attempt to produce a taxonomy of the elements that intervene in language use and learning, enabling comparable syllabi to be created for all European languages.
Analysis of Barriers to Inclusive Schools in Germany: Why Special Education Is Necessary and Not Evil
Author: Ahrbeck, Bernd
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,Inclusion,Special Education,Special Schools,Students with Disabilities,Educational History,Educational Policy,Resource Allocation

Over the past decade, ever since the ratification of the United Nations Convention on the Rights of People with Disabilities (UN-CRPD) in Germany, a morally charged debate has taken place about inclusive and special education. Special schools are under considerable attack and even special education is deemed responsible for the difficulties in implementing full inclusion in schools. The gravest accusation is that special education and special schools are even today a close connection to the Nazi era between 1933 and 1945, when children with disabilities were sterilized and murdered. Special education is seen as a symbol and guarantor of separation and exclusion and therefore incompatible with the idea of inclusion. This article will outline and analyze this claim and present other more compelling reasons why full inclusion has been difficult to implement in Germany. Following the analysis, we will describe a possible way forward for inclusion and special education.
The Role of Emotions, Moral Disengagement and Gender in Supporting Victims of Bullying
Author: Cabrera, Maria Carmen
Date: 2020-00-00
Type: Journal Articles
Subjects: Emotional Response,Moral Values,Gender Differences,Victims,Bullying,Helping Relationship,Help Seeking,Peer Relationship,Social Support Groups,Secondary School Students,Adolescents,Positive Attitudes,Negative Attitudes,Foreign Countries

Previous research shows that classmates supporting victims' defence is fundamental to combat bullying. To find a suitable response for the bullying problem, we must bear in mind how all the victim's classmates respond and what variables can determine their helping behaviour. Moral disengagement has been demonstrated to be a factor that explains behaviour when faced with bullying. Emotions have also been shown to be relevant for bullying behaviour. This research aimed to gain knowledge of how adolescents behave when faced with bullying and to analyse how their behaviour relates to moral disengagement and both positive and negative emotions, specifically supportive behaviour for victims. In the present study 1029 students participated, all of whom came from Secondary Education, Training Cycles and Higher Secondary Education Stages in Spain. The regression analysis confirmed that being male increased the likelihood of performing active and passive behaviours. Conversely, being female involved displaying more proactive behaviours. Feeling positive/pleasant emotions about bullying increased active behaviour. Feeling negative/unpleasant emotions about bullying increased behaviour in the proactive behavior group. Adolescents should be aware that stopping bullying is their personal responsibility, which depends on their behaviour with the victim. Interventions must aim to reduce moral disengagement and positive emotions about bullying by increasing negative emotions about such behaviour.
Does Level of Education Influence the Development of Adolescents&apos; Mindsets?
Author: Glerum, Jaap
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Adolescents,Beliefs,Intelligence,Vocational Education,College Preparation,Track System (Education),Ability Grouping,Academic Achievement,Age Differences,Instructional Program Divisions,Theories,Foreign Countries,Student Development

In the present study, we compared the mindset of preuniversity students and (primary and secondary) vocational students. Participants comprised of 173 students attending preuniversity education and 101 students attending vocational education. All participants completed a mindset questionnaire. We expected, based on previous educational experiences, that preuniversity students would show on average a higher score (i.e., more of a growth mindset) than vocational students. Results indicated, however, that there was hardly any difference in mindset between vocational and preuniversity students. The mindset of adolescents is therefore not influenced by the level of education.