ethanporcaro/eric-fulltext-meta huggingface dataset:
How School Leadership Affects Teachers&apos; Professionalism via Trust in Administrator in Bureaucratic School Structures
Author: Atasoy, Ramazan
Date: 2023-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Teacher Administrator Relationship,Professionalism,Trust (Psychology),School Administration,Administrative Organization,Foreign Countries,School Effectiveness,Secondary School Students,Teacher Attitudes

School leadership is a concept being discussed in recent studies regarding educational administration. This study examines the relationship between school leadership and teacher professionalism, focusing on the mediating effects of trust in the administrator on the relationship between school leadership and teacher professionalism. The study has adopted a cross-sectional survey design. The sample consists of 269 (Türkiye) and 134 (Turkish Republic of Northern Cyprus) teachers. The structural equation model was used to test the direct and indirect effects of the variables. Considering the findings of the study, school leadership is positively related to teacher professionalism as mediated by trust in the school administrator. In conclusion, the researchers recommend that school leaders implement practices that encourage powerful trust among teachers in their administrators.
Enhancing Life and Career Skills for Students in Khon Kaen Wittayayon School, Khon Kaen Province
Author: Pulnitiporn, Anunporn
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Daily Living Skills,Job Skills,Grade 10,Grade 11,Grade 12,Barriers,Program Implementation,Program Effectiveness,High School Students,High School Teachers,Administrators,Citizenship Education,Skill Development

The objective of this research was to enhance the life and career skills of the students at Khon Kaen Wittayayon School in Khon Kaen Province by utilizing participatory action research methodology that involved the development of three aspects: (1) changes in the expected and unexpected outcomes from the implementation, (2) learning gleaned from the implementation process for the researchers, co-researchers, and school, and (3) the theoretical knowledge grounded in the specific context of Khon Kaen Wittayayon School. The target group for the development of the research was students in Grades 10-12 at Khon Kaen Wittayayon School, with a total of 268 individuals. The research involved 2 cycles and was comprised of 10 steps. The results of the study indicated the following: (1) there were improvements in both expected and unexpected outcomes, both in cases in which the jointly developed development guidelines had been followed and in cases, in which the expected life and career skills had been developed; (2) the researchers, co-researchers, and school learned together about the effectiveness of collaborative work, which had helped everyone to see the inefficiency of the individual work that had been carried out in the past; and (3) the theoretical knowledge gained from the implementation, which explained the relationships between expected changes and the driving forces behind those changes, the barriers to change, and the strategies for overcoming those barriers.
Misconceptions about Numbers and Operations--A Case Study of Preschoolers
Author: Eleftheriadi, Artemis
Date: 2023-00-00
Type: Journal Articles
Subjects: Misconceptions,Numbers,Arithmetic,Age Differences,Foreign Countries,Mathematical Concepts,Computation,Addition,Subtraction,Mathematics Education,Kindergarten,Young Children,Private Schools

Background/purpose: Investigation into the misconceptions of preschool students in mathematics and their differences between the ages of 4-5 and 5-6 years old helps form appropriate developmental mathematics teaching programs. However, although several studies have been conducted examining preschoolers' previous knowledge and misconceptions about mathematics, no corresponding research has been found in Greece. This study aims to investigate preschoolers' misconceptions about numbers and operations and to reveal differences between preschoolers aged 4-5 and 5-6 years old. Materials/methods: Data were collected through semi-structured interviews and analyzed according to content analysis methodology. Results: The study's results showed that 5-6-year-old preschoolers perform better than those aged 4-5 years old. Most misconceptions of the latter group appeared to be related to reverse counting, identifying arithmetic symbols and their matching quantities, adding and removing numbers without using auxiliary objects and multiplication. On the contrary, some preschoolers aged 5-6 years old needed help adding or subtracting two-digit numbers without the use of auxiliary objects. There were also a few cases where cardinality, division, and multiplication were observed. Conclusion: The misconceptions identified in the two groups of students regarding numbers and operations and their distinct needs that emerged through the research will allow teachers to offer differentiated instruction and personalize teaching support.
Collaborative Practices to Empower Teachers&apos; Capacities for the 21st Century
Author: Soipimai, Warawut
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,Teacher Empowerment,Capacity Building,Doctoral Students,Foreign Countries,Participatory Research,Action Research,Teacher Competencies,21st Century Skills

The objective of this research is to conduct an operation within the project entitled &quot;Collaborative Practices for Empowering Teachers' Capabilities for the 21st Century in Benjamitra Wittaya School,&quot; which is one of the research project series related to the 21st century education under the Doctoral Program in Educational Administration, Mahamakut Buddhist University, Isan Campus. It employed Participatory Action Research (PAR) methodology and consisted of two cycles of Planning, Acting, Observing, and Reflecting (PAOR) in each academic semester in the 2022 academic year. The expected outcomes of this study included changes in learning and knowledge acquisition resulting from the practical application of the research findings. Moreover, 12 teachers participated both as co-researchers and as the target group for development in this study. The results of the study were evaluated and compared across three phases: before and after the first cycle of PAOR and after the second cycle of PAOR. The findings revealed the followings: (1) a positive change had occurred where a teacher-researcher practiced self-empowerment to develop greater capabilities for the 21st century and both the teacher and their students demonstrated an increased ability to meet the demands of the 21st century; (2) the researcher, co-researchers, and school personnel gained an understanding of the benefits of utilizing the principle of collaborative work, which resulted in more effective outcomes compared to individualistic approaches. This confirmed the significance of the Participative Leadership Theory, which is founded on the idea that combining the thoughts of multiple individuals leads to better decision-making compared to relying solely on an individual's perspective; and (3) a grounded theory emerged from practical experience referred to as the &quot;Collaborative Practices Model for Empowering Teachers' Capabilities for the 21st Century in Benjamitra Wittaya School&quot; in this research work.
&quot;Please Stop Bringing up Family Life; We&apos;re Here to Talk about Science&quot;: Engaging Undergraduate Women in STEM through a Participatory Action Research Project
Author: Guy, Batsheva R.
Date: 2023-00-00
Type: Journal Articles
Subjects: Learner Engagement,Undergraduate Students,Females,Minority Group Students,STEM Education,Action Research,Participatory Research,Self Esteem,Barriers,Student Research,Affordances

Stark underrepresentation exists of undergraduate women enrolled in science, technology, engineering, and mathematics (STEM) degree programs. Although women have outnumbered men in undergraduate enrollment for over 30 years, these numbers do not apply to the sciences. Previous research shows that low self-efficacy is a barrier and high self-confidence is a strength for women in STEM. Participatory Action Research (PAR) addresses both sides of this issue by (1) answering the questions that exist about women in STEM and undergraduate research and (2) providing women in STEM with research experience. Thus, PAR not only helps solve the problem of self-efficacy that affects women in STEM, but also aids with self-esteem issues and other barriers they face daily. The current study is a PAR research project that uses group-level assessment, a participatory qualitative research method. In collaboration with female undergraduate coresearchers, the purpose of this PAR research project is to explore the experience of women conducting and/or seeking STEM undergraduate research experiences to inform program development at the university level.
A Speed-Networking Model for Facilitating Interprofessional Education and Work-Integrated Learning
Author: Borren, Jo
Date: 2023-00-00
Type: Journal Articles
Subjects: Interprofessional Relationship,Professional Education,Work Experience Programs,Program Evaluation,Workshops,Networks,Interviews,Speech Therapy,Nursing,Social Work,Constructivism (Learning),Career Readiness

This article reports on an evaluated workshop using a speed networking method to promote inter-professional work-integrated learning (WIL) in a tertiary classroom setting. The article includes specific reference to speech-language therapy, nursing and social work, three of the seven disciplines that engaged with the exercise. Social constructivist learning theory is discussed with reference to development of work readiness for interprofessional teamwork among final year speech-language therapy students. The practical considerations used in facilitating the workshop are explained, with findings derived from a thematic analysis of the evaluation feedback provided. The key outcomes from the learning exercise identified an increased understanding of diverse professional identities amongst students whilst challenging pre-existing disciplinary stereotypes. Finally, the pedagogical implications of facilitating this WIL initiative are discussed.
The Impact of an Effective Communication Course with Enhanced Student Engagement on Communication Skills and Empathic Tendency of Preservice Teachers
Author: Çelik, Özge Ceren
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Communication Skills,Learner Engagement,Skill Development,Empathy,Student Attitudes,Preservice Teacher Education,Foreign Countries,Course Evaluation

Background/purpose: The purpose of this study was to examine the impact of an Effective Communication course with enhanced student engagement on preservice teachers' communication skills and empathic tendency levels. Materials/methods: The study adopted a mixed-methods design where the one-group pretest-posttest design was used. Results: It was found that the Effective Communication course with enhanced student engagement had a significant impact on the empathic tendency levels of preservice teachers, albeit with a small effect size. However, the impact of the course on communication skills was not statistically significant. The preservice teachers found the course efficient in contributing to their theoretical knowledge about communication and improving their attitudes and basic skills. Conclusion: It was concluded that enhancing student engagement through an Effective Communication course had a limited contribution in optimizing the communication skills and empathic tendency levels of future teachers.
The Role of Chinese Music in Shaping Students&apos; Creative Thinking
Author: Qi, Jing
Date: 2023-00-00
Type: Journal Articles
Subjects: Asian Culture,Music,Role,Creative Thinking,Teaching Methods,Cultural Pluralism,Emotional Response,Music Teachers,Music Education,Foreign Countries,Secondary School Students,College Students

Background/purpose: The process of shaping students' creative thinking in modern society takes on a new, deeper, and broader dimension. Therefore, studying the role of Chinese music in developing the creativity of primary, secondary, and tertiary education students is deemed relevant. The purpose of this study was to comprehend ways of forming creative thinking of students through the study of Chinese music. Materials/methods: The research problem was addressed through searching for and collecting data, analyzing and compiling the information obtained, identifying and deducing categories of the collected data, and through compiling tables and figures to demonstrate the research problem as an integral, multi-component system. Results: The role of Chinese music in developing creative thinking among students is multifaceted, and includes teaching methods and material support. This system is essential to achieving global education goals, introducing students to other cultures, creating a multicultural learning environment, and promoting emotional responsiveness to Chinese music. Conclusion: The relevance of the research problem, its responsiveness to the demands of the time and flexibility determines the promise of study in the area under consideration and determines its value from both theoretical and practical perspectives.
Identifying Factors Affecting Work-Integrated Learning Opportunities in Exercise Science and Exercise Physiology
Author: Buchan, Jena
Date: 2023-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Exercise Physiology,Practicums,Supervisors,Higher Education,Sustainability,Educational Opportunities,Foreign Countries,Student Placement,Professional Personnel,Surveys,Participant Characteristics

Support from industry professionals is essential to meet the increasing demand for high-quality work-integrated learning (WIL) that forms a core component of university curriculum in various health professions. This qualitative study used an online survey to investigate the current landscape of exercise science and physiology WIL opportunities in Australia, building from a previous 2013 study. Factors were identified from 76 practicum supervisors that restrict and promote willingness to provide WIL opportunities, with recommendations made on how to better support and engage current and future supervisors. Fifteen factors were identified that influenced supervisor WIL engagement, with four factors reported as 'promote', six factors reported as 'restrict' and five factors identified as promoting and restricting. Using these findings, recommendations were made around five key issues related to supporting sustainable, engaging future WIL opportunities. An update was also provided on status of recommendations resulting from the 2013 research and remaining areas for action.
Building a Digital Educational Escape Room Using an Online Design-Thinking Process
Author: Moffett, Jenny
Date: 2023-06-00
Type: Journal Articles
Subjects: Educational Games,Puzzles,Design,Thinking Skills,Learning Motivation,Game Based Learning,Electronic Learning,Educational Development,Empathy,Concept Formation,Teamwork,Medical Students,Undergraduate Students

There is increasing interest in the application of game-based learning approaches to education. Educators across a wide range of contexts are using digital games such as educational escape rooms to promote learner motivation and support skills development. Whilst the literature describes multiple game-based learning theories that can underpin such strategies, there is little practical guidance on how to integrate such conceptual elements into the design of digital educational escape rooms. This study aims to address this gap, outlining the use of an online design-thinking process to plan, build, and test a digital educational escape room. Our findings suggest that this process provides an effective way of harnessing team collaboration and innovation in the development of digital educational resources. The process provides structure for game design teams, enabling them to address complex or &quot;messy&quot; educational development problems. In utilising an online design-thinking process to design games for learning, we make a number of recommendations. These include taking time to establish psychological safety within the design team so as to facilitate creative team processes and supporting team members to adopt a design-thinking mindset throughout (e.g., regularly taking the perspective of the game user, and testing game prototypes early and frequently). Finally, our study offers a detailed description of how the online design-thinking process can be applied in an education context with the aim of offering guidance to educators and students who may want to design, build, and test their own digital educational escape rooms.
Students&apos; Reaction on Operating Rhetorical Strategies in Promoting Linguistic Skills and Cultural Diversity at Islamic Multicultural Classrooms
Author: Nurhayati, Dwi Astuti Wahyu
Date: 2023-00-00
Type: Journal Articles
Subjects: Islam,Religious Education,Multicultural Education,Student Attitudes,Student Surveys,Writing (Composition),Persuasive Discourse,Adult Literacy,Rhetoric,Writing Strategies,Language Skills,Cultural Pluralism,Masters Programs,Graduate Students,Notetaking,Comparative Analysis,Writing Processes,Metacognition,Foreign Countries

This research was motivated by some multicultural classroom students' reactions to practicing writing argumentative text including the fact that Indonesia's adult literacy rate of 95% is not accompanied by the ability to recognize and adopt composed facts, which on average is very little. This research was formerly aimed to depict how multicultural classroom students react to deploying rhetorical strategies to write and advance their linguistic skills as well as cultural diversity. The research approach adopted in this research was qualitative. The types of data sources in this study are documents in the form of various thesis manuscripts from a multicultural classroom of Masters' Study programs at UIN SATU Tulungagung. The data collection technique applied to the main data source in the form of archives or written documents is to rely on the note-taking technique and administrating one online questionnaire survey to thirty-two students as well as attending an interview. In the thesis of multicultural classroom deployed seven strategies counting definition, comparison, cause-and-effect, problem-solution, means-end, listing, partition strategies were applied by students in argumentative text units which they compiled at various levels, both at the sentence unit level, paragraph unit, and essay unit; several facets of appealing the students experience in writing argumentative text also appeared promoting linguistic and cultural diverse in composing argumentative text counting 5 linguistics facets and 2 cultural diverse such as argumentative state/disputatiousness, probing and assortment criticism, adopting composing typical, recognized arrangement, pondering on preceding insight, instructors' concentrating on awareness development, indigenous upbringing; experience of deploying rhetorical strategies in order to enhance linguistic skill counting conceptual and procedural knowledge to the same degree credibility, logic and emotion mainly deploying cognitive, social, search and metacognitive strategies.
Data-Driven Decisions of Higher Education Instructors in an Era of a Global Pandemic
Author: Usher, Maya
Date: 2023-06-00
Type: Journal Articles
Subjects: Higher Education,COVID-19,Pandemics,Decision Making,Teacher Attitudes,Data Analysis,In Person Learning,Crisis Management,Distance Education,Educational Change,Comparative Analysis,Teacher Student Relationship,Social Support Groups,Well Being,Cross Cultural Studies

The impact of the COVID-19 pandemic on the higher education sector has been overwhelming, with emergency responses that have affected decision-making processes. Yet, our understanding of higher education instructors' perspectives regarding the process of data-driven decisions, especially in times of emergency, is still limited. We aimed at characterizing the types of data-driven decisions that higher education instructors have made in their courses. This was done while asking the instructors to reflect upon a face-to-face (F2F) course that was suddenly shifted to emergency remote teaching (ERT), due to the COVID-19 pandemic outbreak. Taking a qualitative approach, data were collected via an open-ended online questionnaire distributed among 109 higher education instructors from different countries. The findings suggest that the instructors mentioned a wider range of data sources, and a wider range of data-driven decisions while referring to the ERT mode, compared with their F2F instruction. In F2F teaching, the instructors mostly provided students with real-time educational assistance. In ERT, the instructors mostly adjusted the course requirements, promoted collaboration among students, and offered them social and emotional support.
Sociological Understanding of Muslim Education in Multicultural Philippines
Author: Sali, Abdul Haiy A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Sociology,Muslims,Religious Education,Cultural Pluralism,Foreign Countries,Curriculum Implementation,Curriculum Evaluation,Public Schools,Instructional Materials,Faculty Development,Cultural Influences

The DepEd Order No. 41, s. 2017 catapulted the implementation of the Arabic Language and Islamic Values Education (ALIVE) Program. However, since its inception, there is a dearth of professional literature on a coherent sociological understanding of Muslim education in the Philippines. This paper aims to provide an understanding of the implementation challenges of the ALIVE program employing sociological perspectives. The study utilized a qualitative research method anchored on Case Study Research Model. Five ALIVE implementers in Metro Manila were part of the research participants. A thematic analysis was initiated and triangulation of data was employed from relevant data sources. The analysis results showed several challenges faced by the select ALIVE schools: The intended curriculum lacks appreciation of the approaches and evaluation of student learning. The scarcity of learning spaces was evident. In teaching, most of the &quot;Asatidz&quot; or Madrasah teachers require enhancement of their pedagogical competence. The cultural variance among Muslims is still evident, especially in non-Muslim communities. The findings indicate that there is a need to create deliberate plans to achieve the intended learning outcomes of the ALIVE Program. Given the various gaps and challenges identified in this study, there is a necessity to evaluate the program at the grassroots. In conclusion, maximizing and strengthening the participation of the various stakeholders and different sectors in society is imperative in the development and sustainability of Muslim education programs in the Philippines.