ethanporcaro/eric-fulltext-meta huggingface dataset:
Principal Leadership Practices and School Effectiveness in Niger State, Nigeria
Author: Umar, Ombuguhim Salman
Date: 2021-08-00
Type: Journal Articles
Subjects: Principals,Department Heads,Boards of Education,Administrator Attitudes,School Administration,School Effectiveness,Leadership Effectiveness,Leadership Styles,Secondary School Teachers,Professional Development,Educational Needs,Correlation,Foreign Countries

In the study reported on here, we investigated the effectiveness of principal leadership practices in secondary schools in Niger State, Nigeria. Surveys were conducted with 154 principals, 269 heads of the department and 25 members of staff from the Secondary Education Board in Niger State. The findings indicate that the extent of principal leadership practices and school effectiveness attributes in secondary schools in Niger State is high. The result of multiple regressions shows that about 14% (R[superscript 2] =0.14) of the variation in school effectiveness accounted for leadership practices. We recommend that the Federal and State Ministries of Education in Nigeria focus on issues other than leadership practices, such as training programmes for secondary school teachers to enhance school effectiveness. There is also a compelling need for secondary school principals to identify and promote the professional development needs of teachers and to ensure that teachers are effectively trained to enhance the development of secondary schools into centre of excellence.
Content and Problem Analysis in Turkish and Singaporean Mathematics Textbooks: The Case of Multiplying Fractions
Author: Bütüner, Suphi Önder
Date: 2021-06-00
Type: Journal Articles
Subjects: Textbooks,Textbook Content,Elementary School Mathematics,Mathematics Materials,Grade 5,Grade 6,Problem Solving,Multiplication,Fractions,Mathematical Concepts,Concept Formation,Difficulty Level,Comparative Education,Foreign Countries

In this study, Turkish and Singaporean textbooks were compared in terms of teaching content for multiplying fractions, a subject that most students have difficulty in understanding. The study analyzed the 6th-grade mathematics textbook published by the Turkish Ministry of National Education and its Singaporean counterpart. While the Singaporean textbook covered all meanings of multiplying fractions, the Turkish textbook did not include the operator meaning of multiplying fractions. Compared to the Turkish textbook, the Singaporean textbook included more solution strategies. The number line model was not used in the textbooks of either country, and only one representation format was used to model a fraction multiplication problem. The Singaporean textbook included more fraction multiplication problems than did the Turkish textbook. Many problems in both textbooks were of a one-step fashion and required numerical answers.
A Comparative Study of Online Teacher-Involved and Peer Interactive Learning: Chinese EFL Students&apos; Perceptions and Practices
Author: Chen, Chen
Date: 2019-00-00
Type: Journal Articles
Subjects: Electronic Learning,Interaction,Peer Relationship,Teacher Student Relationship,Student Attitudes,Undergraduate Students,Learner Engagement,Student Participation,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Personal Autonomy,Foreign Countries

This comparative study aims at exploring Chinese university English as a foreign language (EFL) students' perceptions and practice of two types of interactive learning: the teacher-involved one and the peer one, as well as the factors that may have impacts on their learning. Participants of the study were 32 Chinese EFL students enrolled in a university, being randomly divided into two groups. One group of students participated in teacher-involved interactive learning in an online context; the other group interacted with peers for learning while the teachers were not involved in learning activities. Data collection were administrated via students' online learning documents and semistructured individual interviews. It was found that students' perceptions and practice were different in two types of interaction. In teacher-involved interactive learning, participants were under the strong impacts of their teachers, and had more stable engagement in learning; while students in peer interactive learning were influenced by a wider range of factors, leading to their less stable participation and production in learning activities. Besides, EFL students were found to be more active in a teacher-involved learning context. Recommendations for future studies are provided on the base of these findings.
Higher Education in the Digital Age: The Impact of Digital Connective Technologies
Author: Saykili, Abdullah
Date: 2019-00-00
Type: Journal Articles
Subjects: Higher Education,Technology Uses in Education,College Students,21st Century Skills,College Faculty,Educational Environment,Teacher Role,Teaching Skills,College Administration,Influence of Technology,Educational Change

The dominant roles that digital connective technologies have in the 21st century are causing profound changes in all domains of life, which signal that we have reached a new age: the digital age. Education is one of the fundamental domains of life re-engineered to adopt to the changing landscape of what it means to function in this new age. The school paradigm which rests on the conditions and requirements of the industrial age appears to fall short in terms of meeting the needs and demands of the 21st century learner. The emerging digital connective technologies and the educational innovations they triggered such as open educational resources (OER), massive online open courses (MOOCs) and learning analytics are disrupting the learning processes and structures of the industrial age such that it is now an imperative to develop a new educational paradigm. These new innovations enable learners to extend learning outside the boundaries of traditional learning institutions through informal and enriched learning experiences using online communities on new platforms such as social media and other social platforms. The digital innovations aforementioned also free the learners from the shackles of time so that learners can, not only access but also create knowledge through social interaction and collaboration. The age we live in is ripe for unprecedented fundamental changes and opportunities for higher education (HE). Therefore, policymakers involved in education need to re-think the implications of digital connective technologies, the challenges and opportunities they bring to the educational scene while developing value-added policies regarding HE. This paper addresses the learner, instructor, learning environments and the administration dimensions of HE and how the digital connective technologies are impacting on these dimensions in the digital age. The paper also offers, as a conclusion, a road map for HE to better function in this age.
Influence of Active Learning on Undergraduate Students&apos; Achievements in and Attitudes towards Simple Electric Circuits in Physics
Author: Akpinar, Sükran
Date: 2019-00-00
Type: Journal Articles
Subjects: Active Learning,Science Instruction,Science Achievement,Student Attitudes,Electronic Equipment,College Science,Physics,Computer Simulation,Programming,Foreign Countries,Undergraduate Students

This study examined the influence of active learning method on students' achievements in and attitudes towards simple electric circuits within the scope of the course of physics. The active learning method allows students to structure the information themselves by doing and experiencing. The study was carried out with 28 students from the department of Computer Education and Instructional Technologies of a state university in a period of five weeks including the process of data collection within the scope of the physics lesson unit of Simple Electric Circuits. In the application process of nine course hours in three weeks, the lesson unit of Simple Electric Circuits was taught to the students with the help of simulation-like activities that they developed based on their own coding using the programming environment of Scratch to solve the given problems. In the study, as the data collection tool, the &quot;Attitude Scale for the Lesson Unit of Simple Electric Circuits&quot; developed by Erdal TASLIDERE and Ali ERYILMAZ, the Simple Electric Circuits Achievement Test developed by the researcher of this study and a semi-structured interview form again developed by the researcher were used. For the analysis of the quantitative data collected in the study, the paired-samples t-test, one of parametric test techniques, was used. As for the analysis of the qualitative data, descriptive analysis was applied. The findings obtained in the study demonstrated that the active learning environment established using the programming environment of Scratch had significant influence on the students' achievements in the lesson unit of Simple Electric Circuits. In addition, according to the results, no significant difference was found between the attitude scale pretest and posttest mean scores. Lastly, the semi-structured interviews held with the students revealed that the active learning method carried out for the learners supported permanent learning thanks to the visual contents included, concretized and made learning entertaining and that teaching with the help of this method should be made common.
Contributions of Multidisciplinary Peer Observation to Lecturers&apos; Reflective Practices
Author: Mouraz, Ana
Date: 2021-00-00
Type: Journal Articles
Subjects: Observation,Interdisciplinary Approach,Reflective Teaching,College Faculty,Foreign Countries,Teacher Improvement

The goals of this paper are to explain the extent to which multidisciplinary peer observation practices may improve reflection among lecturers concerning their pedagogical practices and identify the kind of reflection it improves. In this sense, the paper presents a study with the objective of determining the importance that lecturers give to reflection upon their pedagogical practices as they are engaged in a multidisciplinary peer observation program. Data were collected through interviews and observation records. The results suggest a confirmation, among other aspects, of a commitment to a reflective discourse both in the work carried out by lecturers and as it concerns the pedagogical issues of their training.
Arts Integration and Culturally Sustaining Pedagogy: Supporting Bi/Multilingual High School Learners in Biology
Author: Aghasafari, Sahar
Date: 2021-00-00
Type: Journal Articles
Subjects: Art Education,Interdisciplinary Approach,Culturally Relevant Education,Multilingualism,High School Students,Teaching Methods,Biology,Science Instruction,Student Diversity,Case Studies,Photography,Freehand Drawing,English (Second Language),Bilingualism,Second Language Learning,Urban Schools,Units of Study,STEM Education,Spanish,Native Language,Writing (Composition),Cartoons,Story Telling,Computer Software

There has been a dramatic increase in the number of multilingual and multicultural students in U.S. schools. Because of high-stakes testing and English-only mandates, instructional practices and curricula in most urban school districts neglect the cultural and linguistic interests of their diverse student populations. In this interpretive study, we use exploratory case study methods to demonstrate how Culturally Sustaining Pedagogy (CSP) and Arts Integration (including drawing and graphic story with Photoshop) can support the learning of ten students whose first language is not English. This article introduces research activities supporting the use of culturally sustaining pedagogy and arts in a biology unit (the role of selection population) in communication skills class, particularly with bilingual and multilingual youth. [Note: The page range (59-82) shown on the PDF is incorrect. The correct page range for this article is p59-81.]
Creating Intentionally Inviting School Cultures
Author: Brion, Corinne
Date: 2021-00-00
Type: Journal Articles
Subjects: School Culture,COVID-19,Pandemics,Suburban Schools,Urban Schools,School Districts,Leadership Styles,Educational Environment,Access to Education,Principals

This qualitative study used Purkey and Novack's (1988) Invitational Education as a conceptual framework to understand how 30 educational leaders created intentionally inviting school cultures during the COVID-19 pandemic. The sample consisted of 30 school leaders in Ohio's urban and suburban districts. Findings indicated that leaders altered their leadership styles to focus on people rather than programs and policies in order to be more inviting. Challenges pertained to insufficient funding to provide professional development for teachers and parents and the need for more mobile devices and connectivity. This study is significant because it expands the invitational education framework to show how leaders are intentionally inviting in times of crisis.
The Nature of Scientific Evidence and Its Implications for Teaching Science
Author: Park, Jongwon
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Scientific Research,Thinking Skills,Scientists,Teaching Methods,Scientific Principles,Logical Thinking,Research Reports,Books,Evidence,Science Activities

Scientific evidence-based reasoning has been recognized as a form of reasoning that characterizes scientific thinking. This study questioned what scientific evidence means in the various types of scientific activities; that is, this study explored the nature of scientific evidence (NOSE). To do this, previous studies were examined to understand how scientific evidence was analyzed, evaluated, and utilized during the scientific activities of scientists or students in scientific or everyday situations. Through this process, seven statements were identified to describe the NOSE. This study explains these seven NOSE statements, constructs a process of scientific evidence-based reasoning as a structured form by reflecting these seven statements comprehensively, and discusses the practical implications for teaching science in schools. Finally, the limitations of this study are discussed, and possible directions for future studies are suggested. It is believed that the list of NOSE characteristics can provide a starting point for further elucidation and discussion of scientific evidence and helping students' science learning in more authentic ways.
A Study on Examining the Predictive Power of Teacher Candidates&apos; Social Connectedness and Perceived Social Support on Their Life Satisfaction
Author: Karabatak, Songül
Date: 2021-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Social Support Groups,Friendship,Family Relationship,Life Satisfaction,Predictor Variables,Foreign Countries

Life satisfaction is expressed as the satisfaction of the individual as a result of his general assessment in his life and, it is influenced by many different variables. The fact that teacher candidates love the life they live can make them happy and successful in life, as well as being more effective in the education process they are in. This makes it important to accurately determine the variables that explain life satisfaction. This study was aimed to reveal the relationships among teacher candidates' life satisfaction and their social connectedness and perceived social support levels. A correlational survey model was used to achieve this goal. Teacher candidates at Firat University formed the sample of the study. Study data was collected with the help of the Multidimensional Perceived Social Support Scale, Social Connectedness Scale, and Life Satisfaction Scale. The results obtained from the analysis of the data showed that while social connectedness and social support perceived from a significant other were not predictors of life satisfaction, social support perceived from the family and friends were meaningful predictors of teacher candidates' life satisfaction. At the end of the study, it was proposed to expand or enhance the functionality of the psychological counseling and application centers to increase teacher candidates perceptions of social support and life satisfaction.
Investigation into Online Learning Readiness of Higher Education Students during COVID-19 Pandemic
Author: Taskin, Necati
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,COVID-19,Pandemics,School Closing,Online Courses,Readiness,Educational Technology,Technology Uses in Education,Grade Point Average,Academic Achievement,Student Characteristics,Gender Differences,Instructional Program Divisions,Computers,Telecommunications,Handheld Devices,Ownership,Internet,Access to Computers,Intellectual Disciplines

This study aims to investigate the online learning readiness of learners and to examine this readiness according to various variables. The descriptive survey model was used in this study. The data of the study were collected from 1963 higher education students who participated voluntarily according to the convenience sampling method. Demographic information form and online learning readiness scale were used as data collection tools. The pandemic period academic grade point means of students constitute their academic achievement for this study. MANOVA was used to investigate whether the demographic variables influenced the readiness sub-factor mean scores of the students. One factor ANOVA was used to determine whether the academic achievements of the students differ significantly according to their readiness levels. In this study, it was observed that the students had moderate-level readiness, but they were close to the high-level limit. It was observed that gender, education level and the faculty/college were effective on readiness while the grade level and the type of education were not effective. Learners who have a personal computer, internet connection or smart mobile phone are more ready for online learning. In addition, students with a high level of readiness got academically more successful. Readiness is crucial in the success of the experiences and activities to be performed in the online learning environment. Increasing the technological facilities and computer use, the competence of learners will increase online learning readiness and academic success.
Science Teaching with Augmented Reality Applications: Student Views about &apos;Systems in Our Body&apos; Unit
Author: Sontay, Gökhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Instructional Effectiveness,Computer Simulation,Handheld Devices,Technology Integration,Human Body,Secondary School Students,Student Motivation,Secondary School Science,Grade 6,Foreign Countries

Many mobile applications have emerged thanks to the technological developments that have taken place today. One of these applications is the augmented (virtual) reality application used on smartphones and tablets. Some augmented reality applications are being prepared using 4D-technology and transforming the virtual environment into real life. The present research is to investigate the views of the students about the use of augmented reality applications with 4D-technology related to the 'Systems in Our Body' unit in our 6th-grade science class. This study was conducted using phenomenological method in the scope of qualitative research. In this study, the participants consisted of nine students who volunteered to participate in this research. The data were obtained from semi-structured interviews. The data of the interviews with seven students were recorded on voice recorder and then the data were transferred to the text. The interview data of two students who did not want to record their interviews were written with pen-paper and transcripted. The analysis of the data was carried out by content analysis using the NVivo 9 program. The findings obtained in this research showed that the result of the augmented reality application was that the systems in our body unit is effective in better understanding, increasing the motivation of the students to science lessons and making the lessons fun.
Students&apos; Perceptions of Online Teaching and Learning
Author: Seifert, Tami
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Educational Technology,Student Attitudes,Blended Learning,Conventional Instruction,Distance Education,Higher Education,Technology Uses in Education,Teaching Methods,Evaluation Methods,Teacher Student Relationship,Assignments,Student Participation,Barriers,Student Responsibility,Interaction

The instructor in an online course needs online teaching experience and should adapt the course contents to the digital environment. The purpose of the present study is to gain a deeper understanding of students' perceptions of the pedagogical aspects of online teaching, pointing up characteristics of online courses that extant literature in this field has found reflected in different online and blended courses. Online courses necessitate meticulous planning by the instructor and adaptation through the student's learning. The research reported here related to the attitudes of 216 students, who participated in 52 courses delivered by 36 different instructors. Some of the courses included both face-to-face meetings and online lessons, while other courses were solely presented online. The research findings may be informative for instructors planning online courses and for students contemplating participation in online courses, in order to prepare in an optimal manner for the teaching, learning and evaluation processes.
Discovering Sustainability in New York City: An Interdisciplinary Framework for Teaching in Urban Institutions
Author: Pilgrim, Karyn
Date: 2021-00-00
Type: Journal Articles
Subjects: Sustainability,Interdisciplinary Approach,Teaching Methods,Environmental Education,Pilot Projects,Place Based Education,Experiential Learning,Life Style,Activism,Ecology,Course Content,Cultural Influences,Cultural Education,Writing (Composition),Nontraditional Education,Humanities,Higher Education

Ecological learning is enriched when students can apply course content to their own communities and gain an understanding and experience for deploying sustainable practices. Such merging of content, application, and place requires an interdisciplinary approach to grapple with the ecological and cultural issues more holistically that sustainability education explores. Guided by the ecological pedagogy of David Orr, founder of the Oberlin Project, we devised a pilot study that combines course content in environmental science, cultural studies, and writing with place-based, experiential, and hands-on learning to empower students to critically analyze their lifestyles and engage in activism for change.
Incorporating Eastern and Western Learning Perspectives into a Western Learning Environment
Author: Chang, Bo
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Differences,Critical Thinking,Foreign Students,Asian Culture,Western Civilization,Cultural Influences,Student Attitudes,Foreign Workers,Individualism,Collectivism,Peer Teaching,Teacher Role,Student Role,Thinking Skills,Educational Philosophy,Cooperation,Personal Autonomy,Graduate Students,College Faculty,Learning Activities

This paper focuses on incorporating Eastern and Western learning perspectives into an American learning environment. The design-based research approach is employed. The following principles influenced by the Eastern and Western perspectives of learning were implemented in course design: providing pre-sequenced materials with high structure and flexible options, valuing group collaboration and individual autonomy, and promoting diverse ideas and critical thinking. Responses from 38 participants show that students from the Western learning environment also favor the pre-sequenced course materials with high structure. Even though they prefer independent and individual work, in an online environment a certain degree of collaborative work is necessary to create interactive dynamics and a sense of presence. Critical thinking in an online environment is not always adequately executed, which does not support the Western learning perspective of favoring critical thinking.