ethanporcaro/eric-fulltext-meta huggingface dataset:
Collaborative Group Activities in the Context of Learning Styles on Web 2.0 Environments: An Experimental Study
Author: Pürbudak, Aysegül
Date: 2021-04-00
Type: Journal Articles
Subjects: Group Activities,Cooperative Learning,Electronic Learning,Cognitive Style,Web 2.0 Technologies,Instructional Effectiveness,Academic Achievement,Student Attitudes,Secondary School Students,Grade 6,Computer Science Education,Thinking Skills,Public Schools,Measures (Individuals)

The aim of this research is to determine the learning styles of Web 2.0 based collaborative group activities; to examine the effects on academic achievement, online cooperative learning attitude level, computer thinking skill level. The research was carried out with a quantitative method and a pretest-posttest control group quasi-experimental design was used. Data were collected through Computational Thinking Skill Level scale, Online Cooperative Learning Attitude Scale and academic achievement test. The research was conducted for 10 weeks in the 2019- 2020 academic year, within the scope of Information Technologies and Software course, with 83 6th grade students. The experimental group consists of 43 students and the control group consists of 40 students. In the research, one of the learning style theories, Kolb Learning Style model was used. In the experimental group, Web 2.0 based activities developed by the researcher were applied and the experimental group students produced content with Web 2.0 tools. In the control group, the lesson was taught in the way the current program suggested in schools. As a result, a meaningful difference was determined between students' academic achievement scores, online cooperative attitude levels, computer thinking levels and learning styles. According to these variables, the students with the discriminating learning style show the highest success. In addition, as a result of the research, it was determined that there are some features and developments other than the learning style feature in students. Learning environments other than the learning path of the learning style can be provided. Similar studies can be conducted by using the learning style inventory based on different theories.
Social Justice Teaching Practices: A Case Study of a Latinx Pre-Service Teacher in Urban Schools
Author: Wilkerson, Amanda
Date: 2020-12-00
Type: Journal Articles
Subjects: Social Justice,Teaching Methods,Preservice Teachers,Hispanic American Students,Urban Schools,Preservice Teacher Education,Parent Participation,Family School Relationship,Student Attitudes

Teacher education programs (TEPs) prepare educators to provide an environment conducive for student learning regardless of race, class, ethnicity, gender, or socioeconomic status. Drawing from a larger study, this single-unit case study examines the experience of a Latinx pre-service teacher instructor at an urban school. Specifically, we highlight her perceptions as compared to the experiences of her White female counterparts in urban schools. The findings suggest that she appeared to utilize social justice supportive pedagogy to position her interactions with and for students. The implications and recommendations are provided to strengthen the use of social justice approaches in clinical and field experiences.
How Has Business Communication Changed in the Last 4,000 Years?
Author: Todd, Richard Watson
Date: 2020-00-00
Type: Journal Articles
Subjects: Diachronic Linguistics,Business Communication,Language Styles,Contrastive Linguistics,Letters (Correspondence),Language Usage,Debt (Financial),Discourse Analysis,Language Research,Foreign Countries,Languages

Understanding how language is used in specific contexts and the reasons for this can be helped by examining historical change in genres. In this study focusing on business communication, texts serving the same purpose of demanding payment for a debt but separated by 4,000 years are analysed. The ancient text is a Sumerian cuneiform tablet which is compared to two modern model business letters. The texts are investigated through a genre analysis focusing on functions and linguistic features and a multidimensional register analysis. Both analyses produce similar results with the main exception being the sequencing of functions. The lack of much meaningful change in business communication in the last 4,000 years is likely to be due to the dominant influence of communicative purposes in guiding how language is used.
Teaching While Black: Best Practices for Engaging White Pre-Service Teachers in Discourse Focused on Individual &amp; Cultural Diversity in Urban Schools
Author: Porcher, Kisha
Date: 2020-12-00
Type: Journal Articles
Subjects: African American Teachers,Women Faculty,Racial Composition,Teacher Education Programs,Preservice Teachers,Preservice Teacher Education,Cultural Differences,Ethnic Diversity,Consciousness Raising,White Students,Urban Schools,Cultural Awareness,Educational Environment,Classroom Environment,Power Structure,Social Justice,Equal Education,Teacher Competencies,Racial Bias,Racial Discrimination,Controversial Issues (Course Content),Teaching Methods,Discussion (Teaching Technique)

In this article, I reflect on ways to improve my practice as a Black woman teaching in a white-dominated teacher education program through self-study in teacher preparation (SSTEP). I describe strategies that Black professors can use to engage white preservice teachers in discourse about individual and cultural diversity in urban schools. The general underlying principle in this focus is that one must create a safe space for white students, regardless of comfort, to communicate about individual and cultural diversity in urban schools. This is imperative, as research demonstrates many professors of color, specifically Black professors, experience hostile classroom environments. These experiences occur mostly within white-dominated institutions when students experience a shift of power from a white professor to a professor of color. This shift is intensified when the topics of the course focus on equity and social justice in urban schools. Practitioners of color are encouraged to explore ways in which these and others can be incorporated in courses that prepare white teachers to teach diverse populations in urban schools.
Instructional Leadership Practices and School Leaders&apos; Self-Efficacy
Author: McBrayer, Juliann Sergi
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Leadership Effectiveness,Self Efficacy,Principals,Assistant Principals,Public Schools,Educational Improvement,Elementary Secondary Education,Coordination,Curriculum Development,Progress Monitoring,School Supervision,Professional Development,Predictor Variables

The purpose of this quantitative study was to investigate instructional leadership practices and the degree to which these practices predict the leadership self-efficacy of school leaders while controlling for years of experience as a school leader. With educational reform focused on school accountability, principals must attend to tasks that lead to school improvement. Identifying such tasks as instructional leadership practices and gaining a more comprehensive understanding of instructional leadership practices through leadership self-efficacy may contribute to school improvement. The methodology utilized a survey and the participants were 100 principals and assistant principals of public schools in the southeastern United States, spanning 18 school districts and 180 schools. The findings revealed that supervising and evaluating instruction and monitoring student progress were significant positive predictors of leadership self-efficacy for the entire sample of respondents whereas coordinating curriculum was only approaching significance. This pattern shifted, however, when the sample was divided between principals and assistant principals. For practical implications, educational leaders and key constituents may consider these results for reflection on practice as well as planning professional learning for skill development to attain school improvement. Recommendations for future research include expansion of the population to include participants in other locations as well as the inclusion of additional instructional leadership practices.
Single Subject Research: Use of Interactive Video in Children with Developmental Disabilities with Dyscalculia to Introduce Natural Numbers
Author: Widodo, Sri Adi
Date: 2021-04-00
Type: Journal Articles
Subjects: Interactive Video,Educational Media,Instructional Effectiveness,Mathematics Instruction,Number Concepts,Recognition (Psychology),Children,Elementary School Students,Special Schools,Students with Disabilities,Developmental Disabilities,Learning Disabilities,Intellectual Disability,Foreign Countries

Dyscalculia is one of the barriers to learning for students with some special mental retardation needs. Students with intellectual disabilities may also have dyscalculia. In that sense, in learning mathematics, it is necessary to use various learning media. Related to this condition, the present study aims to determine the effect of the use of instructional video media to introduce natural numbers to students who experience mental retardation with dyscalculia. This type of research is an experimental research design with a single subject. This single-subject research uses the A - B method. The research subjects were chosen based on a purposive sampling technique because the researchers had to find subjects with mental retardation as well as dyscalculia characteristics with these characteristics one elementary special school in Yogyakarta was found. Data collection techniques involved using the method of observation, interviews to determine the characteristics of the subject, tests to determine the ability of subjects to recognize natural numbers. The results of this study indicate that interactive media positively influences the ability to recognize natural numbers in mentally retarded children with dyscalculia. This can be seen from the average score obtained by the subjects before being given an intervention that is 30 and increased to 54 after being given an intervention.
Making Virtual Reality Accessible for Language Learning: Applying the VR Application Analysis Framework
Author: Frazier, Erin
Date: 2021-01-00
Type: Journal Articles
Subjects: Computer Simulation,Educational Technology,Technology Uses in Education,Second Language Learning,Second Language Instruction,Teaching Methods,Scaffolding (Teaching Technique),Difficulty Level,Short Term Memory,Cognitive Processes,Language Usage,Intention,Interaction,Interpersonal Communication,Educational Environment,Communication Skills

Virtual Reality (VR) is a valuable tool for learning, however, there is a lack of education-focused content for language learning needs. This article introduces the &quot;VR Application Analysis Framework&quot; (Lege, Bonner, Frazier, &amp; Pascucci, 2020) to assist educators in scaffolding existing commercial off-the-shelf (COTS) applications for use in classroom activities through four key lenses: &quot;immersive capacity,&quot; &quot;cognitive load,&quot; &quot;purpose,&quot; and &quot;communicative capability.&quot; The framework is then used to analyze the strengths and weaknesses of an example COTS VR application, &quot;Tilt Brush.&quot; This analysis, completed using the framework, is followed by three lesson plans for &quot;Tilt Brush&quot; that demonstrate how VR could be used in the language classroom.
Prospective Primary School EFL Teachers&apos; Beliefs about &quot;Flipping&quot;
Author: Fernández-Carballo, Mª Victoria
Date: 2021-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary Education,English (Second Language),Second Language Instruction,Flipped Classroom,Preferences,Lecture Method,Video Technology,Active Learning,Class Activities,Electronic Learning,Instructional Effectiveness,Foreign Countries

Our paper focuses on the implementation of the flipped classroom model with the students of the subject ICT for EFL teaching and learning at a Spanish university. This pedagogical approach, generally speaking, reverses the traditional learning environment by delivering instructional content outside the classroom and working on it in class. The ultimate goal of our research is to evaluate the aforementioned model, used with a sample of 40 students, through a mixed-method approach. To this aim, a satisfaction survey (Gilboy, Heinerichs &amp; Pazzaglia, 2015) plus two open-ended questions were administered to participants in the study. The results obtained, through both quantitative and qualitative techniques, reveal that the majority of the students completing the evaluation preferred the flipped method compared with the traditional one.
Redesign and Development of the Superintendent Licensure Preparation Program for the 21st Century
Author: Thiede, Robert
Date: 2020-00-00
Type: Journal Articles
Subjects: Universities,Superintendents,Administrator Education,Educational Change,Course Descriptions,Program Development,Teaching Methods,Scheduling,Standards,Course Content,21st Century Skills,Leadership Training,College Faculty,Teacher Attitudes,State Standards,National Standards,Feedback (Response),Graduate Students,Kindergarten,Elementary Secondary Education,Student Attitudes,Program Descriptions

The Ashland University's superintendent licensure program had not been revised and updated for the last several years. With all of the educational reforms in the first part of this new millennium, there was a pressing need to redefine and develop the overall program and courses embedded in it. An action plan was set up to carry out several steps to redesign and develop the program format, course syllabi, assessments, course delivery modes, and overall course schedule. Through the collection and analyses stakeholders' feedback, review of comparative universities' preparation programs, alignment of state and national leadership standards with course content, and the investigation of current research of program development, the redesign of the superintendent licensure program and courses emerged. The new program unveiled a series of course and standards-based content that will provide a relevant, updated school leader preparation program for tomorrow's superintendents. The program design process investigated students and faculty members' input related to the superintendent licensure program and courses' purposes and direction. The objectives of the process were to seek and secure the most important knowledge and skills sets that 21st century school superintendents need to possess in the program's courses and content in order to align with the state and national leadership standards, and to fully prepare these educators to assume a superintendent's position.
Talk or Walk: School Principals and Shared Instructional Leadership
Author: Baker, Sheila
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,Assistant Principals,School Administration,Instructional Leadership,Transformational Leadership,Participative Decision Making,Strategic Planning,Technology Integration,Role Perception,Leadership Role,Librarians,School Libraries,Librarian Teacher Cooperation,Professional Personnel,Elementary Secondary Education,Public Education

Beginning in March of 2020, public school educators at all levels were thrown into a situation in which they were required to drastically alter pedagogical approaches to teaching and learning. The move from classroom-based instruction to a virtual platform, whether synchronous or not, was too often done on-the-fly and with less than optimal results (Hobbs &amp; Hawkins, 2020; Natanson &amp; Strauss, 2020). With the realization and acceptance, albeit grudgingly, that web-based, internet-based, and/or virtual platforms need to be greatly expanded to the population and may become the norm for public education, there clearly exists a need for an expanded definition of instructional leadership (Harris &amp; Jones, 2020; Harris, 2020). More recently, principals find themselves in a situation where there are many questions about educational and pedagogical planning, but there are few current answers. COVID-19 and the overwhelming amount of uncertainty that permeates society, much less education, has ushered in a new level of importance for meaningful, goal-oriented educational leadership. A campus vision related to the inclusion of technology in pedagogical and instructional approaches to teaching and learning by administrators and adopted by all stakeholders, including the school librarian, is necessary to support teachers and students throughout innovation adoption and sustainability of innovation, especially in times of uncertainty for public education (Brown, 2014; Hall, 2015; Harris, Mayo, et al, 2013). The purpose of this study was to explore perceptions of school administrators regarding the role of the professionally trained school librarian in the K-12 environment with respect to campus change processes and activities that relate to collaboration between the librarian and the classroom teacher. To investigate this purpose, the researchers elicited data from specific questions on the Principal Technology Leadership Assessment Survey (PTLA--Principals Technology Leadership Assessment, 2006) that were overtly related to the purpose of the research. The Principal Technology Leadership Assessment Survey was distributed by email to principals and assistant principals listed in the current Texas Education Agency database. Findings from the study provide evidence that practicing school administrators' awareness of the value of utilizing the professionally trained school librarian's skills and expertise in the librarian's role as a campus collaborator and leader have significant need for expansion.
The Development Process of Classroom Teacher Candidates for Teaching Mathematics: Self-Efficacy, Anxiety and Professional Belief
Author: Ozben, Ayse
Date: 2021-04-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Mathematics Education,Elementary Education,Professional Development,Beliefs,Self Efficacy,Anxiety,Pedagogical Content Knowledge,Correlation,Public Colleges,Foreign Countries

In this study, the correlation between the perceived self-efficacy, anxiety levels of prospective elementary school teachers in their mathematics education skills and the correlation between these factors and their professional belief levels were aimed to be measured. The sample of the study consists of 250 prospective elementary school teachers who were continuing their education at a state university in Turkey. The study was formed in accordance with the mixed method research. In the study, &quot;Personal Information Form&quot;, &quot;Self-Efficacy Scale for Teaching Mathematics&quot;, &quot;Anxiety Scale for Teaching Mathematics&quot;, &quot;Professional Belief Scale&quot; and interview forms were used as data collection tools. Tests which are parametric or non-parametric in terms of their normality distributions in quantitative data analysis were used as statistical packages for social sciences. The analysis of qualitative data was made according to content analysis method. It was determined that the prospective teachers' anxiety level about mathematics teaching was below average and the other variables were in average value. In addition, while there is a positive relationship between self-efficacy perception and professional belief level of teacher trainees to be consistent &quot;candidate&quot; can be used here too, there is a low-level negative relationship between anxiety level and self-efficacy perception level. On the other hand, it was found out that qualitative data showed that teacher candidates perceived themselves as inadequate due to lack of practical training in the university, this situation caused them anxiety and developed belief that they should develop professionally.
The Professional Development of Rural School Principals: The Elements, Contexts, and Topics Desired by Principals in a Rural School District
Author: Cothern, Thomas
Date: 2020-00-00
Type: Journal Articles
Subjects: Rural Schools,School Districts,Principals,Professional Development,Management Development,Context Effect,Program Content,Program Effectiveness,Administrator Attitudes,Professional Continuing Education,Communities of Practice,Synchronous Communication,Leadership Training

Professional development activities offered principals are often a hodgepodge of different types of programs designed to foster the sustainability of leadership practices. While professional development is important for the continual improvement of principals, Guskey (2003) describes professional development activities as generally having a history of being ineffective and lacking strong links that positively impact student achievement. If professional development for principals is to be sustainable, the expectations principals have for their professional development must be considered. Two questions guided this study: (1) What are the elements, contexts, and topics of professional development programs provided to principals in a rural school district over the course of a year? and (2) What elements, contexts, and topics of professional development programs are desired by principals in a rural school district? Participants included principals from a rural school district in Louisiana. A survey to determine demographic data and information pertaining to the participants' professional development activities and a focus group interview were used as the study's instruments. Results showed the principals' desires were remarkably similar. The rural district had used the &quot;cookie cutter&quot; approach for professional development and did not have a mission statement or vision guiding their professional development. There was very little collaboration or follow-up to professional learning in the rural community. Lastly, the rural principals were responsible for their own professional development. Principals in this rural district wanted an ongoing program that was collaborative and participative in nature. They also desired for professional learning communities to be the context used in the programs. Topics should include the use of data, enhancing instruction, facilitating change, and the development of leadership skills. Finally, they expected professional development areas to include use of data, personnel matters, and implementation strategies for changes to the school campus.
Development of a Web-Based Environment for Test and Item Statistics
Author: Tekalmaz, Gözde
Date: 2021-04-00
Type: Journal Articles
Subjects: Computer Uses in Education,Statistics,Tests,Test Items,Online Systems,Usability,Teacher Attitudes,Access to Information,Secondary School Teachers,High School Teachers,Foreign Countries,Reliability

The aim of the research is to develop an online environment where teachers can access test and item statistics and a comprehensible report regarding the tests they have used, to ensure the storage of their reports in their own online environment as well as to have an idea on the utility of the subject matter environment. The research is planned as a design and development research. Research data was collected in two stages. The data which was needed to compare were obtained simulatively through the TAP program. Also, dta was collected from a group of 15 teachers to collect evidence for the usability of the application. Test and item statistics were calculated for the collected data and compared with the results of the programs making similar calculations. Descriptive analysis was used in the interpretation of the usability questionnaire and of teacher opinions. As a result of the research, the item and test statistics calculated for all data sets created by sampling different situations were found to be similar to those of reliable equivalent package programs. With the opinions received from the teachers, it has been concluded that the environment is useful and practical. While one of the important differences of the online environment formed by this study is its keeping a record of the past; another is its accessibility through the internet without the need for an additional program and thirdly, its usability on a mobile platform.