ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing the Informational and Digital Environment of a University: Problem Analysis and Assessment
Author: Kvon, Gulnara M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Technology,Technology Uses in Education,College Faculty,Teacher Attitudes,Teaching Methods,Foreign Countries,Integrated Learning Systems,Teacher Motivation,Educational Quality,Instructional Materials,Grading,Technological Literacy,Readiness

The research objective is to reveal and analyze the problems in developing the informational environment of a university. The authors applied theoretical and empirical methods, such as observation, polling, composing a Likert scale, calculation of Spearman ranking correlation coefficients, tabular and diagram techniques of data visualization, etc., which enabled to achieve the set goal. The score method based on Likert scale enabled to reveal the problem aspects of forming the informational and digital environment of a university. Also, these techniques enabled to quantitatively assess each problem, assess their significance and reveal the degree of each factor's relation to each problem of using the information and communication technologies at a university. University professors were polled about using innovative information technologies in order to both enhance the education efficiency and apply new pedagogical concepts and techniques. The poll revealed the problem aspects impeding the development of the informational environment. The research results are presented as a series of diagrams, reliably characterizing the issues which the university professors face when implementing the educational process. Besides, a number of indicators were calculated to determine the correlation coefficients, which enabled to quantitatively assess the degree of correlation between the two series of the compared quantitative indicators. The research revealed the factors impeding the development of the informational environment of a university. Awareness of these factors by the university administration and teaching staff would allow overcoming them, with a view of increasing the quality of educational services. The authors are making a substantiated conclusion that, despite certain difficulties, the informational technologies integrated into the educational process comply with the modern requirements of the society and enhance the competencies of both the students and professors participating in the educational process.
Implementation of &quot;Education for Sustainability&quot; in Three Elementary Schools -- What Can We Learn about a Change Process?
Author: Miedijensky, Shirley
Date: 2019-00-00
Type: Journal Articles
Subjects: Curriculum Implementation,Environmental Education,Sustainable Development,Elementary Schools,Educational Change,Change Strategies,Change Agents,Teacher Role,Science Teachers,Principals,Administrator Role,Parent Role,Motivation,Student Government,Public Schools,Foreign Countries

This study examines the process of educational change as demonstrated in three elementary schools implementing education for sustainability (EfS). Actions and stages in the change process were characterized. Data included interviews with the school principals and teachers involved, in-school observations, and documentation (schools' vision statements, websites, and reports). Our findings indicate that important factors for a successful implementation include motives for change, persons involved, actions carried out, and follow-up activity. While all three schools showed evidence of changes implementing EfS as a regular part of the school's philosophy, only one school demonstrated changes deemed permanent and significant. This was the only school that implemented a gradual and structured process of change, that executed many actions at each stage, and where the principal and staff were well-qualified and fully committed. This study contributes to understanding how changes may be implemented in educational systems and emphasizes the importance of each stage.
A Study of Authentic Assessment in an Internship Course
Author: Wilson-Mah, Rebecca
Date: 2019-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Internship Programs,Authentic Learning,Graduate Students,Interpersonal Communication,Intercultural Communication,Student Evaluation,Student Attitudes

Internship courses are an active and applied opportunity to integrate educational learning programs and courses within practice settings. Individual learners in internship courses have different work internship placements and they start a unique professional and practice journey. How can this authentic learning environment be supported with authentic assessment? What assessments are suitable for internship courses? This study explored authentic assessment concepts and the practice of internship assessment in a graduate internship course in international and intercultural communications. Students' impressions of their internship assessments are explored with a particular focus on students' impressions of authentic assessment, and the integration of their education and their real-world experience. To link this research to course improvement, this study also includes the instructor's critical reflection on the course and her plans for integrating the study into her assessment practice.
Authentic Learning within the Brave Space Created through Student-Faculty Partnerships
Author: Zuban, Nicole
Date: 2019-00-00
Type: Journal Articles
Subjects: Authentic Learning,Partnerships in Education,Teacher Student Relationship,Accountability,Experiential Learning,Trust (Psychology),Phenomenology,Cooperation,Educational Environment

Engaging students as pedagogical partners creates a brave space for students to become critical thinkers and beings that shapes not just what they know, but also who they are (Arao &amp; Clemens, 2013; Bovill, Cook-Sather, &amp; Felten, 2011). The language of brave space conveys a tone for engagement while also proposing a manner of engagement (Cook-Sather, 2016). The transformative experience of engaging in student-faculty partnership in and of itself constitutes a brave space where learners transition from dependence on authority to self-authorship (Baxter-Magolda, 2009, 2014). Within this paper we share Nicole's lived experience engaging in authentic learning within the brave space created through pedagogical partnership. Nicole's expression of her teaching philosophy privileges the importance of the shared accountability that students and educators have for teaching and learning and represents how she embraced the notion of self-authorship to create an understanding of how her teaching philosophy informs her growing practice as a registered nurse.
Conversations and Perspectives on Peer Feedback for Problem-Solving
Author: Urch, Geoffrey
Date: 2019-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Feedback (Response),Problem Solving,Learner Engagement,College Students,College Faculty

Peer feedback has been suggested as an avenue to leverage students as partners in their own learning and assessment across many disciplines. However, successful implementation of peer feedback activities may prove challenging if students believe that feedback requires more objective expertise than they possess. Summarizing participant contributions and dialogue from a conversation café session at the 2018 University of Calgary Conference on Postsecondary Learning and Teaching, this paper explores and classifies the common themes in peer feedback in the context of literature on the subject. The most promising areas for future research and practitioner support in scientific problem-solving tasks are highlighted.
Creative Crossroads: Combining Engineering and Arts for Creative Development
Author: Marasco, Emily
Date: 2019-00-00
Type: Journal Articles
Subjects: Engineering Education,Art Education,Interdisciplinary Approach,Postsecondary Education,Creative Development,Creative Thinking,Creative Writing,Literary Devices,Brainstorming,Cooperative Learning,Problem Solving,Design,Learning Modules

The significant global challenges faced in the world today require innovative solutions and creative thinking. In traditional postsecondary education, technical programs such as engineering often focus on technical competencies as opposed to creative thinking. However, as industry demands for creative technical employees continue to increase, postsecondary institutions must adapt their education accordingly. This work combines ideation and creative writing techniques with engineering design to turn initial ideas into significant ideas using an avant-garde literary device referred to as 'pataphysics. Tested by both faculty and student demographics, the final three-module framework uses disruptive thinking that leads to the accelerated development of creative solutions.
Pragmatics of Self-Praise and Self-Presentation by Iranian EFL Learners on Instagram
Author: Chalak, Azizeh
Date: 2021-05-00
Type: Journal Articles
Subjects: Foreign Countries,Pragmatics,Social Networks,Social Media,Second Language Learning,Second Language Instruction,English (Second Language),Student Attitudes,Self Concept,Figurative Language,Classification,Language Usage,Audiences,Interpersonal Competence,Computer Mediated Communication,Media Literacy,Personality Traits,College Students,Social Behavior

The advent of social networks has provided a good platform for everyone to share information to present themselves. Instagram is a tool to participate in social reciprocity, not only by the exploration of information but also through self-praise. This study examined the self-praise by Iranian EFL learners on Instagram from a pragmatic perspective. It investigated the perceptions and attitudes of the participants toward self-praise through a descriptive design. To do so, of 100 available students, 60 (45 female and 15 male) students, with the average age of 25 were recruited on a voluntary basis to assess 16 randomly-presented Instagram posts. They were asked to rate three types of self-praise (bragging, complaint, and humblebragging) on two levels (literal and ironic) on three factors (likeability, modesty, and sincerity). The data obtained from the participants' and attitudes and perceptions were categorized and analyzed. The findings showed that self-praise, bragging, and humble bragging all created impressions on the audience. While self-praise was found to constitute a weak self-presentation strategy, bragging and humblebragging were actually perceived as negative strategies and the audience had undesirable attitude toward them. The findings could be used by the teachers and practitioners to raise awareness of English learners on how to employ language to observe netiquette and be appropriate and polite. It could also add to an understanding of the pragmatics of self-praise on social media, addressing issues regarding digital media literacy.
Scaffolded Practice Assignment Writing to Support Emergent Disciplinary Literacies
Author: Webster, Simon
Date: 2021-05-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Writing Instruction,English for Academic Purposes,Intervention,Barriers,Language Teachers,Teacher Collaboration,Intellectual Disciplines,Literacy Education,Expertise,Graduate Students,Masters Programs,Teacher Education Programs,Case Studies,Teacher Attitudes,Foreign Countries,Longitudinal Studies,Writing Assignments,Student Attitudes,Feedback (Response)

Where academic literacies are understood as situated social practices, effective academic literacy support needs to reflect the disciplinary and institutional specificity of the practices. However, the institutional separation of academic literacy teaching from disciplinary subject teaching, typical of UK universities, creates significant obstacles to the enactment of these principles. One response to this separation suggests academic literacy support in the form of embedded collaborations between EAP practitioners and disciplinary lecturers. This paper reports on two complementary pieces of research investigating one such embedded academic literacy intervention, that of a collaboration between EAP practitioners and TESOL lecturers scaffolding the writing of a practice assignment. The findings for the two studies strongly suggest that the academic literacy intervention facilitated student academic literacy development. The intervention model could also be seen to draw effectively on the respective areas of expertise of disciplinary lecturers and EAP practitioners with positive consequences for the learners and for the disciplinary lecturers and EAP practitioners themselves.
A Comparison of Male and Female Saudi School Principals&apos; Perspectives of Instructional Leadership
Author: Vogel, Linda R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Gender Differences,Administrator Attitudes,Instructional Leadership,Administrator Responsibility,Women Administrators,Problem Solving,Teamwork,Elementary Schools,Secondary Schools,Leadership Styles

A qualitative study examining female and male Saudi principals' perceptions of instructional leadership was conducted using an electronic survey. While teacher supervision and supporting new instructional strategies were themes that emerged from the data from both genders, the female participants provided more detail on what they personally did in both areas and identified more altruistic personal virtues that they felt instructional leaders should model. Female Saudi principals also identified active problem-solving as part of their instructional leadership as compared to male Saudi principals who reported directing school improvement efforts through their leadership team. Theories of instructional leadership were developed for each gender from participant responses that indicate that female Saudi principals define and enact instructional leadership in more relational and interactive terms than their male counterparts.
Organizational Trust Perception and Innovative Behaviours of Teachers
Author: Demir, Selcuk
Date: 2021-00-00
Type: Journal Articles
Subjects: Organizational Climate,School Culture,Trust (Psychology),Teacher Administrator Relationship,Collegiality,Teacher Behavior,Teacher Attitudes,Innovation,Creativity,Predictor Variables,Foreign Countries

In this research, it has been aimed to determine the relationship between teachers' perception of organizational trust and innovative behaviours. The relational survey model was used in this study. The universe of the research has been constituted teachers in Sirnak province. The sample of the study has been formed of 151 teachers working in 35 schools, which were detachedly determined from the study universe. The data of the research have been gathered by &quot;Individual Knowledge Form&quot;, &quot;Organizational Trust Scale&quot; and &quot;Innovative Behaviour Scale&quot;. Descriptive analyses, correlation, reliability analysis and regression analyses have been performed to the data by the help of SPSS programme. Results of the regression analyses showed that participant teachers' perception of organizational trust significantly predicts their innovative behaviour. While trust in administrator and trust in shareholders dimensions of organizational trust predict innovative behaviour of teachers, on the other hand, trust in colleagues dimension doesn't predict teachers' innovative behaviours significantly. For school administrators who would like to encourage teachers to exhibit innovative behaviours, it would be beneficial to keep the perception of organizational trust at school at high levels.
The Ideological Perspective of School Principals&apos; Perceptions-Educational Leaders Defining Their Roles
Author: Dery, Keren
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Administrator Role,Instructional Leadership,Faculty Development,Ideology,Socialization,Elementary Schools,Middle Schools,Foreign Countries,Educational Policy,Program Implementation

This research describes the perceptions of school principals in the context of their role in leading the professional development of the teaching staff. Their perceptions were examined in reference to three educational ideologies: socialization, acculturation and individuation. Data analysis of semi structured interviews conducted with 20 school principals, revealed a contradiction between the educational ideology that emerged in the context of the overall educational practice and the ideology referred to in the context of their role in teachers professional development. In the context of the educational practice, the majority of principals described an individuation ideology. In the context the principals' role regarding the professional development of the teaching staff, the majority of school principals presented the socialization ideology as their guiding ethos. In addition, the minority of principals demonstrated a combination of these two ideologies. None of the principals presented the acculturation ideology.
Leveraging School District-Wide Achievement through the Use of Technology
Author: Markson, Craig
Date: 2021-00-00
Type: Journal Articles
Subjects: School Districts,Academic Achievement,Technology Uses in Education,Expenditure per Student,Language Arts,Mathematics Achievement,Correlation,Elementary Schools,Middle Schools

The purpose of this study was to examine the relationships among technology use, per pupil spending and school district-wide student achievement. The setting of this study was 94 school districts from New York State's Nassau and Suffolk counties, a suburban region adjacent to New York City. The results of this study showed that technology use had statistically significant and positive correlations with a range of variables that measured student achievement across the school districts' grade levels and subjects. The strongest correlations were with technology use and student achievement on the New York State Grades 3-8 English Language Arts and Mathematics assessments. Technology use did not have a strong correlation with per pupil spending, as it only accounted for 7.95 percent of the variance on spending. If the results of this study remain consistent with future studies, school district leaders should continue to leverage student achievement through the use of technology, particularly at the elementary and middle school levels.
An Empirical Study on the Construction of a Higher-Education Performance Allocation Model
Author: Zhang, Xiaoning
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Higher Education,Educational Finance,Performance Based Assessment,Resource Allocation,Expenditure per Student,Budgets

China's financial input mechanism reform's current development trend involves fully implementing budget performance management and constructing a performance-oriented financial allocation model. These are also essential measures in promoting the modernization of the national governance system and governance capacity. The current financial allocation method for higher education entails a financial supply policy based on per-student appropriation. A new performance-oriented system of higher-education financial allocation system is necessary to upgrade the per-student appropriation of a single flow, construct a close loop of financial allocation &quot;fund flow,&quot; optimize the allocation of financial resources for higher education, and guide higher-education institutions to deepen comprehensive reform and achieve high-quality development. Based on the actual situation and relevant data of 26 undergraduate universities in Jiangsu of China, this paper proposes a &quot;double dimension&quot; higher-education performance funding index system, conducts an empirical study with the data envelopment analysis model, and suggests policies on the construction, organization, and implementation of higher-education performance allocation models.
Comprehensive Evaluation of Xiaoman Zhu&apos;s Emotional Education Theory
Author: Xiong, Juan
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Theories,College Faculty,Emotional Experience,Teaching Methods,Moral Development,Values Education,Teacher Education,Guidelines,Foreign Countries,Educational Research,Theory Practice Relationship,Models,Educational Change

Professor Xiaoman Zhu is the theoretical initiator and the promoter of contemporary emotional education in China. Since the 1980s and 1990s, she has led the research on China's emotional education and has put forward many pioneering insights, forming a rich and systematic emotional education theory. She has been involved in guiding several experimental schools and research bases for a long time committed to the proper combination of emotional education theory and school education. She infiltrated it into moral education, teacher education, textbooks, courses, etc., and her theory has been widely recognized. This paper evaluates the source, theoretical basis, and practice of Xiaoman Zhu's emotional education as a whole, intending to construct a theoretical cognitive framework to describe Xiaoman Zhu's educational thought and theory in a more comprehensive manner.
The Relationship between the Transformational Leadership, the Cultural Intelligence of Teachers and the Skills of Principals&apos; Diversity Management
Author: Cobanoglu, Necati
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Transformational Leadership,Cultural Awareness,Diversity,Administrator Role,Correlation,Teacher Attitudes,Elementary School Teachers,Leadership Styles,Cultural Pluralism

It is regarded as considerable values those principles' skills of managing diversities and teachers' cultural intelligences which mean they understand and appreciate other cultures. These core values are remarkably vital to be culturally literate in the global world. The organizations and their administrators respecting the diversities of the employees can allocate more time competing their counterparts in the world instead of losing energy with unnecessary conflicts. The aim of the study is to examine the correlation between teachers' cultural intelligence and Principal's managing the diversities and their transformational leaderships according to the teachers' point of views. The research has adopted a correlational model. The data of the research was gathered from 428 primary school teachers in Turkey/Malatya during 2020-2021 academic year. The Data was gathered through the &quot;Cultural Intelligence&quot;, &quot;Diversity Management&quot; and &quot;Transformational Leadership&quot; scales. The data was analyzed by arithmetic mean, correlation analysis and regression analysis. The results of the research suggest that the primary school teacher's cultural intelligence, the principal's management of diversity and their transformational leadership levels were &quot;mostly high&quot;. It was revealed that there was a moderate level positive significant correlation between teachers' cultural intelligence levels and Principal's skills of managing the diversities and their transformational leaderships. Moreover, teacher's cultural intelligence levels and Principal's skills of managing the diversities predict the transformational leaderships of Principles. Consequently, to increase the transformational leadership of Principals, it is recommended to enhance teachers' socio-cultural awareness and to work on improving the skills of diversity management of principals.