ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Stress and Associated Health Complaints among Students during Online Education
Author: Perveen, Shagufta
Date: 2022-00-00
Type: Journal Articles
Subjects: Stress Variables,Online Courses,Gender Differences,Age Differences,COVID-19,Pandemics,Foreign Countries,College Students,Physical Health,Mental Health,Correlation

The current study was carried out to explore the role of academic stress with health complaints among students experiencing online education and find out the demographic difference in these variables. In the present study along with the demographic sheet three instruments, Academic Stress Scale (Bedewy &amp; Gabriel, 2015), and the Chinese Health Questioner (Fong, Yip, &amp; Ho, 2021), were administered to a sample of 200 students experiencing online education. Results of the study revealed that academic stress has a significant negative association with the health complaints of the student. The results also showed that gender has significant differences in academic stress and health complaints whereas age has a non-significant negative relationship with academic stress and a significant positive relationship with health complaints. The result also demonstrated significant academic discipline and mode of instruction-based differences in academic stress and health complaints among students.
Evaluating Teacher Performances in Distance Education during the COVID-19 Lockdowns: Creative Efforts with the Unknown
Author: Brunn, Stanley D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Homework,Teacher Attitudes,Internet,Educational Technology,Student Evaluation,Evaluation Methods,High School Teachers,Institutional Characteristics,Socioeconomic Status,Distance Education,COVID-19,Pandemics,School Closing

This study focused on teacher responses during COVID-19 in the 2020-2021 academic year about homework assignments, their preparedness, internet use, resources used, measurement and evaluation methods. The study is qualitative using content analysis and the N-Vivo program. Ten teachers in different types of high schools in different socio-economic regions in Adana/Turkey participated in this research. The results showed that the opinions of the teachers did not vary according to school type and socio-economic environment. They made creative efforts for effective instruction by integrating different types of evaluation, homework, and methodology. Based on the results, it is suggested that distance educational planning should be made preparing teachers for such unexpected events; it includes the development of software, alternative teaching platforms, providing government support for internet and access to equipment and technology. Additionally, it is noted that teachers may experience a lack of motivation during the pandemic and should be supported psychologically during such unexpected events. [This study was presented at the International Professional Education Conference (IPEC) held on 23-29 August 2021 at Nevsehir Haci Bektas Veli University/Turkey.]
Impact Evaluation of the Multi-Grade Classroom Readiness Program for Prospective Teachers: The First Step to Villages Schools (FSVS) Program
Author: Sahin, Arzu
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Effectiveness,Program Evaluation,Mixed Age Grouping,Preservice Teachers,Rural Schools,Teacher Competencies,Teaching Skills,Readiness,Online Courses,Elementary Education,Interpersonal Competence,Knowledge Level,Student Attitudes,Communication Skills,Emotional Response,Teaching Experience,21st Century Skills

This study aims to evaluate the effectiveness of the online version of the First Step to Village Schools (FSVS) Program in Turkey, which seeks to fill the knowledge and practice gap of prospective teachers, via mixed-methods research. Participants were volunteer university students from various faculties of education. In the quantitative part of the study, a single group pre-test/post-test design was used. Researchers developed the Rural School Teaching and Communication scale (KOIO), the Professional Knowledge and Skills scale (MBBO) and the Personal-Interpersonal Skills scale (KSBO). The SPSS program was used to analyze the quantitative data. During the qualitative data collection, prospective teachers were asked 3 open-ended questions as part of the post-test and a phenomenological design was used. The inductive content analysis technique was used for the analysis of the qualitative data. The results show that the FSVS program contributed to teacher candidates' development in professional knowledge and skills and individual-social skills such as teaching and communication in rural areas. The experience of prospective teachers achieved during the FSVS program is interpreted as a transition from a lack of readiness to a state of readiness to teach in a village.
Speech Classes during COVID-19 Pandemic: Challenges Faced by the Classroom Teachers
Author: Gula, Louie P.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Junior High School Teachers,Barriers,Coping,Language Teachers,English (Second Language),Second Language Instruction,Speech Communication,Foreign Countries,Junior High School Students,Oral Language

The research study aimed at assessing the various difficulties that speech teachers had in delivering lessons during the distance learning era. The various phenomena and themes that emerged from the survey were determined using a descriptive research design. The survey was conducted to collect information about the various characteristics and behavior of speech teachers. It also explored the factors that influenced their decisions and actions when it came to addressing the pandemic. The repeated themes that emerged, include low motivation, altered activities, unstable internet connection, comprehension, questionable output integrity, delayed submissions, in-person monitoring, and the system of communicating with inactive students in online mode.
Students&apos; Perceptions towards Online Assessment and Its Relationship with Their Motivation
Author: Iqbal, Asif
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Computer Assisted Testing,Student Motivation,Electronic Learning,College Students,Self Efficacy,Foreign Countries,Evaluation Methods

The modern era is the miracle of science and technology using information and communication in every walk of life. ICT has become the basic need of humanity. The current study explored the students' perceptions of online evaluation and assessment. In addition, it was intended to investigate the relationship of different indicators of students' perceptions and motivation about online assessment. One hundred and thirty students were randomly selected from the campus of Education University. Descriptive and inferential statistics were applied for data analysis. The self-developed questionnaire, Students' Perceptions of Online Assessment and Motivation Survey [SPOAMS] were used. The results revealed that there was a moderate and weak positive correlation among all indicators of students' perceptions when they experience it during an online assessment. There was a moderate and strong positive correlation among all indicators of students' motivation when they experience it during an online assessment. A positive and strong relationship between students' overall motivation and online assessment perceptions. It was suggested that the online assessment system may be used as a parallel examination system for students.
The Impact of Recruiting and Retaining Teachers with Advanced Degrees on Student Learning
Author: Krimbill, Elisabeth
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Recruitment,Teacher Persistence,Masters Degrees,Educational Attainment,Outcomes of Education,Academic Achievement,Public Schools,Charter Schools,Elementary Secondary Education,Principals,Administrator Attitudes

This paper presents a mixed method study examining the relationship between teacher advanced degree attainment and student achievement. This study utilizes teacher demographic data along with standardized test scores from 702 public schools in south central Texas. First, OLS regression analyses were employed to measure the relationship between the percent of teachers with advanced degrees and student achievement. The results of these analyses indicate that the percentage of teachers with advanced degrees made a statistically significant independent contribution to the variance in student outcomes on the state exam in English Language Arts, Science, and Social Studies. Following the analysis of the quantitative data, semi-structured interviews were conducted with principals identified as having the top 1% of teachers on staff with advanced degrees within this region. A constructivist approach was used to identify common themes for how these principals recruit and retain faculty with advanced degrees. Five themes emerged. These principals: employ a focused hiring philosophy, foster a learning organization, encourage teacher autonomy, participate in higher education partnerships, and support graduate degree attainment. Each of these themes are explored and practical suggestions for school leaders is presented.
School Leadership Support: Understanding the Experiences of Elementary-Level Teachers during a Global Health Pandemic
Author: Crawford, Kathleen M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teaching Experience,Pandemics,COVID-19,Social Support Groups,Best Practices,Stress Variables,Emotional Response,Pain,Leaders,Emotional Experience

The purpose of this study was to better understand how the current COVID-19 global health pandemic has professionally and emotionally impacted elementary-level teachers. Teachers experienced diverse challenges during this unprecedented time with a rapid shift from in-person to online learning. Two overarching themes emerged based on participant experiences: abandoning best practices and increased stress and emotional pain. Implications for practice included the need for school leaders to evaluate the current level of support being provided to teachers and assess areas of need to support professional and emotional growth with the backdrop of the pandemic. We encourage future research with all educators to better understand how they are experiencing this health pandemic including the school leaders themselves.
Interpreting Social-Emotional Learning: How School Leaders Make Sense of SEL Skills for Themselves and Others
Author: Bailey, James
Date: 2022-00-00
Type: Journal Articles
Subjects: Leaders,Schools,Social Emotional Learning,Concept Formation,Skill Development,Leadership Styles,Reputation

The need for social-emotional learning for adults has emerged due to accountability stressors and the COVID-19 pandemic. While many school leaders believe in SEL for adults, major disconnects exist between their understanding and belief in SEL and their plans to implement it. The main problem this research sought to address integrated two ideas in the affective world of school leaders: First, research literature today does not describe what competencies from the most commonly used framework for SEL, CASEL, mean concerning school leadership. Second, research literature today does not describe how school leaders explicitly develop SEL skills and operationalize these competencies to influence teachers' SEL. Considering the phenomenon of this study was school leaders' understanding and use of SEL skills, the overarching purpose for this study was to explore how school leaders in schools known for their SEL focus make sense of and use SEL skills for their leadership and with their staff and students. This study utilized a more modern form of grounded theory research called Constructivist Grounded Theory and used semi-structured interviews to collect data. Using the CASEL competencies as sensitizing concepts, five categories and 13 subcategories emerged from the data along with a separate but related category with three subcategories. The analysis of these findings suggests eight challenges school leaders face when trying to support the SEL of their teachers.
Black Feminist Killjoy Reading Group: Informal Reading Groups as Spaces for Epistemic Becoming
Author: Khan, Sharlene
Date: 2022-00-00
Type: Journal Articles
Subjects: Blacks,Feminism,College Students,Foreign Countries,Females,Extracurricular Activities,Holistic Approach,Sense of Community,Reading,Group Discussion

Background: This article explores the dynamics of the Black Feminist Killjoy Reading Group (BFK) of the Rhodes University Fine Art Department and the Wits University Fine Art Department, as a space of black-African feminist care for participants. It reflects on the motivation to create the group, examines methodologies employed by the facilitators, and how BFK was experienced by the killjoys that joined. Aim: The article aims to exemplify how the BFK provided a space for women-of-colour to connect with theoretical texts and to own them. It argues for the importance of reading/writing and support groups for students-of-colour in academic institutions. Setting: The article studies reading groups that were offered in two South African universities -- Rhodes University and the University of the Witwatersrand -- between 2016 and 2019. Methods: The article uses a range of qualitative methodologies including analysis of solicited anonymous online questionnaires, WhatsApp voice-notes sent in response to questions, as well as auto-ethnographic reflective pieces by the authors (all premised on an understanding of continuing to maintain a dialogue with Black Feminist Killjoy participants). Results: Using both black-African feminist theories in dialogue with responses from the Black Feminist Killjoy Reading Group, the article outlines aspects that ought to be considered in conceptualising reading and writing support groups in Higher Education and the relevance of extra-curricular activities in academic contexts for creating holistic communities and academic citizenry. It also exemplifies how black-African feminist theories can be transformative for students who feel it captures their lived experiences. Conclusion: The article concludes that reading groups, as supportive identitarian spaces, are crucial in the formation of scholarly identities as these assist students in 'epistemic becoming' through processes of familarising themselves with theories and epistemologies, establishing black-African feminist intimacy and building diverse communities, permitting difference, debate and discomfort.
Editing for Change: From Global Bibliometrics to a Decolonial Aporetics of Form in South African Journal Publishing
Author: Froneman, Willemien
Date: 2022-00-00
Type: Journal Articles
Subjects: Periodicals,Bibliometrics,Publishing Industry,Foreign Countries,Editing,Decolonization,Freedom of Speech,Music Education,Educational Research

The scholarly journal is an increasingly homogenised global institution marked by pro forma writing, standardised processes of review and production and uniform design aesthetics. Recognising that this model does not necessarily serve the interdisciplinary agenda of a small community of music scholars in South Africa, the journal South African Music Studies has resisted absorption into large corporate publishing houses. The importance of remaining independent became clear in 2015 and 2016 when the most important student revolts since 1976 forced the editors to reconsider the responsibility of the journal to publish content that responded in interesting and significant ways to the national #FeesMustFall crisis. This paper discusses some of the strategies followed by the editors to foreground -- and indeed, to privilege -- Africa-centred modes of writing and reasoning during this turbulent time. These decolonial strategies included reconceptualising the role of editor as a proactive figure and employing novel modes of structural and visual design. Not without its pitfalls, this editorial approach and its resultant controversies raised important legal questions about freedom of expression and about the scholarly journal as an institution of knowledge production and transformation in Africa.
Female Leadership Values in Mexican Graduate Students
Author: Diaz, Eduardo R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Females,Values,Leadership Role,Gender Differences,Males,Femininity,Cultural Differences

The present study addresses the gender gap in leadership roles in Mexico through the lens of three leadership constructs. The objective was to compare female and male individual cultural values to explain differences in leadership style and agentic behavior. The sample consisted of 185 graduate students in Baja California, Mexico. Participants were surveyed using the Short Schwartz Value Scale. The responses were analyzed by running independent samples t-tests. The results suggest that males attribute greater importance to Power and Achievement values, which are associated with transformational and transactional leadership constructs. No differences were found across several values associated with other transformational, transactional, and transformative leadership constructs. The implication is that aspiring female leaders should embrace agentic behaviors in pursuit of ambitious goals along with seeking to create democratic and just workplaces. This study is novel because it uses individual cultural values as leadership variables, an approach that is seldom employed, but worth exploring.
The Role of Institutional Practice, Non-Educational Actors and Social Networks in Shaping Refugee Student Lifeworlds in Ugandan Higher Education
Author: Najjuma, Rovincer
Date: 2022-00-00
Type: Journal Articles
Subjects: Refugees,Social Networks,Higher Education,Educational Practices,Educational Policy,Private Colleges,Public Colleges,Foreign Countries,College Students,Administrators,Organizations (Groups),Professional Personnel,Role,Student Welfare,Student Participation

Background: Participation in higher education can be empowering for refugees, yet this participation is contingent on a range of structures, practices and policies, many of which are not readily accessible. Aim: Informed by Habermas' lifeworlds, this study examined higher education meso-level institutional practices and how non-higher education actors support access and participation of refugee students. Setting: This research was conducted with: (1) refugee students in three private universities and one public university representing several regions in Uganda; (2) administrative staff from these same universities; and (3) staff from non-higher education support organisations that help navigate universities for refugee students. Methods: Data were generated through desk research identifying policy language, a survey and 25 semi-structured interviews with students and staff at universities and staff at support organisations. Results: Institutional policy homogeneously frames refugee students as international students, which in turn has a cascading impact on the lifeworlds of these students. The first theme includes university policies and administrative practices which structure the lifeworlds of these students. The second is the role of non-higher education supporting organisations that focus on refugee support and education. The third theme describes how non-academic structures, such as clubs and social networks designed to meet the students' social welfare, are contingent in structuring the lifeworlds of these students. Conclusion: These themes interoperate and have a structuring effect on the lifeworlds of these students. The cascading impact of classifying refugee students as international students deserves further scrutiny, particularly in its impact on institutional and individual student patterns of participation.
Disrupting the School to Prison Pipeline: Using Culturally Responsive Classroom Practices to Support Black Students
Author: Jacobs, LaTory
Date: 2022-00-00
Type: Journal Articles
Subjects: At Risk Students,Institutionalized Persons,Correctional Institutions,Culturally Relevant Education,Prevention,Discipline,Racism,Ethnicity,Disproportionate Representation,Delinquency,School Policy,Suspension,Expulsion,African American Students,Teacher Student Relationship,Teacher Behavior,Teacher Attitudes,Student Needs,Student Behavior,Teacher Expectations of Students,Barriers,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

The school to prison pipeline is a social phenomenon in which students become formally involved with the criminal justice system due to behavior issues being addressed with law enforcement consequences rather than school-imposed consequences (Owens, 2015). Culturally responsive practices can also support educators' understanding of the unique abilities and untapped assets in students of color while encouraging a more appropriate response to their behavior (Quigley, 2014). This qualitative study was conducted to determine if culturally responsive practices can disrupt the school to prison pipeline for Black students. The study included campuses across five school districts in southeast Texas. The purpose of conducting this research study is to determine if the consistent implementation of culturally responsive classroom practices could affect the disruption of the school to prison pipeline. Results of the study were the continuation of a knowledge deficit in understanding culturally responsive practices and how to implement this system effectively in classrooms.
Developing Culturally Proficient Leaders through Graduate Coursework: Examining Student Perspectives
Author: Ruffin, Jean F.
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Leadership,Leadership Training,Student Attitudes,Doctoral Students,Culturally Relevant Education,Diversity,Instructional Materials

The racial and ethnic demographic shifts occurring in the United States had increased the need for educational leaders capable of obtaining the cultural proficiency needed to effectively lead diverse schools. Graduate coursework focused on developing cultural competence provides a unique opportunity for school leaders to explore issues related to identity, bias, and diversity in a scholarly setting. Course design, materials, and assignments should work together seamlessly to provide students a rich opportunity to explore diversity issues. The present study examines the perspectives of students enrolled in a doctoral diversity course in Spring 2021 and how the course contributed to the development of culturally proficient leaders.
Cultivating CRSL Capacity for Marginalized Students and Student Groups
Author: Palmer, Dusty L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Capacity Building,Principals,Administrator Education,Disadvantaged,English Language Learners,Special Education,Culturally Relevant Education,Teaching Methods,Outcomes of Education,Content Analysis,Kindergarten,Elementary Secondary Education,Program Design,State Standards,National Standards,Educational Policy,Educational Legislation,Theory Practice Relationship,Communities of Practice,Equal Education,Audits (Verification),Administrator Attitudes,Metacognition,Teacher Administrator Relationship,Faculty Development,Academic Achievement,Parent School Relationship,School Community Relationship

The purpose of this qualitative content analysis was to explore the impact of the instructional coaching model that was conducted over three years during a job-embedded principal preparation residency program. This study revealed how instructional coaching relationships used culturally responsive leadership to improve teaching practices and advance student outcomes for marginalized students and student groups, specifically addressing English Language Learners and Special Education students.