ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Candidates&apos; Perceptions of Preparedness of Teaching Students Who Experience Trauma
Author: McClain, M. Paige
Date: 2021-00-00
Type: Journal Articles
Subjects: Trauma,Preservice Teachers,Preservice Teacher Education,Early Childhood Education,Young Children,Student Needs,Seminars,Undergraduate Students,Student Attitudes,Readiness,Self Efficacy,Classroom Techniques,Public Colleges,School Personnel,Cooperation

Within a Clinical Model of teacher preparation, teacher candidates spend sustained time in classrooms, where they are inevitably exposed to children who experience trauma. Educators need to be prepared to support such learners. This qualitative study analyzed two surveys from 15 early childhood teacher candidates to understand their perceived preparedness to support children who experience trauma. Results indicate that teacher candidates feel &quot;somewhat&quot; prepared to support children who experience trauma, but feel as though they need more education, training, and experience. Teacher candidates are concerned about not having the appropriate and effective support and strategies to support all children in the classroom equitably. Respondents believe a seminar of school support personnel is beneficial to their preparation and recognized the value of collaborating with school-support colleagues. Implications point to the need for teacher education programs to require coursework and opportunities for teacher candidates to learn about the biology of trauma and how trauma can impact behavior and functioning. Teacher education programs should embed trauma-sensitive education throughout program experiences.
Factors Influencing the First Year Students&apos; Adaptation to Natural Science Studies in Higher Education
Author: Birzina, Rita
Date: 2019-00-00
Type: Journal Articles
Subjects: College Freshmen,Natural Sciences,College Science,Student Adjustment,Foreign Countries,Influences

The mass-approach in higher education promotes the broadening of students' number and diversity therefore the question about the young people's readiness to adapt to studies becomes more and more topical. Students who enrol in the natural science faculties of the University of Latvia (UL) are motivated and have high assessment in biology and chemistry as school subjects. However, the studies already during the 1st term prove that students encounter problems to get adjusted to the study process. In order to find out the key factors that determine the adaptation of the first-year students to studies, an e-questionnaire was developed and 79 students from the Faculty of Chemistry and Faculty of Biology were surveyed. Institutional and personal factors that are focused on the application of transferable skills are mainly those that affect the students' adaptation in the first term of studies. At the same time such issues of the academic factor as students' prior knowledge in biology, chemistry, physics and mathematics and their skill to learn independently are intrinsic for students' successful studies.
Monodisciplinarity in Science versus Transdisciplinarity in STEM Education
Author: Slavinec, Mitja
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Interdisciplinary Approach,Physics,Active Learning,Student Projects,Conventional Instruction,Science Instruction,College Science,Foreign Countries,Teaching Methods,College Students,Instructional Effectiveness

Contemporary society of the fourth industrial revolution (Industry 4.0) increasingly requires the education system (i.e., the school) to train competent, creative and proactive professionals who will be able to solve real life problems. If society is to achieve this, some key paradigm changes must occur in education. The school must first prepare a competence-based curriculum and, secondly, school practice should move away from subject-based teaching, towards an interdisciplinary STEM teaching approach. Obviously, to support this, modern learning environments and ICT solutions and tools have to be used. However, since the interdisciplinary STEM approach has already been implemented and integrated, it can be said that a new, integrated science discipline (STEM) has already emerged, together with a transdisciplinary approach to STEM learning and teaching. In the present research, a concrete case of designing, developing and producing a solar chimney was used to demonstrate an integrated approach to learning and teaching, while emphasizing especially the advantages of such an interdisciplinary (transdisciplinary) approach to teaching Science, Technology, Engineering and Mathematic content. The empirical research shows that such an approach produces incomparably better results, especially on higher cognitive levels, in comparison to traditional approaches to learning and teaching.
Evaluation of the Child Book &quot;Melody&quot; by Turkish Preservice Teachers in Terms of Child Rights
Author: Çevik, Arzu
Date: 2021-00-00
Type: Journal Articles
Subjects: Books,Childrens Literature,Childrens Rights,Students with Disabilities,Inclusion,Preservice Teachers,Undergraduate Students,Student Attitudes,Evaluation Criteria,Foreign Countries,Children

The purpose of the present study was to analyse and evaluate a book considering suitability with children's rights. More specifically, it was aimed to answer the research problem of &quot;To what extend is the book named Melody suitable for child rights according to Turkish pre-service teachers?&quot; in detail. The present quantitative study was designed based on descriptive research model. The sample of the present study was composed 105 sophomore pre-service teachers enrolled in Turkish teacher education program. They were selected based on criterion sampling strategy. The data were collected through &quot;Text Evaluation Scale for Child Rights&quot; developed by Söylemez (2018). The quantitative data were analysed using descriptive statistical techniques such as arithmetic mean, mode, frequency, percentage, and standard deviation. Moreover, normality of the data was tested by skewness-kurtosis coefficient and Komogorov-Simirnov test. The findings were reported based on pre-service teachers' evaluations of the book related to a child excluded from school activities because of her disability. Based on findings, it was observed that pre-service teachers could evaluate the book with respect to children's rights through a literary book effectively.
Fostering Psychological Safety in Teachers: The Role of School Leadership, Team Effectiveness &amp; Organizational Culture
Author: Shahid, Sana
Date: 2021-07-00
Type: Journal Articles
Subjects: Security (Psychology),Secondary School Teachers,Leadership Effectiveness,Leadership Styles,School Administration,Principals,Teamwork,Group Dynamics,School Culture,Private Schools,Urban Schools,Educational Cooperation,Educational Innovation,Foreign Countries

Psychological Safety is one of the most important conditions for team learning and has also been tied to improved organizational outcomes. The present study is an attempt to explore the influence of school leadership's task and relations-oriented behavior, leadership styles, and the schools' organizational culture on teachers' psychological safety. The study further analyzed the moderating role of team effectiveness on the relationship between leadership behavior and psychological safety. A survey was conducted using questionnaires gathering data from 600 secondary school teachers from 46 private schools, from urban Islamabad, Pakistan. The findings indicated a strong effect of leadership task-oriented and relation-oriented behavior and the teachers' psychological safety with team effectiveness as a significant moderator as well as a predictor of psychological safety. Further analysis showed that a collaborative and cultivating school culture has higher levels of teachers' psychological safety. Therefore, school administration may consciously develop a collaborative and innovation-oriented school culture and disseminate it through Team Leadership style which is oriented towards the teachers as well as the achievement of organizational goals. The theoretical contribution of this research is examining the construct of psychological safety amongst school teachers in relation to antecedents at organization and team level.
The Role of Authentic Leadership and Teachers&apos; Organizational Commitment on Organizational Citizenship Behavior in Higher Education
Author: Roncesvalles, Ma. Celia T.
Date: 2021-07-00
Type: Journal Articles
Subjects: Leadership Styles,Teacher Attitudes,Work Attitudes,Teacher Behavior,College Faculty,Foreign Countries,Teacher Administrator Relationship

Several studies highlight the significant role of authentic leadership and followers' organizational commitment on organizational citizenship behavior in business organizations. However, the study of the constructs in the context of educational organization was given less attention in the current literature. This research was intended to assess the influence of authentic leadership and organizational commitment on organizational citizenship behavior in higher education institutions using a quantitative approach and a descriptive survey research design. The collected data from 150 college teacher respondents in the Philippines and hypotheses were assessed using SPSS and Structural Equation Modeling (SEM) AMOS software. The results of this research revealed that authentic leadership and teachers' organizational commitment significantly influence organizational citizenship behavior. The results also depicted that authentic leadership significantly affects organizational commitment. Results yielded that authentic leadership has an indirect influence on organizational citizenship behavior through organizational commitment. This study provides new insights to educational leaders, scholars, and practitioners on the significance of leaders' authentic leadership on teachers' organizational commitment and organizational citizenship behavior in educational organizations and the significance of leader-teacher relationships in the organization.
Louisiana School Counselors&apos; Daily Activities and the American School Counselor Association National Model: A Complex History and a Hopeful Future
Author: Rock, Wendy D.
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counselors,School Counseling,Barriers,Counselor Attitudes,Professional Associations,Models,Testing,Work Environment,Counseling Services,Knowledge Level,Federal Legislation,Certification,Counselor Training,Employment Qualifications,School Districts,National Standards,State Standards,Principals,Time Management

This mixed-methods, concurrent nested study was designed to explore the extent to which one state's school counselors reported daily activities that align with the American School Counselor Association (ASCA) National Model. Despite federal and state legislation, state policies, and a state model supporting school counseling practices, a significant number of school counselors in this study (approximately 25%) reported barriers to the implementation of comprehensive models. Barriers included a disproportionate amount of duty, testing, and the coordination of specialized services. Yet, three out of four school counselors in this sample reported knowing about and implementing elements of the ASCA National Model. Thus, there is hope that school counseling in Louisiana will eventually meet national and state standards.
&quot;I Feel Quite Hopeful That My Future Is Still Going to Be Okay&quot;: &quot;Educational Aspirations during COVID-19&quot;
Author: O'Malley, Blaise Y.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Young Adults,Foreign Countries,Academic Aspiration,Occupational Aspiration,Distance Education,School Closing,Conventional Instruction,Access to Education,Barriers

The COVID-19 pandemic has radically altered how we learn, work, and live. This qualitative research aimed to study the effects of the COVID-19 pandemic on the educational and occupational aspirations of young Canadian adults. All close to 29 years of age, sixteen participants took part in one-on-one semi-structured interviews conducted through Zoom. Questions probed participants' hopes, dreams, and perceived obstacles regarding school and work. Coding was completed using the research software Dedoose. Thematic content analysis was performed using both deductive and inductive approaches. Three themes emerged: the benefits and drawbacks of working and learning from home; financial changes and concerns; and hope and optimism despite challenges posed by the pandemic. Working and learning from home were discussed by 88% of participants, making it the most prominent theme. Participants generally agreed that working and learning from home had many benefits, but some expressed concern about the quality of online education. In addition, the pandemic caused financial hardship for a few participants, forcing them to delay educational or occupational plans. However, the majority (75%) expressed positivity and hope for the future. Overall, although the timeline of some participants' educational or occupational plans changed, their aspirations largely remained the same.
Homeward Bound: Educational Leaders&apos; Perceptions of Hiring Repatriating International Teachers
Author: Mizzi, Robert C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Workers,Teacher Selection,Superintendents,Principals,Public Schools,Job Applicants,Rural Schools,Urban Schools,Foreign Countries,Public School Teachers,Teaching Experience

The purpose of this study was to determine how educational leaders interpret job applications from international teachers who are planning to repatriate. Ten rural and urban educational leaders from the Canadian province of Manitoba were presented with three different fictitious cases to screen and analyze for shortlisting purposes. The findings suggest that international teachers need to clearly communicate their work experiences and explain how acquired intercultural and linguistic competencies would be advantageous for the school community. Educational leaders should apply an international awareness when screening job applications. Recommendations for both leadership development and global teaching careers are offered.
Understanding the Application and Use of Indigenous Research Methodologies in the Social Sciences by Indigenous and Non-Indigenous Scholars
Author: Pidgeon, Michelle
Date: 2021-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Indigenous Populations,Research Methodology,Social Science Research,Cultural Influences,Ethics,Diversity,Foreign Countries,Cultural Relevance,Interpersonal Relationship,Holistic Approach

Indigenous research methodologies articulate how researchers and Aboriginal communities engage in research together. These methodologies are informed by Indigenous cultural and ethical frameworks specific to the Nations with whom the research is being conducted. This study explores how such research relationships were articulated in the dissemination phase of research. We carried out an Indigenous qualitative content analysis of 79 peer-reviewed articles published January 1996 to June 2018, predominantly in the fields of social sciences. Our findings show that most articles were written by Indigenous researchers or a research team composed of Indigenous and non-Indigenous researchers. Such collaborations articulated the principles of Indigenous methodology (IM) much clearer than those authored by non-Indigenous scholars or when partnerships with Indigenous communities were less evident with respect to the principles guiding the research process. The principles of IM that were manifest in these research partnerships were relevance, respect for Indigenous knowledges, responsible relationships, wholism, and Indigenous ethics. The findings of this study will help to guide future researchers who work with Indigenous peoples, especially with respect to the need for a deeper understanding of how such research relationships are sustained over time to bring about meaningful change for Indigenous peoples and their communities.
A Psychometric Look at Principal Professional Development
Author: Westberry, Lee
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychometrics,Faculty Development,Instructional Leadership,Scores,Principals,Superintendents,Educational Needs,Program Administration,Self Esteem,Administrator Attitudes,Kindergarten,Elementary Secondary Education

This study evaluates aspects related to P12 principals' professional development needs in South Carolina regarding the three domains of school leadership: management, instructional leadership, and program administration. A survey to rate principals' current leadership knowledge, rank order their professional development needs, and provide a confidence rating regarding their abilities was given to over 1,100 principals and 85 superintendents. Through examining relationships with a psychometric model, results derived latent leadership ability scores and self-reported confidence ratings of principals as well as the superintendents' leadership scores and confidence ratings of their principals. This study found a significant discrepancy between principals' and superintendents' confidence ratings and their corresponding leadership ability scores, respectively. A further analysis of the rank-ordered professional development needs highlighted instructional leadership to be the most needed topic for professional development. Finally, atypical response patterns regarding principal's current leadership knowledge are also identified through person-fit analysis to provide additional information regarding P-12 principals' professional development needs.
Integration of Inquiry and Play: Young Children&apos;s Conceptual Change in Astronomy
Author: Güçhan-Özgül, Sinem
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Play,Preschool Children,Developmentally Appropriate Practices,Child Development,Concept Formation,Scientific Concepts,Science Activities,Science Instruction,Instructional Effectiveness,Astronomy,Preschool Education,Foreign Countries

This study aims to introduce inquiry-based play activities and to examine their effectiveness on young children's conceptual understanding of the shape of the Earth and the day-night cycle. The inquiry-based play activities for preschool children were designed to support children to learn the concepts of the shape of the Earth and the day-night cycle. The activities were designed based on the Preschool Learning Cycle (Play, Explore, and Discuss). The study sample consisted of 80 children, 33 of whom are girls and 47 are boys. The children's ages ranged from 54 to 70 months. To measure children's conceptual understanding, Earth-2 (EArth Representation Test for cHildren-2) developed by Straatemeier et al. (2008) was used. Science journals were used to promote children's reflective thinking and to evaluate their learning. The results revealed that the inquiry-based play activities positively affected young children's conceptual understanding of the shape of the Earth and the day-night cycle.
Reflections from the Learning Environment Designed According to the Variation Theory: Congruent Triangles
Author: Aydin-Güç, Funda
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Environment,Learning Theories,Geometry,Geometric Concepts,Concept Formation,Mathematics Instruction,Mathematics Activities,Instructional Effectiveness,Secondary School Students,Grade 8,Foreign Countries

This article presents theoretical knowledge, sample activities, and reflections from the implementation process on how teachers can benefit from the Variation Theory to help students enhance their mathematical comprehension. In this context, &quot;congruence of triangles&quot; was conceptualized as an object of learning. Critical aspects were determined in order to help students discern dimensions of variations of congruence of triangles. In order to develop awareness in students about the critical aspects, learning tasks including patterns of variance and invariance in accordance with the Variation Theory were designed. The activity was implemented in 2020-2021 academic year by a volunteer mathematics teacher under the guidance of the researcher in distance education. Seven volunteer 8th grade students enrolled in a secondary school in Giresun participated in the study. Data analysis revealed that the activity designed based on the Variation Theory was effective in helping students discern the critical aspects of the congruence of triangles.
Predict - Observe - Explain - Do: Calculate Your Carbon Footprint Activity in Distance Education
Author: Sarioglan, Ayberk Bostan
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Activities,Distance Education,COVID-19,Pandemics,Science Education,Foreign Countries,Grade 7,Middle School Students,Inquiry,Active Learning,Environmental Education,Teaching Methods

Formal and informal education have transitioned to distance learning in many countries due to the COVID-19 pandemic. This study aimed to develop an activity for science lessons during distance education to increase students' knowledge of and awareness about environmental problems. The study was conducted with 7th grade students enrolled in a public school in Turkey. The activity was designed based on the predict-observe-explain-do (POED) method to promote students' inquiry-based learning. The activity engaged students in researching about and calculating carbon footprint, discussing the causes and effects of global warming, sharing ideas about how to protect the environment, and creating products to raise awareness about environmental issues. Data analysis suggested that the students were active participants in the learning tasks, were motivated to learn the concepts, and increased their awareness about global warming. A suggestion of the study is to design similar POED activities for other science topics.
The Academic Ethics of Graduate Students at Yarmouk University: From the Point of View of the Students Themselves
Author: Taha, Siham Mohammad
Date: 2021-00-00
Type: Journal Articles
Subjects: Ethics,Moral Values,Graduate Students,Student Attitudes,Student Characteristics,Gender Differences,Student Behavior,Public Colleges,Foreign Countries

The study aims to identify the reality and degree of commitment of postgraduate students to ethical behaviors from the students' own point of view, and to identify the statistical differences of the reality of academic ethics according to the variables of gender, college and academic degree. The sample of the study consisted of (270) male and female postgraduate students, and in order to achieve the objectives of the study and answer its questions, the questionnaire-based survey approach was followed. The results showed that the degree of commitment to academic ethics among postgraduate students was average in all fields, where the arithmetic mean about the reality of the degree of commitment to academic ethics was (3.50) and mean of the ethics of human and community relations was (2.85). Results also indicated that there were statistically significant differences at the level of ([alpha] 0.05). According to the difference in the gender variable and in favor of males, and there were no differences in relation to the variable of the college to which the student belongs .Therefore, it is imperative for the Jordanian universities to enhance and develop the degree of commitment to ethics among students in general, whether inside or outside universities.