ethanporcaro/eric-fulltext-meta huggingface dataset:
Special Education Teacher Candidates&apos; Metaphoric Perceptions of Technology-Assisted Instruction
Author: Çuhadar, Selmin
Date: 2022-12-00
Type: Journal Articles
Subjects: Special Education Teachers,Preservice Teachers,Figurative Language,Educational Technology,Technology Uses in Education,Special Education,Student Attitudes,Foreign Countries

This study aims to determine the metaphors created by teacher candidates for technology-assisted instruction in special education. This is a descriptive study, which was conducted in survey model. The study group consisted of 138 volunteer teacher candidates studying at the second, third and fourth grades of the Special Education Department. Teacher candidates' metaphors about the use of technology in special education were created online collected with a questionnaire. In order to reveal the metaphors of teacher candidates for technology-assisted teaching in special education, sentences such as &quot;To me, technology-assisted teaching in special education are like ......; because, …….&quot;. The content analysis technique in the research was used for data analysis. Teacher candidates of the Department of Special Education have produced 56 metaphors about the use of technology in special education. These metaphors are grouped according to their common features and grounds for use. The grouping study, metaphors were collected under six different categories. The metaphors created by the teacher candidates were visualized using figures and tables, categorized, and explained using direct quotes from the participants' reasoned explanations. It is observed that the metaphors of water, key and compass were used frequently about the technology-assisted teaching in special education. Among these metaphors, water has been repeated 15 times and became the most used metaphor by teacher candidates, while key and compass have been repeated seven times. It is concluded that teacher candidate' perceptions of technology-assisted teaching in special education are generally positive.
Pakistan&apos;s First-Ever Participation in an International Large-Scale Assessment (TIMSS): Critique and Implications
Author: Ahmad, Sohail
Date: 2022-12-00
Type: Journal Articles
Subjects: Criticism,Foreign Countries,Elementary Secondary Education,Mathematics Achievement,International Assessment,Mathematics Tests,Achievement Tests,Science Tests,Science Achievement,Cultural Context,Developing Nations,Educational History,Measurement,Trend Analysis,Educational Benefits,Educational Resources,Barriers,Educational Finance,Faculty Development,Scores,Public Schools,Private Schools,Grade 4,Grade 8,Educational Change

The International Large-Scale Assessment (ILSA) is a rapidly growing field in education which has gained considerable attention of stakeholders across the globe. Historically, ILSA emerged from the developed context which has drifted to the developing contexts in a short span of time due to globalisation. Pakistan has participated in ILSA (i.e., TIMSS) for the first time in the 2019 cycle. In light of the global critique on ILSA, this paper presents a critical analysis on Pakistan's participation in TIMSS by raising questions embedded in contextual realities. The discussion adds to the understanding of ILSA in terms of historical developments, theoretical underpinnings towards participation in ILSA, and the general as well as context-specific critique on ILSA. The paper ends with the argument in favour of strengthening national LSA instead of relying only on ILSA.
The Usability of Images Generated by Artificial Intelligence (AI) in Education
Author: Aktay, Sayim
Date: 2022-12-00
Type: Journal Articles
Subjects: Artificial Intelligence,Educational Technology,Usability,Visual Aids,Program Effectiveness,Technology Uses in Education,Pictorial Stimuli

In this study, the usability of images generated by artificial intelligence (AI) in education was attempted to be determined. For this purpose, the DALL·E AI tool developed by OpenAI was used. This research aims to determine the usability of images generated by artificial intelligence in education and the qualitative research design was used. Document analysis technique was selected as the most appropriate technique for examining images generated by artificial intelligence. In this context, images produced in categories determined based on the field text by artificial intelligence were examined according to criteria determined by the researcher. When the research findings are examined, it is seen that images generated by artificial intelligence are generally very effective and successful. Artificial intelligence can also visualize abstract concepts such as sports and entertainment, in addition to concrete concepts such as animals, landscapes and objects. The fact that almost all images generated by artificial intelligence give results in accordance with the text, and almost all of them are quite good. As a result, it is concluded that the potential for using images generated by artificial intelligence for educational purposes is high.
The Effect of Formative Assessment on Reading Comprehension
Author: Sonmez, Muhammet
Date: 2022-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Evaluation Methods,Reading Comprehension,Grade 3,Foreign Countries,Academic Achievement,Reading Tests,Turkish,Textbook Content

The aim of this research is to set forth the effects of formative assessment methods on reading comprehension. To this end, reading status of a group of students was assessed with formative assessment methods, while that of another group was evaluated with traditional ones. The research was carried out by using unequalised quasi-experimental design. The experimental and control groups of the research were randomly assigned. The study group consisted of 50 3rd grade students of a primary school in the Dilovasi district of Kocaeli city, Türkiye. The data of the study were obtained from the texts within 3rd grade curriculum and from the comprehension questions prepared for these texts. The data were analyzed via SPSS 22 program. Mann-Whitney and Wilcoxon signed rank tests were used during analyses. In the findings of the research, a highly significant difference was observed in favor of the experimental group. As a result of the findings of the research, it was observed that formative assessment methods contributed to reading comprehension success positively
Teachers&apos; Perceptions Regarding Moral Education in Private and Public Schools in Karachi: A Comparative Study
Author: Siddiqui, Rabia
Date: 2022-12-00
Type: Journal Articles
Subjects: Teacher Attitudes,Ethical Instruction,Private Schools,Public Schools,Comparative Analysis,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Preschool Teachers

Moral education is a stimulation of the natural development of learners' moral judgement, which in turn, enables them to manage their behaviour. Schools can be successful in developing moral values in students through teachers and a positive school environment. However, due to teachers' packed routines and lack of school attention towards the moral domain, this aspect of teaching is mainly neglected. The current quantitative study aimed to explore teachers' perceptions in private and public sector schools regarding the development of moral values through formal education using a survey. It further endeavoured to draw a comparison between the teachers' perceptions regarding moral education in private and public schools for a better insight into moral development of students for a holistic learning environment. Findings revealed that teachers from both sectors believed religion to be the prime source of moral values. They perceived teaching moral values as important but were less focused on modelling themselves as moral agents. Furthermore, there were no significant differences between the perceptions of public and private sector teachers regarding the importance, efficacy, and practice of moral education. However, a moderate correlation between perceived importance and subsequent practices was found to some extent.
&quot;Being a Teacher&quot; at University: Perceptions, Feelings, and Efforts
Author: Ilhan, Elif
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Psychological Patterns,Teacher Responsibility,Foreign Countries,Faculty Development

The study aims to reveal how faculty members perceive and feel about being a teacher at university, and make efforts to enhance their teaching responsibilities. The qualitative study was designed as a transcendental phenomenological study. The views of 25 faculty members at different universities in Turkey were obtained by interviewing method, and analysed through content analysis. The study found that the perceptions of being a teacher were mainly teacher- and student-centred. The faculty members got (un)happy/(in)competent depending on whether or not their students were learning, responding to questions, attending class, and paying attention to the course. They tried to enhance their teaching responsibilities through some informal ways such as getting peer assistance, and discussing with relatives/friends. After the findings were discussed in detail, some suggestions were presented for faculty members and for the researchers.
Building Strength in Chicago: Setting the Local and National Computer Science Agendas
Author: Johnson, Mark
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Elementary School Students,High School Students,Computer Science Education,Student Participation,Influences,Adoption (Ideas),Local Issues,Capacity Building,Public Schools,Educational Policy,Federal Aid,Federal Programs,Advocacy

We used Manna's theory on borrowing strength to examine the influence of local and national idea champions seeking to broaden the participation of K-12 students in computer science. Concepts from Manna's model were applied to analyze interview data gathered from idea champions at the national and local levels. We identified examples of borrowing strength that not only highlighted the importance of individual policy entrepreneurs but also elevated the importance of community building. We introduce the concept of building strength to highlight how idea champions strategically supported capacity-building activities at a different level in the federal system prior to borrowing strength.
Determining the Order of Importance of Stress Factors Caused by School Administration
Author: Uylas, Sümeyra Dilek
Date: 2022-00-00
Type: Journal Articles
Subjects: Administrators,School Administration,Stress Variables,Stress Management,Value Judgment,Attitudes,Teacher Behavior,Faculty Workload,Justice,Barriers

From the perspective of teachers, this study aims to identify the issues that cause stress in teachers by evaluating the potential stress factors that may arise from the school administration, from most to least stressful, and recommending that school administrators take action to alleviate stress. Since stress factors were ranked in order of importance, the data were analyzed with the median. The data analysis was also carried out with non-parametric tests due to the sequential nature of the scale, and descriptive analysis was performed. Maximum variation sampling was used to determine the study group. 227 teachers working in the first semester of the 2021-2022 academic year in different provinces in the research. The study used a scale including ten stress factors, in which teachers were expected to rank the stress factors originating from school administration according to their importance. According to the findings, the most stressful situations caused by the school administration are unjust attitudes, interfering teachers, and the excessive workload assigned by the administration. In contrast, the least stressful situations are the administration's lack of encouragement, the frequent changes in the practices of the school administration.
Examining the Reflection of Social Media on School Administration: A Qualitative Research
Author: Balikçi, Abdullah
Date: 2022-00-00
Type: Journal Articles
Subjects: School Administration,Social Media,Communication Strategies,Time,Administrators,Experience,Administrator Attitudes,Foreign Countries,Technology Uses in Education,Work Environment

The study aims to examine the reflection of social media on school administration. The findings demonstrated that social media is a tool which provides fast communication; enables internal and external, formal and informal works to be carried out more effectively and easily. School administrators prefer social media compared to previous periods because it provides both faster and easier execution of work and savings. Structural and technical regulations are needed to use social media more effectively in school administration. Further research can be conducted by taking into account the stakeholders adopting different methods.
Faculty Mentoring and Financial Support of Graduate Students
Author: Milosch, Joseph
Date: 2022-00-00
Type: Journal Articles
Subjects: Mentors,Teacher Role,Financial Support,Academic Persistence,Minority Group Students,White Students,Graduate Students,Racial Differences,Correlation,Student Financial Aid,Student Satisfaction,Student Characteristics,Student Attitudes

We examined the relations between faculty mentoring and financial support on the retention of BIPOC and White students enrolled in graduate programs. Mentoring was significantly related to the retention of BIPOC and White students. Beyond the impact of mentoring, financial support had a significant and unique contribution to the retention of BIPOC students but not White students. Our findings suggest that mentoring is vital to both BIPOC and White graduate students. However, financial support seems to only impact the retention of BIPOC students after considering the contribution of mentoring. The implications of our findings are discussed. [The citation (v6 n2 Spr 2022) on the .pdf is incorrect. The correct citation is v6 n2 Fall 2022.]
Examining a Northern Sámi-Norwegian Dual Language Picturebook in English Language Education through a Critical Translingual-Transcultural Lens
Author: Ibrahim, Nayr Correia
Date: 2022-00-00
Type: Journal Articles
Subjects: Picture Books,Norwegian,Finno Ugric Languages,Indigenous Populations,Bilingual Instructional Materials,Teaching Methods,Second Language Learning,Native Language,Multilingualism,Elementary School Students,Second Language Instruction,English (Second Language),Self Concept,Cultural Pluralism,Diversity,Social Justice,Cultural Context,Foreign Countries,Childrens Literature,Language Attitudes

The present article explores the affordances of a dual language Northern Sámi-Norwegian picturebook in addressing multilingualism and interculturality in the primary English language classroom. Both notions of interculturality and multilingualism have received increased attention as fundamental components in English language teaching (ELT), yet they have been mostly addressed as separate concepts. Furthermore, because interculturality has traditionally been theorised as communicating across geographical/national borders, local diversities, such as indigenous cultures and languages, have often been overlooked or misrepresented in the language classroom. Similarly, linguistic diversity has mostly been viewed through the monolingual lens. As classrooms around the world have become increasingly diverse, both culturally and linguistically, it is important for teachers to engage with these multiple languages and identities, not as separate entities in faraway lands, but also through an exploration of local indigenous diversities. The dual language picturebook provides a textual-visual space to engage teachers and learners with the multilingual turn in tandem with the transcultural perspective. The chosen picturebook, &quot;Ábiid plástihkat -- Plasten i havet&quot; (2020), by Rita Sørly (author) and Malgorzata Piotrowska (illustrator) opens up the interpretative possibilities of multimodal texts as socially-just, diversity-focused, visually-complex and language-conscious semiotic objects. Embedded in a specific cultural context, the English classroom in northern Norway, this paper positions the dual language picturebook as a potential resource for exploring indigenous languages and cultures in Grades 1-7 and for attending to global-local diversities through a critical translingual-transcultural lens.
Fighting Fit: Developing Racially Diverse Principal Pathways in Historically Homogeneous Communities
Author: Benedetti, Christopher
Date: 2022-00-00
Type: Journal Articles
Subjects: Principals,Administrator Characteristics,Minority Groups,Elementary Secondary Education,Racism,Administrator Education,Guided Pathways,Role Theory,Recruitment,Personal Autonomy

Despite a rise in school principal vacancies in recent years, principals of Color are still underrepresented in many K-12 school districts across the United States. Continued racial bias remains a barrier and deterrent for aspiring principals of Color, particularly in homogenous, predominantly White school districts and communities that allow stereotype-driven selection criteria such as culture fit in hiring decisions. Principal preparation pathways can provide a vehicle for increasing diversity in school leadership, though existing practices have yet to demonstrate significant and widespread progress in existing racially homogenous communities. This conceptual work presents a theoretical model for considering, addressing, and improving the diversity of principal pathways to increase principals of Color in predominantly White school districts and communities. Discussion of the model, with suggestions for school district leaders and researchers, is included.
Teachers&apos; Person-Organization Fit and Turnover Intentions: The Role of Psychological Well-Being
Author: Coskun, Basak
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Elementary School Teachers,High School Teachers,Middle School Teachers,Foreign Countries,Work Environment,Job Satisfaction,Well Being,Faculty Mobility,Intention,Career Change

The purpose of this study was to explore the effects of teachers' P-O fit levels on their turnover intentions and the role of psychological well-being in this relationship. Data collected from 507 teachers, through the scales measuring teachers' P-O fit, well-being and intent to leave the teaching profession and intent to move to another school, was analyzed in a 3-step regression model. The analysis showed that teachers' P-O perceptions had a direct and significant effect on their intent to move to another school and intent to leave the profession. Both of these effects were partially mediated by their well-being levels.
Film and the Intercultural Multimodal Reader: Expanding Intercultural Literary Literacy as a Theoretical and Pedagogical Concept
Author: Hoff, Hild Elisabeth
Date: 2022-00-00
Type: Journal Articles
Subjects: Films,Intercultural Communication,Teaching Methods,Correlation,Literacy,Language Styles,Multicultural Education,Multiple Literacies,Semiotics,English Literature,Literary Devices

This article addresses key theoretical and practical concerns related to the intercultural encounter with multimodal literature. Previous efforts to incorporate an intercultural dimension into conceptualisations of literary literacy have primarily focused on competences associated with the reading of traditional, script-based texts. However, as the term &quot;literature&quot; is today associated with a wide range of new media texts, there is a need to take this into account in theoretical constructs as well as in pedagogical practice. The article provides insight into how the multimodal elements of &quot;film&quot; function as a complex meaning-making ensemble which adds layers of potential insight as well as potential misunderstanding to the text interpretation process. With a basis in the Model of the Intercultural Reader (Hoff, 2016), the article sheds light on how issues related to the narrative style and structure of a Hollywood motion picture can be navigated through an exploration of the recognisable audio-visual rhetoric of oft-repeated tropes. Drawing on Baz Luhrmann's film &quot;Romeo + Juliet&quot; as a practical example, concrete suggestions for pedagogical practice are offered. By integrating practices of script-based intercultural reading with new literacies, the article expands upon previous theorisations of the intercultural reader and provides insight into how teachers may facilitate nuanced intercultural explorations of literary multimodal texts in the 21st century language classroom.
The Research Gap: Social Justice Leadership in Suburban Schools
Author: Woleck, Kristine Reed
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Justice,Leadership Styles,Suburban Schools,Literature Reviews,Transformational Leadership,Critical Theory,Consciousness Raising

Social justice leadership that attends not only to equity for marginalized students but also to critical consciousness for all students has been largely ignored in empirical research of suburban schools. The purpose of this paper is to review the literature regarding transformative social justice leadership and assert the need for further studies, specifically as this leadership relates to developing critical consciousness in suburban schools and students there who belong to majority groups. This highlights the relevance of transformative social justice leadership and critical consciousness beyond urban schools to also include implications for the understudied demographic of suburban schools.
Reconceptualizing Critical Cultural Awareness for the Context of FL Literature Education: The Development of an Assessment Rubric for the Secondary Level
Author: Schat, Esther
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Scoring Rubrics,Secondary School Students,Literature Appreciation,Intercultural Communication,Communicative Competence (Languages),Second Language Learning,Second Language Instruction,Multicultural Education,Teaching Methods,Learning Processes,Spanish,Literary Criticism,Foreign Countries,Writing Assignments,Immigration,Student Attitudes,Social Justice,Emotional Response,Conflict

The construct of critical cultural awareness (CCA) is often regarded as an element pertaining to intercultural communicative competence (Byram, 1997, 2021). In this model, CCA is defined as the ability to &quot;evaluate, critically, and on the basis of a systematic process of reasoning, values in one's own culture and other cultures&quot; (Byram, 2021, p. 90). Although the potential of literature to develop learners' CCA is widely accepted by intercultural education scholars, Byram's definition has some limitations as a theoretical basis for teaching students how to &quot;evaluate and reason critically&quot; about literary texts, as it does not take into account certain aspects of literary reading and critical interculturality that are essential in contemporary foreign language (FL) teaching and learning. This study aims to redefine CCA for the specific context of secondary literature education in a bottom-up manner, based on an analysis of student texts about migratory literature. To this end, 97 students learning Spanish as a FL in the upper forms of pre-university education (aged 15-19) at four schools in the Netherlands were asked to write an evaluation of two literary texts they read in class. Via qualitative analysis of these texts with Atlas.ti, three content categories--social justice, emotions and conflict--and two evaluative categories--cultural representation and transformation--were identified for CCA. The findings of this study have implications for other FL literature teaching settings, as a generic rubric for assessment of student texts was developed based on the criteria that emerged from the data.