ethanporcaro/eric-fulltext-meta huggingface dataset:
Navigating through Turbulent Times: U.S. Secondary Teachers Share Their Experiences as Online Learners during the COVID-19 Pandemic and the Implications for Their Teaching Practice
Author: Carjuzaa, Jioanna
Date: 2021-12-00
Type: Journal Articles
Subjects: Secondary School Teachers,Barriers,School Closing,Educational Technology,Online Courses,COVID-19,Pandemics,Distance Education,Graduate Study,Well Being,Teacher Responsibility,Family Work Relationship,Social Isolation,Stress Variables,Costs,School Safety,Teacher Role,American Indian Students,English Language Learners,Faculty Development

This participatory action research was a collaborative endeavor designed to identify the challenges secondary in-service teachers confront as learners in a virtual context and the implications their participation in graduate synchronous remote coursework had for them as middle and secondary classroom teachers teaching online. This article highlights the obstacles schools have been facing amid the coronavirus pandemic, presents the fears consuming teachers, parents, and students, describes the frustration with remote learning, and summarizes the pre and post-coronavirus teacher stress, burnout, and attrition occurrences. This article also outlines preventative measures to make schools safe and secure, and discuss how supporting teacher self-care, promotes student wellbeing. We share lessons learned from identifying teacher stresses in the online virtual learning context and redesigning our graduate courses for our participants by modeling best practices for coping with technostress, incorporating technology tools, modifying pedagogical procedures, and integrating various resources to enhance virtual instruction. Using thematic analysis, we identified the following themes which impact the e-teaching-learning experience: a) juggling multiple demands in the home environment while learning online is distracting; (b) balancing work-life responsibilities is challenging; (c) teaching and learning in a virtual context is isolating; (d) dealing with technostress is overwhelming, and (e) practicing self-care allows teachers to support student wellbeing. We summarize the findings from this project where the teachers reflect on their personal experiences while enrolled in online graduate courses and describe how the teachers' experiences as learners informed their teaching practice. [Note: The page numbers shown on the PDF are incorrect. The correct page range is 245-279.]
Study of Developing Stereotyped Thoughts Scale toward Science Courses
Author: Irmak, Bayram
Date: 2021-12-00
Type: Journal Articles
Subjects: Test Construction,Measures (Individuals),Stereotypes,Science Education,Elementary School Teachers,Preservice Teachers,Factor Analysis,Test Validity,Foreign Countries

The study aims to develop a scale for determining the stereotyped thoughts of primary school classroom and elementary science teacher candidates toward science courses. Descriptive survey model, one of the quantitative research patterns, is used since the study follows the process of scale development. In sample determination, first stratified sampling and then easily accessible sampling method are used. The study groups consist of 611 pre-service teachers, wherein 302 was for Exploratory Factor Analysis (EFA) while 309 was for Confirmatory Factor Analysis (CFA). For the validity of the scale, the number of content validity rate (CVR) was determined in line with the opinions of 14 experts and the scale items were arranged. For the construct validity of the scale, EFA was performed and total item correlation and item factor loadings were found to be at the desired level. As a result of the validity-reliability analysis of the study by adopting a Likert-type scale development model, a 28-item scale structure with Cronbach alpha internal consistency coefficient 0.81, consisting of five factors, was obtained, which explains 58.63% of the total variance.
Leading Rural Schools: Looking to the Literature for Evidence to Inform Principal Preparation Programs
Author: Mendiola, Brenda
Date: 2019-08-00
Type: Journal Articles
Subjects: Rural Schools,Principals,Leadership Training,Administrator Education,Educational Strategies,Geographic Isolation,Administrator Role,Declining Enrollment,Teacher Persistence,Teacher Selection,Teacher Administrator Relationship,Standards

A systematic review of the literature was conducted to identify challenges faced by rural school principals, strategies to address the challenges, and how the challenges and strategies can be addressed through the implementation of the 2018 National Educational Leadership Preparation (NELP) standards and the 2015 Professional Standards for Educational Leaders (PSELs). The review yielded 42 studies conducted between 2006 and 2018. Major themes emerging from the literature include issues related to leadership, enrollment, teacher recruitment and retention, and school improvement/student achievement. Major challenges and strategies are aligned with the NELP standards and PSELs for use by those teaching principal preparation courses or developing curriculum for principal preparation courses.
Leadership and Followership: The Yin &amp; Yang to Building Professional Capacity
Author: Warfield, Kimberly
Date: 2019-08-00
Type: Journal Articles
Subjects: Instructional Leadership,Capacity Building,Leadership Role,Leadership Styles,Administrative Organization,Teacher Administrator Relationship,Interaction,Principals

Structured organizational groups are composed of two primary groups, leaders and followers. Of the two groups, the success or failure of organizations, such as schools, are dependent on the leader and his or her leadership abilities. Effective leadership and followership in the educational setting is essential to improving and sustaining academic success. With the ever-increasing pressures in education from national, state, and district accountability standards, school organizations should also focus on fostering relationships between the leaders and followers. Leadership and followership roles are similar to the Chinese principles Yin and Yang, representing duality, yet harmonious relationships. Organizations should keep in mind that future leaders will come from the pool of individuals currently serving as followers; however, it is equally important to recognize leadership and followership as an undeniable symbiotic relationship between those who lead and those who choose to follow.
African American Male Students&apos; Perceptions of Self-Efficacy, Student Engagement, and Mentoring and Student Retention
Author: Brewster, Derrick
Date: 2019-08-00
Type: Journal Articles
Subjects: African American Students,Males,Student Attitudes,Self Efficacy,Learner Engagement,Mentors,School Holding Power,Institutional Characteristics,Whites,Academic Achievement,Predictor Variables,Undergraduate Students

There is limited quantitative research on self-efficacy, student engagement, mentoring, and student retention of African American male (AAM) students at Predominantly White Institutions (PWI). The purpose of this study is to fill the gap by sharing findings from a web-based survey on perceptions of self-efficacy, engagement, mentoring, and retention in a PWI. According to the results, a positive correlation exists between GPA and student groups, classification and engagement affect academic performance, and classification and interest in faculty mentor. Mentoring minority students is vital to consider, given the impact on student retention and success. The study provides recommendations for mentoring and future research to higher education leadership.
Tough Choices: District Spending in Alabama during Financial Crises
Author: Pendola, Andrew
Date: 2020-08-00
Type: Journal Articles
Subjects: School District Spending,Economic Climate,Educational Equity (Finance),Retrenchment,State Aid,Budgeting,Expenditure per Student,Teacher Student Ratio,Teacher Salaries

In times of financial crises, it is crucial to understand how district leaders prioritize spending to ensure an adequate and equitable education for all students. This paper examines how districts in Alabama altered spending during the Great Recession. Results demonstrate that expenditure cuts were more intense for high needs student populations, with the most substantial reductions in instructional support, teacher salaries, and administrative positions. While cuts were more significant amongst high needs districts, supports for At-Risk students were enacted. Results highlight the consequences of inequitable state funding for students, teachers, and leadership during financial crises.
The Process of Designing Integrated STEM Learning Materials: Case Study towards an Evidence-Based Model
Author: De Meester, Jolien
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Instructional Materials,Curriculum Development,Evidence Based Practice,Integrated Curriculum,Secondary School Teachers,Foreign Countries,Interdisciplinary Approach

This study models the process of designing learning materials for integrated STEM (iSTEM) in secondary education, as gone through by four multidisciplinary teams of STEM teachers in Flanders (Belgium). In order to identify the crucial, counterproductive, and missing activities in the observed design processes, the learning materials developed by each team were assessed with respect to the key principles of iSTEM education. Crucial activities in the observed design processes appeared to be the formation of a multidisciplinary design team, a brainstorm on themes, the identification and linking of STEM contents, and the exploration of a feasible, engaging student challenge with interrelated subproblems. The observed processes lacked a specification of the targeted learning goals and the inclusion of research-based instructional strategies aiming at these goals. The evidence-based model of the iSTEM design process resulting from this study can fuel teacher training programs and empower pre- and in-service teachers to create high-quality integrated STEM education.
ArtsSciences Design-a-Thon: Solving Complex Problems in Interdisciplinary Teams
Author: Bremmer, Melissa
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Art Education,Interdisciplinary Approach,Problem Solving,Robotics,Preservice Teacher Education,Preservice Teachers,Cooperative Learning,Design

In this empirical study, the one-day project Robot Love Design-a-thon was designed for an interdisciplinary group of preservice teachers (in arts, sciences, and primary education), and evaluated through observations and learner reports. An analysis of the observations and the learner reports showed that having to go through a complete design process in a single day worked well: it facilitated the exchange of ideas and critical discussions between students concerning the project's socially engaged theme 'Tenderness and Technology'. In addition, interdisciplinary collaboration emerged as an important learning outcome. All students found working in mixed teams a relevant and educational experience as they could profit from each other's expertise.
Examining Rater Biases of Peer Assessors in Different Assessment Environments
Author: Yesilçinar, Sabahattin
Date: 2021-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Preservice Teachers,English (Second Language),Second Language Learning,Microteaching,Foreign Countries,Teacher Educators,Interrater Reliability,Validity

The current study employed many-facet Rasch measurement (MFRM) to explain the rater bias patterns of EFL student teachers (hereafter students) when they rate the teaching performance of their peers in three assessment environments: online, face-to-face, and anonymous. Twenty-four students and two instructors rated 72 micro-teachings performed by senior Turkish students. The performance was assessed using a five-category analytic rubric developed by the researchers (Lesson Presentation, Classroom Management, Communication, Material, and Instructional Feedback). MFRM revealed the severity and leniency biases in all three assessment environments at the group and individual levels, drawing attention to the less occurrence of biases anonymous assessment. The central tendency and halo effects were observed only at the individual level in all three assessment environments, and these errors were similar to each other. Semi-structured interviews with peer raters (n = 24) documented their perspectives about how the anonymous assessment affected the severity, leniency, central tendency, and halo effects. Besides, the findings displayed that hiding the identity of the peers develops the reliability and validity of the measurements performed during peer assessment.
Investigating University Students&apos; Perceptions about Two Different Cases of Foreign Language Courses
Author: Ilhan, Elif
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Undergraduate Students,Second Language Learning,Second Language Instruction,Language Usage,Preferences,Vocabulary Development,Grammar,Case Studies,Content Analysis,Language Skills,Teaching Methods,Native Language,Language Teachers,Foreign Countries

This study investigates university students' perceptions of two different cases of foreign language courses conducted in L1&amp;L2 and in only L2. This qualitative study was conducted as a multiple case study. The data were obtained via a a semi structured form and analysed through content analysis. The study mainly revealed the students had overwhelmingly positive feelings about the courses in only L2 as in the second case. They explained some (dis)advantages about both cases of the courses in terms of efficiency, contribution to their vocabulary/grammar knowledge and listening /speaking skills. The frequency levels of both advantages and disadvantages regarding both cases stated by the students were so close. Based on the findings, it can be suggested that a student-teacher driven policy should be implemented to assist the process in using L1 appropriately and necessarily based on the students' perceptions and preferences.
Investigation of the Relationship between Reading Habits and Metacognitive Reading Strategies of Prospective Teachers
Author: Esen-Aygün, Hanife
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Reading Habits,Metacognition,Preservice Teachers,Reading Strategies,Preschool Teachers,Elementary School Teachers,Attitude Measures,Student Attitudes,Measures (Individuals),Gender Differences,Teacher Education Programs,Student Characteristics,Foreign Countries

The purpose of this study is to investigate the relationship between prospective teachers' metacognitive reading strategies and their reading habits. The study was designed in correlation model. The sample of the study was determined by simple random sampling. The sample of the study consists of 506 prospective teachers out of which 255 are on Primary Education and 249 are on Preschool Education. In the research, Book Reading Habit Attitude Scale and Metacognitive Reading Strategies Scale were used as data collection tools. While there is no significant difference in the reading habits of the prospective teachers, there is a significant difference in the use of metacognitive strategies in favor of the female prospective teachers. The reading habits of prospective teachers and the extent to which they use metacognitive reading strategies do not differ by department and grade level. In addition, it was found that there was a moderately significant relationship between prospective teachers' use of metacognitive reading strategies and the level of reading habits.
An Investigation of New Teacher Mentorship
Author: Sparks, Jana'
Date: 2020-08-00
Type: Journal Articles
Subjects: Beginning Teachers,Mentors,Faculty Mobility,Teacher Persistence,Teacher Orientation

This study investigated standard practices used by mentors participating in a new teacher mentoring program that encourages identified teachers to remain in the teaching profession. School districts nationwide spend time, money, and human resources addressing the significant turnover rate and the recruitment of highly qualified teachers. This study provides valuable insight into how mentors view their relationship with their mentees, and how they see the mentoring program. The study demonstrates that even though new teacher mentors work with limited resources and are constrained by rigid policies, they provide a particular type of expertise to beginning teachers.
Data Driven Decision-Making Tools for School Leaders: Developing Tools That Enculturate Distributive Leadership and Shared Decision-Making
Author: Parham, Alfred
Date: 2020-08-00
Type: Journal Articles
Subjects: Data Use,Leadership,Participative Decision Making,Principals,Elementary Secondary Education,Armed Forces

Many school leaders who sought to enculturate distributive leadership and shared decision-making within their schools/school districts may not have adequate data tools that would encourage teachers and educational leaders to actively participate during times of decision-making. School organizations may struggle in this area and could benefit from the decision-making practices of other learning organizations (Adler-Greene, 2019; Azeska et al., 2017; Darrow, 2016; Flowers &amp;Carpenter, 2009). One such learning organization that has experience in the data decision-making cycle is the U.S. Army (Greer et al., 2018; Hernandez et al., 2017; Parham; 2015; U.S Army Doctrinal Publication, The Operations Process No. 5.0, 2019). This field study explored and compared the cultural use of decision-making tools of a U.S. school district located in the Southeastern region of the United States of America to the cultural use of decision-making tools of a U.S. Army Military unit located in the Southeastern region of the United States of America. The results suggests that U.S. Army decision-making tools may be more sophisticated in solving complex problems than current education decision-making tools used by school principals and enculturates practices of distributive leadership and shared decision-making (Greer et al., 2018;Hernandez et al., 2017; Parham, 2015; U.S Army Doctrinal Publication, The Operations Process No. 5.0, 2019; U.S. Army Field Manual, Commander and Staff Organization and Operations No.6-0, 2015).
Collaborative Preparation: Educational Leaders and School Counselors Building Bridges for Effective Schools
Author: Morton, Benterah C.
Date: 2020-08-00
Type: Journal Articles
Subjects: Instructional Leadership,School Counselors,Leadership Role,Counselor Role,Cooperation,Principals,Best Practices,Leadership Styles

This research informed conceptual article explores traditional and current roles and expectations of school leaders and school counselors through the lens of collaboration toward expanding notions of school leadership. The work defines collaboration in the context of K-12 schools with a focus on the roles of school leaders and school counselors toward highlighting the necessity of teaching collaboration across the respective preparation programs. Further, showcasing practices that actively promote cooperation between school counselors and educational leaders it provides recommendations for the early advent of collaboration between school leaders and counselors across their training programs.
Last Generation Solar Cells in Outer Space: A STEM Outreach Project with Middle and High School Students in Colombia
Author: Perea, Jose Dario
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Outreach Programs,Middle School Students,High School Students,Foreign Countries,Disproportionate Representation,Aerospace Education

As part of an unprecedented collaborative outreach effort, we implemented an innovative STEM outreach project, where more than 80 middle and high school students from different traditionally underrepresented school districts in Colombia--with no previous knowledge on material science or photovoltaics--created Last Generation Solar Cells (LGSCs) that were part of several suborbital spaceflight missions. As a result, the students were able to contrast visual and instrumental data obtained from the solar cells and modules that were launched to space with similar samples that remained on earth to measure the degradation that occurs during spaceflight conditions. At the same time, the students that participated were able to cultivate their curiosity, strengthen their scientific skills and increase their interest in pursuing careers in STEM fields. These experiences were possible thanks to an extraordinary collaborative network between public and private entities and the use of project-based education as a powerful driver of development, especially for low-to-middle-income countries, such as Colombia. Here, we share our methodology for constructing photovoltaic devices in rural settings, and we show the progression and impact of this novel scientific outreach project.
Using Dynamic Geometry Software to Enhance Specialized Content Knowledge: Pre-Service Mathematics Teachers&apos; Perceptions
Author: Segal, Ruti
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Geometry,Computer Software,Pedagogical Content Knowledge,Preservice Teachers,Middle School Teachers,Mathematics Teachers,Technology Uses in Education,Technological Literacy,Inquiry,Problem Solving,Foreign Countries,Conventional Instruction,Instructional Effectiveness

The study aimed to expose how pre-service teachers perceived the value of an inquiry-based geometrical task with dynamic geometry software for increasing and deepening their understanding of the task itself, and for heightening their mathematical, pedagogical, and technological knowledge in the case of reflection and transformation. Twenty-seven pre-service teachers studying to become middle-school (junior high) mathematics teachers were assigned an inquiry-based geometrical task to explore -- both by conventional, low-tech means (paper and pencil) and then in a dynamic geometry software (DGS) environment -- the properties of objects formed by reflections in polygons (triangles and quadrilaterals) and to offer conjectures and proofs regarding the final polygon's shape and area concerning the original. The results show that the majority of participants indicated that DGS provided a valuable instrument for revising and expanding their knowledge, that the assignment demonstrated the value that technological tools have in teaching and learning processes, and the importance of adapting learning tasks in geometry to a dynamic geometry environment for expanding and deepening geometrical and pedagogical knowledge and reasoning skills.