ethanporcaro/eric-fulltext-meta huggingface dataset:
Examination of Abstracts Presented at the 6th International Preschool Education Congress
Author: Kardes, Servet
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Education,Educational Research,Research Methodology,Data Collection,Data Analysis,Validity,Reliability,Population Groups,Foreign Countries,Conferences (Gatherings)

The purpose of this study is to examine the abstracts in 6th International Preschool Education Congress abstract book in terms of research subject, method, model, sample type, data collection tools, data analysis techniques, validity and reliability. This study is a qualitative study and was conducted using document analysis, which is one of the qualitative research methods. 295 papers in the abstract book of the 6th International Preschool Education Congress held in Kars, Turkey were included in this study. Each abstract consists of at least 500 words in the 1206 pages abstract book. Descriptive analysis, one of the qualitative data analysis techniques, was used in data analysis. The data obtained in the study were visualized through graphics. As a result of the study, it was determined that child development, teacher training, educational environments, education programs and family participation were most studied in the abstract of the papers. It was concluded that quantitative and qualitative methods were preferred in the studies, but the mixed method was not preferred by the researchers. Preschool children, teachers, parents and prospective teachers were most studied as sample groups. It was observed that there are a few studies conducted with faculty members and administrators. The quantitative research mostly used the screening/descriptive design; the experimental designs were very low and longitudinal studies are not preferred. In qualitative research, case study design is generally preferred. Scale and interview forms were the most used data collection tools. It was concluded that correlational analysis and content analysis are the most used data analysis techniques. It was determined that the use of advanced statistical techniques is very low. Also the validity and reliability information is generally not available in the abstracts. It was concluded that ¼ of the abstracts in the congress abstract book do not include any results and conclusion.
Experiences of Primary School Teachers Regarding to Teaching Turkish to Students Who Are Not Native Turkish Speakers: A Phenomenology
Author: Çelik, Özlem Yildiz
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Turkish,Second Language Instruction,Elementary School Students,Native Speakers,Native Language,Refugees,Children,Barriers,Self Efficacy,Verbal Communication,Foreign Countries

The study aims is to determine the experiences of primary school teachers in terms of teaching Turkish to the students who are not native Turkish speakers. In the study, phenomenology pattern, one of the qualitative research patterns, was used. Participants were determined by the criterion-based sampling method. The participants of the research consisted of 36 primary school teachers who had Syrian and Afghan refugees in their class. The research data were collected through a semi-structured interview form developed by the researchers. Content analysis technique was used in the analysis of the data. It was observed that most of the participants felt insufficient in teaching Turkish to students who had different native languages, had problems in applying, measuring and evaluating teaching methods and course activities, and had language problems with them. In the study, the difficulties experienced in teaching Turkish to Syrian and Afghan refugee students who were not native Turkish speakers were presented and the suggestions about what to do in the education process related to these difficulties were provided. It was concluded that in the education process of the teachers, students and families should take Turkish language courses. Moreover, in addition to the Turkish courses in teaching Turkish, it was reported that the primary school teachers stated that it would be helpful to do social activities with students who have language problems, to provide counseling services for them, and to prearrange distribution of the students to each classroom. It was concluded that special activities should be carried out in the verbal communication learning area.
Fostering Critical Reflection in Primary Education through STEAM Approaches
Author: Bassachs, Marcel
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Thinking,Reflection,Elementary School Students,STEM Education,Teaching Methods,Art Education,Competence,Foreign Countries

This paper describes a quantitative study that explores teaching practices in primary education to sustain the hypothesis that students' critical thinking may be activated through individual and group reflection. The study examines the quality of the reflections from primary school students during group processing when participating in Science, Technology, Engineering, Arts, and Math (STEAM) instructional approaches. The project's core methodology lies in scientific (physics) and artistic (dance) instructional activities which were executed in a continuous reflective and cooperative learning environment. The educational approach was refined by analyzing the reflective discussions from focus groups where descriptive, argumentative, reflective and critical reflective knowledge about acquired knowledge, competences, beliefs, attitudes and emotions were considered. While the educational intervention proved that 1st-year (K-7) students essentially reflected at the level of description, 3rd-year (K-9) and 5th-year (K-11) students, however, attained higher levels of individual critical reflection development than initially anticipated. The STEAM approaches were found to produce significant use and understanding of both science and artistic concepts and to increase a sense of competence readiness and a perception of modes of cooperation such as individual responsibility and promotive interaction.
Reconceptualizing Expressive Arts Education in Portugal through a Biographical Narrative Approach
Author: Freitas, André
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Art Education,Elementary School Teachers,Experience,Art Expression,Biographies,Preservice Teacher Education

In light of ongoing controversies concerning expressive arts education in Portuguese primary schools, the life history of one primary-school teacher who lives and works in the city of Porto (Portugal) is the starting point for problematizing this issue from the perspective of lived experiences. Data collection comprises oral reports, visual materials, and emotional accounts. Feelings were shared in a relational environment framed by ethical commitments. Through these processes, it was possible to create a narrative within the framework of a biographical narrative research approach. The main purpose was to highlight the voice of one primary-school teacher whose life history is blended with the foundations and practices of artistic expression in basic education--such as language, communication, knowledge, and lived experiences--making it an important starting point for reconceptualizing expressive arts education. The results showed that this reconceptualization can be achieved through three dimensions: seducing people, mediating places, and governing senses.
Teachers&apos; Perspectives on the Intertwining of Tangible and Digital Modes of Activity with a Drawing Robot for Geometry
Author: Baccaglini-Frank, Anna E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Robotics,Geometry,Mathematics Instruction,Programming Languages,Action Research,Elementary School Students,Elementary School Teachers,Mathematics Teachers,Foreign Countries,Teacher Attitudes,Semiotics,Ethics,Educational Technology

The GeomBot is a drawing robot that combines the well-known strengths and opportunities offered by Scratch with those of Papert's original robotic drawing-turtle. In this study we look at the GeomBot as a physical programmable artifact around which action research with a group of teachers and a researcher was carried out with the aim of designing, implementing and discussing geometry activities for primary school classes. The aim of this article is to investigate teachers' positioning and perspectives with respect to the activities and the educational environment emerging around the Geombot in the action research. The action research meetings between September 2018 and June 2019 included nine primary school teachers from seven different Italian schools, who met regularly with the first author. After the design and experimentation sessions, in June 2019, the teachers shared their experiences during a final meeting and group discussion guided by the first author. The data collected from the teachers were analyzed using cultural categories from the Semiotic Systems of Cultural Signification, theorized by the Theory of Objectification, to identify the most significant features defining the teachers' perspectives and identity. The seven emergent features cover teachers' positioning with respect to: forms of rationality and language and languages: sensuous cognition and the use of ideal and material semiotic resources; accepted teaching practices, problems and situations; mathematical knowledge; the conception of the student; social interaction and forms of rationality; ethical issues; technology.
Conceptual Model of Measuring MHEI Efficiency
Author: Gundic, Ana
Date: 2020-00-00
Type: Journal Articles
Subjects: Marine Education,Higher Education,Efficiency,Measurement,Models,Criteria,Foreign Countries

Modern societies, new technical equipment and technology confirm the importance of knowledge acquisition in everyday life, especially in economy. An education system is a non-profit system. Since it strongly affects economic efficiency, its quantification becomes a very complex process. In order to make the quantification process possible, this paper analyses the already existing criteria for measuring efficiency in higher education systems. The already existing models of measuring educational efficiency are universal and do not analyse different professions' specific qualities. In this paper, models of measuring educational efficiency were analysed separately, whereas their interrelations were not a part of the analysis. A conceptual model of measuring maritime higher education institutions' (hereinafter: MHEI) efficiency was proposed on the basis of the above-mentioned analysis. All the evaluation criteria relevant for MHEI and their interrelations were determined.
A Comparison of School Climate Ratings in Urban Alternative and Traditional High Schools
Author: Perzigian, Aaron
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Environment,Nontraditional Education,Urban Schools,High School Students,High School Teachers,Student Attitudes,Teacher Attitudes,Parent Attitudes,School Districts,Institutional Characteristics,Academic Education,Community Involvement,Comparative Analysis,Educational Opportunities,Academic Achievement,Measures (Individuals)

We investigated whether there are significant differences in ratings of school climate from the perspectives of students, parents, and school staff across four types of urban secondary schools. Data originated from a school climate survey administered in a large urban Midwestern school district to students attending traditional and alternative high schools. We coded all high schools in the sample district into four school types, including traditional, innovative, behavior-focused, and academic remediation-focused. We analyzed data using linear mixed-model regression. Results showed statistically significant differences in specific dimensions of school climate across stakeholder groups and the four school types. Analysis of student data indicated ratings of Learning-Focused Environment are significantly lower in traditional schools. Analysis of parent data indicated ratings of Academic Preparation and Community Engagement are significantly higher in innovative alternative schools. Analysis of staff data indicated ratings of Staff Engagement are significantly lower in traditional schools. These findings suggest discrepant educational opportunities related to specific dimensions of climate according to school type.
Considering Educators&apos; Perceptions of Ethics and Safety in Virtual Learning Environments (VLEs)
Author: Steele, Patricia B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Ethics,Safety,Virtual Classrooms,Technology Integration,Guidelines,Decision Making,Teacher Attitudes,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Teaching Methods,Professional Associations,College Faculty,Group Membership,Well Being,Educational Technology,Moral Values,Teacher Responsibility

With the proliferation of students' abilities to use technology, in particular virtual reality (VR) applications, teachers are experimenting with VR in virtual learning environments (VLE) to engage students; but clear ethics and safety guidelines are not available. Within the field of education additional research is needed to determine how VR is employed in VLEs. Additionally, what are the decision-making processes of educators for the VR programs chosen for classroom use based on ethics and student safety? Through qualitative inquiry, educators from K-12 and higher education shared their perceptions of ethics and safety concerns in VR applications for use in the classroom. We collected data from a sample of K-12 and higher education professionals from the Association for Educational Communications and Technology (AECT) membership, an educational organization emphasizing technology integration and learning. Data analysis from the individual interviews with open-ended questions revealed five primary themes and twelve sub-themes. Participants agreed that they need ethical and safety guidelines as they embark on new horizons that influence student well-being. The findings from this study may provide an in-depth understanding of the importance of developing ethics and safety guidelines for educational VR programs when used by students.
Increasing Elementary and Middle School Teacher Retention through Meaningful Distributive Leadership Practices
Author: Sulit, Aimee
Date: 2020-12-00
Type: Journal Articles
Subjects: Elementary School Teachers,Middle School Teachers,Teacher Persistence,Participative Decision Making,Leadership Styles,Leadership Qualities,Teacher Administrator Relationship

Distributive leadership is a prominent leadership framework within the twenty-first century. Focusing on authentic leadership opportunities, distributive leadership explores the unique interactions between leaders, followers and situations. Promoting teachers as meaningful leaders within a school setting, distributive leadership has been shown to have a positive impact on school improvement. As teacher retention continues to surface as a predominant concern in American schools, distributive leadership may offer a potential solution. This qualitative study identified various connections between distributive leadership as it impacts elementary and middle school teacher retention. Theoretical and practical implications are discussed.
Digital Colleague Connectedness: A Framework for Studying Teachers&apos; Professional Network Interactions
Author: Harland, Darci J.
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Educational Technology,Computer Mediated Communication,Teacher Collaboration,Teacher Role,Teacher Behavior,Interaction,Teacher Participation,Information Dissemination,Elementary Secondary Education

The coronavirus outbreak will likely highlight both strengths and weaknesses of the pre-corona educational system. Researchers have a responsibility to examine the experiences educators have had during the pandemic; however, there are no education-specific frameworks for researchers to use to examine teachers interacting with digital colleagues for professional purposes. This paper describes the literature used to design the digital colleague connectedness framework. The purpose of the framework is to operationalize terminology used to examine educators interacting in professional exchanges within a virtual network. This framework includes six behaviors in which digital colleagues engage and four roles they may assume that specify their level of connectedness. Suggestions for how the framework might be used in future research are included.
When Technology Works: A Case Study Using Instructional Rounds and the SAMR Model
Author: Warsen, Gregory D.
Date: 2020-12-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Middle School Students,High School Students,Technology Integration,Teaching Methods,Student Attitudes,Academic Achievement,Teacher Competencies,Program Effectiveness,Access to Computers,Barriers,Observation,Classroom Observation Techniques

Billions of dollars are spent each year in the United States on technology for schools, and researchers in this case study wanted to determine the degree to which individual computing devices (ICDs) enhance the learning experience of students in grades six to twelve. The leadership practice of instructional rounds (City, Elmore, Fiarmen &amp; Teitel, 2011) combined with the SAMR model (substitution, augmentation, modification and redefinition) (Puentadura, 2014) of technology integration was utilized in this case study to capture how ICDs are being used and the impact this use is having on learning. This method detected use rates far above what had been documented in the literature. By observing 27 randomly sampled classrooms and over 500 students in the case study district, researchers observed how ICDs were being used at the middle and high school level. Observational data analyzed using the SAMR model revealed that 84% of students were using the ICDs and of those, 86% were using them at higher levels of the model (i.e. modification or redefinition). Researchers also interviewed 45 students across eight focus groups. Focus group responses were culled for common themes, some of which included student reports of several learning enhancements as well as some problematic issues.
Evaluation of Strengths of Dual Vocational Educational Training in Andalusia (Spain): A Stake on the Future
Author: Pozo-Llorente, María Teresa
Date: 2020-00-00
Type: Journal Articles
Subjects: Dual Enrollment,Vocational Education,Futures (of Society),Youth Employment,Teacher Attitudes,Geographic Regions,Skill Development,Program Effectiveness,Secondary Education,Undergraduate Study,Foreign Countries

Dual Vocational Training was introduced in Spain in 2012 with the purpose to reinforce training based on employment requirements and to promote youth employment within the labour market. Since its implementation, there has been continuous growth of the presence of this modality across every Autonomous Community, with Andalusia being one of the latest regions to dualize the Vocational Educational Training (hereinafter VET) educational scheme. From the outset however, this modality has faced a number of obstacles that question its sustainability. Without losing sight of these obstacles, and with the purpose of providing arguments that justify the suitability of this model in Andalusia, this study aims to identify--from the unique perspective of three Andalusian educational institutions--the strengths of this modality and the opportunities that the Andalusian context offers. To this end, we have used the SWOT technique to analyse the opinion of a group of teachers regarding their thoughts on the Andalusian Dual VET system, from both an internal and external perspective. Workforce insertion and the quality of skills gained through training are some of the strengths that characterize this model, with the greatest opportunities derived from the needs of the Andalusian business and productive sectors. Based on the scenarios drawn, we have suggested a number of guidelines to capitalize on some of the identified strengths and take advantage of the opportunities observed.
Navigating the In-Between: Defining the?Third Space for Educational Leadership Programs
Author: Zoll, James A.
Date: 2020-12-00
Type: Journal Articles
Subjects: Principals,Administrator Role,Administrator Education,Leadership Responsibility,Leadership Qualities,Administrator Characteristics,Program Content,Course Content,Self Concept,Professional Identity,Student Attitudes,Higher Education

Because the role of the principal has changed dramatically, preparation programs have adapted to better prepare these leaders. This study examines one program using surveys and interviews of completers. Results showed that these leaders found themselves in an uncomfortable new area, what we deem &quot;the in-between.&quot; Using the theoretical framework of the third space, this qualitative study found three areas defining this space: sense of self, transition of thinking, and complexity of the third space. Deconstructing this space with the realization that it is an area for growth and meaningful dialogue should be an aim of principal preparation programs.
Public School District Needs at the Crossroads of Professional Development and Public University Partnerships: Superintendents Perceptions and the Potential Alliance between PK-12 and Institutions of Higher Education
Author: Dionne, Gregg B.
Date: 2020-12-00
Type: Journal Articles
Subjects: Public Schools,School Districts,Partnerships in Education,Professional Development Schools,College School Cooperation,Preschool Education,Elementary Secondary Education,Higher Education,Faculty Development,Superintendents,Administrator Role,Teacher Education Programs,Educational Finance,Federal Aid,Educational Legislation,Federal Legislation,Elementary School Teachers,Educational Needs

The incorporation of professional development (PD) activities for PK-12 teachers has long served to advance competency in the profession. With changes in requirements for continued teacher certification, student performance, and state-level testing, superintendents are faced with maximizing PD opportunities of their faculty. This primary investigation considers these changes, and the perceptions of Michigan PK-12 superintendents in the identified areas of need for faculty development. This study also explores the multiple facets of PD and partnerships/collaboration with Institutions of Higher Education (IHEs) in the state. The survey instrument, developed for this study, assesses the views of superintendents across Michigan on the greatest areas of PD need for faculty by subject area and teacher performance. Findings consider the perceived roles and utility of IHEs in providing PD, degree programs, and credentialing of faculty to meet these needs. Communication and finances relating to the support of PD, in addition to district-level data, determine if other factors have an impact on identified needs. More specifically, this study examines multiple factors to establish the level of PD need, and the relationship of predictive factors, through the analysis of latent variables based on survey and demographic data.