ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Training of Adult Trainers&quot;: Implementation and Evaluation of a Higher Education Program in Greece
Author: Mavropoulos, Azarias A.
Date: 2019-02-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Adult Educators,Lifelong Learning,Certification,Adult Education,Employment Qualifications,Educational Technology,Technology Uses in Education,Distance Education,Computer Mediated Communication,Program Effectiveness,Student Attitudes

This article presents the implementation and the evaluation of the blended learning program &quot;Training of Lifelong Learning Adult Trainers,&quot; which was organized by the Center of Training and Lifelong Learning of the Aristotle University of Thessaloniki in Greece, during the last two years (2016-2017). The aim of the training program was to give the opportunity to adult trainers to certify their educational competence and update their knowledge in the field of adult education, enhancing their employability. After the completion of the program, the trainees assessed the implementation methodology, the educational content, the microteachings, the quality, and the organization of the program. The results of the evaluation showed that the program was of a high level, flawlessly organized, and with excellent educational material, while the blended learning model worked effectively, receiving positive reviews by the participants. It was concluded that blended learning is indeed adequate in adult educational programs increasing the participation and facilitating adult trainees to better integrate their learning experiences.
Superintendent Roles as CEO and Team Leader
Author: Björk, Lars G.
Date: 2018-12-00
Type: Journal Articles
Subjects: Superintendents,Administrator Role,Teamwork,Leadership Responsibility,Leadership Role,Public Education,Middle Management,Teacher Role,Teacher Leadership,Political Issues,Communication Strategies,Social Influences

The complexity and intensity of reforms over several decades in the United States of America led to large-scale systemic reform and shifted superintendent roles from emphasis on management tasks to pivotal actions in the complex algorithm for managing and leading change initiatives. National commissions, task force reports, and nationwide research on the American superintendency informed need for changes in school-district leadership. This article provides a scholarly and objective analysis of issues surrounding five roles superintendents assume and the emergent need for district-level team leadership to address successfully diverse and complex challenges in contemporary education.
System Leadership and School Leadership
Author: Gurr, David
Date: 2018-12-00
Type: Journal Articles
Subjects: Principals,Leadership Styles,Administrator Responsibility,Instructional Leadership,Educational Administration,Foreign Countries,Elementary Secondary Education,Governance,Context Effect,Administrator Characteristics,Performance,Achievement Gains,Academic Achievement,Networks

This article describes research on system and school leadership from three perspectives. At the system level, leadership was evident at the senior levels of the central and regional systems, with principal network leaders having potential to exercise occasional leadership. Principals tended not to operate as system leaders because they had limited influence across multiple schools. At a regional level, it was clear that directors acted as system level leaders, exerting wide influence on clusters of schools to improve. At a school level, the work of the principal, other school leaders, and critical friends was more important to the improvement journey of the school than system leadership. It seems that whilst system leadership can be important, it needs to work in conjunction with school leadership to maximize influence on school success.
Teacher Leadership and Teaming: Creativity within Schools in China
Author: Mullen, Carol A.
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Creativity,Teamwork,Teacher Leadership,Misconceptions,Educational Practices,Elementary Secondary Education,Cultural Influences,Rural Schools,Urban Schools

Preparing today's children and youth to become active, responsive adults in transforming global societies requires that schools change dramatically. To work towards this goal is daunting in light of educational policies and school structures that hinder teamwork and creativity. Despite challenges due to education policies, traditional school structures, and teacher-culture expectations, teacher leadership and teamwork have nonetheless emerged in many countries. This article reports interesting and even surprising preliminary findings about education in China gathered through onsite school observations and interviews with teachers and principals. The popular belief that Chinese education is uniformly creatively impoverished and that schools are nothing but robotic learning environments are dispelled.
Voices That Matter: Rural Youth on Leadership
Author: Sherif, Victoria
Date: 2018-12-00
Type: Journal Articles
Subjects: Rural Youth,Student Leadership,Student Attitudes,Student Empowerment,High School Students,Sense of Community,Instructional Leadership,Student Role,Educational Change,Leadership Responsibility,Leadership Qualities,Role Models

Although considerable research has explored what it means to be a leader from an adult perspective, little has been conducted from the student perspective as an integral component of leadership education, decision making, or educational change. Findings from a longitudinal qualitative case study presented in this article reveal how youth perceive leadership as a complex construct integrating diverse skills, abilities, learning, and change opportunities as well as team and management processes utilized to improve the world and people in it. Youth perceptions of leadership also include responsibility, active and purposeful self-direction, inspiration, desire and willingness to make a difference, ethical character, and collaborative partnerships with school and district leaders. This article thus bridges the gap in research involving rural youth and informs high school principals and leadership educators about ways to initiate and foster a positive educational change and sense of community among youth, community, school, and district leaders.
University Teachers and Open Educational Resources: Case Studies from Latin America
Author: Rodés, Virginia
Date: 2019-02-00
Type: Journal Articles
Subjects: Foreign Countries,Shared Resources and Services,Educational Technology,Technology Uses in Education,College Faculty,Teaching Methods,School Policy,Public Policy,Teacher Role,Teacher Attitudes,Faculty Development,Barriers

The Open Education movement has made efforts to systematise experiences and to evaluate the adoption of Open Educational Resources (OER). However, OER adoption is not part of the prevailing paradigm in higher education, both at the global level and in Latin America. This paper describes results of a study that analysed the social representations regarding the development, use, and reuse of OER by university teachers in their pedagogical practices. We conducted a study of 12 cases from Latin American universities based on Grounded Theory. The results show that the use and reuse of OER lacks of public and institutional policies. The main agents are teachers organised in teams that support OER adoption. The reasons that encourage the creation of OER are mainly intrinsic, such as the pleasure derived from contributing and sharing, as well as external and related to professional development needs from the reflection on one's own educational practice. Educators consider it essential to evaluate the resources created so that they can be reused in continuous improvement processes. Commercial use and misappropriation of the works are two of the main tensions identified. The community factor of teaching guides most behaviours in OER adoption in educational institutions and is presented as an inherent part of the development and transformation of the curriculum.
Understanding Participant&apos;s Behaviour in Massively Open Online Courses
Author: Poellhuber, Bruno
Date: 2019-02-00
Type: Journal Articles
Subjects: Online Courses,Integrated Learning Systems,Distance Education,Student Behavior,Multivariate Analysis,Learner Engagement,Foreign Countries

As the offer of Massive Open Online Courses (MOOCs) continues to grow around the world, a great deal of MOOC research has focused on their low success rates and used indicators that might be more appropriate for traditional degree-seeking students than for MOOC learners, who, because of the openness of MOOCs, represent a more diverse clientele who exhibit different characteristics and behaviours. In this study, conducted in a French MOOC that is part of the EDUlib initiative, we systematically classified MOOC user profiles based on their behaviour in the open-source learning management system (LMS) -- in this case, Sakai -- and studied their survival in the MOOC. After formatting the logs in ordinal variables in order to reflect a continuum of participation central to the behavioural engagement concept (Fredricks, Blumenfeld, &amp; Paris, 2004), we incrementally executed a two-step cluster analysis procedure that led us to identify five different user profiles, after having manually excluded Ghots : Browser, Self-Assessor, Serious Reader, Active-Independent, and ActiveSocial. These five profiles differed both qualitatively and quantitatively on the continuum of engagement, and a significant proportion of the less active profiles did not drop out of the MOOC. Our results confirm the importance of social behaviours, as in recent typologies, but also point out a new Self-Assessor category. The implications of these profiles for MOOC design are discussed.
Can a Hands-On Physics Project Lab Be Delivered Effectively as a Distance Lab?
Author: Moosvi, Firas
Date: 2019-02-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Science Instruction,Physics,Hands on Science,Distance Education,Science Laboratories,College Science,Science Experiments,Laboratory Experiments,Program Effectiveness,Foreign Countries,Blended Learning,Telecommunications,Handheld Devices,College Students,Inquiry,Conventional Instruction

In this article, we examine whether an inquiry-based, hands-on physics lab can be delivered effectively as a distance lab. In science and engineering, hands-on distance labs are rare and open-ended project labs in physics have not been reported in the literature. Our introductory physics lab at a large Canadian research university features hands-on experiments that can be performed at home with common materials and online support, as well as a capstone project that serves as the main assessment of the lab. After transitioning the lab from face-to-face instruction to a distance format, we compared the capstone project scores of the two lab formats by conducting an analysis of variance, which showed no significant differences in the overall scores. However, our study revealed two areas that need improvements in instruction, namely data analysis and formulating a clear goal or research question. Focus group interviews showed that students in the distance lab did not perceive the capstone project as authentic science and that they would have preferred a campus lab format. Overall our results suggest that the distance project lab discussed here might be an acceptable substitute for a campus lab and might also be suitable for other distance courses in science.
Mid-Career Adult Learners in an Online Doctoral Program and the Drivers of Their Academic Self-Regulation: The Importance of Social Support and Parent Education Level
Author: Williams, Peter E.
Date: 2019-02-00
Type: Journal Articles
Subjects: Adult Students,Social Support Groups,Doctoral Programs,Online Courses,Career Change,Midlife Transitions,Educational Attainment,Parent Background,Graduate Students,First Generation College Students,Self Management,Undergraduate Students,Electronic Learning,Predictor Variables

Adult professionals enroll in online graduate programs and rely on social support and on their ability to self-regulate to be successful. The literature on academic self-regulation among emerging adults (traditional college age) is ample, but we do not know how social support interacts with academic self-regulation among adult graduate students at mid-career, particularly among those students who are first generation college goers. This study addressed the following questions: (1) To what degree do parental education level and cohort progression predict academic self-regulation? and (2) What sources of social support -- family, friends, loved one (significant other), and classmates -- are predictive of academic self-regulation for adult students in an online doctoral program? Findings include evidence that the influence of parental educational level on academic self-regulation persists through midlife. Also, that perceived social support from family, friends, and peers predicts academic self-regulation. We conclude with implications for the design of online programs.
&quot;Cowboy&quot; and &quot;Cowgirl&quot; Programming and Success in College Computer Science
Author: Chen, Chen
Date: 2019-01-00
Type: Journal Articles
Subjects: Computer Science Education,Programming,Academic Achievement,College Students,Correlation,Introductory Courses,Predictor Variables,Positive Attitudes

This study examines the relationship between students' pre-college experience with computers and their later success in introductory computer science classes in college. Data were drawn from a nationally representative sample of 10,197 students enrolled in computer science at 118 colleges and universities in the United States. We found that students taking introductory college computer science classes who had programmed on their own prior to college had a more positive attitude toward computer science, lower odds of dropping out, and earned higher grades, compared with students who had learned to program in a pre-college class, but had never programmed on own, or those who had never learned programming before college. Moreover, nearly half of the effect on final grades was mediated by a positive attitude toward computing.
Estimating the Effect of a Teacher Training Program on Advanced Placement® Outcomes
Author: Brown, Richard S.
Date: 2019-01-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Teacher Education Programs,Advanced Placement,Outcome Measures,Coding,Computer Science Education,Faculty Development,Teacher Education,Experimental Groups,Control Groups

This study employs a potential outcomes modeling approach to estimate the effect of Code.org's Professional Learning Program on Advanced Placement (AP) Computer Science Principles test taking and qualifying score earned for a recent cohort of 167 schools compared to a matched group of comparison schools. Results indicate substantial and significant increases in both Computer Science AP test taking and qualifying score earning for all students. In addition, the significant effects were even greater for Computer Science AP test taking and qualifying score earned by female and minority students when impact ratios are analyzed separately. This study provides evidence of a teacher training program that is having a significant and important impact on preparing more students to succeed in computer science and improve the future of computer science education in this country.
Nonverbal Communication in Text-Based, Asynchronous Online Education
Author: Al Tawil, Rima
Date: 2019-02-00
Type: Journal Articles
Subjects: Nonverbal Communication,Asynchronous Communication,Electronic Learning,Online Courses,Learner Engagement,Student Motivation,Cues,Teaching Methods,Paralinguistics,Graduate Students,Graduate Study,College Faculty,Foreign Countries

Does nonverbal communication exist in asynchronous, text-based online education? It is commonly believed that it does not due to the absence of body language and paralanguage. An examination of the definitions and forms of nonverbal cues suggests the possibility for some of them to be transmitted through asynchronous, text-based online human interactions. To explore the presence, type, and potential impact of &quot;electronic&quot; nonverbal cues (eNVC), I conducted this research using the Exploratory Sequential Mixed-Method Design. Phase 1 constituted the preliminary, qualitative stage of this research, during which participants completed an online questionnaire to identify what actions, if any, could &quot;speak louder than words&quot; in discussion-based courses. Thematic analysis of the questionnaire answers revealed the potential existence and influence of several eNVC categories. Phase 2 constituted the quantitative stage, and served to validate Phase 1 findings through the data collection and analysis of two versions of an online survey: one for professors and another for learners. The collated research findings confirmed that eNVC exist and communicate messages beyond those sent and received through printed words in the asynchronous, online learning environment. According to study participants, these types of electronic cues contributed to the social and teaching presences, and therefore carried the potential to influence students' levels of engagement and motivation.
Development, Validity and Reliability Study of Technological Pedagogical Content Knowledge (TPACK) Efficiency Scale for Mathematics Teacher Candidates
Author: Çetin, Ibrahim
Date: 2018-06-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,Pedagogical Content Knowledge,Technological Literacy,Mathematics Instruction,Mathematics Teachers,Preservice Teachers,Foreign Countries,Elementary Secondary Education

The aim of this study is to develop a valid and reliable measurement tool that can be used to determine the technological pedagogical content knowledge efficiency of mathematics teacher candidates. The study is conducted with 453 elementary and secondary school preservice mathematics teachers. SPSS and AMOS programs are used for statistical analysis. Since the conceptual framework of TPACK is obvious, the scale items are written around this existing frame in TPACK sub-dimensions, and for that reason only Confirmatory Factor Analysis (CFA) is performed on the predetermined factors. Total correlations of the items in the scale range from 0.33 to 0.86. The results of the t-test between the item average points of the upper 27% and lower 27% groups show that the differences were significant for all items and factors. The internal consistency Cronbach Alpha coefficient calculated for the overall scale was 0.98, and for sub-dimensions it was between 0.81 and 0.97. These results indicate that the reliability of the scale is high. As a result of the confirmatory factor analysis, the criterions for the reconstructed model adaptation are examined considering the modification proposal, and the model adaptation is found sufficient. As a result, the use of measurement tool consisting of seven subdimensions with 79 items in five Likert type is made ready. The obtained TPACK efficiency scale proves to be a valid and reliable measurement tool that can be used in determining the self-efficiency of teacher candidates.
The Inclusion of Cultural Diversity in Higher Education Curriculum Design
Author: Rahman, Shukran Abdul
Date: 2018-12-00
Type: Journal Articles
Subjects: Higher Education,Curriculum Design,Foreign Students,Student Diversity,Cultural Differences,College Students,Student Needs,College Faculty,Teacher Attitudes,Foreign Countries

This paper reports findings of a study that assesses the measures taken by universities in selected South East Asian countries when developing the competencies of students from other countries. This is to address the internationalization thrust of higher education (HE) that constitutes the participation of international students and academics in HE-related activities. Specifically, this study assesses whether the academic programs (a) suit students' diverse backgrounds; and (b) address the cultural background from where the international students come from. Four participants from four different countries participated in this study. Two were HE academic leaders, researcher, and university leader; one was HE researcher and academic; while another was an academic. The data were collected through online in-depth interviewing conducted via email. The results revealed that majority of them perceived that cultural background was not addressed in the academic programs. However, certain courses in the HE institutions did address the host countries' cultural beliefs and traditions. The findings are discussed in the context of higher education institution to enlighten universities and higher education authorities on the appropriate method to design curriculum in universities hosting international students.
Transformational Leadership Laboratory: The Project&apos;s Success Factors
Author: Nugroho, R. H. Bambang B.
Date: 2018-12-00
Type: Journal Articles
Subjects: Transformational Leadership,Foreign Countries,Program Administration,Leadership Training,Educational Innovation,Teamwork,Risk Assessment,Resource Allocation,Scheduling,Progress Monitoring,Success

This study investigated success factors of transformational projects managed by Indonesian public leadership education and training participants. Previous reports on project success factors mostly were of project management natures and paid very little attention to the process of educating and training of prospective public project managers. All of participants were alumni of public leadership programs in Indonesia, who involved voluntarily in the current qualitative study. An open-ended questionnaire was set up for one on one interviews in gathering data, and the NVivo 10 was used both in managing and analyzing them. The iterative inductions of this research revealed that project's innovation, team performances, risk management, resources controlling, and schedule monitoring were the top five success factors in managing public transformational projects in education and training settings.
Distance Education: Definitions, Generations, Key Concepts and Future Directions
Author: Saykili, Abdullah
Date: 2018-06-00
Type: Journal Articles
Subjects: Distance Education,Educational Technology,Technology Uses in Education,Definitions,Online Courses,Large Group Instruction,Technological Advancement,Access to Education,Teacher Role,Student Role,Interpersonal Relationship,Learning Theories,Shared Resources and Services,Data Collection,Data Analysis,Cultural Differences,Adult Learning

Distance Education, nowadays defined more as Open and Distance Learning, dates back to 1800s. Once considered as using non-traditional approaches and delivery methods compared to conventional campus-based education, distance education now has become a mainstream form of education increasing its popularity and use in the 21st century. Distance education has taken various forms and different definitions have been adopted depending on the age it has been developed. Technologies and pedagogies of the age along with the societal circumstances have influenced how distance education is viewed and practiced making way for different generations of distance education. Distinct concepts, pedagogies and practices for distance education have also emerged on the journey distance education has taken since the 19th century. For this reason, this article firstly provides a critical review of the definitions of distance education presenting a new definition reflecting the affordances of the digital age. Moreover, the distance education generations are presented with focus on the factors leading to the forming of these new generations. Concepts such as transactional distance and social presence and trends and practices such as OERs, MOOCs and learning analytics are also addressed. Furthermore, the role of culture in design, delivery and perception of distance education is discussed with focus on the future of distance education.