ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relation of Paternalistic Leadership with Glass Ceiling Syndrome
Author: Mert, Pinar
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Leadership Styles,Principals,Barriers,Gender Bias,Women Faculty,Collectivism,Organizational Culture,Males,Cultural Influences,Career Development,Authoritarianism,Teacher Attitudes,Foreign Countries

Women are exposed to barriers in their work-life that are not stated clearly. Although these invisible barriers occur in many sectors, they are common in the education sector. So, this study aimed to reveal the relation between the paternalistic leadership displayed by principals in traditional collectivist cultures and the glass ceiling syndrome experienced by female teachers. For this reason, the correlation survey model was used in the research. Female teachers living in Istanbul were selected with the appropriate sampling method due to the COVID-19 outbreak. &quot;The Paternal Leadership Behaviors Scale of School Principals&quot; and &quot;Glass Ceiling Syndrome Scale for Female Teachers&quot; were applied to 358 female teachers. Applied t-test, correlation, ANOVA, and regression analysis. As a result of statistical analysis, it saw that the benevolent, moral, authoritarian, and exploitative leadership behaviors perceived by teachers significantly predicted the perceptions of glass ceiling syndrome. Although benevolent, moral, authoritarian, exploitative paternalistic leadership behaviors mainly indicated teachers' perception of the glass ceiling, they were even low. Especially authoritarian and exploitative paternalistic leadership behaviors explained 5% of the total variance in teachers' perception of the glass ceiling syndrome.
The Design and Implementation of a Teacher Training Program for Improving Teachers&apos; Disaster Literacy: Interdisciplinary Disaster Education Program (IDEP)
Author: Seyihoglu, Aysegül
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Program Design,Program Implementation,Program Effectiveness,Multiple Literacies,Natural Disasters,Emergency Programs,Crisis Management,Science Teachers,Public School Teachers,Elementary Secondary Education,Teacher Improvement,Teacher Characteristics,Expectation,Gender Differences,Knowledge Level,Foreign Countries,Interdisciplinary Approach

The interdisciplinary aspect of natural disasters requires their correlation with more than one discipline and orientation for understanding and teaching the inevitable nature of disasters. This study aimed to design a teacher training program called the Interdisciplinary Disaster Education Program (IDEP) and reveal its effect on improving teachers' natural disaster literacy. Furthermore, teachers' opinions about program were examined. The mixed-method design was used in the study. The study participants consisted of 36 teachers (science, classroom, and social studies teachers) working on different subjects. Data were obtained using the Natural Disaster Literacy Scale and the survey for the IDEP. The data collected from the scale were analyzed using two-way mixed ANOVA. The qualitative data collected from the survey were subjected to content analysis. The results indicated that the IDEP statistically improved teachers' natural disaster literacy. Moreover, the survey results highlighted that different instructional activities (experiments, modeling, workshops, rock/soil analysis, coding, augmented reality, and STEM applications, etc.) related to natural disasters contributed to a lot of professional and personal knowledge of teachers, particularly disaster management.
An Evaluation of One Day Science Activities at a Natural History Museum
Author: Evren-Yapicioglu, Aysegül
Date: 2021-10-00
Type: Journal Articles
Subjects: Museums,Science Education,Rural Areas,Teacher Attitudes,Middle School Teachers,Academic Achievement,Foreign Countries,Science Activities,Student Attitudes,Achievement Tests,Paleontology,Scientific Attitudes,Student Participation,Student Interests

This study investigated the evaluation of science activities held over one day at the natural history museum (NHM) in a rural part of Turkey. The purpose of the research was to determine one day science activities in NHM through students' expectations, observations, feelings, learning experiences, and their effect on their academic achievement and explore teachers' views about the process. Middle school students (n=125) and their teachers (n=8) participated the activities. Qualitative dominant (QUAL+quan) parallel convergent design, one of the mixed research methods, was used in the research. Four different data collection tools (achievement test and three semistructured interview forms) were used. According to the results, the activities had a positive effect on the academic achievement of middle school students. It also helped them gain more profound experiences about the components of nature and develop more positive emotions. Prior to the science activities, the students expected to focus on observations and examinations. They emphasized the activities they conducted to collect and analyze fossils more strongly after the completion of activities. Teachers stated that science activities in the museum increased the active participation and interest of the students compared to the classroom environment and enabled them to provide awareness towards the environment and science.
Investigating the Change in Middle School Students&apos; Mathematical Modeling Competencies According to Their Reading Comprehension Skills Levels
Author: Alkan, Yasemin
Date: 2021-10-00
Type: Journal Articles
Subjects: Middle School Students,Mathematical Models,Reading Comprehension,Grade 7,Competence,Mathematics Skills,Foreign Countries,Student Attitudes,Mathematics Instruction

In this study, how the learning process designed with mathematical modeling activities affects the mathematical modeling competencies of middle school students who are at different levels in terms of reading comprehension skills. In the study, nested (embedded) pattern was preferred among mixed method research designs. The participants of the study consisted of 26 middle school seventh grade students who were selected using the easily accessible situation sampling method, which is one of the purposeful sampling types. In the research, besides mathematical modeling activities, researcher and student diaries were used to obtain qualitative data on the functioning of the application process. &quot;Modeling Activities Opinion Form&quot; was also used at the end of the application process in order to determine the general views of the study group on the activities. The quantitative data of the study were collected through the &quot;Reading Comprehension Test&quot; and &quot;Mathematical Modeling Competence Test&quot;, and the collected data were analyzed using both qualitative and quantitative data analysis methods. At the end of the study, it was determined that the mathematical modeling competencies of the students improved, but this development did not follow a stable course during the application process and the interpretation and validation competencies of the students were low.
Evaluation of Logger Pro Innovative Technology Supported Applications in the Scope of STEM
Author: Kumas, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Computer Software,Teaching Methods,Grade 10,Science Instruction,Computer Assisted Instruction,Content Analysis,Instructional Effectiveness,Instructional Innovation,High School Students,Homework,Graduation Rate,Action Research,Foreign Countries

Although advanced technological tools and equipment are used effectively in daily life, the inability of all students to access high-tech experiment applications in high schools negatively affects disadvantaged student groups in the further education process. The main purpose of the research evaluates students in four different categories about 10th-grade illuminance subjects by using Logger Pro technology within the scope of STEM. The study was carried out with 84 students at the school where the researcher taught in the fall semester of the 2019-2020 academic year. Within the scope of action research, qualitative and quantitative methods were used together. Quantitative findings were evaluated with SPSS and qualitative findings were evaluated with content analysis. Based on the research findings, it is revealed that the use of experimental content supported by innovative technology within the scope of science in high schools make a significant contribution in three categories within the scope of hopes and goals for STEM. Making applications supported by Logger Pro with technological content in schools improves the responsibilities of students in homework, contributes to their successful graduation from high schools and enables them to get into the departments they want in the university. These practices cause students to enjoy the professions they will choose in the future and help them reach their favorite professions by working harder
Inclusive Diagnostics and Stimulation of Socially Disadvantaged Children of a Pre-School Age: Experimental Verification
Author: Šilonová, Viera
Date: 2021-00-00
Type: Journal Articles
Subjects: Disadvantaged Youth,Kindergarten,Preschool Children,Inclusion,Foreign Countries,Intervention,Program Effectiveness,Child Development,Stimulation,Visual Stimuli,Auditory Stimuli,Tactual Perception,Auditory Perception,Visual Perception,Knowledge Level,Speech Skills,Language Skills,Vocabulary,Mathematics Skills,Child Behavior

The research focuses on the diagnostics and stimulation of socially disadvantaged children of a preschool age, which is a crucial component of inclusive education. The aim of the research was to experimentally verify through input and output orientation diagnostics the effectiveness of the stimulation program for 5 to 6 year old socially disadvantaged children in kindergartens. The results of the input and output orientation screening of 5 to 6 year old children from the experimental and control groups were analysed. Furthermore, the effectiveness of the stimulation program intended for the training of areas of deficits of partial functions and symptoms in the experimental group was verified, and conclusions and recommendations for pedagogical theory and practice in the area of inclusive approaches at the preprimary stage of the school system were formulated. The research demonstrated that the experimental group of children achieved statistically significantly better results in the post-test, focused on the area of symptoms measured by the t-test, than the control group. It was also confirmed that both groups of socially disadvantaged children (control and experimental) achieved statistically significantly better results in the post-test, focused on the area of deficits of partial functions, than in the pre-test.
Nonstandard Math Word Problems and Analysis of the Partial Stages of Its Solution
Author: Dofková, Radka
Date: 2021-00-00
Type: Journal Articles
Subjects: Word Problems (Mathematics),Problem Solving,Mathematics Instruction,Elementary School Mathematics,Elementary School Students,Student Reaction,Grade 5,Preadolescents,Visual Aids,Arithmetic,Foreign Countries

Choosing the right strategy is an important condition to successfully solve math problems. Research studies often present individual types of strategies more or less separately. This study aims to determine student solutions of selected word problems in the whole context of the solution process. In this context, such nonstandard word problems combine verbal formulation and the character of nonstandard problems (impossible to be solved using an algorithm). In order to get an overall picture of the stages of word problem solution, an analysis of solving a given word problem was conducted among 171 respondents aged 10-11. The analysis was conducted in compliance with partial steps of word problem processing, as the solving of the problem was viewed from a wider perspective. The student's reaction to the problem, working with the given information, individual forms of solution, and answer formation were recorded. In order to have a more complex idea and possibility to compare, the chosen way of solving the problem was also presented to a selected sample of 26 teachers. Available solutions were analyzed, and there were sought ways how the solution was assessed by the teachers based on selected parameters. Especially their meta-cognitive estimation of the correctness of their own solution was subject to scrutiny. Despite the fact that the respondents chose different strategies of solution (graphic, arithmetical, using judgment, etc.), it appears that the success rate of solving the given nonstandard word problem was very low. Thus, it is necessary to implement such word problems into standard math lessons, also within pre-graduate teacher preparation.
Methodological Approaches to the Study of Inquiry-Based Learning in Natural Science Education
Author: Gajic, Milica M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Science Education,Natural Sciences,Educational Research,Research Methodology,Research Design,Interdisciplinary Approach,Foreign Countries

Previous research of inquiry-based learning in natural science education indicates that there are different methodological trends and paradigms in the study of these issues. The aim of this research has been to analyze the selected relevant studies on inquiry-based learning in natural science education in order to assess their scope and limitations in the light of educational changes and reform initiatives. Directions of analysis of the relevant studies include considerations of the following: 1) Theoretical starting points and specific conceptual solutions, 2) Methodological design (research questions / problems, methods, techniques, and procedures), as well as 3) (Re)interpretation of the most significant findings. It could be stated that studies on inquiry-based learning in the field of natural sciences are rather insufficient, very diverse and heterogeneous, differing from each other both in terms of theory and conceptual solutions, research problems, methodological design, and implications for educational work. Even though experiments are very common in natural sciences, it has been found that triangulation is often used as a combination of qualitative and quantitative paradigms. The common thread that connects the selected studies in this field is the recognition of importance of inquiry-based learning as a very promising model of active teaching the natural sciences. It could be concluded that such studies require an interdisciplinary approach to the subject of study, both in empirical and theoretical field, providing better understanding of the future research directions of this phenomenon.
An Unexpected Affordance of Program Design for Dissertation Writing during COVID-19: The Embedded Dissertation
Author: Capello, Sarah
Date: 2021-00-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Program Design,COVID-19,Pandemics,Affordances,Writing (Composition),Doctoral Students,College Faculty,Academic Achievement,College Instruction

Purpose: This paper describes how an embedded dissertation program design feature supported two cohorts of EdD dissertators and helped them make consistent progress toward and eventually complete their dissertation milestones during the COVID-19 pandemic. Specifically, we detail the work, challenges, and results of EdD students' efforts toward their milestones and offer perspectives on the same topics for EdD faculty who are teaching dissertation writing courses or supporting dissertators during the COVID-19 pandemic. Conceptual Argument: This paper argues that an existing program design feature, the embedded dissertation, provided unexpected affordances for EdD dissertators during the COVID-19 pandemic. Specifically, it acted as a scaffold for dissertators to make small but consistent steps forward on their dissertation milestones despite the significant challenges they faced both as practitioners and as students during the pandemic. Implications for Research: In sharing these experiences, we hope to: (a) offer a contribution to the literature on the intersection of program design and dissertation writing, (b) proffer a program design structure that was successful in moving dissertators forward during COVID-19, and (c) document the lived experiences of EdD dissertators and faculty in this unprecedented, historical moment.
Doctoral Students Living, Leading, and Learning during a Pandemic
Author: Bukko, Debra
Date: 2021-00-00
Type: Journal Articles
Subjects: Doctoral Students,COVID-19,Pandemics,Student Role,Academic Persistence,Student Experience,State Universities

Purpose: The purpose of this study was to understand the impact of COVID-19 on doctoral students' personal, professional, and academic roles and factors contributing to their persistence during the pandemic. Research Methods: The researchers engaged in qualitative research at a California State University CPEDinspired Ed.D. program, using semi-structured interviews, document analysis and a focus group. Data were analyzed through the CPED mentoring and advising framework, transformative learning theory, and self-authorship theory. Results: Three themes emerged: a convergence of roles within home and virtual spaces, leading in a complex and uncertain time, and caring relationships encourage persistence. Implications: Participants experienced increased self-awareness and development of cognitive, interpersonal, and intrapersonal dimensions of self. Relationships between cohort members and with faculty were integral to student persistence during a time of significant change and uncertainty. Recommendations for practice within Ed.D. programs and for future research are offered.
Heeding the Call for Social Justice: How a CPED Ed.D. Program Illuminates the Instructional Intersection between COVID-19 and the Black Lives Matter Movement
Author: Nasr, Nancy
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Justice,Doctoral Programs,Education Courses,COVID-19,Pandemics,Racial Discrimination,Social Problems,Teaching Methods

The intersection of the COVID-19 pandemic and the BLM movement led to a historic moment for American society. Illness, death, and civil unrest provided a shared historical experience for all Americans, and provided an opportunity for educators to capitalize on the multitude of teachable moments these historical events provided. For educators, like myself, who were the product of CPED Ed.D. programs that emphasized social justice in education, the historical events of COVID-19 and the BLM movement were immediately recognized as an opportunity to bring social justice to the forefront in the online classroom. The purpose of this manuscript is to reflect on the impact that my CPED Ed.D. experience had on my awareness of social justice in education and how this awareness translates to online learning opportunities in light of the COVID-19 pandemic to provide students with experiences that emphasize the need to understand and overcome social injustices, through science.
Pandemic Pivots: The Impact of a Global Health Crisis on The Dissertation in Practice
Author: Alvarado, Cassidy
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Doctoral Dissertations,Educational Practices,Educational Change,Social Justice,Social Support Groups,Sense of Community,Student Attitudes,Computer Mediated Communication

Five scholarly practitioners in an educational leadership for social justice doctoral program share their intentional, community-minded pivots during a global pandemic that disrupted their Dissertations in Practice (DiP). Embodying their Ed.D. program's CPED framework (Carnegie Project on the Education Doctorate, 2019), the authors, at varying stages in the dissertation process, sought inventive solutions to COVID-19-related challenges that included the development of a new topic and research questions, adjusting study settings and participant pools, and embracing new methodologies to account for virtual-only approaches. Although uncertain how the global health crises would impact their DiP, by fostering a shared sense of community, the authors became critical friends, supporting each other in their personal, professional, and academic lives. Each narrative highlights the potential of oppositional praxis of threading identities of practice, reflection, and research--to respond creatively to the needs of their diverse research communities with compassion, vision, and agility.
Supporting Postsecondary Faculty Transition to Rapid Online Teaching &amp; Learning
Author: Bartlett, Michelle E.
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Electronic Learning,Adjustment (to Environment),Research Universities,Community Colleges,COVID-19,Pandemics,Transitional Programs,Land Grant Universities

North Carolina postsecondary faculty, similar to faculty around the world, who prepared their spring 2020 semester courses for face-to-face delivery, were required to quickly transition to Rapid Online Teaching and Learning (ROTL). This transition was expected within a short time frame, often one to two weeks, and for many faculty members, both time and resources to incorporate design practices found in high-quality online courses were limited. Faculty members demonstrated great determination and grit as they shifted to remote teaching and learning with a focus on the student success, even while feeling overwhelmed and disrupted themselves. Researchers examined two faculty-support programs designed to assist with the shift to online teaching during the COVID-19 crisis: one at a research-intensive, land-grant university and another for faculty at 58 community colleges, some of whom are enrolled in a CPED Ed.D. program. Lessons learned and thoughts on planning for future semesters are examined.
Dropout Time and Learners&apos; Performance in Computer Programming MOOCs
Author: Rõõm, Marili
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Dropout Rate,Programming,Time,Academic Achievement,Difficulty Level,Student Projects,College Students,Foreign Countries

One of the problems regarding MOOCs (Massive Open Online Courses) is the high dropout rate. Although dropout periods have been studied, there is still a lack of understanding of how dropout differs for MOOCs with different levels of difficulty. A quantitative study was conducted to determine the periods with the highest dropouts in computer programming MOOCs and the performance of the dropouts on the course before dropping out. Four occurrences of three MOOCs, with different durations, difficulty of the topic, and the degree of supportive methods, were included. The results showed that dropout was highest at the beginning of all studied courses. Learners also dropped out before the project. In the easier and shorter courses, most dropouts were successful until they quit the course. In longer and more difficult courses, learners mainly dropped out in the week they started due to experiencing problems with the course activities. It is suggested to recommend that learners take courses at a level that suits them if their current course is too easy or difficult and encourage learners to use course resources for help. It would be a good idea to provide learners with example topics to assist them in starting with a project.