ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between School Administrator and Teacher Ratings of Classroom Practices and Student Achievement in High-Poverty Schools
Author: Reddy, Linda A.
Date: 2021-03-00
Type: Journal Articles
Subjects: Administrator Attitudes,Teacher Attitudes,Measurement Techniques,Classroom Techniques,Academic Achievement,Poverty,Elementary Secondary Education,Teaching Methods,Predictor Variables

This study examined the relationship of school administrator and teacher self-ratings of instructional and behavioral management practices to student growth on statewide achievement tests (Partnership for Assessment of Readiness for College and Career [PARCC]). The study included 78 teachers and 1,594 students from fourth through eighth grades in nine high-poverty charter schools. Observation scores completed by school administrator and teacher self-ratings were collected on the Classroom Strategies Assessment System (CSAS), an observational assessment that reports outcomes as discrepancy scores: differences between recommended frequency and observed frequency of specific instructional and behavior management strategies for teachers. Correlations revealed negative relations between both informants' discrepancy scores and PARCC growth scores, demonstrating that teachers with lower discrepancy scores tended to have students with greater PARCC growth scores. Hierarchical multiple regression analyses revealed school administrator and teacher CSAS total discrepancy scores were related to student performance on PARCC mathematics, but not English Language Arts (ELA), and teachers' CSAS Total discrepancy scores explained an additional 4.8% of variance in PARCC mathematics. Implications of findings for professional development and research are offered.
Technology Integration and Teachers&apos; Professional Knowledge with Reference to International Society for Technology in Education (ISTE)-Standard: A Causal Study
Author: Aslam, Rabia
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,Technology Integration,Technological Literacy,Pedagogical Content Knowledge,Standards,Secondary School Teachers,Private Schools,Correlation,Creativity,Educational Assessment,Social Media,Documentation,Computer Uses in Education

It is becoming a new trend in developing countries to integrate ICT effectively in the teaching-learning process inside or outside the classroom to boost teachers' professional knowledge (TPK). The present study addresses the technology integration relationship with TPK according to the International Society for Technology in Education (ISTE-2008) Standards for Teachers in private secondary schools of Karachi. TPK was categorized as 2 standards of ISTE-2008 i.e. enhance creativity in students and design digital-age assessment. 120 teachers from 12 private secondary schools of Karachi were selected based on a simple random sampling technique. For the collection of data, a teacher survey questionnaire was used that was designed to gain information on their level of ICT integration and their professional knowledge according to the ISTE-2008 Standards. Data was collected through questionnaire distribution and analyzed through SPSS. Based on ANOVA results, the overall model was significant because the F value was greater than 2 and the significant value was less than 0.05. A strong significant correlation was found between ICT integration and TPK. Strong and moderate significant correlation of ICT integration with teachers' ability to enhance creativity and design digital-age assessment was found respectively. ICT integration explained 32% of the variance in teachers' professional knowledge. The integration of ICT with ISTE-standards is highly recommended for the teachers.
This Moment Is the Curriculum: Equity, Inclusion, and Collectivist Critical Curriculum Mapping for Study Abroad Programs in the COVID-19 Era
Author: Ohito, Esther O.
Date: 2021-03-00
Type: Journal Articles
Subjects: Study Abroad,COVID-19,Pandemics,Feminism,African Americans,Females,Minority Group Students,Indigenous Populations,Collectivism,Equal Education,Inclusion,Foreign Countries,Blacks,Curriculum,Cultural Influences,World Views

Background: This article explores critical curriculum mapping in experiential education through immersive travel or Study Abroad Programs (SAPs). Purpose: The tetrad of authors theorizes then models the practice of criticality in curriculum mapping for SAPs. Methodology/Approach: Using Black feminist thought as a theoretical moor and dialogue and reflexive narrative as methods, authors present a curriculum mapping framework that is berthed to collective knowledge of how Black women in the African diaspora make meaning of lived experience to survive a perpetually precarious world. Findings/Conclusions: The framework exemplifies an epistemological alternative to dominant individualistic Euro/American approaches to curriculum mapping. Such approaches privilege predictability and linearity, contributing to the low participation of collectivist-oriented Black, Indigenous, and People of Color (BIPOC) students in SAPs. Implications: A collectivist critical orientation to curriculum mapping may, therefore, be useful for (a) epistemologically diversifying curricular responsiveness (with implications for teaching and learning in the unpredictable chaos of the current COVID-19 moment) and (b) addressing enduring issues of equity and inclusion in SAPs.
A Meta-Synthesis of Teacher Training Studies in the Focus of Gifted Education
Author: Sahin, Çigdem Çelik
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Inservice Teacher Education,Preservice Teacher Education,Elementary Secondary Education,Gifted Education,Talent,Professional Development,Program Effectiveness,Student Needs,Disproportionate Representation,Educational Practices,Data Collection,Research Methodology,Educational Research,Knowledge Level,Educational Needs,Teacher Attitudes

This research aims to find out the current situation of the articles in terms of teacher training in gifted and talented education. The key words used are as follows: &quot;gifted education&quot;, &quot;teacher training&quot;, &quot;teacher education&quot; and limited to publications between 2000-2020. In the research, google scholar, TUBITAK ULAKBIM Dergipark, Council of Higher Education Thesis Center, ERIC were used as data base of this research. The researches which are inaccessible were left out of the scope. Each of the studies was examined according to aim, sample, methodology, and results using content analysis technique. This research is a meta-synthesis study. Four master and five doctorate dissertations, 21 articles, 30 in total, were included in the analysis. An extensive literature review was the focus of this research in order to access all the researches including the defined key words. At the end of the research, some suggestions were presented related to the conclusions.
Online Information Search Competencies of Prospective Philosophy Teachers in an Online Pedagogical Formation Program
Author: Tuluk, Güler
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Philosophy,Online Searching,Search Strategies,Reflection,Reflective Teaching,Self Evaluation (Individuals),Perspective Taking,Problem Solving,Internet,Information Sources,Evaluative Thinking,Foreign Countries

This study aims to examine the knowledge-seeking competencies of prospective philosophy teachers who have received pedagogical training in an online environment according to their &quot;reflective thoughts&quot; and &quot;Inventory of Online Information Search Strategies&quot;. The methodology of the study was the single-group pretest-posttest pattern, which is one of the weak experimental designs. The data were obtained from 49 prospective teachers. The results of the study indicated that the online training program created significant differences in all other sub-factors, except reflective thinking habit and understanding sub-factors, and overall total score according to both reflective thinking and online information search strategies. Prospective teachers have entered the process of deep thinking about teaching, evaluating their own experiences and making sense of them; that is, the process of deep thinking caused the change in conceptual perspectives. They gained the skill of evaluating themselves from a different perspective. Prospective teachers have also mentioned that they know the strategies for searching information on the Internet, they can use the evaluation and problem-solving strategies, they can select and compare the information available on the Internet, they can select and compare programs, they can interpret the information and programs that they find, and develop new ways according to their results, shows that they can transform them according to their fields.
The Two Cultures of Academic Leadership
Author: McClintock, Charles
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,College Administration,Teacher Leadership,Administrators,College Faculty,Organizational Culture,Organizational Change,COVID-19,Pandemics,Teacher Administrator Relationship

This essay explores faculty and administrative leadership culture in the context of the pandemic health crisis. Differences and opportunities for leadership collaboration are identified that can help American higher education adapt to and prosper from the intense pressures for change.
The Learner Readiness for Online Learning: Scale Development and University Students&apos; Perceptions
Author: Yesilyurt, Ferahim
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Readiness,Electronic Learning,Test Construction,Measures (Individuals),Undergraduate Students,Late Adolescents,Student Characteristics,Self Efficacy,Computer Literacy,Schools of Education

The purpose of this study was to determine university students' readiness for online learning. Mainly due to the study a multidimensional instrument for university students' readiness for online learning (ROLS) developed and validated. The study adopted qualitative research method based on quantitative data. The participants of the study comprised 297 university students who were selected using randomly sampling model. The data were collected via readiness for online learning scale (ROLS) and analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to establish the construct validity of the ROLS model. In addition, a series of one-way ANOVA were conducted to investigate the effect of demographic variables on readiness of online learning. Through confirmatory factor analysis, ROLS was validated in two dimensions: computer literacy (CL) and computer based self-confidence (CSC). The results revealed that students' levels of readiness were high in computer literacy and computer based self-confidence. In the study it was also found out that perception of students' self-confidence while using computer caused significant statistical differences in two dimensions; the students who had higher level (very good, good) of self-confident perception while using computer students exhibited significantly greater readiness in the dimensions of CL and CSC than those who had lower level of self-confident perception. There was no statistical difference in the two dimensions of ROLS in terms of gender, and the participant students at Faculties of Education had similar levels in all readiness dimensions than the other participants in other faculties.
Towards a Border-Free Education
Author: Callaghan, James E.
Date: 2020-00-00
Type: Journal Articles
Subjects: International Education,COVID-19,Pandemics,Educational Change,Equal Education,Study Abroad,Foreign Students,Electronic Learning,Internet

In this essay, the author posits the need for education to take a leading role in the wake of the 2020 COVID-19 pandemic. It is noted, in particular, how the disruptions to education caused by the pandemic exposed the fragility of education while also exacerbating inequalities as instruction went online. Because international education relies upon physical mobility the pandemic not only disrupted the education of millions of far-flung students but put their health, safety, and security at risk as borders closed and transportation was halted or became severely limited. The concept of &quot;border-free&quot; education is offered here as a way to minimize risks to internationally-mobile students (and scholars), while also removing barriers and expanding knowledge, diversity, and opportunities, particularly for the marginalized and vulnerable.
Towards Applying a Management Software Solution on Multi-Level Classes: A Case Study of Two Oral Activity Lessons in French Subject
Author: Bouzaidi, Rachid Drissi El
Date: 2021-00-00
Type: Journal Articles
Subjects: Courseware,Classroom Techniques,Video Technology,Grade 2,Grade 3,Oral Language,Dialogs (Language),French,Grouping (Instructional Purposes),Multigraded Classes,Learning Activities,Time Management,Time on Task,Teaching Methods,Elementary School Students,Instructional Effectiveness,Language Teachers,Foreign Countries

This work was motivated by the idea of approaching teaching practice in multilevel classes based on a problem, namely the need to improve the management of time in these types of classes. The time management strategy, developed in this work, consists of applying two modes of alternating teaching, the classical mode &quot;work and make work&quot; and the &quot;actual - virtual&quot; presence of the teacher mode using the software Netsupport School. The study focuses on the impact of the application of this software solution in two heterogeneous lessons of the French language, specifically of oral activity, for a subgroup of a double-level class (2nd Primary Year + 3rd Primary Year). The obtained results are conclusive since this approach has made it possible to lower the dead time from 13 min to 9 min, to reduce the teacher's great effort from 30 min to 26 min and to considerably increase the total duration of the task of the learners from 26 min to 46 min.
Translating Global into Local/Local to Global Learning into Teaching Practices
Author: Fattal, Laura
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Global Approach,Study Abroad,Case Studies,Student Attitudes,Grounded Theory,Preservice Teachers,College Students,Class Activities,Multilingualism,Gender Differences,Death,Jews,European History,Race,Diversity,Social Emotional Learning,Art,Information Technology,Foreign Countries,Federal Legislation,International Educational Exchange,Federal Programs,Cultural Differences,Foreign Students,Faculty Development,Kindergarten,Elementary Secondary Education,Local Issues,Cultural Awareness

During an eight month period in 2019 the researchers conducted case study classroom-based observations and pursued conversations with ten study abroad participants from four Fulbright-Hays study abroad programs (India, South Korea, Israel, SeneGambia). Observing, documenting and reflecting on the translation of global to local and local to global academic, cultural and pedagogical insights in the work of the preservice and in-service teachers is the focus of the grounded theory qualitative research study. Global experiential learning for college students is repeatedly described as transformative, while research studies have indicated the difficulty in identifying specific outcomes of short term study abroad experiences. By working with preservice and in-service teachers, this qualitative case study researches new conceptual perspectives and quotidian meaning-making practices in actual classrooms. The coded grounded theory case study research details turn-key classroom activities and reflections on four select themes of multilingualism, gender/racial diversity, holocaust/genocide education/social and emotional learning, and the universal language of technology and the arts framed by conceptual understandings of cosmopolitanism and critical consciousness.
Virtual Learning: The Lacuna for Improved Access, Openness and Flexibility in an Open and Distance Learning University
Author: Seeletso, Mmabaledi
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,Virtual Classrooms,Access to Education,Open Universities,Distance Education,Delivery Systems,Graduate Students,Student Experience,Student Satisfaction,Independent Study,Educational Technology,Synchronous Communication,Affordances,Barriers,Facilitators (Individuals),Technology Integration,Foreign Countries

This paper explores ways in which virtual learning can facilitate improved access to information, promote openness, and encourage flexibility in an open and distance learning university. It reports on experiences and perceptions of students at an open and distance learning university, who study through virtual learning. The study considered two groups studying the same programme, under different conditions. One group had facilitators during face-to-face sessions while the other used a virtual classroom, using smartboard technology. The sample consisted of thirty-two (32) students from Botswana Open University (BOU). An exploratory mixed methods approach was used. Students were purposively sampled. A questionnaire was administered to establish the extent to which virtual learning delivery mode provided improved access, openness and flexibility. For data analysis, themes of students' responses were identified and tallied according to the different issues and trends that emerged. The findings suggest that students view virtual learning not as significantly different from the face-to-face session in terms of quality of content. However, students reported low levels of satisfaction regarding interactivity and poor video quality.
Validation of the Turkish Version of Work-Related Flow Inventory (WOLF) and Its Relationship with Burnout and Job Satisfaction
Author: Çam, Zekeriya
Date: 2021-00-00
Type: Journal Articles
Subjects: Construct Validity,Test Reliability,Work Attitudes,Teacher Burnout,Public School Teachers,Job Satisfaction,Positive Attitudes,Emotional Response,Fatigue (Biology),Well Being,Achievement,Correlation,Industrial Psychology,Measures (Individuals),Foreign Countries

The current paper was conducted for two aims: the first aim was to adapt the Work Related Flow Inventory (WOLF) developed by Bakker (2008) into Turkish. In this context, the inventory was applied 198 (128 females 64.6% and 70 males 35.4%) teachers working in public schools in Ankara for construct validity and reliability. WOLF, consisting of 13 items and three sub-dimensions, was found to be a valid and reliable tool for measuring teachers' work-related flow. The second aim was to examine the relationships between work related flow, burnout, and job satisfaction through the structural equation model. The data were collected from 274 teachers (155 females 56.6% and 114 males 41.6%) working in public schools in Ankara. The relationships between the variables were examined with the hybrid model. A negative and statistically significant relationship was found between flow and emotional exhaustion; a positive and statistically significant relationship was found among flow, personal accomplishment, and intrinsic satisfaction variables. However, no statistically significant relationship was found between work related flow and depersonalization as well as extrinsic satisfaction variables. The fit index values of the model examining the relationships among the variables were in the range of good fit values accepted in the literature. Findings were discussed within the relevant literature and culture, and suggestions were provided for future researchers and educators. Also, recommendations were listed for future studies with an emphasis on the need for research in Turkey.
Chemistry Self-Efficacy Beliefs as Predictors of Students&apos; Metacognitive Skills When Solving Chemistry Problems
Author: Özgür, Sinem Dinçol
Date: 2021-00-00
Type: Journal Articles
Subjects: Chemistry,Self Efficacy,Predictor Variables,Metacognition,Problem Solving,Thinking Skills,Undergraduate Students,Psychomotor Skills,Foreign Countries,College Science

This paper aims to explore (1) students' chemistry self-efficacy beliefs and metacognitive skills during problem solving in chemistry, (2) a potential significant difference of chemistry self-efficacy beliefs and levels of metacognitive skills in accordance with subject fields and, (3) the level of chemistry self-efficacy beliefs as a predictor of metacognitive skills in the course of solving problems. For the specified purposes, &quot;Metacognitive Activities Inventory&quot; and &quot;College Chemistry Self-Efficacy Scale&quot; were administered to 80 undergraduate students, majoring in the Departments of Chemistry and Chemistry Education. This study employed the correlational research model as a type of quantitative research design. The results of the study revealed that students maintained high levels of chemistry self-efficacy as well as metacognitive skills when solving problems in chemistry. Regarding their subject fields, it was observed that there was a significant difference merely in scores of &quot;self-efficacy for psychomotor skills (SPS)&quot; beliefs. The analyses also showed that the levels of students' metacognitive skills during problem solving predicted solely the variable of &quot;self-efficacy for cognitive skills (SCS)&quot;, which meant 18.7 % of the total variance.
Determination of Educational/Academic and Some Social Behavioral Trends of Elementary School Students in Turkey during Coronavirus (COVID-19) Pandemic Days
Author: Yayci, Levent
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Student Behavior,Social Behavior,Study Habits,Foreign Countries,COVID-19,Pandemics,School Closing,Parent Attitudes,Distance Education,Educational Technology,Electronic Learning,Educational Quality,Psychological Patterns,Behavior Problems,Teaching Methods,Video Games,Behavior Change,Television Viewing,Time,Telecommunications,Handheld Devices,Computer Use

This study aimed to determine educational/academic and some social behaviors of elementary school students according to their parents' views during coronavirus pandemic days, when they were under lockdown and were attending distance education. The study used a descriptive analysis methodology, one of the survey models, and the study group consisted of 74 parents who had children going to public elementary schools in 19 provinces of Turkey and who participated in the study voluntarily. A questionnaire developed by the researchers was used as the data collection tool. As a result, the study found out that the duration of the distance education was inadequate, many students exhibited behavioral and adaptation problems including getting furious/getting angry quickly/irritation, and aggression, mobile games were the most preferred pastime at home, half of the students did not design any materials, and that they did not develop any skills at all during this period. On the other hand, positive behavioral changes such as helping with housework and taking responsibility were observed in nearly half of the students.