ethanporcaro/eric-fulltext-meta huggingface dataset:
Relationship of Crisis Management of School Principals and Psychological Capital of Teachers
Author: Ira, Nejat
Date: 2022-00-00
Type: Journal Articles
Subjects: Correlation,Principals,Crisis Management,Instructional Leadership,Teacher Attitudes,Psychological Patterns,Elementary School Teachers,Secondary School Teachers,Gender Differences,Teaching Experience,Administrator Effectiveness,Teacher Administrator Relationship,Foreign Countries,Teacher Characteristics,School Administration

The aim of this study is to investigate the relationship between the crisis management skills of school principals who manage schools and the psychological capital of teachers. Scanning model was used in the research. The population of the research consists of 939 teachers, consisting of 396 primary school teachers and 543 secondary school teachers, who work in 34 schools in total, 15 of which are primary schools and 19 are secondary schools, affiliated to the Ministry of National Education in the city center of Çanakkale in the 2021-2022 academic year. The sample of the study consisted of 274 teachers working in primary and secondary schools located in the city center of Çanakkale. Data results were analyzed in SPSS 22.0 program. In the study, when the relationship between the crisis management skills of school principals and teachers' gender, working years at school and branch variables was examined according to teachers' perception levels, it was determined that the difference was not at a significant level. When the relationship between the psychological capital of teachers and the crisis management skills of school principals is examined, a positive and moderate relationship was determined between self-efficacy and the period before the crisis, the period during the crisis and the period after the crisis, and it can be said that self-efficacy is a positive predictor of crisis management skills.
Usage of Social Networking Sites vis-a-vis Depression among PG Students of Central University of Punjab
Author: Majid, Ishfaq
Date: 2019-00-00
Type: Journal Articles
Subjects: Depression (Psychology),Social Networks,Social Media,Student Attitudes,Humanities,Undergraduate Students,Indians,Gender Differences,Foreign Countries,Computer Mediated Communication,Universities,Science Education,Correlation,Symptoms (Individual Disorders),Time Management,Majors (Students)

Social networking sites (SNSs) are Web-based platforms on which individuals connect with other users to generate and maintain social connections. Considerable disagreement exists as to associations that SNS use may have with depression. The present study was conducted to explore the influence of Usage of Social Networking Sites and Depression among PG students of Central University of Punjab. The total number of 200 students were selected by using stratified random sampling technique for the collection of data. The study found that maximum number of PG Students of Central University of Punjab comes under moderate level of usage of Social Networking Sites and Depression. The findings revels that there is no significant influence of Usage of Social Networking Sites on Depression among male PG students of Central University of Punjab. Moreover, there is no influence of Usage of Social Networking Sites on Depression among female PG students of Central University of Punjab. The study also reveals that there is significant impact of Usage of Social Networking Sites on Depression among PG students of Humanities. It was also found that there is a no impact of Usage of Social Networking Sites on Depression among PG students of Science stream students of CUPB and there is no significant difference in the usage of Social Networking Sites among PG students of Science and Humanities streams.
Opinions of School Administrators and Teachers on Intercultural Education
Author: Ira, Nejat
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Administrator Attitudes,Multicultural Education,Immigration,Refugees,Educational Practices,Problem Solving,Cultural Awareness,Elementary Secondary Education,Cultural Differences,Educational Planning,Social Adjustment,Teacher Competencies,Social Values,Caring,Civil Rights,Empathy,Communication Skills,Foreign Countries

With its causes and consequences, migration is one of the important problem areas with its social, economic, political, and educational dimensions. The phenomenon of immigration in today's world and the social integration and adaptation of 3.5 million refugees in Turkey puts a great responsibility on education and educational organizations. It is necessary to determine the reflections of the immigration phenomenon in the field of education and management and to suggest solutions and practices. In this direction, the main purpose of the study is to reveal and discuss the current situation based on the opinions of teachers and administrators on intercultural education. This descriptive research has been designed with descriptive research model within the framework of the qualitative research approach. The participants of the study are administrators and teachers who worked in different branches in Çanakkale in the 2019-2020 academic year and have refugee students in their school. A semi-structured interview form was used as data collection tool. Descriptive analysis technique was used in the analysis of the obtained data. According to the findings of the research, it is observed that school administrators and teachers define intercultural education competence as having cultural knowledge, respect for differences, universality, education planning, competency, and social adaptation. School administrators and teachers think that the classroom teachers of refugee students should have the qualities of recognizing cultures, respecting universal values, caring about human rights, empathy and communicating; It is determined that they used the concepts of communication and social adaptation in their professional experiences.
Online Exams in Language, Linguistics and Translation Courses during the Pandemic in Saudi Arabia
Author: Al-Jarf, Reima
Date: 2022-00-00
Type: Journal Articles
Subjects: Translation,Second Language Learning,Second Language Instruction,Foreign Countries,Computer Assisted Testing,Test Anxiety,COVID-19,Pandemics,Distance Education,Educational Change,Linguistics,Undergraduate Students,College Faculty,Teacher Attitudes,Cheating,Integrated Learning Systems,Video Equipment,Grades (Scholastic),Test Format,Grade Point Average,Student Attitudes,Grading,Grade Inflation,Time Management,Educational Practices

At Saudi universities, there was a sudden shift from face-to-face instruction to distance learning and assessment in March 2020 due to the COVID-19 Pandemic. This study explored the status of online exams in language, linguistics, and translation courses in the first two semesters of the Pandemic (Spring 2020 and Fall 2020). Analysis of faculty surveys and students' comments on Twitter showed that the main concern of 91% of the students was final exams and passing courses with high grades. Students were worried about the negative effect of online exams on their GPA. Since the students were not familiar with online exams taken via Blackboard, they were anxious and wondered if they would do well. Some cheated on online exams as their cameras were turned off. Numerous adjustments were mandated by university administrations to alleviate students' anxiety such as allocating 20% of the course mark to the final exam, allowing more exam time, giving projects, open-book exams, term papers, reports, assignments or giving a presentation instead of the final. Some instructors gave easy questions and were lenient in grading to avoid students' complaints. They gave no essay, just objective questions. The students were given the option to drop the course, to choose a letter grade, pass/fail, i.e., no grade, or to have a course mark included in their GPA. Based on faculty surveys, this study reports challenges of online exams during the Pandemic, design and delivery of online exams, assessment forms and choices, grade inflation issues, and lessons learned and some recommendations.
Unified Mathematics. Revised
Author: Karpinski, Louis C.
Date: 1922-00-00
Type: Historical Materials
Subjects: Mathematics Education,Textbooks,College Mathematics

This textbook presents a course in elementary mathematics adapted to the needs of students in the freshman year of an ordinary college or technical school course, and of students in the first year of a junior college. The material of the text includes the essential and vital features of the work commonly covered in the past in separate courses in college algebra, trigonometry, and analytical geometry. A further fundamental feature of this work is the insistence upon illustrations drawn from fields with which the ordinary student has real experience. The authors believe that an illustration taken from life adds to the cultural value of the course in mathematics in which this illustration is discussed. Also, a distinctly new feature of the work is the introduction of series of &quot;timing exercises&quot; in types of problems in which the student may be expected to develop an almost mechanical ability.
Distance Learning in the Time of COVID-19 Lockdown: New Opportunities for Information and Communication Technologies in Education?
Author: Utéza, Marion
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Distance Education,COVID-19,Pandemics,Technology Uses in Education,Attitude Change,Foreign Countries,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers

This research aims to study the changing perceptions of primary and secondary school teachers towards information and communication technologies (ICT) for education, during the period of health lock down in France in April 2020. It is based on the Pedagogical, Social and Technological affordance model, suitable for analysing online learning environments and situations. Selected factors are the presence and use of ICT in Education, as well as interactions and innovation. In order to identify these elements, a questionnaire was proposed and the data was processed quantitatively and qualitatively. The results tend to confirm existing studies that claim low affordability of technology in education. Previous experience seems to be a perception-amplifying factor, but it does not in itself ensure the transition from perception to action. However, under certain conditions and in the longer term, such a rich and constrained experience leads to expression of new training needs that could reveal new affordances in a richer professional development process. [For the full proceedings, see ED622227.]
Four Corners of the World: Project-Based Learning in a Multicultural Virtual Environment
Author: Stoica, Michael
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Course Descriptions,Self Efficacy,Transformative Learning,Entrepreneurship,Business,Curriculum Implementation,Foreign Countries,Electronic Learning,Distance Education,Multicultural Education,Active Learning,Student Projects,Teamwork

The paper details a course offering that centers on student transformational experience and self-efficacy growth in an international environment by merging business, entrepreneurship and cultural experiences. Self-efficacy is achieved through both a mastery experience, mastering a task and controlling the environment, and vicarious experience through observation of people and activities. An inexpensive but very effective combination of multi-cultural virtual and in situ team work with a strong cultural component provides the transformational experience. Originally involving only two universities, one in China and one in the United Sates, the course has expanded over the years of its existence to four participating universities, each representing a different continent. The virtual pre-travel component, which was always an important part of the course design, became especially prominent during the COVID-19 pandemic. The advantages and challenges associated with the course design and implementation are discussed. [For the full proceedings, see ED622227.]
Oral Fluency: Basis for Designing a Communicative Competence Structured Module
Author: Charito G. Ong
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Oral Language,Language Fluency,Communicative Competence (Languages),Teaching Methods,Community Colleges,Two Year College Students,Student Attitudes,Language Proficiency,Student Evaluation,Learning Activities,Discourse Analysis,Cues,Phrase Structure,English (Second Language),Foreign Countries

This study analyzed and observed the oral discourse of Local Community College students. A descriptive analysis was conducted to find out the communicative competence level among the one hundred fifty randomly chosen respondents. A triangulation method was initiated to ensure the legitimacy of the gathered data. &quot;Focus Group Discussion,&quot; &quot;Classroom Observation,&quot; and &quot;Individual Interview&quot; were used to collect and validate the data gathering procedure. Results showed that one hundred five out of one hundred fifty respondents belong to the unconscious incompetence level while the remaining forty-five fall under the conscious competence level. The study concluded with the findings that the design of a communicative competence based module was necessary to develop oral fluency. The paper recommended for students to be constantly exposed to communicative activities in their classes to further develop their communication competencies. [For the full proceedings, see ED622227.]
Piano Students&apos; Perspectives and Experiences with Remote Piano Instruction
Author: Jefferson, Gwendolyn C.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Musical Instruments,Music Education,Distance Education,Student Attitudes,Teaching Methods,Music Teachers,Phenomenology,Videoconferencing,Telecommunications,Handheld Devices,Social Emotional Learning,Educational Benefits,Educational Change,Teacher Student Relationship,Music Reading,Educational Experience,Computer Software,Video Technology,Adults,Older Adults,Children,Adolescents,Young Adults

This qualitative phenomenological study explored student perspectives and experiences with remote piano instruction during COVID-19. Ten participating students responded to 13 original, vetted questions via phone/video conferencing or Google form, an online application for uploading responses to questions. The findings indicated that the students believed they benefitted from continuing their piano instruction via remote piano instruction. Research findings also revealed the students had to manage and cope with audio/video technological interruptions and socio-emotional issues associated with remote piano instruction. The research findings further indicated the students' use of their preferred virtual communication application to interact, see, hear, and maintain their established teacher/student relationship helped offset the problems associated with remote piano instruction. All ten students felt that they have continued to progress with their piano performance and music reading skills via remote piano instruction. The findings would benefit and encourage piano instructors, researchers, and technology developers to conduct more research, both qualitative and quantitative, to determine the best measures for improving students' and teachers' experiences with remote piano instruction. [For the full proceedings, see ED622227.]
Proceedings of the 2022 ASCUE Summer Conference (54th, Hybrid, June 12-16, 2022)
Author: Association Supporting Computer Users in Education (ASCUE)
Date: 2022-00-00
Type: Collected Works - Proceedings
Subjects: Computer Uses in Education,Undergraduate Students,Student Attitudes,Computer Software,Video Technology,Educational Technology,Information Technology,COVID-19,Pandemics,Higher Education,Textbooks,Open Source Technology,Computer Mediated Communication,Access to Computers,Educational Change,Electronic Learning,Recognition (Achievement),Mentors,Game Based Learning,Theses,Leadership,Sustainable Development,Computer Assisted Testing,Contracts,STEM Education,Methods Courses,Productivity,Online Courses,Futures (of Society),Programming,Employment Potential,Majors (Students),Engineering Education,Homeless People

ASCUE, the Association Supporting Computer Users in Education, is a group of people interested in small college computing issues. It is a blend of people from all over the country who use computers in their teaching, academic support, and administrative support functions. Begun in 1968 as CUETUG, the College and University Eleven-Thirty Users' Group, with an initial membership requirement of sharing at least one piece of software each year with other members, ASCUE has a strong tradition of bringing its members together to pool their resources to help each other. It no longer requires its members to share homegrown software, nor does it have ties to a particular hardware platform. However, ASCUE continues the tradition of sharing through its national conference held every year in June, its conference proceedings, and its newsletter. ASCUE proudly affirms this tradition in its motto: &quot;Our Third Quarter Century of Resource Sharing.&quot; These proceedings include 4 full papers and abstracts for 23 additional papers presented at the 54th conference. [Individual papers are indexed in ERIC.]
The High School Philotaxian Grammar, Being a Concise and Lucid Guide to a Knowledge of the English Language
Author: Howe, Sam'l L.
Date: 1871-00-00
Type: Historical Materials
Subjects: Secondary Education,Grammar,English Instruction,Textbooks

This textbook designed for both schools and private learners presents a new and comprehensive system with exercises for studying grammar from beginning principles to the most complex constructions. The system focuses on parsing, correcting incorrect syntax, nouns and pronouns, and the moods and tenses of verbs.
The Continuous Improvement Journey: Where Are We Now and Where Do We Want to Go? District-Level Insights from Guilford County Schools. CASEL&apos;s Learning Series on Research-Practice Partnerships
Author: Williams, Brittney
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Theory Practice Relationship,School Districts,Public Schools,Educational Improvement,Social Emotional Learning,Professional Development,Elementary Secondary Education

This brief offers a case study focused on Guilford County Schools (GCS), a public school district in North Carolina, to illuminate the role of continuous improvement through a &quot;research-practice partnership&quot; (RPP). RPPs offer a unique collaborative experience with a dual benefit: practitioners get the chance to collaborate in research that has meaningful applications for their work, while researchers have access to a rich, &quot;real-time&quot; opportunity to test and assess their hypotheses. These processes support ongoing improvement of the education initiative to better support important outcomes for young people and educators and inform broader implementation of similar initiatives in other contexts. The brief begins with a closer look at the definition of an RPP and then examines the process and outcomes of the RPP between CASEL and GCS. It shares insights gleaned from the partnership explores what supports are needed, the impact of the work, and the centrality of continuous improvement in sustaining the success of the initiative over the long term.
The Playbook to Leverage the Power of Communities of Practice
Author: Collaborative for Academic, Social, and Emotional Learning (CASEL), Collaborating States Initiative (CSI)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Communities of Practice,Social Emotional Learning,Labor Force Development,Career Development,Partnerships in Education,State Programs

The CASEL Collaborating States Initiative (CSI) observed that state policymakers who have created foundational policies to advance social and emotional learning (SEL) often become interested, as a next step, in creating a statewide community of practice (CoP) to engage districts and schools around a shared vision to promote implementation of SEL. This playbook was developed in collaboration with state policy teams participating in the CSI over the past five years. It includes lessons learned from CSI CoPs that have advanced SEL at the state level (with 42 states), integrating SEL into MTSS (9 states), and integrating SEL into career and workforce development (12 states). In addition, this playbook is informed by the work of CASEL's Collaborating Districts Initiative (CDI) which has worked with 20 partnering districts over the past 10 years. It is designed specifically to support state teams as they work to build and sustain an effective within-state CoP centered on SEL. The playbook offers simple, user-friendly guidance that identifies key principles, processes, tools, and resources which can be utilized to organize, launch, and implement a statewide CoP designed to promote SEL.
Using Mobile Technology to Promote Higher-Order Thinking Skills in Elementary Mathematics
Author: Verzosa, Debbie Marie B.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Handheld Devices,Thinking Skills,Elementary School Mathematics,Mathematical Concepts,Game Based Learning

The problem of rote-based learning in mathematics is well documented. Mobile technology can provide a potential solution, especially when application (app) design is based on sound pedagogical principles and gamification elements. However, an inventory of available mobile apps for mathematics reveals that many of the available apps are guided by a behaviorist perspective that favors repetition over meaningful learning. This paper reports on the design of mobile mathematics apps that harness gamification techniques to promote higher-order thinking skills (HOTS) even in basic elementary school concepts such as number comparison, and addition and subtraction. The integration of these apps in the classroom is also discussed. [For the full proceedings, see ED622227.]
Ann Arbor, Michigan: Focusing on Achievement Gaps
Author: Corbett, Julie
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Elementary Secondary Education,Educational Legislation,Achievement Gap,Academic Achievement,Educational Improvement,School Turnaround,School Districts,Program Implementation,Public Schools,Educational Planning,Improvement Programs,Capacity Building,Alignment (Education),Elementary School Curriculum,Enrollment,Discipline,Suspension,Sustainability

As they prepare for initial implementation of the Every Student Succeeds Act (ESSA), many state and local education agencies across the country have been taking the opportunity to redefine how best to support improvement in their lowest-performing schools. ESSA requires districts to play a larger role in the improvement process, with SEAs continuing to provide supports and monitor improvements. This report provides an example of how one district has done so -- by strengthening leadership, providing better student support, and implementing effective instructional and data practices to decrease achievement gaps among students. It begins with an introduction of the context, followed by a description of the district's improvement process. The brief concludes with an analysis of the district's impact and a discussion on how to sustain the results.