ethanporcaro/eric-fulltext-meta huggingface dataset:
The Mediator Role of Teachers&apos; Subjective Well-Being in the Relationship between Principals&apos; Instructional Leadership and Teachers&apos; Professional Engagement = Okul Müdürlerinin Ögretimsel Liderlik Davranislari ile Ögretmenlerin Mesleki Adanmisliklari Arasindaki Iliskide Öznel Iyi Olusun Araci Rolü
Author: Dilekçi, Ümit
Date: 2020-00-00
Type: Journal Articles
Subjects: Well Being,Principals,Instructional Leadership,Leadership Effectiveness,School Administration,Teacher Administrator Relationship,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Work Attitudes,Job Performance,Job Satisfaction,Teacher Motivation,Self Efficacy,Foreign Countries

The aim of this study is to examine the mediating role of subjective well-being in the relationship between instructional leadership behaviors of school principals and teachers' professional engagement through structural equation modeling. The study was conducted with 238 teachers working in Batman province in the 2019-2020 academic year. Two different methods were used to determine the sample. First of all, it was taken into consideration that the teachers had been working with the current principal for at least 6 months (criterion sampling) and teachers who met this criterion were reached through convenient sampling method. As data collection tools, &quot;School Principals' Instructional Management Rating Scale&quot;, &quot;Teachers' Professional Engagement Scale&quot; and &quot;Teacher Subjective Well-being Scale&quot; were used. The findings showed that teachers perceived the instructional leadership behaviors of school principals as sufficient. Additionally, teachers' subjective well-being and professional engagement are high. It was also found that instructional leadership is a significant predictor of subjective well-being and subjective well-being of professional engagement; however, it was determined that instructional leadership did not significantly predict professional engagement. Subjective well-being has a mediator role in the relationship between instructional leadership and professional engagement. The findings which are anticipated to contribute to existing literature are discussed and based on them some suggestions are made for both policy makers and practitioners.
Blended Learning in an Upper Year Engineering Course: The Relationship between Students&apos; Program Year, Interactions with Online Material, and Academic Performance
Author: Watson, Ellen
Date: 2020-12-00
Type: Journal Articles
Subjects: Blended Learning,Undergraduate Students,Engineering Education,Academic Achievement,Foreign Countries,Electronic Learning,Instructional Materials,Individual Differences,Interaction,Instructional Effectiveness

At a comprehensive, public university in Western Canada, a fourth-year course in risk and safety management was recently made a requirement for all engineering students; depending on their program, students may take this course in their second, third, fourth, or fifth year of their program. As a result of increasing class sizes, this course was shifted from traditional to blended instruction. Since blending and opening this course to students with varying years of undergraduate engineering experience, instructors noted a difference in students' maturity (e.g., a change in quantity and quality of in-class discussion, questions, participation, student-teacher interactions, and problem solving capabilities) and questioned whether this impacted their interactions with online material. Research examining the impact of blended learning in Engineering has primarily focused on large first-year undergraduate courses; research about blended learning in upper-year engineering courses is sparse. Studies investigating courses with students of varying years of experience in the program are virtually non-existent. Therefore, to better understand students' interactions with online material during blended learning as connected to years in their program, we examined the relationship between levels of interaction and performance of students by year in program. This study analyzed approximately 2000 students' interactions with online material and performance across five sections of a risk-management course in engineering. We found that students who had completed more years of their program interacted less with online material than students earlier in their undergraduate careers. Academic performance, on the other hand, was higher for students who had interacted more with online material and slightly higher for students who had completed more years in their program. These results suggest that the delivery of instructional materials may need to be tailored to students' year in their program. Further implications and areas of future study are discussed.
Critical Policy Scholarship in Education: An Overview
Author: Molla, Tebeje
Date: 2021-01-11
Type: Journal Articles
Subjects: Educational Policy,Policy Analysis,Critical Theory,Scholarship,Criticism,Advocacy,Educational Research,Equal Education

This paper presents an overview of critical policy scholarship (CPS) in education. Historically, policy research has been dominated by what is commonly referred to as the policy science tradition, which is positivist in its philosophical stance and instrumentalist in its purpose--it focuses on producing knowledge relevant for policy decisions. However, with the rise of interpretive social inquiry in the 1970s and against the backdrop of unique political developments in the 1980s, CPS emerged as an alternative policy research perspective. This review discusses the scope and foci of CPS in education under four themes: methodological assumptions, interdisciplinary roots, enduring analytical goals, and emerging empirical contexts. Implications of the prevalence of inequality, Big Data and digital panopticon for educational policymaking and policy research are also briefly discussed. The paper concludes that although its foci of analysis have shifted considerably in the last four decades, analytical interest and tools of CPS remain largely unchanged.
Teachers&apos; Views on School Principals&apos; Servant Leadership Behaviors: A Mixed Method Study = Ögretmenlerin Okul Müdürlerinin Hizmetkar Liderlik Davranislarina Iliskin Görüsleri: Bir Karma Yöntem Çalismasi
Author: Uçar, Rezzan
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Secondary School Teachers,Principals,School Administration,Leadership Styles,Leadership Qualities,Teacher Administrator Relationship,Altruism,Empathy,Ethics,Justice,Values,Foreign Countries,Administrator Effectiveness

In this study, it was aimed to determine the opinions of the teachers working in secondary schools about the servant leadership behaviors of the school principals. Combination (diversity) design was used in the research which was carried out by using the mixed method, a combination of both quantitative and qualitative approaches. Accordingly, the scale was applied to 392 teachers determined by simple random sampling method in center of Van and interviews were made with 13 teachers who participated in the quantitative dimension of the research. The Servant Leadership Behaviors Scale (OMHLDÖ) of School Principals developed by Ekinci (2015) was used to collect the quantitative data of the research. The qualitative data of the research was collected through a semi-structured interview form created by taking into account the dimensions in the quantitative measurement tool. In the analysis of quantitative data of the study descriptive statistics and in the analysis of qualitative data descriptive analysis method were used. As the result of the quantitative dimension of the research, the teachers stated that school principals often exhibited servant leadership behaviors in the sub-dimensions of altruistic behavior, empathy, justice, honesty and humility. However, in the qualitative dimension of the research the teachers stated that the school principals did not exhibit adequate level of servant leadership behaviors in the sub-dimensions of altruistic behavior, empathy, justice, honesty and humility. In this context, it was concluded that there is no complete parallelism between the qualitative findings and the quantitative findings. Based on the findings, it can be suggested that school principals should have a more service oriented leadership approach for teachers. [Note: The page range (565-612) shown on the PDF is incorrect. The correct page range for this article is p565-611.]
The Status of Teaching Profession from Teachers&apos; Points of View = Ögretmen Penceresinden Ögretmenlik Mesleginin Statüsü
Author: Kahraman, Ümit
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Status,Teaching (Occupation),Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Professional Identity,Professionalism,Value Judgment,Public Opinion,Mass Media Effects,Context Effect,Teacher Rights,Socioeconomic Influences,Foreign Countries

In this research, it was aimed to determine teachers' perceptions about their professional status. The qualitative research method was used in the study. The study group consisted of 24 teachers determined by maximum diversity sampling among purposeful sampling methods. The research data were collected using a semi-structured interview form. Collected data were analyzed using the content analysis technique. According to the results of the research, teachers evaluate the concept of professional status in the context of social and economic conditions. Teachers have the idea that the factors that affect the status of a profession are personal rights, admission requirements, autonomy, and the private lives of professionals. Although the teachers' perceptions about the respectability of the profession are positive, their perceptions about the status of the profession are negative. It was determined that teachers think that the status of the profession has changed negatively with the changes in society, politics and teacher context from past to present. In addition, according to teachers' opinions, it was determined that parents' and students' behaviors towards teachers, professional, organizational and personal factors, teacher education and appointment system, socio-economic conditions and social perception affect the status of the teaching profession. Teachers believe that improving professional professionalism and improving social and economic rights and social perception of the profession will increase the status of the profession. In line with the results, suggestions have been made in the context of professional, social and economic rights in order to raise the status of the teaching profession. [This study was orally presented at the International Science and Education Congress held in Afyonkarahisar between March 23-25, 2018.]
Going Left or Right? A Study of the Policy Rationale of the Chilean Center-Left Coalition &quot;Concertación&quot; in Education
Author: Falabella, Alejandra
Date: 2021-01-18
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Political Attitudes,Politics of Education,Neoliberalism,Educational Change,Free Enterprise System,Public Education

What does it mean to deliver left-wing policies in education nowadays? During most of the 20th century, political parties of the center-left traditionally fought for a welfare state and a comprehensive public education. However, in an era of advanced capitalism, these same parties have tended to advocate and even deepen neoliberal and new public management reforms. In Chile, the center-left &quot;Concertación&quot; coalition governed for 20 years (1990-2010), inheriting a market-driven educational system established under the dictatorship of Augusto Pinochet. This paper, based on an analysis of official public speeches and documents (in total 62), examines the Concertación's rationale and political project in school education. The coalition's aim was to move from a &quot;free market&quot; to a regulated market, through a &quot;balanced formula&quot; that--while preserving the market framework--added greater state investment, compensatory programs, and performance accountability measures. Hypotheses circulated in the country that the Concertación did not deliver further transformations due to legal constraints, international pressure, and &quot;conflict phobia&quot;. Despite historical limitations and internal disputes, the research provides evidence that the government's educational program, in large part, was true to its own system of thinking. Hence, the center-left coalition did not maintain the market-based model &quot;in spite&quot; of its governmental rationality, but &quot;because&quot; of it.
A Micro-Level Perspective in Organizational Change: Cognitive Dissonance, Sense-Making and Attitude Change
Author: Çaliskan, Ömer
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Change,Organizational Change,Attitude Change,Readiness,Psychological Patterns,Preservice Teachers,Preservice Teacher Education,Foreign Countries,Student Attitudes

This study seeks to explore how individuals make sense of an upcoming educational change after they experience a cognitive dissonance state. The data of this study included reflective essays of fifty-two prospective teachers about an impending educational change initiative. The results of the qualitative data analysis revealed that three change related dynamics shaped the perspectives of the participants such as; individual side of change, organizational side of change and management of change. The participants found the change plan substantially beneficial in terms of individual and organizational matters while they shared their concerns about the appropriate implementation of the change by the responsible administrative units. This research contributed to the change literature by combining cognitive dissonance theory and individual sense-making process in examining their role in how people react to a planned educational change initiative. Conclusions, implications and recommendations are discussed. [Note: The page range (719-742) shown on the PDF is incorrect. The correct page range for this article is p719-741.]
Intentional Mergers: Invitational Educational Practices and High-Stakes Expectations
Author: Dee, Amy Lynn
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Preservice Teachers,Performance Based Assessment,High Stakes Tests,Educational Theories,Educational Practices,Andragogy,Teacher Education Programs

With the addition of the Educative Teacher Performance Assessment (edTPA) as a high-stakes, consequential standardized examination for teacher licensure, the practice of training new generations of educators using principles of Invitational Education (IE) Theory when making andragogic decisions arrives at an intersection. Teacher preparation programs preparing teacher candidates using methods and philosophies known to promote success in public school classrooms must now also support candidates' development and submission of an edTPA portfolio. Documenting the utilization of IE theory, practices, and strategies the authors describe the impact upon an educator preparation process that institutes a program for success in an intentionally inviting manner.
Opinions of Educational Administration Academicians on the Future of the Teacher Training System in Turkey
Author: Isik, Kenan
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Administrator Attitudes,Teacher Education Programs,Preservice Teacher Education,Educational Needs,Educational Administration,Barriers,Program Effectiveness,Educational Practices,Educational Quality,Educational Environment

The goal of this research is to do an ontological and epistemological analysis of current situation and future problematic areas in terms of organizational extents, of the operation of educational processes, and of the history and social bases of teacher training by analyzing the current situation of the teacher training system in Turkey, and thus, shedding light to the future of the teacher training system. In this research, qualitative research method was used and the phenomenological method was adopted. To determine the participants, purposeful sampling and relevant criterion sampling and maximum variation sampling methods were used. The data of the research was gathered with the semi-structured interview form created by the researcher. The data gathered from the research was examined in detail in terms of organizational extents and the structure of teacher training in Turkey was analyzed as a whole system. With this purpose, by determining the problematic areas of teacher training, education faculties where teachers get their training and programs that provide teacher training were analyzed; the question about how to achieve a unique teacher training structure was discussed and dead-ends of the teacher training system were questioned in terms of their philosophical basis both epistemologically and ontologically. According to the findings of the research, it was seen that there are quantitative and qualitative problems in every dimension of teacher training in Turkey. As a result, considering the own reality of Turkey, it is needed to develop a qualified teacher training system with the solid epistemological and ontological ground in there.
Perceptions of School Climate: Views of Teachers, Students, and Parents
Author: Smith, Kenneth H.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Parent Attitudes,Educational Environment,Well Being,Academic Achievement,Elementary Secondary Education,Institutional Characteristics,Differences

It has been widely documented that positive school climate significantly contributes to academic success and student well-being. This study explored teachers, students, and parents' perceptions of school climate as measured by the Inviting School Survey-R (ISS-R). The ISS-R was administered to over 10,000 school community members from over 60 schools across the United States. The ISS-R was used to identify perceptions of school climate between factors such as participants, gender, type of school, size of school, and student age. Results showed there were statistically significant association with self-reported perceptions of school climate and these five factors on the six ISS-R scales. The implications of the results are discussed, and it is concluded that the study's findings will facilitate the development of more inviting schools.
Organizational Silence from the Perspective of Instructors = Ögretim Elemanlarinin Bakis Açisiyla Örgütsel Sessizlik
Author: Evren, Hasan Ulvi
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Attitudes,Teacher Behavior,Gender Differences,Age Differences,Employment Level,Departments,Self Expression

This study aims to reveal the organizational silence perceptions of the instructors who work in different academic units of a state university in Aegean Region of Turkey, factors causing silence and possible consequences of silence. In this study, mixed research method was used to determine and elaborate the types of organizational silence seen among instructors, the reasons and consequences of organizational silence. First, quantitative data collection method was used and the data obtained by the researcher was analyzed by using quantitative analyzing techniques. So, this research was designed as &quot;Sequential Explanatory Design&quot;. The population of study consisted of 1301 instructors working in different academic units. The sample of the study consisted of 376 instructors who were selected by using cluster sampling method. In qualitative phase, 12 instructors were determined by maximum variation sampling method. In this study, Organizational Silence Scale which includes 15 items was used to get the quantitative data and an interview form which has 6 questions was used to get the qualitative data. As a result of this study, it can be said that inexperienced instructors, the instructors who have just started their academic career and the ones who are concerned about academic promotion remain silent at the university. It is also considered that the silence of senior instructors is based on their prior learned helplessness experiences. One of the most significant results of this study is that academic hierarchy is a phenomenon which has a negative impact on silence. When all the findings are evaluated, creating a more democratic culture by having a participatory administrative mentality at universities is defined as the most important suggestion.
Inviting Success When Implementing Social Emotional Learning into Secondary Suburban Classrooms
Author: Walker, Timothy R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Emotional Development,Social Development,High Schools,Suburban Schools,Program Implementation,Teacher Attitudes,Administrator Attitudes,Administrator Role,Counselor Attitudes,Educational Environment,Institutional Mission,Educational Theories,Knowledge Level,Barriers,Professional Development

Through the lenses of Invitational Education (Purkey &amp; Novak, 2008, 2016) and social emotional learning (SEL) advocated by Elias et al., (2016), the researchers sought to answer an overarching question: 'How can schools create an environment that invites SEL into the suburban classroom?' The analyzed data identified challenges exist when suburban high schools invite social emotional learning into classrooms. Based on the need to mitigate these findings, the authors suggest proper training, consistent communication, and the use of intentionally inviting processes for successful implementation of SEL.
Different Worlds Same Province: Blended Learning Design to Promote Transcultural Understanding in Teacher Education
Author: Snow, Kathy
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Awareness,Indigenous Populations,Teacher Education Programs,Preservice Teachers,Blended Learning,Culturally Relevant Education,Social Justice,Elementary Education,Methods Courses,Consciousness Raising,Interpersonal Competence,Social Bias,Indigenous Knowledge,Self Efficacy,Science Instruction

The history of Canada's educational offerings for Indigenous students was based in colonial and assimilative practice. As such culturally responsive pre-service teacher education needs to respond not only by moving away from historical practice but with a moral and social imperative through programming that aids reconciliation. Current literature outlines the challenges that both Indigenous and mainstream teacher candidates have in developing efficacy towards transcultural skills development. In an effort to respond to both types of students, during the design and development of a 16-month community-based Bachelor of Education program, that was offered in parallel to a campus based program, a model of blended-education for cultural understanding was developed. Using the &quot;elementary science methods&quot; course as design case, this paper will outline the development of the blended model which paired campus- and community-based students. The challenges and successes of the design were determined through a thematic analysis of instructor observations of the pilot during the 2014-15 academic year. Four key themes emerged as important in fostering transcultural understandings within blended learning practice: student efficacy, relationship building, recognition of cultural bias, and legitimizing traditional ecological knowledge. Each of these will be discussed in the context of the course as well as transformative post-secondary educational experiences.