ethanporcaro/eric-fulltext-meta huggingface dataset:
Subversion or Cooptation? Tactics for Engaging in Diversity Work in a Race-Adverse Climate
Author: Jones, Sosanya
Date: 2019-00-00
Type: Journal Articles
Subjects: Diversity (Institutional),Higher Education,Inclusion,Racial Bias,Professional Personnel,Politics of Education,Organizational Change,Barriers,Change Agents,Educational Change,Resistance to Change,Educational Strategies,Educational Finance,Burnout,Persistence,Language Usage,Deception,Humanization

The current lack of awareness and understanding about the work of diversity professionals in higher education manifests into missed opportunities for increasing knowledge, training, and practice for greater impact and may ultimately sabotage institutions' success in their commitments to diversity and inclusion. This qualitative study examines the challenges faced by diversity professionals when engaging in the work of promoting diversity and inclusion in institutions of higher education; how diversity professionals navigate these challenges; and if, and how, race and racism are addressed (or ignored) in their work. Recommendations for both future research and institutional practice are offfered.
Principal and Counselor Collaboration for Social Justice Advocacy: A Standards Alignment
Author: Lowery, Kendra
Date: 2019-00-00
Type: Journal Articles
Subjects: Cooperation,School Counselors,Principals,Social Justice,Advocacy,Standards,Professionalism,Educational Experience,Barriers,Alignment (Education),Self Concept,Human Resources,Elementary Secondary Education,Preschool Education

The current P-12 educational landscape is riddled with inequities, especially for historically underserved students. As such, greater efforts are needed from educational stakeholders (i.e. counselors and principals) who center social justice and advocacy practices that eliminate systemic barriers to rigorous educational experiences for all students. This paper proposes an alignment of advocacy and social justice professional standards and competencies for school counselors and principals. This alignment, which consists of three contextual dimensions including social justice identity, human resources, and advocacy actions, serves as the foundational framework for principal-counselor collaboration around social justice advocacy. Implications for practice and research are discussed.
In Pursuit of Socially Just and Socio-Culturally Responsive Educational Leadership Preparation: One Ed.D. Program&apos;s Process of Transformation
Author: Porfilio, Brad
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Justice,Instructional Leadership,Transformational Leadership,College Faculty,School Administration,Administrator Education,Learning Experience,Doctoral Programs,Educational Change,Program Implementation,Elementary Secondary Education,Doctoral Students,Culturally Relevant Education,Minority Group Students,Institutional Characteristics

Despite the clarion call from educational leaders, scholars, and doctoral students for educational leadership preparation to provide learning experiences to ensure students persist to become transformative school leaders, most educational leadership programs struggle to make this happen. The purpose of this reflective essay is to capture how converting a doctoral educational leadership program from a quarter system to a semester system afforded two faculty members the opportunity to redesign their doctoral program into one that specifically focuses on social justice. We not only capture how the semester conversion process afforded us the opportunity to ensure the program was tied to preparing transformative school leaders, but highlight how it allowed us to implement programmatic supports predicated on ensuring that more students graduate. We believe the insights we gleaned from redesigning the Ed.D. program will assist other educational leadership faculty and directors. They will be able to graduate more leaders who are equipped to build socially-just schools and solve complex problems facing the communities they serve.
Learning Autonomy, Digital Learners and Google Education: A Rhizomatic English Syllabus Framework
Author: Kara, Samia
Date: 2019-03-00
Type: Journal Articles
Subjects: Computer Software,English (Second Language),Second Language Learning,Second Language Instruction,Course Descriptions,Web 2.0 Technologies,Independent Study,Teaching Methods,Computer Assisted Instruction

Exploiting the free technology empowering services with which Google supplies the educational field, the present paper contributes a Google Education mediated syllabus framework to the field of teaching English as a second/ foreign language. Through a systems approach methodology, the framework addressed the concepts of 'learner autonomy' and 'digital learners' within the scope of its consecutive blocks: conceptualisation, planning and development. The relevance of this effort is to be seen in terms of bridging the ever-growing gap between the classroom and the digital world of web 2.0 learners; as well as enabling the teachers to contextualise the proposed tool with regard to their syllabi development, renewal and adaptation.
Foreign Language Learning in Knowledge Forums: Using a Knowledge Building Forum in an EFL Classroom
Author: Manegre, Marni
Date: 2019-03-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Computer Mediated Communication,Error Patterns,Language Skills,Skill Development,Cooperative Learning,Computer Assisted Instruction,Writing Instruction,Bilingualism,Secondary School Students,Spanish,Romance Languages,Greek,Foreign Countries,Native Language,Intercultural Communication,Collaborative Writing,Program Descriptions

This paper presents the first phase of a study conducted to analyze Knowledge Building forums for evidence of second language acquisition. This study is an analysis of the posts within an existing forum in search of evidence of foreign language learning. The analysis found that the collaborative writing project shows evidence that the students passed through the stages of construction of knowledge within their foreign language classroom, however factors, such as confounding variables, inconsistencies in error types, and the small number of posts by the participants made it challenging to determine whether there is evidence of language acquisition for each student. The forum posts show evidence of knowledge acquisition, but further investigation is required to determine whether collaborative writing in knowledge forums is effective for foreign language acquisition.
ReDesign: Redesigning Learning through a New Learning Management System
Author: Avgousti, Maria Iosifina
Date: 2019-03-00
Type: Journal Articles
Subjects: Management Systems,Foreign Countries,Program Descriptions,Computer Software,College Students,College Faculty,Teacher Student Relationship,Social Media,Technology Integration,Web 2.0 Technologies,Feedback (Response),Intercultural Communication,Videoconferencing,Technological Literacy,Interdisciplinary Approach,International Cooperation,Educational Cooperation,Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Applied Linguistics,Engineering Education,Computer Science Education,Language Teachers,Teacher Education Programs

In a world which abounds with digitally-driven changes, an orthodoxy of technology adoption and utilisation in higher education is emerging, and it is deemed critical for steering the discussions of experts for planning and implementing a digitally-enabled ecology where students and faculty members alike will benefit. Although several types of software that host educational or training content for students have been used in previous studies, the aim of this EU-funded project was to design a digitally-enabled platform that would afford culturally-driven exchanges between university students and collaboration among faculty members of the same disciplines across Europe. The platform is based on, but extends beyond, principles of standard Learning Management Systems (LMSs) and Facebook, by affording Web 2.0 tools, Augmented Reality (AR) applications, and QR codes. Further, the platform has been designed based on multiple pilot testing phases, students' individual needs, instructors' constructive feedback, and the tailored needs of each academic discipline. This EU-funded project is a joint effort to guide instructors and students in experiencing the curricula in different academic institutions, to guide instructors and students in understanding the affordances and contradictions of intercultural telecollaboration, and to guide students in developing a conceptual understanding of complex constructs in their discipline.
How Do Different Keyword Captioning Strategies Impact Students&apos; Performance in Oral and Written Production Tasks? A Pilot Study
Author: He, Long
Date: 2019-03-00
Type: Journal Articles
Subjects: Linguistic Input,Audiovisual Aids,Grammar,Vocabulary Development,Listening Comprehension,Second Language Learning,Second Language Instruction,English (Second Language),Recall (Psychology),Video Technology,Oral Language,Written Language,Comparative Analysis,Native Language,Teaching Methods,Grade 11,High School Students

As an increasingly popular format of input, the affordances of audio-visual materials have been widely studied. Past research has provided evidence that audio-visual input combined with different captioning strategies could benefit learners in terms of vocabulary learning, listening comprehension, and the development of grammatical knowledge. However, there is a lack of research on how manipulating captioning conditions could help learners use their own linguistic resources to produce L2. Comparing the effects of three captioning techniques, L1 glossed keyword captioning, keyword captioning, and no captioning on English learners' oral and written recall of a short video, this pilot study aims to test the instruments and the data collection methods. The tentative results suggest that L1 glossed keyword captioning might have worked better in facilitating students' oral and written production of the keywords than keyword captioning and no captioning. The study also shows that L1 glossed keyword captioning might be more useful than keyword captioning and no captioning in helping students comprehend and reproduce the content of the video. Suggestions for further research on this topic are presented in the final part of this paper.
Clinical Supervision: Towards Effective Classroom Teaching
Author: Ghavifekr, Simin
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Teacher Competencies,Secondary School Teachers,Program Effectiveness,Observation,Teacher Attitudes,Teacher Effectiveness,Lesson Plans,Instruction,Questioning Techniques,Student Participation,Positive Reinforcement,Assignments,Tests,Classroom Techniques,Teacher Supervision,Secondary Schools,Teaching Skills,Teacher Characteristics

The main purpose of this study was to determine the effect of clinical supervision of principals on teachers' teaching performance in secondary schools. A total of 100 public secondary school teachers from Kuala Selangor, Malaysia participated in this study and data was collected through distribution of a survey questionnaire. Both descriptive and inferential statistics were used to analyse the collected data by using SPSS software. Results revealed that effective clinical supervision process will consist of steps of pre-observation planning, observation implementation and post-observation monitoring. Moreover, results from teachers' perceptions proved that clinical supervision positively influence the teaching effectiveness in terms of writing of daily lesson plan, set induction, development and delivery of lessons, questioning techniques, student involvement, encouragement, training and student assignments, examinations, assignments and exercises, closure of teaching and classroom management. However, in this study, the level of clinical supervision based on the pre-observation planning practiced by principal resulted high.
The Effect of Layered Curriculum Model on Students&apos; Academic Achievement and Attitudes in English Course
Author: Orakci, Senol
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Student Attitudes,Academic Achievement,High School Students,Grade 9,Secondary School Curriculum,Individualized Instruction

The aim of this study is to examine the LCM (layered curriculum model) on students' achievements, and attitudes in English course and to determine their opinions about the LCM. In order to achieve these aims, mixed method was employed. The study lasted for five weeks and was conducted in one of the Anatolian High Schools in Ankara, Turkey in 2016-2017's academic year. The study was conducted on an experimental group composed of 31 ninth grade students and control group composed of 32 ninth grade students. The experimental group was lectured with the LCM whereas the control group was lectured with a teaching process in which current curriculum prescribed by Ministry of National Education (MoNE) was followed. Research data were gathered through the academic achievement test, the scale of attitude towards English lesson and semi-structured interview form. The study results revealed that the LCM implementation in the experimental group increased students' academic achievement and attitude more significantly than the experimental group. The students interviewed in the experimental group expressed that the LCM promoted their cognitive and affective developments, their language skills, facilitated their learning process, made their learning permanent, developed their motivation, self-confidence, responsibility, decision making skills and abilities. They also stated that the activities in the LCM were fun, interesting, and instructional.
Lower Secondary Students&apos; Views about Mathematicians Depicted as Mathematics Teachers
Author: Hatisaru, Vesife
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics,Professional Personnel,Secondary School Students,Student Attitudes,Freehand Drawing,Mathematics Teachers,Gender Differences,Teaching Methods,Early Adolescents,Foreign Countries

The present study examined lower secondary students' images of mathematics, comprised of stated attitudes to and perceived needs for mathematics, and views about mathematicians and their work. A group of 1284 lower secondary students drew a picture of mathematician at work and described their drawings. The students' drawings fell into two distinct groups: drawings that depicted their view of what a mathematician at work would look like, and drawings that depicted a mathematician who was clearly a mathematics teacher. This article presents the data regarding the latter group. Trends that emerged from the drawings in this sample included that mathematics teachers were: predominantly female; had a positive image; incorporated lectures, explanations, and demonstrations; and used whiteboards and books as tools of the profession. The article concludes with possible implications for practice and research.
The Issue of &apos;Proudliness&apos;: Primary Students&apos; Motivation towards Mathematics
Author: Nyman, Martin
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Students,Student Motivation,Mathematics Education,Grade 2,Grade 5,Student Attitudes,Foreign Countries

In this paper, we study year 2 and year 5 students' expressed motivations for doing mathematics. The responses were analysed using thematic analysis; first with a deductive approach using themes from previous research, and then an additional inductive analysis searching for new themes. The results show that the children express both intrinsic motivation (cognitive-oriented and emotional-oriented), as well as extrinsic motivation (including outward and compensation). Two new categories of cognitive intrinsic motivation were found--normative and personal. The results also indicated an interplay not only between the different categories but also within categories, signalling that expressed motivation is double-layered. Some implications are discussed.
Pre-Service Mathematics Teachers&apos; Beliefs Regarding Topics of Mathematics Education
Author: Manderfeld, Katharina
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Mathematics Education,Pedagogical Content Knowledge,Foreign Countries,Student Attitudes

Beliefs are known to influence learning processes and thus become relevant in the instruction of pre-service mathematics teachers with regard to the pedagogical content knowledge taught in courses of mathematics didactics at university. In exploring beliefs about mathematics didactics of pre-service teachers training for secondary school, 50 bachelor students (ca. 5th semester) responded to two open-ended tasks in which they were asked to express their understanding of mathematics didactics. With the help of qualitative content analysis, topics related to mathematics didactics as identified by the participants are categorized. The category system shows that beliefs of participants differ in some respects from what selected research associates with mathematics didactics. Also, technical aspects of lessons like designing lessons are frequently mentioned within the answers, whereas topics with regard to learners or curriculum are rarely addressed.
Investigation of Preservice Teachers&apos; Theory Use through Course Video
Author: Kilic, Seval Deniz
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Theory Practice Relationship,Mathematics Teachers,Video Technology,Technology Uses in Education,Foreign Countries

The use of theory which has been described as an efficient tool to build a bridge between theory and practice has recently become one of the subject matters which the mathematics educators pay attention. The main purpose of this study which examines the preservice mathematics teachers' levels and nature of use of theory is to enable preservice teachers to enrich their practical knowledge with theory. As a result of this case study which consisted of 20 preservice mathematics teachers and adopted qualitative research methods, it was found that the preservice teachers' habits of use of theory accumulated to the level of description and in addition to this, theory use mostly accumulated to the third level. That is, the preservice teachers have a great tendency to explain the current situation. At the end of the study, it was suggested that the preservice teachers should be provided rich learning environments which promote the use of theory and are enriched with technology and they should be guided appropriately to increase the candidates' quality and level of theory use.
Effects of Cloud Computing Tools, Study Type and Task Difficulty on Cognitive Load and Performance
Author: Demir Kaymak, Zeliha
Date: 2019-00-00
Type: Journal Articles
Subjects: Cognitive Ability,Computer Software,Task Analysis,Difficulty Level,Academic Achievement,Comparative Analysis,Cooperative Learning,Instructional Effectiveness,College Students,Computer Science Education,State Universities,Teaching Methods,Factor Analysis

The purpose of this research is to investigate the effects of using cloud computing technologies, study type and task difficulty on cognitive load and students' performance. The research was conducted as 2x2x2 complex mixed design. The two experiment groups are the first factor of design. In the first experiment group students used non collaborative cognitive tools (NCCT), in the second group students used collaborative cloud computing (CCCT) for learning tasks. Second and third factors of the research as repeated measures are study type (individual -- group) and task difficulty (easy -- difficult). During the experiment process four different types of tasks were given to students. These tasks were individual and easy task (1), individual and difficult task (2), in group and easy task (3) and in group and difficult task (4). The depended variables of the research are cognitive load, performance and instructional efficiency scores. The experiment group consists of 57 females and 57 males totally 114 university students. 55 students used NCCT and 59 students used CCCT for learning tasks. Three factors mixed design ANOVA were used to analyze the gathered data. Analyzes showed that cloud computing improves learning performance and instructional efficiency while does not affect cognitive load. According to the results especially for the difficult tasks using cloud computing is suggested to improve students' collaboration and performance.
The Relation of 6th Grade Science Textbooks in Secondary School with Daily Life: An Example of Cell
Author: Ormanci, Ümmühan
Date: 2019-10-00
Type: Journal Articles
Subjects: Science Education,Grade 6,Secondary School Science,Textbooks,Relevance (Education),Teaching Methods,Foreign Countries,Cytology

Among the basic aims of education, raising students as individuals that have the knowledge regarding the field as science literates and relate and reflect this knowledge to their daily life takes part. For this purpose, the curriculum and lessons should be given importance to daily life. At this point, in order for teachers to be able to include the relationship with daily life in their lessons, it is necessary to include the relationship with daily life in the textbooks. In the study, it is aimed to analyse the case of relation the cell subject in sixth-grade science textbook with daily life. The problem sentence of the study was, &quot;How is the relationship between daily life in the cell and the subject in the 6th grade science book?&quot; In the study document analysis, which is one of the qualitative research methods, was used. The data is obtained from the science textbook advised by Turkey Ministry of National Education. In the evaluation of the data the control List of Relation with Daily Life (In Materials, Lesson Plans, Textbooks, Class Observations), which was developed by the researchers, was used. According to the findings obtained from the study, it can be said that relation with daily life in the cell subject is at a medium level with 41.6% frequency and at deficient level with 32.4% frequency. Within this context, the relation level of the cell subject in the sixth-grade science textbook with daily life is at medium and deficient. In this context, considering that textbooks are one of the main sources of teachers, it can be stated that this situation is a negative situation in terms of relation with daily life. At this point, it can be said that similar studies can be done on other subjects in order to understand the situation in the textbooks.