ethanporcaro/eric-fulltext-meta huggingface dataset:
Distance Learning in the Humanitarian Field amid the Coronavirus Pandemic: Risks of Creating Barriers and Innovative Benefits
Author: Glebov, Viktor Ale?androvich
Date: 2021-05-00
Type: Journal Articles
Subjects: Distance Education,Educational Technology,Technology Uses in Education,COVID-19,Pandemics,Risk,Educational Innovation,College Faculty,College Students,Teacher Attitudes,Student Attitudes,Satisfaction,Instructional Effectiveness,Feedback (Response),Teaching Methods,Higher Education,Foreign Countries

The goal of the research is to study the risks and innovative benefits of distance learning. The main research method is an anonymous survey of academic staff (university teachers) and students (future philologists, foreign language teachers), based on the need to clarify the situation associated with the use of distance learning technologies in the conditions of the quarantine. The following data have been obtained in the course of the study: the most significant opportunities for distance learning, the level of satisfaction with distance learning technologies, the compliance with the previously drawn up training schedule in the distance learning conditions, the satisfaction with the promptness of informing about the training schedule, the use of distance learning technologies to provide feedback, the factors that affect the quality of the implementation of distance learning technologies, the teachers' positive experience of using distance learning technologies, the use of distance learning technologies when providing students with lecture materials, as well as the use of information resources of the institution by the students. The results of the study have revealed that both students and teachers are aware of the need to work in a distance learning environment, but the coronavirus pandemic has created new risks for the higher education system, which require an innovative approach to overcoming barriers in the distance learning system. The results of the article can be used in the organization of distance learning at a humanitarian university.
A Policy Shift from State to Non-State in Education Aid: A Critical Discourse Analysis of the UK&apos;s Development Policies
Author: Aung, Thu Ya
Date: 2021-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Political Influences,Power Structure,Educational Policy,Policy Analysis,Educational Quality,Developing Nations,Financial Support,Educational Finance,Educational Development,Foreign Countries,International Organizations,Public Schools,Private Schools

Due to the historically outsized influence of the United Kingdom's development assistance office on international aid, a better understanding of the underlying ideologies and political priorities guiding this agency would help the larger aid community more clearly understand the power dynamics and structural context of the development industry. However, these ideologies and dynamics are often left implicit and are not always easily understood. The purpose of this article is to use critical discourse analysis to unpack the ideologies, political priorities and power dynamics present in DfID's official education policy documents. In so doing, we make the implicit explicit, and begin to unpack the implicit meanings and assumptions that are present in these written texts, particularly regarding the deprioritized role of the state in providing a high-quality education. We argue that this analysis reveals an underlying perception within DfID that the private sector is more effective at providing public education in developing countries than the public sector.
Primary School Teacher Candidates and Nomophobia
Author: Aktay, Emel Guvey
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preservice Teachers,Handheld Devices,Fear,Foreign Countries,Anxiety,Telecommunications

Smartphones have become an integral part of modern life in a technological age, and likewise stirs mixed emotions among people. However, technology's influence is only increasing as it becomes evermore advanced, and has youth in particular wrapped around its finger. One such consequence of this is nomophobia. Nomophobia can be defined as the irrational fear of being without your mobile phone or being unable to use your phone for any given reason. This fear of the absence of one's phone can cause numerous physical and psychological issues. This study aims to examine nomophobia among primary school teacher candidates in terms of different factors. It was looked at whether or not the severity/degree of this condition differed by gender, academic year, grade point average, how long students had a mobile phone, how long students talked over phone and how long students used the internet for 260 teacher candidates an anonymous state university participated as the sample in the study, which was performed based on the general survey model. Data was collected using the Nomophobia Scale (NMP-Q) developed by Yildirim and Correia (2015), and adapted into Turkish by Yildirim, Sumuer, Adnan, and Yildirim (2016). The scale contains 20 items, each of which were scaled between 1 and 7, 1 being &quot;I strongly disagree&quot; and 7 being &quot;I strongly agree&quot;. SPSS was used to analyze the data with the goal of seeing whether or not there was any marked statistical significance between the variables.
Economic Crises and Private Rates of Returns to University Education: A Conceptual Framework, Stylized Facts from Three Middle-Income Countries, and COVID-19 Implications
Author: Fasih, Tazeen
Date: 2021-00-00
Type: Journal Articles
Subjects: Economic Impact,Economic Factors,COVID-19,Pandemics,Unemployment,Outcomes of Education,Higher Education,Correlation,Foreign Countries

In this study, we develop a conceptual framework that explains the reasons behind a widening of the gaps in private rates of return to university education during an economic crisis such as COVID-19. Next, we report stylized facts on the private rates of return to university education before and after economic crises in Indonesia, Pakistan, and South Africa. We further conduct panel regression analysis to assess the statistical significance of the relationship between private returns and crises in the three countries. We conclude by speculating on COVID-19 implications and future research.
Suggestions for Critical Awareness, Accountability, and Transformation in Human Rights Education
Author: Foley, William J., Jr.
Date: 2021-00-00
Type: Journal Articles
Subjects: Civil Rights,Educational Change,Critical Theory,Teaching Methods,Ethics,Epistemology,Criticism,Western Civilization,Ideology,Classification,Accountability,Activism,Access to Education,Models,Foreign Countries,Social Justice,Social Change

Human Rights Education exists as an implementing entity of the Universal Declaration of Human Rights. Scholars such as Andre Keet and others have criticized the dissemination of universal rights through education because it covets Western ideology over local ethical and epistemological constructs. Using Tibbitts' revised typologies of Human Rights Education, this paper offers suggestions for critical pedagogy for the teaching of, for, and through Human Rights. These suggestions are drawn from examples of critical practice from throughout the world.
Developing the Leadership Capacity of Teachers: Theory to Practice
Author: Carswell, M. Adam
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Leadership Role,Educational Environment,Capacity Building,School Administration,Best Practices,Reflective Teaching,Talent,Teacher Effectiveness,Teacher Leadership,Teacher Administrator Relationship,Mentors,Leadership Training,Teacher Motivation,Vignettes,Professional Autonomy,Principals,Administrator Attitudes,Elementary Secondary Education

Today's school leaders need to prioritize the development of leadership capacity in classroom teachers. Leadership development commonly involves either teachers expressing an interest in leadership or school leaders finding talent in those teachers whom they believe have the capacity to grow into formal leadership roles. School leaders must be able to recognize teachers who overflow with terrific ideas and leadership potential and those who are less likely to self-identify as leadership candidates. However, as a school administrator desires to cultivate leadership capacity in teachers, he or she must devise a plan. To accomplish this task effectively, best practices and theory must be utilized. Therefore, this essay addresses the use of best practices as identified in literature to promote a positive school climate, collaboration, motivation, reflective practice, and teacher leadership development.
Points, Points, and More Points: High School Grade Inflation and Deflation When Homework and Employability Scores Are Included
Author: Griffin, Robert
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Grade Inflation,Homework,Employment Potential,Scores,Urban Schools,Mathematics Achievement,Summative Evaluation,Grading,Academic Standards

With a strong movement of schools starting to use standards-based grading practices, one of the aims of this study was to learn if traditional grading practices communicate grades that are accurate based on the students' learning of the course objectives. The purpose of this study was to determine the extent to which employability and homework scores within a traditional points- and percentages-weighted grading model inflates or deflates grades. This study analyzed 795 students' semester math grades at an urban high school to see if, and to what extent, students' grades were inflated or deflated due to including homework and employability scores in the grade. Final grades, which included homework and employability points, were compared to each student's overall summative assessment scores to determine grade inflation or deflation. The study also analyzed how changing grading practices to eliminate homework and employability points would impact the number of students that ultimately passed or failed the course. Results of this study indicated 336 (43.2%) students had their grades inflated or deflated by 5% or more and 97 (12.6%) students had their grades inflated or deflated by 10% or more, which is equivalent to moving up or down a full letter grade. School leaders should consider separately communicating academic and non-academic factors to minimize grade inflation/deflation in order to make decisions based upon grades more justifiable.
Who Participates in the Skilled Technical Workforce after College and What Are Their Educational Pathways?
Author: Chen, Xianglei
Date: 2021-05-00
Type: Journal Articles
Subjects: Skilled Occupations,Technical Occupations,Education Work Relationship,Gender Differences,Racial Differences,Postsecondary Education,Longitudinal Studies,Undergraduate Students,Enrollment,STEM Education,Vocational Education,Educational Attainment,Time to Degree

The skilled technical workforce (STW) comprises workers in occupations that require significant science, technology, engineering, or mathematics (STEM) skills but not a bachelor's degree for entry. The United States had over 17 million STW workers in 2017, and is expected to be short about 3.4 million workers who are qualified for the available STW positions by 2022. Despite the important contribution of the STW to the U.S. economy, the policy discourse on the STEM workforce has largely focused on workers with bachelor's or graduate degrees, overlooking those without a 4-year degree. Consequently, knowledge about the STW is limited. This paper draws on a recently available national data source to provide a close look at STW workers through the lens of U.S. undergraduates who joined the STW after college. Multivariate results indicate that students who held STW jobs after college fared better than those who held nontechnical jobs on a range of employment outcomes, including salary, access to workforce benefits, alignment between college majors and intended careers, and job satisfaction. Multivariate analyses also confirmed that graduating from a less-than-4-year institution, earning a subbaccalaureate credential, and majoring in STEM, healthcare, and such technical fields as manufacturing, construction, repair, and transportation are common paths to STW careers. Despite the benefits of STW employment, however, relatively few students pursued STW jobs after college. Significantly fewer female than male students and fewer Black than White students pursued STW jobs, even after controlling for such factors as major field, type of last institution, STEM credits, and educational attainment. However, post-college STW participation did not differ between Hispanic and White students or vary by students' family income or their parents' education attainment.
Principal Effects on Academic Progress over Time and the Potential Effects of School Context and Principal Leadership Practices
Author: Bluestein, Stephen B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Context Effect,Leadership Styles,Academic Achievement,Effect Size,Educational Environment,Teacher Attitudes,Administrator Attitudes,Elementary Education,Low Income Students,Students with Disabilities,English Language Learners

We used interrupted time series to examine the causal effect of principals on school performance over time and whether the trajectory of performance is affected by school context and leadership practices. Results were based on a unique dataset that links responses from the National Schools and Staffing Survey with 10 years of California Academic Performance Index (API) data. These data and methods address a need identified in the literature to examine the effects of principals with more rigorous research designs. Results indicated that improved academic performance does not occur immediately but accrues over time. We estimated both the first-year impact of a principal and the subsequent impact over time. The effect size increased from 0.04 in the first year to 0.21 by year three. Exploratory analyses showed that school context and leadership practices account for a substantial portion of the variation in progress among schools: 25% and 40%, for context and practices, respectively. Although the Schools and Staffing Survey afforded an opportunity to examine teacher and principal responses to academic performance over time, continued study is warranted to systematically and more concretely identify specific leadership practices that impact academic progress over time.
An Interview with Dr. Trish Hatch: An Advocate for School Counseling Policy
Author: Gay, Jan L.
Date: 2021-05-00
Type: Journal Articles
Subjects: Advocacy,School Counseling,School Counselors,School Policy,Leadership,Policy Formation,Standards,Models,Counselor Training

Dr. Trish Hatch has served as a leader in school counselor policy and advocacy for over 30 years. As a co-author of the ASCA National Model, Dr. Hatch has worked tirelessly to establish school-based policies to promote the profession of school counseling at the district, state, and federal levels. This interview serves to provide readers with insight on the importance of advocacy and understanding how to navigate political systems to affect policies that influence the profession of school counseling.
Pathways for Implementing a School Therapy Dog Program: Steps for Success and Best Practice Considerations
Author: VonLintel, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Animals,Therapy,Counseling Techniques,School Counselors,School Counseling,Volunteers,Community Involvement,Program Development,Best Practices,Counselor Qualifications,Social Development,Emotional Development,Literacy Education,Crisis Management,Models,Academic Aspiration,Occupational Aspiration,Social Emotional Learning

Animal-assisted interventions intentionally incorporate the power of the human-animal bond into the therapeutic process. Research findings indicate that therapy dog programs can reduce student stress and build connections within the school, strengthening student response to school-based interventions and providing a foundation to achieve a diverse range of goals. Two main pathways for school counselors in implementing therapy dog programs are described, including (a) utilizing community-based volunteer teams and (b) creating a comprehensive therapy dog program. Strategies for incorporating best practices in animal-assisted interventions, including counselor competence and animal welfare, are offered.
A Validation Study of the Multicultural Counseling Inventory for School Counselors
Author: DeCino, Daniel A.
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counselors,School Counseling,Measures (Individuals),Factor Structure,Test Validity,Test Reliability,Competence,Cultural Awareness,Cultural Pluralism,Counseling Effectiveness,Counselor Client Relationship,Student Diversity,Advocacy,Rural Schools,Elementary Secondary Education

This article summarizes the exploratory factor analysis and confirmatory factor analysis results from a sample of (N = 322) school counselors' multicultural competence in three Midwestern states. Findings indicate the factor analytic structure of the original Multicultural Counseling Inventory (MCI) can be revised to a parsimonious 15-item, three-factor model for school counselors. Implications suggest that research with the refined 15-item MCI in other areas and more diverse populations is warranted.
Contrast Training in Football and Its Effect on the Performance of Students in This Field of Education
Author: Korkmaz, Sezgin
Date: 2021-05-00
Type: Journal Articles
Subjects: Athletics,Team Sports,Athletes,Physical Fitness,Muscular Strength,Training,Exercise Physiology,Program Effectiveness,Performance

Many factors determine success in football. But the most important of these are the physical and physiological variables that determine the performance of football players. Meeting these physical and physiological needs is also based on training methods prepared following branch-specific neural, muscular, and metabolic parameters. In football, for some reason, sufficient time cannot be allocated to the biomotor properties that need to be developed. Different methods are put forward to eliminate the obstacles that occur. One of these methods, which was discussed in the educational system of this field, was the idea of combining different strength training. Although there are different designs on these training in the literature, the most commonly studied methods are complex and contrast training. Complex and contrast training is based on the theory of post-activation potentiation, although there are minor differences between them. These methods generally include plyometric exercise followed by a severe strength exercise. For this reason, contrast and complex training are considered by some researchers as similar training methods, while studies that claim otherwise are also found in the literature. Discussions continue in terms of training protocols and training terms which are used. These methods are investigated by experts with many different protocols when the literature is examined. Confusion in the literature also affects studies on football. Complex and contrast training protocols in football that are used to define the purpose of this study, to examine the effect on player performance, on methods to deal with developments and discussions with existing methods to evaluate the positive and negative aspects to provide a critical perspective on sensible recommendations.
Distance Learning Courses: New Opportunities for the Development of University Education
Author: Wagner, Monica-Nataliia
Date: 2021-05-00
Type: Journal Articles
Subjects: Distance Education,Educational Technology,Technology Uses in Education,Access to Education,Integrated Learning Systems,Higher Education,Asynchronous Communication,Synchronous Communication

DL is a new means of implementing the learning process, which is based on the use of modern information and telecommunication technologies that allow studying at a distance without personal contact between the teacher and the student. DL is one of the main ways of computerization and automation of education and the use of the latest technologies in training and serves to increase the effectiveness of education as such. The organization of high-quality distance education will increase educational capacities and positively affect the intellectual potential of the state. This paper discusses the features of distance learning. The authors also describe the basic functional modules of modern distance learning management systems that contain access to educational materials and the means to ensure communication between participants in the distance learning process. According to the formulated modules, the authors perform a review and comparison of the availability and implementation of distance learning modules in such distance learning systems as Moodle, Claronline, ATutor, SharePointLMS, Live @ EDU, and eFront.
Leading Through a Pandemic: Adaptive Leadership and Purposeful Action
Author: Bagwell, Jack
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Change,Technology Integration,Distance Education,School Administration,Instructional Leadership,Leadership Styles,Capacity Building,Resilience (Psychology)

As the coronavirus pandemic continues to reshape education, schools have had to adapt to a teaching reality that is increasingly more complex and uncertain. School leaders who take an adaptive leadership approach and leverage key leadership practices can support their schools in navigating the challenges of uncertain educational environments in adaptive ways.
Principal Candidates&apos; Sense of Efficacy: Can They Lead during a Pandemic?
Author: Money, Kimberly W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,Administrator Education,Self Efficacy,Leadership,COVID-19,Pandemics,Graduate Students,Leadership Effectiveness

Principal candidates' sense of self-efficacy is critical for their professional development. Analysis of a self-efficacy survey provided the authors with valuable insights into areas needed for program development. The purpose of this research-based essay is to report on data analysis results learned about the self-efficacy of 10 school leadership students during a summer principalship course. These results provide information about implications as well as specific suggestions for leadership program improvement related to crisis situations.
A Lot Like the Other: Parents&apos; Consumer Responses to Brand-Modified Product Placements in Children&apos;s Programming
Author: Gong, Zijian
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Positive Attitudes,Consumer Economics,Advertising,Merchandise Information,Recognition (Psychology),Intention,Purchasing,Educational Television,Public Television,Childrens Television,Video Technology,Young Children,Correlation,Imitation

This research examined whether parents can recognize modified brands in children's programming, and whether program educational value and active mediation intention would moderate perceptions of modified brand references. An experiment was conducted with 109 parents of child(ren) between 3-6 years old. Participants watched clips that systematically varied in brand reference type (i.e., actual v. modified brands) in product placements and program educational value. Results indicated modified brands were as recognizable as actual brands. Product placements in high educational value programs were less recognizable but generated more positive attitudes toward the brand than product placements in low educational value programs. The active mediation intention level moderated recognition and purchase intention of brands referenced in children's programming, and the negative perceptions of product placements were most salient when actual brands were used in low educational value programs. The practical implications for advertising and media practitioners were discussed.