ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Progressive Inquiry on Cognitive and Affective Learning Outcomes in Adolescents&apos; Geography Education
Author: Kuisma, Merja
Date: 2018-00-00
Type: Journal Articles
Subjects: Geography Instruction,Outcomes of Education,Educational Benefits,Teaching Methods,Thinking Skills,Inquiry,Middle School Students,Secondary School Students,Comparative Analysis,Developmental Stages,Cognitive Development,Metacognition,Foreign Countries,Cooperative Learning,Active Learning,Computer Assisted Instruction,Geography

Adolescents need skills to acquire information and compare, analyze, transform, and experiment with knowledge. However, little research has been conducted on the content and pedagogical practices that are necessary to achieve these skills. This article seeks to contribute to this discussion because geography enables the attainment of the so-called higher-order thinking skills, and the progressive inquiry model provides suitable pedagogical practices. This study provides empirical evidence on the effects of the progressive inquiry teaching method and learning model on cognitive and affective learning outcomes. This paper focuses on learning outcomes among 253 Finnish middle and upper secondary school students. This comparison between different developmental stages reveals the effects of the teaching and learning method in question. The results indicate that the progressive inquiry method improves cognitive learning results at both educational levels in the context of geography education. The research provides evidence that older students benefit more from the learning model. Additionally, the self-regulated learning skills that the students possess at the beginning of the course do not affect their cognitive learning outcomes. Progressive inquiry clearly enhances the motivation levels of middle school students; however, the effect on the motivation level was more ambiguous among the upper secondary students.
Commenting on Effective Laboratory Teaching in Selected Preparatory Schools, North Shewa Zone, Ethiopia
Author: Nigussie, Andinet
Date: 2018-07-23
Type: Journal Articles
Subjects: Teaching Methods,Science Instruction,Laboratory Experiments,Student Interests,Learning Motivation,Biology,Chemistry,Physics,Foreign Countries,Secondary School Students

The present study assessed the challenges to implement laboratory teaching in selected Preparatory Schools, North Shewa Zone. The result of this study showed that although laboratories for each subjects were present (100%) in all districts, lack of professional skills (50% in biology, 64.5% in chemistry and 61.5% physics), lack of materials (78.6% in biology, 64.7% in chemistry and 65.4% in physics) and lack of chemicals (75%, in biology, 58.8% in chemistry and 46.2% in physics) were the main challenges to implement effective laboratory teaching. The average numbers of students per laboratory session were 46-55, which was very large size to teach in practical session. Students had interest (strong in all subjects) to learn practically, but 75% of biology and chemistry, and 62.5% of physics laboratory activities were not done. The government look forward that the laboratory activities recommended in the text were not well manipulated and laboratory doing was for the sake of doing. Priority must be given for preparatory school laboratory teaching.
Analysis of Preschool Curriculum in East Gojjam Zone: Implication to Quality Early Childhood Education
Author: Birhan, Wohabie
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Curriculum,Curriculum Evaluation,Educational Quality,Early Childhood Education,Developmentally Appropriate Practices,Textbook Evaluation,Textbook Content,Mathematics Education,Environmental Education,Kindergarten,Private Schools,Illustrations,Instructional Effectiveness,Classification,Conservation (Environment),Play,Rhyme,Culturally Relevant Education,Computation,Time,Geometric Concepts,Spatial Ability,Difficulty Level

Developmentally appropriate curriculum is a component for quality early childhood care and education. This study was conducted in Debre Markos town, East Gojjam Zone, Ethiopia. The study aimed to evaluate if the textbooks implemented by private preschools are developmentally appropriate or not. Qualitative case study approach was employed and Mathematics and Environmental Science textbooks for upper kindergarten class of one private preschool were purposefully selected. The textbooks were analyzed using a checklist focusing on the extent to which contents in the textbooks are appealing, play-based, employ concrete/realistic contexts; contain activities of counting, simple addition and subtraction; contain activities of seriation and conservation, and concepts about shapes and colors. The study found that the Environmental Science textbook pictorially represents parts of the body along with corresponding names, personal hygiene and children's daily routines, concepts of time, pictures of different sizes of animals and objects and domestic and wild animals and colors. Besides, it introduces children about the sources and uses of water and air. Likewise, the Mathematics textbook comprises pictures of different animals and objects and activities related to ascending and descending orders. Counting from 0 to 10 and counting forwards and backwards, names and pictures of simple geometric figures and basic colors, and lines and shapes are also emphasized. Both textbooks contain contents related to size, color and classification. Despite these qualities, these textbooks are less appealing to children and do not provide concrete examples; they are poor in containing play, songs and rhymes and fail to suggest the use of environmentally available, concrete and realistic teaching materials to enhance understanding of idealistic concepts. The two textbooks lack several developmentally appropriate contents and fail to relate contents with naturalistic and environmentally available materials. This implies that the textbooks need to be revised to fit with preschool children's level of cognitive development. The findings of this study have implication for designing developmentally preschool curriculum.
Aboriginal &quot;Ways of Being&quot;: Educational Leaders, Students and Traditional Aboriginal Knowledge
Author: Cassidy, Wanda
Date: 2009-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Administrator Attitudes,Principals,Teacher Attitudes,School Culture,Cultural Pluralism,Student Diversity,Beliefs,Culturally Relevant Education,Canada Natives,Foreign Countries,Public Schools

Studies have shown that students from Indigenous societies around the world overwhelmingly demonstrate a distinct lack of enthusiasm for schooling in its conventional form, most often attributed to an alien institutional culture (Battiste, 2002). In Canada, for example, only 47% of Aboriginal students graduate from high school, compared to 82% of non-Aboriginal students (Mendelson, 2006). In this paper, the authors turn the lens of examination on educational leaders, particularly school principals and teachers, who are in a position to provide spaces for the co-creation of school culture to occur (Sergiovanni, 1994). They suggest that an important first step is for these leaders to begin their own journey of looking inward, reflecting on their own identity and examining their own biases, perceptions and judgments. This is a process that zeroes in on the educator's &quot;ways of being&quot;--their attitudes, behaviors and interactions with Aboriginal students. It also focuses in on the educator's fundamental beliefs about &quot;what is education&quot; and how this is manifested in school policies and pedagogical practices. This combination of &quot;being different,&quot; &quot;thinking differently,&quot; and &quot;doing things differently,&quot; is key to providing a school culture that is more receptive to Aboriginal students and their ways of learning.
Strategies, Accountability and Democratic Values: A Successful Principal in a Swedish School
Author: Törnsén, Monika
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Strategies,Accountability,Democratic Values,Administrator Effectiveness,Principals,Leadership Qualities,Instructional Leadership,Educational Objectives,Role Models,School Culture,Teacher Administrator Relationship,Parent School Relationship,International Relations,Staff Development,Cooperation,Goal Orientation,Administrator Responsibility

This study investigates the leadership strategies of successful principals. Previous research has indicated that principals who are successful engage in multiple practices to meet the needs of changing educational settings. For example, the &quot;International Successful School Principal Project&quot; (ISSPP) identified a core set of basic leadership practices that fall into five categories. Setting directions includes visioning, fostering the acceptance of group goals and having high performance expectations. Understanding and developing people means providing individualized support and intellectual stimulation besides serving as a role model. Redesigning the organization emphasizes both creating collaborative cultures and supportive structures. Managing the teaching and learning program involves planning and supervising instruction, providing instructional support, and monitoring the school's progress. Finally, coalition building includes establishing relations with district staff and community groups (Day &amp; Leithwood, 2007). This article presents research that identifies the leadership strategies of a successful principal in Sweden and examines those against the ISSPP's leadership practices. It should be noted that, while these practices have value in almost all educational contexts, they may have to be adapted to local circumstances (Leithwood, 2005). The identified strategies are analyzed first from the perspective of Swedish principals being held accountable for both financial matters and for teachers/student performances. Then the strategies are analyzed against the obligation of Swedish principals to instill democratic values and provide democratic leadership. The author concludes with the essential question of the study: Do the leadership strategies of a successful principal reflect the values of democracy as the basis of Swedish education and leadership?
Towards the Cultivation of Full Membership in Schools
Author: Black, William R.
Date: 2010-11-00
Type: Journal Articles
Subjects: Student Diversity,Values,Educational Practices,Social Bias,Moral Values,School Culture,Student School Relationship,Inclusion,Cultural Pluralism,Interpersonal Relationship,Family Involvement,Student Centered Learning,Equal Education,Disabilities,Racial Differences,Ethnicity,Minority Group Students,Democratic Values

Students of color, students with language differences, and students with disabilities tend to get caught up in marginalizing institutional practices that continue uninterrupted in school communities where an anemic sense of membership is informed by technical literacy rather than moral literacy. In these schools, administrators, teachers, students, and community leaders are incapable and/or unwilling to disrupt values, labels, and assumptions that sustain non-membership (Capper &amp; Frattura, 2009; McKenzie &amp; Scheurich, 2004; Valencia, 1997). In this article, the authors seek to develop a conceptualization of full student membership in school communities. Educational communities characterized by full membership pay particular attention to inclusion, which the authors define not as an outcome, but rather a process concerned with &quot;learning how to live with difference, and learning how to learn from difference&quot; (Ainscrow, 2007, p.155). As such, inclusionary leadership does not solely strive to erase or assimilate difference, but rather it seeks to learn from difference.
Searching for Truth, Beauty, and Goodness in Educational Research
Author: Bredo, Eric
Date: 2008-00-00
Type: Journal Articles
Subjects: Ethics,Educational Research,Values,Philosophy,Behavior,Educational Administration,Administrator Role

In this article, the author considers some issues in the educational research community that relate to ethical conduct. The author will not be concerned with surface issues in research ethics, however important, such as whether one has informed consent, but with deeper ways in which educational research can end up reinforcing unethical conduct. [Paper presented at the Values and Leadership Conference (12th, State College, PA, Sept. 27-29, 2007).]
Assessing General Intelligence in Influencing Performance of Mathematics
Author: Rajkumar, R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Intelligence,Mathematics Achievement,Undergraduate Students,Mathematics Tests,Standardized Tests,Foreign Countries,Intelligence Tests,Correlation,Cooperative Learning,Student Characteristics

Academic achievement is very important in any educational setting, as it indicates the level of students' competence in respect of the academic content. This is obviously defined in terms of performance which represents the most understandable and regularly accepted pointer of performance in educational contexts (Ladipo &amp; Gbotosho, 2015). Intelligence influences our ability on all level of intellectual tasks. Generally, people who are good at mathematics associate intelligence with it. Not everybody, but majority think on these lines. For them, being good at mathematics is an important criteria for being general intelligent. This study investigated the extent to which general intelligence determines the performance in mathematics among undergraduate students. The investigator used random sampling technique for selecting the sample from the population. The sample consists of 310 students studying undergraduate mathematics in Tirunelveli District, Tamil Nadu, India. Standardized tool namely Test of General Intelligence (TGI) for College Students by Misra and Pal was used and its reliability value was 0.81. The data collected were subjected to statistical techniques like t-test and F-test. Further analysis showed that majority of the undergraduate mathematics students had moderate level of general intelligence. Findings on relationships between general intelligence and performance of undergraduate mathematics students are positively correlated. The study recommended that the performance of study groups should be formed in the college to help in cooperative learning of outperformed students than male students. Since these groups will also help the weaker students to enhance the performance in their subjects.
Designing to Support Children Development: A Literature Review
Author: Page, Tom
Date: 2018-00-00
Type: Journal Articles
Subjects: Design,Play,Toys,Games,Children,Child Development,Guides,Childrens Rights

The article is an attempt to discover how useful the existing literature in field of designing children's playful learning products, is for people who wish to create quality toys and games. It sets out from the right of children to play, and the assertion that plays is crucial for the development of children, to the massive size of the global toy industry. It reviews the literature in terms of its usefulness in terms of information and inspiration, covering all related factors, such as the design process, the nature of play, and the products themselves. The aim is to propose a solution that would improve the situation, and ensure quality play products.
Counselor Self-Efficacy: The Effects of Online Preparatory Counseling Programs
Author: Kupczynski, Lori
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Efficacy,Counselor Training,Counselor Attitudes,Ethics,Counseling Techniques,Teaching Methods,Graduate Study,School Counselors,Elementary Secondary Education,Technological Literacy,Counseling Services,Computer Mediated Communication,Empathy,Counselor Client Relationship

The delivery of counseling services online is increasing at a rapid rate. This increase in online delivery is concerning due to the ethical obligation for preparatory courses to ensure that counseling programs are providing resources to ensure the development of self-efficacy in addition to skill development among counselors-in-training for practice in an increasing online world. The development of counseling skills is very specific and requires applying learned techniques to real life situations. This study utilized data collected from counselors currently in practice concerning their perception of the effects of online counseling services on student self-efficacy. Professional counselors, with graduate level degrees in counseling, involved in private practice and practicing in K-12 educational settings served as the sample for this study.The results focused on the relationship between self-efficacy and technology. The results and implications of the study will be shared along with connections to current literature in academia and application to counseling practice.
Greenleaf&apos;s Style of Servant-Leadership Compared to the Styles of Contemporary Educational Theorists (Covey, Schein, &amp; Bass)
Author: McBath, Gabrielle L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Theories,Leadership Styles,Comparative Analysis,Models,Instructional Leadership,Moral Values,Ethics,Educational Administration,Time Management,Self Concept,Empowerment,Coping,Stress Variables,Organizational Culture

Morality and ethics are two instrumental facets within academia. Often however, with increasing federal, state, and local mandates, educational administration loses sight of these two criteria (Kowalski, 2008). Greenleaf (2010/1977), countering this dilemma, established a visionary leadership-style known as Servant-Leadership, wherein the leader humbled himself to the status of serving others holistically within the applicable environment (Greenleaf, 2003; Spears, 2004). His model of leadership incorporated guidance and fellowship. This paper will compare his model of Servant-Leadership to three educational/ organizational leaders of our current era: Covey's conscious versus ego, Schein's clarity of vision and the culture of the environment, and Bass' empowerment as individual consideration.
Influence of Demographic, School and Economic-Related Variables on Psychological Flourishing of Higher Secondary Teachers
Author: Priya, J. Johnsi
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Urban Schools,Rural Schools,Psychological Patterns,Well Being,Economic Factors,Gender Differences,Foreign Countries,Family Structure,Institutional Characteristics,Teacher Salaries,Public Schools,Private Schools

Feeling good and living well are the self and social dynamics of mental well-being representing the hedonics and eudaemonic perspective of life. Several researchers endorse the psychological flourishing as a state encapsulating the high levels of mental well-being and high levels of social-psychological well being. The present study aims to examine the influence of demographic school and economic-related variables on psychological flourishing of higher secondary teachers using the Flourishing Scale. The survey research method was used in the present study. Using the stratified random sampling technique, 300 higher secondary teachers (152 male and 148 female) were selected from few schools in and around Chennai district. The mean, standard deviation, 't' test, and one-way ANOVA were used to analyze the data with the help of Statistical Package for the Social Sciences (SPSS) (version 20.0). On the analysis of hypothesis framed, it is shown that the psychological flourishing of the male and female teachers is similar but not high; urban teachers are having significantly higher psychological flourishing than rural teachers; it is observed that the psychological flourishing of teachers belonging to joint family is significantly higher than the teachers belonging to nuclear family; the psychological flourishing of teachers working in government, government aided, and self-financing higher secondary schools are not differing significantly; the psychological flourishing of teachers earning more than $25,000 are significantly higher than the other groups.
The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions
Author: Chandrasegaran, Jennifer
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Role,Teacher Attitudes,Student Attitudes,Prediction,Teacher Expectations of Students,Academic Achievement,Psychological Patterns,Self Concept,Labeling (of Persons),Feedback (Response),High School Students,Secondary School Teachers,Foreign Countries

A positive teacher-student relationship has for long been considered, a developmental asset for children from kindergarten to high school (Birch &amp; Ladd, 1997). Such a relationship is usually characterised by less conflict and increased understanding between both. Students who enjoy a supportive relationship with their teachers, achieve at higher levels and are better accepted by classmates (Ladd et al., 1999). The purpose of the present study was to understand the role of self-fulfilling prophecies in the field of education. Self-fulfilling prophecies are an integral aspect of teacher-student interactions. The participants for the study included ten teachers and ten students from grades 8 to 10. Data was collected using semi-structured, in-depth interviews, to explore how teachers perceived their expectations, predictions, labels, and comments to have self-fulfilling prophecy effects on students and, how students believe it impacts various aspects of their school life. The data obtained was analysed using thematic analysis. The findings of the study indicated that teachers' expectations, predictions, labels, and comments are influenced by several key classroom factors and have a significant impact on the personal, social, psychological, and academic facets of a student's life.
Constructing Moral Pathways in the Transition from Teaching to Administration
Author: Armstrong, Denise
Date: 2004-00-00
Type: Journal Articles
Subjects: Ethics,Moral Values,Secondary Schools,Assistant Principals,Urban Schools,Cultural Pluralism,Administrator Role,Secondary School Teachers,Administrator Attitudes,Transformative Learning,Networks,Moral Development

To claim that ethics and morality lie at the foundation of effective administrative praxis is neither new nor revolutionary--numerous studies have demonstrated that moral issues are embedded in the weave and texture of schooling and influence administrative choices. This paper explores the challenges, tensions and dilemmas new administrators experience. It is framed by the experiences of eight recently appointed secondary school vice-principals in a culturally diverse urban environment. A metaphor of epicycles is employed to describe the iterative cognitive, socio-emotional and moral pathways these individuals construct as they negotiate the organizational boundaries between teaching and administration. The article concludes with recommendations for sustainable structures that scaffold the moral developmental needs of newcomers.