ethanporcaro/eric-fulltext-meta huggingface dataset:
Principals as Instructional Leaders: Observation of Turkish and Math Instruction in Lower Secondary Schools in Turkey
Author: Özdemir, Nedim
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,Instructional Leadership,Turkish,Native Language Instruction,Mathematics Instruction,Classroom Observation Techniques,Secondary School Teachers,Foreign Countries,Feedback (Response),Classroom Techniques,Grade 8,Test Results,Pedagogical Content Knowledge,Accountability,Teacher Evaluation

The purpose of this study is to examine ways in which school principals conduct observations of the practice of teaching Turkish and math in lower secondary (middle school, ages 10-14) in Turkey. Using a multicase qualitative research method, this study focuses on 12 secondary school teachers and six principals as they engage in observational practices in six schools in Ankara, Turkey. The analysis of the interview data revealed the following: (a) increasing the results of the central exam applied in the transition to secondary education is the main factor that shapes the principals' vision for Turkish and math instruction; (b) school principals focus on classroom management strategies and basic pedagogical approaches during the feedback process; and (c) they used different observation tools for the validity and reliability of their evaluation process. The findings of this study show that principals should deepen their knowledge of various content areas because classroom management strategies and basic pedagogical practices are not enough to observe the classrooms. The content of some courses pose challenges for principals to improve their knowledge of various content areas because classroom management strategies and basic pedagogical practices are not enough to observe the classrooms. These results encourage peer cooperation so that branch teachers can learn from collaborating. [This study was presented orally at the 5th International Eurasian Educational Research Congress (May 2-5, 2018) held in Antalya, Turkey.]
School Administrators&apos; Communication Skills as a Predictor of Organizational Silence
Author: Durnali, Mehmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Administrator Characteristics,Communication Skills,Organizational Culture,Organizational Climate,Predictor Variables,Teacher Attitudes,Empathy,Interpersonal Competence,Educational Environment,Sex,Organizational Communication

The aim of this study was to determine not only the level of teachers' perceptions of organizational silence and school administrators' communication skills, but also the correlation between communication skills and organizational silence. The study aimed to determine to what extent school administrators' communication skills and teachers' gender predicted teachers' organizational silence as well. The target population consisted of 206 teachers at primary schools in the district of Yakutiye of the city of Erzurum in the academic year of 2018-2019. Data were collected using a personal information form developed by the researcher, the Communication Skills Scale (CCS) developed by Wiemann (1977) and adapted to Turkish by Topluer (2008) and the Organizational Silence Scale (OSS) developed by Kahveci and Demirtas (2013a). Data were analyzed using mean, standard deviation and Pearson correlation coefficient. Multiple linear regression analysis was used to determine how well independent variables predicted dependent variables. Participants' CCS social relaxation and support subscale scores were highest and lowest, respectively. Participants' OSS school environment and administrator subscale scores were highest and lowest, respectively. There was a significant correlation between school administrators' communication skills and teachers' organizational silence. Regression analysis showed that the subscales of the CCS significantly predicted those of the OSS.
Teacher and Administrator Experiences with Teacher Recruitment, Retention and Support in a California Charter-Led Turnaround School
Author: Wang, Jia
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Experience,Teacher Recruitment,Labor Turnover,Charter Schools,School Turnaround,High School Teachers,Teacher Selection,Principals,Assistant Principals,Teacher Attitudes,Administrator Attitudes,Faculty Development

This qualitative study seeks to explore teacher and administrator perceptions of teacher recruitment, retention and support within a Californian turnaround high school run since 2007 by a charter management organization referred to here as New Schools. Upon the basis of previous research that has documented statistically significant improvements in student performance at this campus since New Schools' arrival, this study uses interview data to explore teacher and administrator perceptions of the ways in which New Schools' professional capacity (particularly its practices of teacher recruitment, retention and support) help to explain this success. In short, participants attribute New Schools' success to its extensive and rigorous hiring process, competitive retention rates, high quality professional development and extensive administrative support (though the quality and rigor of such support is found to be somewhat variable).
Teacher Educators&apos; Perceptions of Terrorism and the Role of Education: A Qualitative Inquiry
Author: Alkan, Muhammet Fatih
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Educators,Teacher Attitudes,Terrorism,Role of Education,Peace,Foreign Countries,Values Education,Ethnic Groups,Conflict,Civil Rights

This qualitative study aimed at revealing terrorism perceptions held by teacher educators working in Ankara, the capital of Turkey, and their opinions regarding the role of education that may play in ending terrorism. A total of 30 teacher educators took part in the study. The data were collected using a questionnaire involving open-ended questions in addition to demographics. The data were analyzed using the content analysis technique. The findings were discussed in terms of relevant literature and the social and political context of Turkey, which yielded generalizable implications to other countries with a similar social construct.
Developing a Continuing Education Program for Tribal Land Professionals
Author: Emmons, Nichlas
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Development,Professional Continuing Education,Reservation American Indians,American Indian Education,Tribal Sovereignty,Certification,Land Acquisition,Land Use,Real Estate,Capacity Building

This paper explores the process of developing a continuing education program for tribal land professionals working in tribal land offices across the United States. Born from discussions surrounding the need to professionalize careers in tribal land offices, the National Tribal Land Association developed a certification program for land office staff and tribal citizens interested in careers in tribal land offices. This program consists of 12 courses ranging from beginning/foundation courses to advanced/applied courses in land management and planning, land acquisition, general realty, and real estate practices and procedures.
Text Difficulty and Bilingual Student Interactions in Informational Book Discussions
Author: Kelly, Laura Beth
Date: 2020-00-00
Type: Journal Articles
Subjects: Difficulty Level,Bilingual Students,Interaction,Small Group Instruction,Reading Instruction,Elementary School Students,Young Children,Group Discussion,Grade 3,Teacher Student Relationship,Behavior Patterns,Reading Comprehension,Picture Books,Science Materials

This qualitative analysis of small-group book discussions documents how bilingual third-grade students interacted around informational books at their reading levels and books one year ahead of their reading levels. The interactions included: answering the teacher, building on previous ideas, asking questions, introducing new topics, answering own or peer's questions, disagreeing, agreeing, and peer coaching. The last three of these interactions occurred rarely. Each group adopted opposite interaction patterns in relation to text difficulty. Group 1 predominately asked questions with matched texts, and with difficult texts they introduced new topics and built up related previous ideas. Group 2 mostly asked questions with difficult texts, and they introduced new topics and built them up mostly when speaking about matched texts. It is not clear that one interaction pattern is &quot;better&quot; than the other, and differences in the levels may explain some of the interactions adopted.
Comparative Analysis of Values in Islamic Texts and Social Studies Education in Turkey
Author: Tonga, Deniz
Date: 2020-00-00
Type: Journal Articles
Subjects: Islam,Social Studies,Foreign Countries,Citizenship Education,Misconceptions,Religion Studies,Values Education,Civil Rights,Freedom,Altruism,Science and Society,Ethics,Individual Differences,Social Values,Moral Values,Instructional Materials,Primary Sources

Social studies education in Turkey is a multidisciplinary field. One of these disciplines is religion. Social studies education can benefit from religion in terms of nurturing effective citizenship. The purpose of this study is to identify and compare the values intersecting the primary religious sources of Islam and the content of social studies education. Document analysis was employed as the method of comparison. The documents represented the verses of the Qur'an and the words of prophet Muhammad. The analysis focused on the values of respect for rights and freedoms, benevolence, justice, honesty, and respect for differences, among a few others. The results of the analysis demonstrate that true Islam espouses all these values and instructs all Muslims to live according to these values. Additionally, learning about Islam from its authentic religious texts dispels misconception of that religion and enhances citizenship education.
Interaction between Group Work, Motivation and Instructional Feedback in Project-Based Courses
Author: Baydas Onlu, Ozlem
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Student Motivation,Feedback (Response),Active Learning,Student Projects,Instructional Design,Undergraduate Students,Group Dynamics,Goal Orientation,Student Attitudes,Self Efficacy,Preservice Teachers,Foreign Countries

This study aimed to define the relationships between the factors affecting the learning processes of participants in project-based courses. The study sample consisted of 132 participants who had taken an instructional design course offered at the undergraduate level. The MSLQ, SAGE, and SPIF were used as data collection tools. The findings showed that the conflicts caused by the individuals with negative affect about instructional feedback diminished the quality of product and process during group work. Positive affect was found to be directly affected by &quot;extrinsic goal orientation,&quot; which is one of the motivation variables.
Meanings Made in Students&apos; Multimodal Digital Stories: Resources, Popular Culture, and Values
Author: Dahlström, Helene
Date: 2020-00-00
Type: Journal Articles
Subjects: Popular Culture,Multimedia Materials,Grade 5,Elementary School Students,Multiple Literacies,Foreign Countries,Literacy Education,Critical Reading,Teaching Methods,Design,Values,Story Telling

The young generation are both consumers and producers of digital multimodal texts and can thus be seen as cocreators of the culture and the contexts that they are part of. Learning more about how students create multimodal texts and what students' texts are about can extend the understanding of contemporary meaning making. This study examines 23 Swedish fifth-grade students' multimodal digital stories in a school context. The aim of this research was to understand the meaning that the students made in their digital narratives and to describe how they made that meaning. This study's multimodal textual analysis is based on the multiliteracies perspective. The results indicate that all of the students, to varying degrees, took advantage of the available digital and modal resources. Some students chose writing as their sole mode, but others used all of the available resources. Furthermore, the results revealed that students' popular culture experiences influenced many of their texts, which can indicate that popular culture texts are used as resources for making meaning about the world.
Graphene: An Adaptable Engineering Design Project
Author: Turner, Ken L., Jr.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Design,Engineering Education,Secondary School Students,Undergraduate Students,Constructivism (Learning),Instructional Materials,Student Projects,Comparative Analysis,Problem Solving,Research Design,Laboratory Experiments

Graphene is a novel material with extraordinary promise in various nano-based applications, including increases in strength, conductivity, filtration, and electrical capacity. Graphene can be synthesized and tested in a wide variety of applications in secondary or undergraduate settings. Allowing students to choose their own application and method of testing the graphene they synthesize is an engaging and authentic project based on engineering design and grounded in the tenets of constructivism. One of the many possible applications, reinforcement of paper mache by graphene, is easily adapted, uses familiar materials and methods, is cheap, and is easy to test. This student-centered project has led to increases in student content knowledge and lab skills. It increases students' confidence in designing their own solutions, analyzing data, and using scientific inquiry and engineering design.
Questionnaire Development and Validation of Interlanguage Pragmatic Instructional Approaches &amp; Techniques in EFL Contexts
Author: Farashaiyan, Atieh
Date: 2020-00-00
Type: Journal Articles
Subjects: Interlanguage,Pragmatics,Feedback (Response),Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Socialization,Cognitive Processes,Language Teachers,Teacher Attitudes,Teaching Methods,Factor Analysis,Validity,Metalinguistics,Communicative Competence (Languages),Error Correction,Item Analysis,Reliability,Linguistic Theory

The present study is an attempt to describe the development and validation of an inter-language pragmatic questionnaire to examine the kind of instructional approaches and techniques that EFL teachers use to practice the pragmatic features in their classes. The research made use of two theories; cognitive processing and language socialization theories. The participants include 366 EFL Iranian instructors. The methodology part consists of two parts; instrument development and validation. Based on the exploratory factor analysis, 31 items including five separate factors emerged: pragmatic awareness-raising techniques, pragmatic communicative practice technique, pragmatic corrective feedback technique, culture teaching techniques and pragmatic instructional approaches. Therefore, a questionnaire including 31 items was developed which followed the 5-point Likert technique of scale construction where 1 shows &quot;Never&quot; and 5 denotes &quot;Always&quot;. The reliability and factorial validity of the questionnaire are also illustrated. Finally, the potential theoretical and practical implications of the study are discussed.
Meeting &quot;Standards 2017?&quot; A National Survey of Classroom Teacher Preparedness for Literacy Instruction
Author: Sharp, Laurie A.
Date: 2020-00-00
Type: Journal Articles
Subjects: National Surveys,Literacy Education,Preservice Teacher Education,Teacher Educators,Elementary Secondary Education,Knowledge Level,National Standards,Teaching Methods,Faculty Development,Career Readiness

The purpose of this study was to gain a preliminary understanding of how literacy teacher educators in the United States view classroom teacher preparedness for literacy instruction. A cross-sectional survey was developed using the most recent version of professional preparation standards and components for classroom teachers released by the International Literacy Association. Quantitative data were collected among 205 respondents and analyzed using descriptive statistics. Findings for respondents' views were reported by grade-level band (i.e., preK/primary, elementary/intermediate, middle/high school), which revealed three overarching trends. A discussion of trends was provided, along with implications for literacy teacher education and future research areas.
The Relationship between Ethical Leadership Styles and Employees Effective Work Practices
Author: Bhana, Anrusha
Date: 2020-00-00
Type: Journal Articles
Subjects: Leadership Styles,Ethics,Foreign Countries,Colleges,Correlation,Educational Administration,Administrators,Employees,Performance,Behavior,Supervisors,Middle Management,Leadership Role,Leadership Qualities,Work Environment,Leadership Responsibility,Administrator Role,Teacher Administrator Relationship,College Faculty

South African Higher ]Education Institutions are diverse, highly debated by academia as well as the portfolio committee on higher education and structured with a strong focus on the customer being students, with a negligible concern for the academic and professional employees. The revolutionary changes at Higher Education Institution have gestured the importance of both leadership and employees to support the transformational strategy at these institutions. Higher Education transformation has a lot to do with leadership - not the leadership of the Vice-chancellor, but the leadership of a collective of people, executive management leadership, line management leadership, academics and administration, and other stakeholders (MacGregor, 2015:28; 2012). The aim of the study was to examine the relationship between the ethical leadership style of line management leadership, and academic and administrative at a South African Higher Education Institution in KwaZulu-Natal. Data analysis utilized a quantitative method with an academic sample size of 165 (52.9%) and administrative sample size of 147 (47.1%). The study used descriptive and linear regression analysis to examine the two variables. The descriptive findings revealed that ethical leadership style was not present at the line management leadership level. The inferential analysis findings exhibited a significant strong linear relationship of 74.7% between line management leadership and employee items. Data analysis revealed that line management leadership style had an impact on employees' performance and behavior at the institution. Thus, it is imperative to have a fully engaged workforce in order for an institution to achieve greater levels of innovation, intrapreneurship, design thinking and financial management.
Comparison of the Graduate Education between Canada and China
Author: Tang, Tao
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Study,Cultural Differences,Educational History,Government Role,Educational Development,Graduate Students,Foreign Students,Masters Programs,Doctoral Programs,Gender Differences,Intellectual Disciplines,Educational Finance,Federal Aid,Barriers,Research and Development,Financial Support,Teacher Role,Teacher Competencies,Educational Quality,College Admission

In this study, a comparison of the graduate education program between Canada and China is presented. Compared with some developed countries in Europe and America, Canada's graduate education does not start too early. After World War II, especially in recent decades, its graduate education has developed rapidly. The reason is that under the situation of the rapid development of science, technology, and economy in domestic and foreign scale, the Canadian federal government and provincial government gradually realize the importance of graduate education; therefore, they vigorously support and fund graduate education. China's graduate education has started later than Canada's. However, it has developed rapidly in recent years. Canadian and Chinese graduate education have their distinct characteristics with some similarities and some differences. The development history, present situation and problems, training mode and future development of graduate education in Canada and China are compared, and then some suggestions for the development of graduate education in China are presented accordingly.
Work Integrated Learning at Tertiary Level to Enhance Graduate Employability in Bangladesh
Author: Chowdhury, Faieza
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Graduates,Work Experience Programs,Employment Potential,Job Skills,Curriculum Design,Educational Benefits,Program Implementation,School Business Relationship

In the last few years, higher education institutions (HEIs) in Bangladesh have been under severe pressure to transform the way they operate. The present Government of Bangladesh requires all universities to improve their quality of education and has implemented various projects such as Higher Education Quality Enhancement Project (HEQEP) in collaboration with the World Bank. As Bangladesh has set a target to transition out of the status of Least Developed Country (LDC) to Developing country by 2024, graduate employability and education quality are pivotal interests for the Government of Bangladesh. This paper investigates the concept of work integrated learning (WIL) and generic skills vital to enhance the employability of the current graduates in Bangladesh. We explore different types of WIL that can be applied at higher academic institutions in Bangladesh and what are the various benefits of this type of learning to the key stakeholders, namely; students, universities and employers. Finally, we conclude by pointing out the prerequisites that need to be considered in order to successfully implement WIL in Bangladesh. This is a descriptive study and we have collected data from different secondary sources such as documents available from government agencies, research organizations, archives and library. Moreover, we have also used interviews from sources such as newspapers and magazines documenting views of well-respected academicians and renowned personalities in Bangladesh. Our findings indicate that in order to successfully integrate WIL, there are some prerequisites such as modifying the current curriculum, designing and offering work oriented courses, building strong connections with potential employers and creating awareness about WIL among faculty members and students.