ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Online Services Consumption: Routine Practices or Mistrust to Digital Service?
Author: Bayanova, Almira R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Trust (Psychology),Information Technology,Money Management,Services,Internet,Banking,Purchasing,Food Service,Transportation

The article aims to study the practices of students' use of services in the conditions of digitalization. The leading methods for the study of this problem are the methods of questioning and testing, allowing to make a qualitative analysis of student consumption practices in the conditions of digitization of services. These methods allowed revealing the peculiarities of online consumption practices by students. The authors found that the majority of students who are not actively using online services, to some extent had experience using online services, but almost every tenth of them had negative result. It is established that students are distrustful of new methods to obtain services, especially when it comes to any operations related to money. It is shown that students who do not practice online services have a feeling that the provided online services are of poor quality, and informants are ready to experience some discomfort in exchange for the usual, guaranteed and high quality, in their opinion, service. In addition, students who are not actively using online services note that it is not easy for them to adapt to new technologically advanced things, but the rest of the students believe that they can adapt to innovations, but the way of providing services that is now perceived as traditional one is the most acceptable for them. It is established that the leader in the use of online services is a taxi. This service is used by all students to some extent, followed by the service of food delivery and only then online banking, online shopping and public services. The novelty and originality of the study lies in the fact that the features of consumption practices among students actively practicing online services and avoiding them are revealed. It is established that students who have little recourse to online services are wary of modern services, which is based either on the previous negative experience of use, or on the unsatisfactory experience of friends, believe that those techniques and applications that are now on the market are not optimal for them and the usual methods of obtaining services for them remain more comfortable and familiar, even though more time spent on obtaining a particular service. The practical significance lies in the fact that the data obtained in the work can be used in social psychology, age psychology, labor psychology, management, sociology, as well as for further theoretical development of this issue.
Examining Metaphors, Usage and Views of Secondary School Students on YouTube
Author: Saban, Aslihan
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Media,Secondary School Students,Student Attitudes,Video Technology,Figurative Language,Technology Integration,Public Schools,Foreign Countries,Computer Use,Web 2.0 Technologies,Family Attitudes

YouTube is one of the social media tools that have become a part of our lives. It is used by many educators as a pedagogical instrument. To determine the perceptions and views students about YouTube can support the effective use of YouTube. For this purpose, metaphors and opinions of secondary school students about YouTube were tried to be determined. In this study, a phenomenological study have been used. Students' expressions about metaphors and their reasons were coded with free coding and then categories and themes were created. Also, questionnaires were analyzed according to frequency. According to the research results, YouTube has been associated with a technological tool at the highest frequency. In reasons part, YouTube is shown as &quot;everything&quot; at most. Students often use YouTube. YouTube channels related to daily life, online games and entertainment are more followed. Participants want to use YouTube for educational purposes. Few students want to be YouTuber. Many families do not control the time and content of their children on YouTube. School and teacher need to be able to develop activities regarding effective usage of YouTube in the pedagogical context. Besides this, all partners should be informed and participate in training for digital harmony.
Intelligent Data Analysis of Interactions and Relationships among Technological Pedagogical Content Knowledge Constructs via Rough Set Analysis
Author: Özgen, Kemal
Date: 2020-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Correlation,Preservice Teachers,Mathematics Instruction,Elementary Secondary Education,Decision Making,Knowledge Base for Teaching,Teaching Methods,Artificial Intelligence,Teacher Education Programs,Foreign Countries

This study focuses on the relationship among Content Knowledge (CK), Pedagogic Knowledge (PK), and Technological Knowledge (TK) using Technological Pedagogical Content Knowledge (TPACK). The aim of the study is to use the determined relationship to provide mathematical clarity using the Rough Set Theory, which is commonly used in areas such as Artificial Intelligence, Data Reduction, Determination of Dependencies, Estimation of Data Importance and the establishment of Decision (control) Algorithms. Accordingly, TPACK scale was applied to 340 preservice teachers who, at the time of conducting this study, were continuing their teaching at elementary (grade 5-8) and secondary (grade 9-12) Mathematics Teaching Department. The gathered data was broken into three different groups - low, medium and high. The data grouping allowed for applying of the Rough Set Analysis. This will enable TPACK constructs to assign prospective teachers to any of the three identified groups. Analysis has put forth that the CK, PK and TK components explain TPACK with a dependency degree of 0.105 and that even though the levels of significance of each component is low by itself, it cannot be removed from the data set. Lastly, decision rules have been established between CK, PK and TK with TPACK.
Mathematics Teachers&apos; First Engagement with Research Articles in Mathematics Education: Sketches of New Praxeologies
Author: Rouleau, Annette
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Teacher Researchers,Educational Research,Novices,Journal Articles,Praxis,Mathematics Education,Graduate Study,Scholarship

This study is concerned with the first experiences of in-service mathematics teachers in consuming scholarly mathematics education literature. Growing from the meta-didactical transposition model, we were interested in the praxeologies that may develop from teachers' engagement with research articles. The data were collected from a cohort of 13 teachers who read, interpreted, critiqued, and designed a follow-up to an empirical study as part of a master's level course in mathematics education. The teachers reported that such a consumption of research contributed to the expansion of their mathematical knowledge, instigated changes in their teaching of particular concepts, and provided them with ideas for enacting this change. Furthermore, we explore how engagement with an article shaped the teachers' understandings about research in mathematics education.
Prospective Elementary Teachers&apos; Experiences with and Perspectives on Grouping by Ability in Mathematics
Author: Webel, Corey
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Student Attitudes,Ability Grouping,Teacher Education Programs,Educational Experience,Memory,Mathematics Anxiety,Elementary School Teachers,Track System (Education),Equal Education,Observation,Individualized Instruction,Reflection

Within-class ability grouping (WCAG) is widely used in elementary mathematics instruction in the United States, yet it has drawn criticism on the grounds that it can inequitably limit the learning opportunities of some students, not least because of its connection to between-class ability grouping (BCAG) that is more common in middle or secondary schooling. Meanwhile, some high achieving countries use relatively little ability grouping in elementary school in comparison to the United States. In this paper, we draw on qualitative data from a series of assignments in four sections of an elementary mathematics methods course in the beginning teacher education programme at a United States university. These assignments were designed to explore the potential of using preservice teachers' (PSTs') memories of and experiences with ability grouping in their own schooling to support critical reflection about the possible negative consequences of within-class ability grouping practices. We found that while many PSTs reported negative personal experiences with ability grouping in mathematics, they often remained uncritical when reflecting on the use of ability grouping in the elementary classes they visited as part of their teacher education programme.
Preparedness of Female Mathematics Preservice Teachers in Saudi Arabia
Author: Alsaleh, Fatimah
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Females,Self Efficacy,Secondary School Teachers,Student Attitudes,Teacher Education Programs,Teaching Methods,Classroom Techniques,Lesson Plans,Technology Integration,Teacher Effectiveness,Pedagogical Content Knowledge,Foreign Countries,Teacher Student Relationship,Career Readiness

Recently, calls have been made to improve student learning outcomes through focusing on teacher quality. Initial teacher education is considered to be one of the most important factors to enhance teacher quality and is closely linked with feelings of teaching efficacy in beginner teachers. Based on a study examining female Saudi preservice teachers' (PSTs) sense of preparedness to teach mathematics at secondary or intermediate school level, this paper explores how well Saudi PSTs feel prepared to teach mathematics and their related teacher efficacy by examining interviews with a sample of PSTs, who were in the final year of their 4-year teacher education program. The findings show that these PSTs felt prepared regarding teaching methods and strategies but felt less prepared about other aspects of teaching, such as classroom management, lesson preparation, and integration of technology. The findings from this study contribute to the current efforts towards improving teacher quality worldwide, including initial teacher education in Saudi Arabia.
School Principal Interns&apos; Perceived Level of Preparedness for Technology Leadership
Author: Borel, Daryl Ann
Date: 2019-11-00
Type: Journal Articles
Subjects: Principals,Administrator Education,Instructional Leadership,Technology Integration,Program Descriptions,Student Attitudes,Learning Activities,Program Content,Standards,Information Technology,Educational Technology,Educational Administration

The purpose of this study was to explore differences in perceived level of technology leadership preparation for students of three different online graduate level leadership preparation programs offered at a regional university in southeast Texas. Four hundred seventy-one students responded to the Principal Technology Leadership Assessment (PTLA) survey and three open-response questions asking students which activities they found beneficial, what they would change, and what they would add to program content related to understanding the International Society for Technology (ISTE) Education Standards for Administrators -- Visionary Leadership, Digital Age Learning Culture, Excellence in Professional Practice, Systemic Improvement, and Digital Citizenship (ISTE, 2014, 2018). Study findings indicated there was no statistically significant relationship between the items in each domain and the type of program in which respondents participated. Additionally, there was no statistically significant difference between programs and their performance in two of the five domains: Preparedness to Create a Digital Learning Culture and Digital Citizenship. Additionally, student responses to the three open-response type questions indicated suggestions that may be of interest to Educational Preparation Programs (EPP) concerned with meeting current technology instructional practices as part of an administrative degree or certificate program.
Pre-Service Mathematics Teachers&apos; Self-Perceptions of Readiness to Teach Secondary School Mathematics
Author: Hine, Gregory
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Self Efficacy,Secondary School Mathematics,Career Readiness,Pedagogical Content Knowledge,Instructional Program Divisions,Foreign Countries,Student Attitudes,Teacher Effectiveness,Practicums,Attitude Change,Teacher Education

It has been argued that pre-service mathematics teachers (PSMTs) must possess a substantial level of both mathematical content knowledge and mathematical pedagogical knowledge to teach mathematics effectively. Therefore, studies have often evaluated teachers' classroom readiness against these factors. However, to-date, only a few studies have sought PSMTs' perceptions of their own readiness to teach. In this study, we evaluated PSMTs' self-perceptions of readiness to teach secondary mathematics. Specifically, PSMTs' self-perceptions of classroom readiness were explored in terms of mathematical content knowledge, pedagogical content knowledge, and mathematical knowledge for teaching. The study was conducted at an Australian university with campuses in different states, and includes PSMTs in both undergraduate and postgraduate programmes. Our results indicate that the majority of participants feel adequately prepared to teach lower secondary school mathematics. However, further training is required to develop both their content and pedagogical knowledge to confidently teach upper secondary mathematics.
A Review of Research Methods Trends in Educational Leadership Journals
Author: Jackson, Karen Moran
Date: 2019-11-00
Type: Journal Articles
Subjects: Instructional Leadership,Periodicals,Research Methodology,Educational Research,Journal Articles,Participant Characteristics,Administrators,Administrator Education

The aim of this exploratory study was to document aspects of research methodology for articles published in three educational leadership journals that are directed at emerging school leaders and the academic community that supports them. For articles published between 2013 and 2017, the research review surveyed types of studies, forms of data collection, participant characteristics, and method references cited. Qualitative work was more common than quantitative and mixed methods, with interviews and surveys as the most common data sources. While some articles included no methodological references, the majority of articles included recent citations, dominated by methods textbooks. Administrators and administrators in training were the most common groups of participants, but other demographic details on participants were irregularly included. Overall, the qualitative research showed greater variability in data collection than the quantitative research, with details on methodological design choices and practitioner-scholarship unevenly framed within the journals.
The Scholar-Practitioner: Problems of Practice Identified by Aspiring School Leaders
Author: Sanchez, Jafeth E.
Date: 2019-11-00
Type: Journal Articles
Subjects: Principals,Administrator Education,Educational Practices,Problems,Decision Making,Educational Improvement,School Administration,Masters Programs,Graduate Students,Student Projects,Academic Achievement,School Safety,Content Analysis,Leadership Effectiveness,Administrator Behavior,Cooperation,Gender Differences,Cultural Pluralism,Instructional Leadership

Principal preparation programs must work to develop scholar-practitioners. This will help to ensure that school leaders are able to use research methodologies to examine problems of practice, make critical data-based decisions toward positive change, and effectively implement research-based practices to drive school improvement. With this in mind, we examined 44 aspiring school leaders' final projects within a master's-level research course in which they were asked to identify a problem of practice in education and write a research proposal that delineated how they could potentially study that problem of practice. Through a content analysis, five themes were identified: (a) Let's Collaborate, (b) Improve Student Achievement, (c) Create a Safe Learning Environment, (d) Use a Diversity Lens, and (e) Enhance Leadership Behavior. Within these themes, unique distinctions were evidenced between male and female aspiring school principals. A discussion of these findings and distinctions is provided, along with implications for principal preparation programs.
Educational Challenges of Syrian Refugees in Turkey: Through the Lenses of Complex Adaptive Leadership Theory
Author: Ozen, Hamit
Date: 2019-00-00
Type: Journal Articles
Subjects: Refugees,Leadership Styles,School Administration,Foreign Countries,Administrator Attitudes,Public Schools,Risk Management,Decision Making,Educational Innovation,Ethics,Centralization,Principals,Needs Assessment,Children,At Risk Students,Barriers,Social Values

This study evaluates the effectivity of school management according to the perceptions of Turkish school principals of Syrian refugee students through the lenses of complex adaptive leadership, which was conceptualized from complexity theory and complex adaptive leadership. This was qualitative research designed as a phenomenological study. The participants of the study were identified via a snowball sampling strategy. Nineteen school principals working at public schools in Turkey during the summer term of 2016-2017 and the fall term of 2017-2018 were selected as the participants. Data were collected using the interview technique and descriptive analysis was employed. The results showed that school principals commented on resource management, risk, decision making, and planning and control when functioning as managerial leaders. Secondly, they touched on network dynamics, change and innovation, and safe schools in terms of their adaptive leadership skills. Lastly, they pointed out interaction, win-win interdependency, and ethical values of enabling leadership. Overall, it was found that the structure of the Turkish Ministry of National Education is strictly centralized, and complex adaptive leadership does not function properly in this context. However, school principals do make ceaseless efforts to meet the educational and humanitarian needs of Syrian refugees.
Examining Secondary Student Achievement in Large and Small High Schools in Virginia
Author: Brown, Michael J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Achievement,Attendance,Socioeconomic Status,Grade 11,High School Students,State Standards,Minority Group Students,School Size,Predictor Variables,Teacher Effectiveness,Correlation,Institutional Characteristics,Achievement Tests

The purpose of this study was to examine large and small high schools in Virginia to try to understand if the high school student population size influenced the student achievement of eleventh grade students based on identified predictor variables. From the literature review, the main research question, five guiding questions, and a methodology were developed that would best aid in the analysis of the data. Data were collected from the Virginia Department of Education for the 2012-2013 school year that consisted of eleventh grade Virginia Standards of Learning assessments, socioeconomic status, student attendance, minority population, and teacher quality. Hierarchical multiple regression was the statistical method used to analyze the data for the research questions. The results of the study indicate there is a significant relationship between socioeconomic status, student attendance, minority status and student achievement. However, when student population size was introduced, the result for socio-economic status was not significant. The overall conclusion regarding socioeconomic status and student achievement is that the issue is not rooted in the size of a high school population, but in the school as a whole. Overall, results of the study indicate that there is a relationship between a high school student population size and student achievement when statistically controlling for selected variables. From the data derived in this study, students in large high schools academically perform better than small high schools in Virginia when selected variables are controlled.
Job Concern Factors and Academic Staff Engagement in Public Universities, Lagos State, Nigeria
Author: Oladejo, Maruff Akinwale
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Workload,State Universities,College Faculty,Work Attitudes,Work Environment,Foreign Countries,Job Satisfaction,Teacher Attitudes,Correlation,Peer Relationship,Racial Discrimination,Faculty Mobility

Job concern is a common element in any work organization. It is, no doubt, capable of determining the extent to which an employee is engaged with the job. This study therefore investigated job concern factors (namely workload, job hazard, and interpersonal discrimination) and academic staff engagement in public universities in Lagos State, Nigeria. The descriptive survey research design was used for the study. Five null-hypotheses, tested at .05 level of significance, guided the study. Participants were 250 randomly selected academic staff from two purposively selected public universities in Lagos State. A self-constructed questionnaire was used for data collection. Data were analyzed using inferential statistics, specifically One Sample t-test, Pearson Product-Moment Correlation, Pearson Chi Square, and Independent t-test respectively. Findings showed that in public universities in Lagos State, Nigeria, the level of academic staff engagement was low [t (249) = 230.15, p&gt;0.05]. No significant relationship was found between workload and employee engagement [r (248) = -0.611; p&gt;0.05]. Further finding showed that employee engagement was significantly related to job hazard [r (248) = 0.502, p&lt;0.05]. There was also significant relationship between interpersonal discrimination and employee engagement [r (248) = 0.721; p&lt;0.05]. Finally, there was no significant difference in employee engagement among academic staff in Federal and State Universities[t (249) = 3.122, p&gt;0.05]. It was recommended that Government and institutional administrators should ensure that the working environment is made more conducive for scholarly works, employ more qualified staff, and avoid interpersonal discrimination among academic staff