ethanporcaro/eric-fulltext-meta huggingface dataset:
Undecidability and the Evolution of Ideas in an Emergency Event: An Example of How to Systemically Test Organizational Effectiveness (OE) in University Groups
Author: Fucà, Romina
Date: 2020-00-00
Type: Journal Articles
Subjects: Organizational Effectiveness,Emergency Programs,Universities,Participative Decision Making,Behavior Rating Scales,Student Role,Teacher Role,Administrator Role,Systems Approach,Risk Management,College Administration

The location of this research is the university, through which we are progressively channeled into a seemingly insoluble Gordian knot. What is our participation in the university and what cultural and human commitments inform this participation? More trivially, what rights and duties does the individual acquire or lose within his or her academic identities? Our main target was finding an ideal organizational practice to examine, such as an emergency event. What strategy can the university adopt? Can it realign its distortions and retain its resources? How and in what ways? What information is needed for this purpose? Which actors are relevant in this process? A systemic survey model is, therefore, presented to analyze data obtained from a sample of 200 respondents from various academic groups, including students, professors, administrative staff, and other stakeholders. Quotas were used for the primary challenge posed by the pictures representing dimensions according to a systemic schema of organizational effectiveness (OE). Respondents were then asked to judge the dimensions and pictures against their personal capacity for intellectual identity, functionalism, and materialism. During the test, the participants were expected to develop their capacity to approach phenomenal consciousness and the search for its neural correlates, thereby becoming familiar with the high-order demands and challenges posed by the current information available to them. A nine-item interval behaviorally anchored rating scale (BARS) was used to develop a systemic matrix that could show the participants' collective OE when an emergency event occurs at the university. This study aims to stimulate a broader investigation into the preparation of programs and plans that should be a priority today in the context of sustainability in educational institutions, thereby setting useful thresholds on decision-making paths. To develop the collective model, a matrix generated by each respondents' dimensional modal values (DMVs) in the test and the overall samples' modal values (OMMVs) were used. Borrowing from Luce's theory of probability, we analyzed the similarity of the OE university matrix from the results in descending order, restricting our attention to modal values which were chosen for the test and demonstrate how the learning model was formulated to assume that each group with evolved behavior could respond adaptively to a conditional function thanks to its permanence in a university environment.
Measuring Young Children&apos;s Word Knowledge: A Conceptual Review
Author: Hadley, Elizabeth Burke
Date: 2020-06-00
Type: Journal Articles
Subjects: Vocabulary Development,Preschool Children,Kindergarten,Grade 1,Elementary School Students,Word Recognition,Knowledge Level,Language Usage,Phonological Awareness,Grammar,Intelligence Tests,Verbal Ability,Vocabulary,Young Children

The importance of early vocabulary development to later reading comprehension has been well-established. However, there have been a number of criticisms that the assessments typically used to measure oral vocabulary knowledge do not adequately capture the complexity of this construct. This conceptual review works towards a more robust theoretical framework for vocabulary knowledge, focusing especially on the understudied dimension of vocabulary depth, which can be used to evaluate and design measures for early childhood learners. This framework is then used to review measures commonly used for preschool to 1st grade learners in the context of vocabulary interventions and observational studies. Recommendations are made for the use of existing measures and the design of future measures.
Dad as a Coach: Fatherhood and Voluntary Work in Youth Sports
Author: Kilger, Magnus
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Athletics,Youth Programs,Fathers,Athletic Coaches,Parent Role,Parent Child Relationship,Coaching (Performance),Parent Attitudes

One central issue in sports is the role of informal learning in organized child and youth sport in contrast to learning in the school context of physical education (PE). In Scandinavia, the model for organizing sports include an independent sports organization that organizes child and youth training on many levels, including the grassroots level and elite competitions organized within non-profit clubs and based on non-salaried voluntary work. In contrast to the public schooling context where physical education is led by educated and professional PE-teachers, organized child and youth club sports are based on parental engagement. Drawing on ten interviews with male coaches training their own children, this study examines how fathers are handling learning in the dual position as a father and a coach. This narrative analysis focuses on the theoretical concept of dilemmatic spaces in interviews and shows how shared cultural and societal storylines are used by the parental coaches in their personal stories. The results illustrate three &quot;dilemmatic spaces&quot; of learning that the participants must rhetorically handle. The first dilemma illuminates the dual position of both being a father, and at the same time acting as a coach. In the second dilemma, the fathers are seeking to balance between care of their child and increasing performance development. The third dilemma is balancing the training as child/parent quality time and the need for children to develop autonomy. The results show how the dual position of being a father and a coach can be both an asset in the relational building but also highly problematic and, in any case, involves a relational identity change. Learning in this dual position means that the fathers cannot act entirely as a coaches and disregard or override their parental position.
Reflections of a Practitioner-Researcher in the Field of Widening Participation in Arts Education
Author: Baines, Martell
Date: 2020-00-00
Type: Journal Articles
Subjects: Art Education,Access to Education,Postsecondary Education,Teacher Researchers,Foreign Countries,Personal Narratives,Reflective Teaching

This article provides an auto-ethnographic narrative to offer insights into my experience as a practitioner-researcher working in widening participation (WP) in post-compulsory education (PCE). It relates how I came to join the Education and Training Foundation (ETF) Practitioner Research Programme (PRP). It provides insights into the role of WP practitioner and manager and offers a reflection upon my experiences as an early practitioner-researcher conducting research in the field of WP. Writing in the first person, I reflect upon the positionality within my professional practice as someone who is immersed in the context that is being researched. I make my story as authentic as possible in order to throw new light upon knowledge in the field of widening participation (WP) practice. This immersion has enabled me to increase my professional knowledge and to establish a stronger voice in and for WP practitioners in the profession and for learners in the WP community. This empowerment has come about as my knowledge of the factors influencing the context of my work has expanded. I hope that it will be of interest to other researchers working in the field of WP and that they will accept my invitation to contribute to this conversation and reflect upon their own journey.
Trust and Positive Working Relationships among Teachers in Communities of Practice as an Avenue for Professional Development
Author: Akinyemi, Adeola Folasade
Date: 2020-00-00
Type: Journal Articles
Subjects: Trust (Psychology),Collegiality,Teacher Collaboration,Communities of Practice,Professional Development,High School Teachers,Foreign Countries,Security (Psychology),Teacher Attitudes,Principals,Department Heads,Central Office Administrators,Administrator Attitudes,Classroom Techniques,Teaching Methods,Pedagogical Content Knowledge

This study explores trust and positive working relationships among teachers in communities of practice as an avenue for professional development in high schools in South Africa. A mixed methods research approach was employed for this study with the use of a semi-structured interview and semi-structured questionnaires as data collection instruments. Ten schools were purposively selected for this study and seventy-nine participants were selected as samples. The findings of the study show that teachers had good working relationships with their colleagues. The good working relationships they had enabled them to assist their colleagues, share their classroom challenges with them, confide in their colleagues, and they were able to get assistance from them. It was established from the study that a great number of teachers feel safe to be part of the communities of practice activities in the sampled high schools, thus, they engage in diverse of discussions with their colleagues and they were able to relate to their colleagues the difficulties they have in terms of their work. The study recommends that teachers should spend an adequate time in their meetings, see themselves as colleagues, interact as teams, and build strong ties to have good relationships and a strong level of trust among themselves.
Tales from Within: Gifted Students&apos; Lived Experiences with Teaching Practices in Regular Classrooms
Author: Gomez-Arizaga, Maria P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Academically Gifted,Student Experience,Foreign Countries,Student Attitudes,National Curriculum,Teaching Methods,Creative Teaching,Creativity,Conventional Instruction,Learner Engagement,Middle School Students,High School Students,Teacher Student Relationship,Peer Relationship

Gifted students in regular classrooms have fewer opportunities to develop activities that are based on their characteristics as learners and address their needs; however, many of them spend most of their school time in these classrooms. The results presented here were part of a 2-year qualitative project that analyzed 12 Chilean gifted students' lived experiences in regular classrooms by exploring the factors that foster and hinder their learning through the use of photos, focus groups, and interviews. The results showed students' discontent with the national curriculum and teaching practices related to rigidity, lack of meaning, and unchallenging assessments. Nevertheless, positive experiences were reported related to teaching strategies, especially when they add novelty and move away from traditional approaches. Waiting experiences were common, but were often seen by students as opportunities for creative production. Methods for engaging gifted students in their learning are highlighted.
Integrating CAD/CAE/CAM in Engineering Curricula: A Project-Based Learning Approach
Author: Fernandes, Fábio A. O.
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Assisted Design,Engineering Education,Active Learning,Student Projects,Instructional Effectiveness,Cooperative Learning,Foreign Countries,Graduate Students,Case Method (Teaching Technique)

Problem-based learning (PBL) approaches are well-accepted and disseminated and have been intensively employed in several engineering programs. This article aims to present a teaching experience in which PBL was applied in one course of a mechanical engineering graduation program. The PBL approach applied is described step-by-step as well as the goals and constraints related to Computer-Aided Design, Engineering and Manufacturing (CAD/CAE/CAM) technologies employed in this particular case. The evaluation process is described, as well as the quantitative results, and also the results obtained from questionnaires answered by the students at the end of the PBL experience. Additionally, the team's technical success in solving the proposed CAD/CAE/CAM problems was also taken into account. This PBL approach provided the students with the required autonomy to develop their argumentative skills within the team, defending their ideas, and at the same time, promoting self-criticism and ethical and impartial judgment among the other team members.
Development and Application of a Novel Engineering-Based Maker Education Course for Pre-Service Teachers
Author: Kim, Ji-Yun
Date: 2020-00-00
Type: Journal Articles
Subjects: Curriculum Development,Curriculum Implementation,STEM Education,Preservice Teachers,Teaching Methods,Student Journals,Interdisciplinary Approach,Literacy Education,Skill Development,Student Attitudes,Foreign Countries

This study aimed to raise awareness of maker education for pre-service teachers and discuss maker education in their major subjects by developing and applying a maker education course for pre-service teachers with various majors based on novel engineering (NE), a teaching and learning method that combines humanities and engineering. Accordingly, the course was developed following the procedure of the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, and the educational effectiveness was investigated using test tools. The educational effect and difficulties were also examined through the analysis of reflective journals written by 20 pre-service teachers with various majors who participated in the course. To investigate the educational effectiveness of the developed course, the science, technology, engineering, arts, and mathematics (STEAM) literacy of the participants--before and after the course--was measured, with the results demonstrating a statistically significant improvement. Analysis of the reflective journals identified a recognition of sharing effectiveness, the joy of making, and an in-depth understanding of maker education as education effects, and a lack of understanding of techniques, the burden of prototype fabrication, and the limitation of majoring subjects as difficulties experienced during the activities. This study verified that NE could be used as a significant maker education measure for pre-service teachers with various majors. Based on this verification, this study also proposes a strategy to develop more effective NE-based maker education.
The Warnke Method for the Diagnosis and Improvement of Phonological Competence in Special Needs Children
Author: Brzdek, Ewa
Date: 2020-00-00
Type: Journal Articles
Subjects: Clinical Diagnosis,Foreign Countries,Students with Disabilities,Phonological Awareness,Disability Identification,Brain Hemisphere Functions,Training,Memory,Language Skills,Reading Skills,Writing Skills,Evaluation Methods,Sensory Integration,Visual Perception,Auditory Perception,Psychomotor Skills,Reaction Time,Auditory Discrimination,Visual Discrimination,Mild Intellectual Disability,Reading Difficulties,Writing Difficulties,Dyslexia

Speech, reading, and writing are the basic forms of linguistic communication. Therefore, it is very important to diagnose any problems with them as early and completely as possible, particularly in children with special needs. One of the methods that focuses primarily on the diagnosis and therapy of such learning difficulties is the one developed by Fred Warnke. The diagnostic solutions of the method were motivated by the following assumptions: (a) Automation of hearing, vision, and motor functions can be improved based on the level of brain activity; (b) the development and automation of phonological analysis and synthesis are based on cooperation between the two brain hemispheres. The main purpose of this paper is to present and discuss some research results that show the usefulness of diagnosis of the first stage of the Warnke method, as well as the training determined by it, in improving the phonological memory, language, and reading and writing skills of a group of four Polish children with special needs. The range of automation of each function was estimated on the basis of the values obtained in the diagnoses (initial and final). The final diagnosis showed an improvement in the levels of speech, reading, and writing. Thus, the research has confirmed that the Warnke method diagnosis may help to broaden and complement the standard evaluation methods of phonological competence for Polish children with special needs. The outcomes were so encouraging that we decided to present them to a wider audience.
Concept Mapping in Magnetism and Electrostatics: Core Concepts and Development over Time
Author: Thurn, Christian M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Concept Mapping,Scientific Concepts,Science Education,Cognitive Structures,High Achievement,Concept Formation,Misconceptions,Secondary School Students,Physics,Foreign Countries,Active Learning,Inquiry,Prior Learning,Early Adolescents,Advanced Courses,Expertise

Conceptual change theories assume that knowledge structures grow during the learning process but also get reorganized. Yet, this reorganization process itself is hard to examine. By using concept maps, we examined the changes in students' knowledge structures and linked it to conceptual change theory. In a longitudinal study, thirty high-achieving students (M = 14.41 years) drew concept maps at three timepoints across a teaching unit on magnetism and electrostatics. In total, 87 concept maps were analyzed using betweenness and PageRank centrality as well as a clustering algorithm. We also compared the students' concept maps to four expert maps on the topic. Besides a growth of the knowledge network, the results indicated a reorganization, with first a fragmentation during the unit, followed by an integration of knowledge at the end of the unit. Thus, our analysis revealed that the process of conceptual change on this topic was non-linear. Moreover, the terms used in the concept maps varied in their centrality, with more abstract terms being more central and thus more important for the structure of the map. We also suggest ideas for the usage of concept maps in class.
Distributing Leadership or Distributing Tasks? The Practice of Distributed Leadership by Management and Its Limitations in Two Spanish Secondary Schools
Author: Gómez-Hurtado, Inmaculada
Date: 2020-00-00
Type: Journal Articles
Subjects: Leadership Styles,Secondary Schools,Principals,Leadership Effectiveness,School Administration,Public Schools,Foreign Countries,Vocational Education,Administrator Role,Institutional Characteristics,Participative Decision Making,Barriers

The need to explore new forms of leadership in schools, among other available alternatives, leads to the reflection upon the way in which--specifically from the principal's office--it is developed, implemented and distributed. This paper presents two case studies in Spanish secondary schools in which the practices are analyzed and the limitations recognized in the exercise of distributed leadership by their principals. This study used interviews and shadowing of the principals, recording the observations of meetings and interviews with other influential agents from each school. Despite the particular differences in each case and a greater role of social interaction processes, the outcomes reflect the persistent focus on the individual action of the principals and the pre-eminence of formal and bureaucratic components in the development of distributed leadership. This situation prevents progress beyond the mere distribution of management tasks and hinders the possibilities of consolidating other forms of leadership expression that involve more agents and groups.
Perspectives of GIS Education in High Schools: An Evaluation of uMgungundlovu District, KwaZulu-Natal, South Africa
Author: Mkhongi, Felicity Aphiwe
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geographic Information Systems,Educational Technology,Technology Uses in Education,High School Students,Teaching Methods,Geography Instruction,Course Content,Barriers,Teacher Competencies,Technological Literacy,Student Attitudes,Grade 10,Grade 11,Grade 12,Public Schools,Private Schools,Educational Resources,High School Teachers

Geographic Information Systems (GIS) education in South Africa and elsewhere has been envisioned to be a strategy that can contribute to new ways of teaching, learning and understanding. However, very few studies have assessed how GIS is taught in South African high schools. Consequently, this study aims to analyze GIS education dynamics and perspectives in uMgungundlovu District, KwaZulu-Natal Province, South Africa. A survey with both open and close-ended questions was conducted with geography educators and geography students. Questions focused on GIS content, how the content is taught, challenges in GIS education, educators' GIS proficiency and GIS education perspectives. The sample was guided by purposive sampling that intentionally selected schools with the desired qualities. From the results, it was evident that GIS is progressively taught in secondary schools. However, the full potential of GIS education has been restricted by challenges such as inadequate resources and limited exposure of students to GIS's practical uses. Subsequently, the study recommends that GIS education in South African schools should be accompanied by appropriate hardware, software and opportunities for exposing students and educators to practical methods of teaching and learning GIS. Furthermore, educators should also be trained to be able to adequately equip students with GIS skills and knowledge.
Modeling and Measuring Pre-Service Teachers&apos; Assessment Literacy Regarding Experimentation Competences in Biology
Author: Joachim, Cora
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Assessment Literacy,Science Experiments,Science Process Skills,Biology,Foreign Countries,Item Response Theory,Preservice Teacher Education,Pedagogical Content Knowledge,Student Evaluation

Assessment literacy is a crucial aspect of teachers' professional knowledge and relevant to fostering students' learning. Concerning experimentation, teachers have to be able to assess student achievement when students form hypotheses, design experiments, and analyze data. Therefore, teachers need to be familiar with criteria for experimentation as well as student conceptions of experimentation. The present study modeled and measured 495 German pre-service teachers' knowledge of what to assess regarding experimentation competences in biology. We applied an open-answer format for the measurement instrument. For modeling we used item response theory (IRT). We argue that &quot;knowledge of what to assess&quot; regarding experimentation competences is a one-dimensional construct and we provide evidence for the validity of the measurement. Furthermore, we describe qualitative findings of pre-service teachers' &quot;knowledge of what to assess,&quot; in particular difficulties concerning the assessment of student conceptions as well as the use of scientific terms in the assessments. We discuss the findings in terms of implications for science teacher education and further research perspectives.