ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Bureaucratic School Structure on Teachers&apos; Job Satisfaction: The Mediator Role of the Organizational Justice
Author: Alanoglu, Müslim
Date: 2021-06-00
Type: Journal Articles
Subjects: Administrative Organization,School Administration,Organizational Climate,Stress Variables,High School Teachers,Teacher Attitudes,Justice,Job Satisfaction,Correlation,Urban Schools,Foreign Countries

The purpose of this study is to examine the mediating role of organizational justice in the effects of bureaucratic school structure on teachers' job satisfaction. For this, we reached 449 teachers working in the city centre of Mersin. Enabling School Structure, Organizational Justice, and Job Satisfaction Scales were used to collect the study data. Results revealed that teachers thought the schools they worked in had a moderate level of enabling bureaucratic structure and a low obstructive bureaucratic structure. A weak association was found between bureaucratic school structure dimensions and job satisfaction, while a moderate association was found between bureaucratic school structure dimensions and organizational justice. Besides, a weak association was found between job satisfaction and organizational justice. Structural equation modelling was conducted to examine the mediating role of organizational justice in the effect of bureaucratic school structure on job satisfaction. Results revealed that organizational justice acted as a mediator in the effects of enabling bureaucracy on job satisfaction. However, because the obstructive bureaucratic structure did not have any meaningful effect on organizational justice perception, it was not possible to mention its mediating effect.
An Administrator&apos;s Role in Motivating Teachers
Author: Portey, Amy
Date: 2021-00-00
Type: Journal Articles
Subjects: Administrator Role,Teacher Motivation,Goal Orientation,Faculty Development,Feedback (Response),Self Efficacy,Teacher Administrator Relationship

School administrators can take specific actions in the areas of goal setting, professional development, performance feedback, and collective teacher efficacy, which will increase teacher motivation. Positive relationships among staff, and between staff and administration, can be a product of a leader's actions in regards to these areas. This safe and supportive climate ultimately creates a positive school culture for improved teacher motivation.
Mitigating the Effects of Helicopter Parenting on Student Mental Health
Author: MacDonald, Brittany
Date: 2021-00-00
Type: Journal Articles
Subjects: Parenting Styles,Anxiety,Depression (Psychology),Mental Health,High School Students,Adolescents,English Teachers,Social Emotional Learning,Behavior Modification,Cognitive Restructuring,Skill Development,Resilience (Psychology),Coping,Self Management,Self Efficacy,Classroom Techniques,Foreign Countries

Rates of anxiety and depression in youth have been increasing, and helicopter parenting although not the only factor, is at the core of the problem. When parents overprotect children and control their lives, children do not gain the skills needed to face the world; this lack of preparedness leads to anxiety and depression. As teachers, we can help by giving students opportunities for choices about their work, and by teaching social-emotional skills and cognitive behaviour techniques. Making these changes can arm the students with the skills, confidence, and resilience they need to feel prepared for the world, which would lower levels of anxiety and depression.
Keeping School Learning Environments Safe from Bullying
Author: Caines, Angela
Date: 2021-00-00
Type: Journal Articles
Subjects: Bullying,Victims,Prevention,Program Effectiveness,School Safety,Educational Environment,School Responsibility,Children,Well Being,Security (Psychology),Foreign Countries

Schools are accountable for providing all students a safe and caring learning environment. When a child feels unsafe at school, personal relationships, mental health, and academics are negatively affected. The entire school community -- staff, parents, and students -- must work together to develop an effective safe school program. A carefully planned safe school program that is followed consistently by all members will ensure the greatest success for all students.
Yazidi Refugee Students: A Lost Generation Finding Their Way
Author: Sadler, Carla
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Student Needs,Posttraumatic Stress Disorder,School Counseling,Access to Health Care,At Risk Students,Inclusion,Emergent Literacy,Teacher Competencies,Mental Health,Literacy Education,Social Development,Emotional Development,Faculty Development,Teacher Role

This paper examines issues that Yazidi refugee students face upon arrival to Canada, and interventions that schools can implement to support these students. Due to traumatic experiences, Yazidi students suffer from post-traumatic stress disorder (PTSD). Therefore, school staff need training to recognize the symptoms of PTSD, and schools must provide targeted counselling services and connections to community-based services. Yazidi students are often illiterate or have gaps in education, so schools need to incorporate inclusive practices to increase engagement, and provide instruction that focuses on emergent literacy and functional language. Teachers require specific training that addresses the academic needs of Yazidi students.
Making It Official: The Institutionalization of The Hegemony of English in the US
Author: Nieto, David G.
Date: 2021-07-12
Type: Journal Articles
Subjects: Official Languages,English,State Legislation,Cultural Influences,English Only Movement,Language of Instruction,Diversity,Neoliberalism

Drawing upon Critical Discourse Analysis (CDA) as theoretical framework and methodological tool, the present paper critically examines the legislation that has established English as official language in 30 states. This study captures the motivation and rationale of the policies, their stated outcomes and educational implications. The analysis situates the discourse embedded in official language policies within its socio-historical context and the conceptualization of race and language in the US. The results indicate that official English legislation responds to a conservative raciolinguistic ideology that seeks to reaffirm the hegemony of English as a mechanism of internal colonization. Official English attempts to establish monolingual educational and governmental practices that serve as an instrument to protect the status quo and, thus, perpetuate the privilege of whiteness and the subordination of immigrants, and Black, Indigenous, and People of Color (BIPOC).
The Long-Term Effect of Competition on Public School Achievement: Evidence from the Indiana Choice Scholarship Program
Author: Canbolat, Yusuf
Date: 2021-07-19
Type: Journal Articles
Subjects: Competition,Public Schools,Educational Vouchers,Academic Achievement,School Choice,Elementary Secondary Education,Private Schools

Despite a vast literature on school vouchers, less is known about their long-term competitive effects on public schools. The current paper examines the competitive effect of the Indiana Choice Scholarship Program, the largest single voucher program in the US, on math and ELA proficiency rates in public schools in the last eight years. Exploiting school vouchers' market share as the primary measure of competition, I use two-way fixed effects regression and event study framework to examine the competitive effect. Results indicate that, although competition has a positive effect in the earlier years, it is detrimental in the long term, suggesting that the program created a &quot;voucher shock&quot; that led to an improvement in the short term. However, in the long term, the proficiency rates in public schools that faced higher competition fell and never increased again. The trend of voucher recipients who have prior public-school attendance revealed that the worsening proficiency rates in the public schools that face higher competition were driven by the departure of relatively high achieving students, suggesting that school vouchers inspire sorting. The results are robust to alternative specifications that use the variation in the interaction between the market share of vouchers and geospatial measures of private school density.
Aksak Rhythm Studies in Distance Piano Education with Use of Midi
Author: Eker, Tugba Çaglak
Date: 2021-06-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Music Education,School Closing,Musical Instruments,College Students,Performance,Program Effectiveness,Drills (Practice),Foreign Countries,Educational Technology,Technology Uses in Education

As a result of the impact of the COVID 19 epidemic, the use of alternative mass media has become mandatory in the field of education, as in many areas, and this has led to the search for a new approach to education. In this context, communication problems may occur during rhythm practice in distance piano lessons that are conducted synchronously. Because of these potential problems, the aim of this study is to determine the effect of using midi with melodic nuclei practice for distance piano education on works with aksak rhythms. In this study, which was designed as a post-test control group design, experiment and control groups consisting of 4 people with equal piano education were formed from the 2nd grade of the Çankiri Karatekin University, Faculty of Art, Design and Architecture, Department of Music. During the lesson, a routine study was carried out with the control group for a piano piece with aksak rhythm. A treatment was given to the experimental group using midi recording, which included the melodic nuclei and rhythmic structure of this work. At the end of the lesson, student performances were measured and the data obtained was used using a t-test. No significant difference was found between the performance scores of the experimental and control groups. In this context, it is possible to say that midi supported melodic nuclei exercises has no effect the aksak rhythm practices.
&quot;Learning Progressions&quot;: A Historical and Theoretical Discussion
Author: Gallacher, Tom
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Processes,Teaching Methods,Educational Assessment,Curriculum Design,Learning Theories

'Learning Progressions' are a relatively recent approach that describe the progression that can be expected of learners through their education. A Learning Progressions framework can also be used to support teaching and learning, assessment, and curriculum design. To benefit teaching and learning, a Learning Progressions approach aims to provide detailed instruction on the optimal order for presenting material within a subject. To support assessment, a Learning Progressions approach aims to provide a framework for comparing different learners in order for the results of such comparisons to be useful for learners. To support curriculum design, a Learning Progressions approach aims to provide a method of refining the material presented to learners. This article outlines the specific theory of learning that underpins the Learning Progressions approach, and then explores a series of simplifications that are inherent to it, to evaluate the suitability of the Learning Progressions approach for supporting the design aims outlined above.
Methods Used by Teachers to Predict Final A Level Grades for Their Students
Author: Gill, Tim
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Teachers,English Teachers,Psychology,Teacher Attitudes,Prediction,Grades (Scholastic),Student Evaluation,Accuracy,Secondary Education,Exit Examinations,Foreign Countries

This research used a survey to investigate how Chemistry, English Literature and Psychology teachers go about the process of estimating their students' A level grades. There are a variety of different sources of information available to help teachers, including statistically based predictions (e.g., ALIS), performance in previous assessments (e.g., GCSEs) or in-class assessments, and their own judgements of students' motivation, interest and resilience. Teachers were also asked to provide grade estimates for their current A level students and these were then compared with actual grades to provide an indication of accuracy. Follow up interviews were undertaken to elicit more detail about the process of making estimates, and to ask teachers about specific students who either under or over-performed compared to their estimate.
Studying English and Mathematics at Level 2 Post-16: Issues and Challenges
Author: Ireland, Jo
Date: 2019-00-00
Type: Journal Articles
Subjects: English,Mathematics,Postsecondary Education,Basic Skills,Adult Education,Two Year Colleges,Two Year College Students,Background,Student Motivation,Student Needs,Diagnostic Tests,Educational Strategies,College Faculty,Foreign Countries

The view of the government in England is that good English and mathematics knowledge is key to employment and education prospects. Students who do not achieve a GCSE grade 4 or above in these subjects must continue to study English and mathematics alongside their chosen post-16 studies. This article outlines the background to this situation, then brings together findings from research literature on the challenges and issues faced by students and teachers affected by this requirement. Focusing on GCSE resits and Functional Skills qualifications, the article identifies ways in which post-16 students and teachers can be supported and whether their support needs differ according to the qualification students are working towards.
The Moderating Role of School Level in the Relationship between Deputy Principal&apos;s Instructional Leadership and School Effectiveness in Public Schools in Maldives
Author: Ismail, Mamdooha
Date: 2021-06-00
Type: Journal Articles
Subjects: Assistant Principals,Instructional Leadership,School Effectiveness,Public Schools,Foreign Countries,Educational Quality

The quality of education is a major concern in the Maldivian education system. Previous literature posits that effective leadership is critical for the realization of school goals. As such, instructional leadership is claimed to contribute to the teaching and learning process of the school. The purpose of this research is to determine the impact of deputy principal's instructional leadership on school effectiveness in public schools in Malé, the capital city of Maldives. It also aims to analyze the interaction effect of school level on the relationship between instructional leadership and school effectiveness. A quantitative research approach is selected for this study. The data was collected using a survey questionnaire. The sample consisted of 359 teachers working in the public schools of the capital city, Malé, who were selected through stratified random sampling. Structural equation modeling (SEM) was used to analyze the conceptual relationships. The findings revealed that deputy principal's instructional leadership has a direct and positive relationship with school effectiveness. The moderation test indicated that school level moderates the relationship between deputy principal's instructional leadership and school effectiveness, where the interaction effect is higher at secondary level compared to primary level. The results present many implications towards theory and practice of instructional leadership and school effectiveness.
The Reopening of a School during the COVID-19 Pandemic: An Administrative Lens
Author: Martinez, James A.
Date: 2021-06-00
Type: Journal Articles
Subjects: Educational Change,School Closing,COVID-19,Pandemics,Administrator Attitudes,High Schools,School Administration,Self Efficacy,Principals,Equal Education,Access to Education

In an effort to investigate school administrator self-efficacy during the COVID-19 pandemic, two public high school administrators from the same high school in a Southeastern U.S. state were interviewed virtually two times a week during the first six weeks of the 2020-2021 school year. Selection of participants was accomplished using convenience sampling, as both persons completed a principal preparation program where the lead researcher served as an instructor. The participants were surveyed before and after the study using questions from the Principal Self-Efficacy Survey (PSES) as well as researcher-developed questions specifically related to work life during the pandemic. The study revealed the degree that these administrators defined their work experiences during this period, based on four distinct perspectives, including: (a) structural, (b) symbolic, (c) political, and (d) human resources. Also, the study revealed administrator perceptions of equity and access among various constituents at their school, including teachers, support staff, students, parents, and members of the broader school community. Using open systems theory as a theoretical perspective, the study revealed six emergent themes that related to their work while opening school during a world crisis: (a) technology access/instruction, (b) informational/procedural ambiguity, (c) resource dependency, (d) policy adaptability, (e) stakeholder disposition, and (f) methods of communication. Focused on a principal and assistant principal at a single high school, this case-study illuminates the personal and professional challenges faced by these administrators during the COVID-19 pandemic.
When the Demand for Educational Research Meet Practice -- A Swedish Example
Author: Seiser, Anette Forssten
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Action Research,Theory Practice Relationship,Principals,Educational Researchers,Praxis,Instructional Leadership

There seems to be an assumption that an enhanced scientific foundation, in form of an application of research results, leads to better quality in schools and also to better student outcomes. The objective in this article is to explore how this demand can emerge in an action research project as well as in school principals' daily life. This is done in form of a case study were a group of principals enters a partnership with a researcher in their quest to apply a scientific approach in their own and, in their teachers' professions. This study provides a pertinent example of how this demand can emerge in practice. The theory of practice architectures (Kemmis &amp; Grootenboer, 2008) is used as an analytical framing. The research questions are as follows: 1) How do the principals understand and realise the demand of a scientific approach in their roles as pedagogical leaders? 2) What happens when a group of principals and a researcher enters a partnership? 3) What practice architecture affect the partnership between the principals and the researcher? 4) What practice architecture affect the principals' pedagogical leadership actions in their schools?
Anxiety of Not Being Appointed: A Qualitative Study
Author: Özcan, Mehmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,College Seniors,Student Attitudes,Anxiety,Teacher Selection,Occupational Tests,Public School Teachers,Unemployment,Stress Variables,Psychological Patterns,Family Relationship,Social Support Groups,Expectation,Foreign Countries

This study aims to reveal the opinions of the senior students of education faculty about the anxiety of not being appointed. Phenomenological research design is used in this research. The convenience sampling method was used in the selection of the participants. The data of the study is collected through face-to-face individual interviews with the students. The research form consists of 2 parts. The questions in the first part are about the demographic information of the participants. The second part includes questions aiming to reveal the experiences of the participants regarding the anxiety of not being appointed. Each interview lasted 20 minutes on average. All interviews conducted within the scope of the research were recorded using a voice recorder with the permission of the participants. Descriptive analysis was used in the analysis of data. According to the findings, it was observed that family expectations affected all of the participants who had anxiety about not being appointed. All of the prospective teachers who experienced anxiety about not being appointed were found to catastrophize the situation. Five of the participants who had anxiety about not being appointed had physiological symptoms and that anxiety affected daily life. Three of the participants who experienced anxiety about preparation for appointment stated that they had no additional effort to be appointed. All of the participants stated that they used social support mechanisms for anxiety.
Determinants of Teacher Effectiveness: Pedagogical and Didactic Training
Author: Konstantinou, Charalambos I.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Teacher Role,Institutional Mission,Teacher Education,Professional Identity

The purpose of this article is to highlight the factors that decisively affect the effectiveness of the teacher in fulfilling his role, giving special importance to his pedagogical and didactic training. Initially, the role of the teacher is approached in relation to the mission of the school and the characteristics of an effective teacher. Subsequently, the content and the importance of pedagogical and didactic training for the exercise of the educational work are approached, as well as the additional reasons that impose it. In addition, the existing pedagogical and didactic training of current teachers is approached, in relation to the consequences of its absence for the educational process and the student. The article concludes with the final findings and remarks.
Intergenerational Education to Enhance Sustainable Community Development
Author: Licen, Nives
Date: 2021-00-00
Type: Journal Articles
Subjects: Intergenerational Programs,Sustainable Development,Environmental Education,Community Development,Community Education,Nonformal Education,Indigenous Knowledge,Social Networks,Social Values,Institutional Cooperation,Transformative Learning,Well Being,Children,Older Adults,Foreign Countries

The article outlines the emergent cooperation between generations in the local environment. The aim of the research was to identify the key characteristics of learning ecologies that may be used to promote new practices. The theoretical framework was constructed through the concepts of learning ecology, community education, and postformal education. A qualitative research approach was used. Data was collected by means of 10 individual and one focus group interviews. The research revealed that the networks of different actors in the local community are effective approaches for developing intergenerational practices. It is important to connect different types of knowledge (intangible cultural heritage, local knowledge and scientific knowledge, social and emotional knowledge), skills and values, as well as different groups and organizations in the local environment to act and learn together.