ethanporcaro/eric-fulltext-meta huggingface dataset:
The Needs of the Virtual Principal amid the Pandemic
Author: Westberry, Lee
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Superintendents,Administrator Attitudes,Administrator Effectiveness,Educational Needs,Professional Development,Instructional Leadership,School Administration,Middle Schools,High Schools,Computer Mediated Communication,Virtual Classrooms,Soft Skills,Skill Development,Knowledge Level,Technological Literacy,Leadership Styles,Empathy,COVID-19,Pandemics,Systems Approach

This mixed-method study evaluates P-12 principals' and district officials' experiences during the COVID-19 pandemic amid the abrupt change to virtual leadership. Professional learning needs are identified in relation to the three domains of leadership as seen in literature: school management, instructional leadership, and program administration. The quantitative study instrument, which included an online survey given to 270 principals and district officials in South Carolina, allowed principals and superintendents to rank order their professional development needs to be better prepared for the virtual principalship. The top need expressed across all races, genders, and school settings was virtual instructional leadership. The qualitative measure includes interviews of 10 principals/district officials, and five major themes were identified as administrative struggles/priorities in the virtual principalship during the pandemic: increased presence and communication; projecting calm during uncertainty; displaying flexibility, empathy, and patience; knowledge of technological capabilities; and a systems approach to sustained instructional leadership. The study showed a heightened need for soft skills development.
Business Students as Citizen Developers: Assessing Technological Self-Conception and Readiness
Author: Thacker, Donald
Date: 2021-10-00
Type: Journal Articles
Subjects: Business Administration Education,Technological Literacy,Self Concept,Readiness,Student Attitudes,College Students,Design,Thinking Skills,Automation

Understanding students' perceptions, aptitudes, and interest in using technology, and in developing technological solutions to problems, is important for effectively incorporating it into course pedagogy. This paper presents an effort to understand student technological self-conception, especially regarding the use-of-technology versus the development-of-technology self-perception schema. Concern exists that because students are so comfortable with using technology, they are being lulled into a false sense of security and may be at risk of being replaced by it if they lack the ability to be creators of technological processes and tools themselves. We seek to broaden student conception of themselves to consider becoming creators, thereby beginning the journey towards becoming citizen developers. A survey designed with consideration of the Theory of Planned Behavior is used to understand student predisposition and self-conception pertaining to technology use versus development. Inspiration is also drawn from design thinking, an approach that promotes innovative development as a means of combining technology with the human element to create viable, effective solutions. The intended outcome of the overall project is to initiate the creation of citizen developers, within existing curriculum and course requirements we are bound to honor, thereby serving as a bridge towards a more holistic design thinking in students, sparking a creative process of solution and problem-solving generation and development. This first stage of the research project is focused on developing an understanding of student technology comprehension and their prior experience in not just utilizing technology but also in leveraging it to develop solutions to meaningful problems.
Flow through Regression: A Guide to Interpreting and Communicating Regression Models for Data Analytics Students
Author: Toskin, Katarzyna
Date: 2021-10-00
Type: Journal Articles
Subjects: College Faculty,Data Analysis,Statistics Education,Undergraduate Students,College Preparation,Visual Aids,Remedial Instruction,Time Management,Teaching Methods,Business Administration Education,Pretests Posttests

Faculty teaching data analytics at undergraduate level are often faced with the tension created by student under-preparedness, the demands of the course, and time constraints. How do faculty close this gap? In this paper, we propose the use of flow diagramming as an accessible method for interpreting regression analyses, in ways that are time efficient and not alienating to the student. Our study shows that the use of such flow diagrams has a positive effect on student understanding without additional remedial instruction. Time saved can be directed at core learning objectives of the analytics.
Improving Students&apos; Inquiry Skills in Islamic Education through &quot;Hikmah&quot; Pedagogy and Community of Inquiry
Author: Hussien, Suhailah
Date: 2021-07-00
Type: Journal Articles
Subjects: Inquiry,Communities of Practice,Religious Education,Islam,Values Education,Thinking Skills,Skill Development,Teaching Methods,Student Empowerment,Student Journals,Secondary School Students,Perspective Taking,Questioning Techniques,Public Schools,Foreign Countries

Purpose: Empowering students has become one of the primary goals of education in the 21st century. The current trend of education is moving towards student-centred and independent learning. The core success of student empowerment lies in the teaching and learning approaches used to engage students. Thus, the present study aims to examine how &quot;Hikmah&quot; pedagogy, a philosophical inquiry approach, empowers students through the development of a community of inquiry and students' inquiry skills in learning Islamic Education. Method: This study employed a case study design on a Form 4 class comprising 24 students. The method of data collection involved classroom observation and students' reflective journaling. Analysis of classroom discourse was conducted according to Bloom's Taxonomy to identify higher-order levels of thinking engaged by the students. Meanwhile, students' journals were analysed thematically to examine how &quot;Hikmah&quot; pedagogy empowered their thinking. Findings: The study found that after four &quot;Hikmah&quot; pedagogy sessions, students' thinking improved from lower-order to higher-order thinking (HOT) based on the students' level of questions posed in the &quot;Hikmah&quot; sessions. Questions posed by the students also indicated an improvement in terms of the quantity and quality of the questions. Finally, analysis of the students' journals showed that students found &quot;Hikmah&quot; pedagogy a provoking approach that continuously engaged them to be independent in their thinking. This is most useful when learning Islamic Education since it deals with many abstract concepts that require deep understanding. Significance: Results of the study have shown that &quot;Hikmah&quot; pedagogy can empower students by improving their HOT, developing their inquiry skills and independent thinking, which directly assist in realising the objectives of Islamic Education, which are to understand, internalise and practise Islamic principles and values.
Generating a Model to Predict Secondary School Students at Risk in Mathematics
Author: Georgakopoulos, Ioannis
Date: 2021-00-00
Type: Journal Articles
Subjects: Prediction,Models,Secondary School Students,At Risk Students,Mathematics Education,Mathematics Achievement,Learner Engagement

Mathematical courses aid individuals to deal with any problem that they might encounter in their life on the ground that Mathematics familiarize them with a problem-solving process. Additionally, people who have stood out in their profession are deemed to be those who have mastered their mathematical skills. Though, a lot of students encounter insurmountable difficulties and as a consequence they fail their Mathematical courses. That holds true particularly on the case of secondary school students. Thereby, controlling the risk of students' failure in Mathematics is of utmost importance. This paper proposes a way to predict secondary school students' critical performance in Mathematics through the generation of a potent model by means of a proper analysis of students' engagement data. A discriminant function analysis has been carried out on the respective data and the generated linear discriminant functions constitute the prediction model. The prediction model generation process is demonstrated through a case study on a specific Mathematical course delivered at a Greek private secondary school. The research outcome is very promising given that our model could potentially be used to develop an early warning system for secondary school students at risk in Mathematics.
Historical Creativities for the Teaching of Functions and Infinitesimal Calculus
Author: Mendes, Iran Abreu
Date: 2021-00-00
Type: Journal Articles
Subjects: Calculus,Mathematics Instruction,Correlation,Guidelines,Epistemology,Cultural Context,Educational History,Teaching Methods,Creativity

This article presents reflections on a research that investigated processes operationalized by mathematical thoughts and practices which sought explanations for the ways of being of mathematical objects in their correlations in the socio-cultural context throughout our human history and how these ways of being they were captured, and still are, by the mind of those who exercised creativity in all the dimensions of mathematical creation both in the past and in the present, in order to produce knowledge to be disseminated in the school and scientific context. The research is a historical-epistemological study on mathematical creation, aimed at characterizing modes of stages of this creation focusing on the development of infinitesimal calculus and on the concept of function. At the end of the article, we propose educational guidelines for the teaching of these mathematical themes, based on the creation processes announced throughout the text.
Integration of Emotional Intelligence in Teaching Practice among University Teachers in Higher Education
Author: Muhammad, Norul Hidayah Mamat @
Date: 2021-07-00
Type: Journal Articles
Subjects: Emotional Intelligence,College Faculty,Teacher Characteristics,Teacher Effectiveness,Teacher Attitudes,Teaching Methods,Teacher Student Relationship,Empathy,Learner Engagement

Purpose: Emotional intelligence abilities of university teachers are more likely to establish suitable emotional teaching and learning environments through their teaching practice, thus promoting learning motivation and engagement among students. Despite the emphasis on the importance of teachers' emotional intelligence abilities in teaching, it continues to be under-acknowledged and underdeveloped. This is evidenced in a few studies reported on the relationship between emotional intelligence and teaching practice particularly in higher education. Guided by the Four-Branch Emotional Intelligence Ability Model, this study aimed to explore the integration of emotional intelligence in teaching practice among university teachers in higher education. Methodology: A qualitative design of a descriptive case study was applied on 10 university teachers recruited through purposeful sampling. The data gathered from semi-structured interviews conducted with the university teachers was analyzed through five phases of analysis namely; raw categorization of individual interviewees, group categorization of interviewees, raw key points, refined key points and themes. The credibility and trustworthiness of the data were achieved through prolonged engagement, member check, and interrater reliability. Findings: Seven themes namely implementation of structured teaching flow, empathetic pedagogical approach, fostering student learning engagement, consideration of students' emotions, reflection of university teachers' characteristics, mutual teaching and learning sessions and meaningful learning sessions were generated. Significance: The study demonstrated the importance of developing emotional intelligence abilities among university teachers as these abilities directly influence teaching and learning processes. In fact, these abilities are subconsciously embedded and demonstrated through teaching practice. Thus training on emotional intelligence needs to be developed by including it as one of the competencies required for university teachers.
How an Upper Secondary School Teacher Provides Resources for the Transition to University: A Case Study
Author: Gavilán-Izquierdo, José María
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Secondary School Students,Adolescents,Student Adjustment,Higher Education,Mathematical Concepts,Concept Teaching,Difficulty Level,Symbols (Mathematics),Graphs,Nonverbal Communication,Discourse Analysis

This paper analyzes the discursive activity of an upper secondary school teacher on the topic of the derivative. Specifically, we focus on the discursive activity when introducing the three essential concepts related to this topic: the average rate of change, the derivative at a point, and the derivative function. The theoretical framework used is the theory of commognition (Sfard, 2008). Using this framework, we identify different types of visual mediators (symbols, graphs, gestures) and routines (mainly construction and substantiation ones, with various subtypes). The analysis of these visual mediators and routines allows us to examine some resources students will have in their transition to university discourse. We also draw some other conclusions and present implications for teaching in this stage.
Supporting At-Risk University Business Mathematics Students: Shifting the Focus to Pedagogy
Author: LeSage, Ann
Date: 2021-00-00
Type: Journal Articles
Subjects: At Risk Students,Mathematics Instruction,College Preparation,Business Administration Education,Teaching Methods,Student Attitudes,College Freshmen,Comparative Analysis,Cooperative Learning,Problem Solving,Educational Experience,Grade Point Average,Thinking Skills

Colleges and universities are grappling with supporting underprepared students in mathematics. While research examines the demographics of students and the effects of changing the number of preparatory courses, few studies examine the impact of pedagogical practices on student outcomes. This study investigated the effect of an alternative pedagogy, the &quot;Thinking Classroom&quot; framework, on student attitudes and learning performance in a first-year university business mathematics course. The &quot;Thinking Classroom&quot; approach focuses on collaborative problem-solving on vertical non-permanent surfaces (VNPS). Students rated the overall course experience and collaborative classroom experience highly after participation in the &quot;Thinking Classroom.&quot; Students in the &quot;Thinking Classroom&quot; had a significantly higher average grade point average than students in the control group.
Incorporating Multicultural Literature in EFL Classroom
Author: Mandarani, Vidya
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Cultural Pluralism,Diversity,Literature,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Multicultural Education,Instructional Materials,Selection Criteria,Critical Thinking,Discussion (Teaching Technique)

Nowadays' multicultural education poses various challenges. One of the latent issues currently emerged in Indonesia education is the mistreatment towards the students of minority ethnic amongst the fellow learners. This status quo pushes schools' stakeholders to reflect upon their responsibilities and reconsider the use of multiculturalism in enhancing diversity awareness towards both teachers and students. In an attempt to promote multicultural education, the use of multicultural literature that portrays various cultures, values, and views, may assist the students in appreciating their own culture by the acquisition of diverse perspectives of the society. Moreover, it provides potential teachers to comprehend the diversity of multicultural issues beyond mono-cultural perspectives. This paper aims to emphasize the significance of multicultural literature as teaching materials; recommend selection and evaluation criteria for the said literature; as well as to present strategies of formulating literature-based classrooms. In providing the best teaching materials, it is necessary to select high-quality multicultural literature to present accurate and authentic representations of cultural communities. At any rate, 10 overall criteria should be embedded within the selected literature, thus the QUILT metric can be utilized to assess its quality. Afterward, there are also several recommended approaches, techniques, or strategies for formulating a literature-based classroom that may promote critical thinking in literary discussion.
Exploring Relationships among Responsibilities of Mathematics Coaches and Specialists and Student Achievement
Author: Harbour, Kristin E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Responsibility,Specialists,Coaching (Performance),Mathematics Instruction,Mathematics Achievement,Time Management,Elementary School Students,Grade 4,National Competency Tests

In this study, we used hierarchical linear modeling to examine restricted-use 2011 National Assessment of Educational Progress (NAEP) data to explore relationships between principal-reported time spent on the different NAEP responsibilities of mathematics coaches and specialists (MCSs) and the achievement scores of approximately 37,400 fourth-grade students in 1,500 U.S. elementary schools. The model included adjustments for composite covariates, control variables, and sampling weights. Significant relationships between principal-reported time spent on six different NAEP-defined responsibilities provided by full-time MCSs and fourth-grade students' mathematics achievement were observed, including relationships between achievement and MCSs assisting both teachers and students. Implications for the effective use of MCSs in schools and suggestions for future research are discussed.
Profiles of Elementary Teachers&apos; Use of Mathematics Curriculum Materials and the Influence of Teacher Expertise
Author: Engledowl, Christopher
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Elementary School Mathematics,Mathematics Materials,Textbooks,Web Sites,Blended Learning,Correlation,Teacher Attitudes,Teacher Certification,Specialists,Expertise,Media Adaptation,Media Selection,Decision Making,Behavior Patterns

The National Council of Teachers of Mathematics has consistently emphasized the importance of curricular coherence in mathematics education. However, the predominance of the Internet has led to a lack of consistency in the use and quality of curricular materials. We drew on teachers' self-report of their use of curriculum materials and conducted a Latent Class Analysis to examine patterns in 56 elementary teachers' selection, use, and perceptions of materials for teaching mathematics, including the role that teacher expertise may play in these patterns. Findings indicated that the most salient difference between classes was at least one digital resource reported--the &quot;Blended&quot; class--and no digital resources reported--the &quot;Non-Digital&quot; class. Teacher expertise was not a significant covariate. Future research should examine the role of policies on teachers' curricular decisions. Implications include how specialist programs may support positive patterns of curriculum selection and use.
A Study of Work Stress and Coping among Primary School Teachers in New Zealand
Author: Jain, Shilpa
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Stress Variables,Teaching Conditions,Coping,Teacher Attitudes,Work Attitudes,Teacher Motivation,Psychological Patterns,Social Desirability,Teacher Role,Faculty Workload,Teaching Experience,Social Support Groups,Stress Management,Well Being

This article reports on a research study of the perception of work stress among twelve participant primary school teachers in the Wellington region in New Zealand. Specifically, it focuses on the way the participants' perceive work stress and its contributing factors, and the coping strategies they employ. Interpretative phenomenological analysis (IPA) was chosen to analyse semi-structured interview data. The interviews examined the way teachers make sense of their stress experiences and five overarching themes emerged: (i) teaching as relentless work, (ii) intrinsic motivation as sustaining factor, (iii) reality of high stress levels, (iv) emotional elements of teaching, and (v) lack of desirability of teaching role. This study shows that the participant teachers' perceived stress ranged from moderate to high levels due to high workload, multiple sources of stress, the emotional demands of the role and the frustration and constraints they face in role performance. In contrast, however, the participants also derived joy from their role and used positive coping mechanisms to cope with work demands. This study found that certain positive coping strategies, such as teaching experience, cognitive reframing, and seeking social support, are learned over time and come with experience. This article contributes to the literature on teacher stress in the New Zealand context and offers recommendations for mitigating stress and supporting the well-being of primary school teachers.
Risky Choices -- Autonomy and Surveillance in Secondary English Classrooms
Author: Rozas Gómez, Claudia
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Education,English Instruction,English Teachers,Professional Autonomy,Curriculum Design,Secondary School Curriculum,Secondary School Teachers,Compliance (Psychology),Resistance (Psychology),School Policy,Alienation,Accountability

Achievement data from New Zealand secondary schools suggest that students from lower socio-economic communities have fewer opportunities to engage with complex content in subject English. This article examines this phenomenon by drawing on Foucault's notion of governmentality and considers how a context of simultaneously increased autonomy and surveillance may shape curriculum and assessment choices. To explore these ideas, I use interview data from ten secondary English teachers in the wider Auckland region. I complement Foucault's (1982) explanation of governmentality with Ball, Maguire, and Braun's (2012) notion of policy enactment to explore spaces of both compliance and resistance.
The Importance of People and Place: Reimagining School Curriculum in Aotearoa New Zealand
Author: McFadyen, Emma
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ecology,Feminism,Caring,Ethics,Human Relations,Place Based Education,Holistic Approach,Sense of Community,Curriculum Design,Indigenous Knowledge,World Views,Epistemology

This ecofeminist-inspired research study, influenced by an ethic of care, engaged the participants in photo-elicitation and interviews. Ecofeminism originated as a theory and movement related to women and the environment (Estévez-Saá &amp; Lorenzo-Modia, 2018), while an ethic of care stems from relational ethics that assumes human connectedness in context (Clement, 1996; Noddings, 2013). Thematic and visual narrative analysis of collected data supported the establishment of findings. The study aimed to contribute to the idea that a place-based approach can be taken to developing a holistic, meaningful and balanced local curriculum -- one that privileges a 'sense of place' and the relationship between humans and their environments as co-habitors.