Miracle-dz/UniFAR-FTUs huggingface dataset:
How preservice teachers approached their field assignment: Two illustrative case studies

This study involved qualitative analyses of two preservice teachers’ field assignments that received the highest and the lowest scores in a teacher training course in science methods. A constant comparison method was used to analyze two participants’ answers to seven guided reflection questions in a field assignment. Analyses of the field assignments gave a detailed portrait of how they applied hands-on activities at learning stations to change their students’ alternative conceptions and improve their initial understanding. Four critical factors emerged that might have affected their overall performance such as the degree of support provided by classroom teachers; the amount of time needed to plan, prepare, and implement the stations; the way of analyzing the data collected from their students in a systematic way, and the level of understanding of conceptual change terminology. The research findings indicate that practice of strategies learned in a science methods class helps preservice teachers connect theory with practice. The major implications and recommendations for teacher preparation programs and conceptual change practices in preservice and in service field placements were presented.
WEB 2.0 AUTOMATED ESSAY SCORING APPLICATION AND HUMAN ESL ESSAY ASSESSMENT: A COMPARISON STUDY

Educators from all levels of education have comfortably embraced ICT for decades. More and more applications are being developed which has direct and indirect advantages on learning and teaching. What is more interesting is the fact that more free applications are now being made available to be used by the public. In this paper, the focus is on the comparison between a free Automated Essay Scoring (AES) web-based application called ‘PaperRater.com’ and human assessment by English instructors from a public university in Malaysia. Ten selected human assessed essays were assessed by individual lecturer (IL) and also a group of lecturers (GL). Those essays were then fed into ‘PaperRater.com’ and a comparison was made in terms of total scores generated by the application and the ones by the instructors. A descriptive statistical analysis was carried out to compare the scores. As a result, assessment for both types of essay recorded a difference of between 0.3 to 38.7 marks where bigger disparity was recorded between human assessed and computer based (AES) assessment. Overall, however, the strength of the relationship between GL and PR, based on the Pearson’s product moment correlation coefficient, was recorded at 0.678407 which means that there is a moderate positive linear relationship. Article visualizations:
Institutional Roles and Identity Construction of Applied Linguistics Faculty Involved in Interdisciplinary Collaborations for Multilingual Student Success

This article analyzes the academic identity constructions of applied linguists in the context of interdisciplinary collaborations as they seek to integrate language and content at the curricular core of an increasingly multilingual and multicultural university in Western Canada. The study draws on transcripts of audiotaped monthly meetings, framed as a professional learning community, where participants shared and discussed existing literature on interdisciplinary collaborations in support of multilingual student success, as well as their experiences with collaboration in the institution. In this qualitative study, data were analyzed thematically, and the themes that emerged suggest complex connections between institutional roles and professional identities with the changing roles of the participants in the institution interacting with the construction of their academic identities. Overall, we conceptualize these applied linguists as cross-boundary academics who perform translational functions within the institution in negotiating their disciplinary knowledge with faculty across the disciplines. As such, they contribute to building capacity in working in a multilingual environment through their efforts to integrate language and content instruction jointly with their disciplinary colleagues. Le présent article analyse les constructions d’identité académique d’un groupe de linguistes en linguistique appliquée dans le contexte de collaborations interdisciplinaires visant l’intégration de langue et de contenus dans le noyau curriculaire d’une université de plus en plus multilingue et multiculturelle de l’Ouest du Canada. L’étude s’appuie sur des transcriptions de réunions mensuelles enregistrées sur bande sonore au cours desquelles les participants, présentés comme une communauté d’apprentissage professionnelle, partageaient et discutaient de la littérature existante sur les collaborations interdisciplinaires en soutien du succès des étudiantes et étudiants multilingues, ainsi que de leurs expériences de collaboration au sein de l’établissement. Dans cette étude qualitative, les données ont fait l’objet d’une analyse thématique, et les thèmes qui ont émergé suggèrent l’existence de connexions complexes entre les rôles institutionnels et les identités professionnelles à mesure que l’évolution des rôles des participants au sein de l’établissement interagit avec la construction de leur identité académique. Globalement, nous conceptualisons ces linguistes en linguistique appliquée comme des universitaires transfrontaliers qui remplissent des fonctions translationnelles au sein de l’établissement en négociant leurs connaissances disciplinaires avec le corps professoral à travers les disciplines. Ce faisant, elles ou ils contribuent à l’accroissement de la capacité de travailler dans un environnement multilingue grâce à leurs efforts pour intégrer l’enseignement de langues et de contenus conjointement avec des collègues de diverses disciplines.
Transformational leadership and employee voice: a model of proactive motivation

Purpose Drawing on the model of proactive motivation, the purpose of this paper is to examine how transformational leadership influences followers’ voice behavior through three proactive motivation states, namely, “reason to,” “can do” and “energized to. ” It also examines the moderating role of followers’ proactive personality in the relationship between transformational leadership and employee voice. Design/methodology/approach The online survey was distributed through Qualtrics using a two-wave design. In total, 1,454 participants completed the survey at Time 1, of those 447 also completed the survey at Time 2. Findings Transformational leadership influences employee voice via followers’ promotion focus, role-breadth self-efficacy and affective commitment. Followers’ proactive personality attenuates the impact of transformational leadership on voice, supporting the substitute for leadership hypothesis. Research limitations/implications Self-reported data are the main limitation of the present study. Other limitations include treating employee voice as a unidimensional construct and oversimplifying the impact of positive affect on voice. Practical implications The present study suggests that training managers to demonstrate more transformational leadership behavior, enhancing employees’ proactive motivation and hiring proactive individuals are strategies to facilitate employee voice. Originality/value The present study contributes to a better understanding of employee voice from a proactive motivation perspective. It also demonstrates that followers’ proactive personality is important “boundary condition” to transformational leadership.
Why are Your Employees Leaving? The Effect of Organizational Mobility Preferences on Turnover Intentions and Affective Commitment

It is crucial to study the factors affecting employee’s turnover intentions to lessen the turnover rate that affects companies, groups, and individuals. Although organizational mobility preferences could explain employee’s turnover intentions in an organization, a limited number of studies that can explain the psychological process of the relationship between organizational mobility preferences and turnover intentions currently exist. For the current study, data was collected from 178 participants using questionnaires, which were analyzed using Hayes’ PROCESS macro. Findings indicate that organizational mobility preferences have an indirect effect on turnover intentions through affective commitment. The implications of this finding and additional suggestions for future research are included in this paper.
Planetarium for the Deaf

A planetarium is primarily visually orientated. It may be fortunate enough to have an elaborate supporting sound system, as is the case at the Vanderbilt Planetarium, but the distinctive characteristics that make it a planetarium are the visual effects. This 1eing the case, a planetarium would seem to be the ideal place to produce shows for the deaf. How would such shows differ from the standard program? What special problems would be encountered and what modifications would be necessary in equipment or procedure? Those of you who have read the September issue (Vol. 1, No. '2) of The Planetar ian have been introduced to some of the problems and some of the solutions based on the experience of the Strasenburgh Planetarium. The present article may prove of value by presenting the somewhat parallel experience of another major planetarium.
Governing Gender and Sexuality in Colonial India: The Hijra, c. 1850–1900 by Jessica Hinchy (review)

Over the past few decades, historians of empire have extensively addressed the ways in which colonial power asserted itself in relation to the intimate expressions of gender and sexuality. Yet, there still remains much to be said about this history, even as the history of gender and colonialism has become a field unto itself. Jessica Hinchy’s Governing Gender and Sexuality in Colonial India is a new and significant contribution to this field, and one that redresses the curious absence of the history of the transgender hijra community from scholarship on colonial India. Hinchy undertakes an impressive and diligent reading of the colonial archive against the grain to articulate the ideology and implementation of the little-known colonial project to eliminate the hijra community in north India. Where previous scholars have overlooked or dismissed the significance of colonial fixation with the “eunuch problem,” Hinchy seeks to explain this concern in terms of a calculated and systematic attempt to root hijras out of existence. However, the project of cultural elimination was only undertaken in the NorthWestern Provinces (NWP), which were known for their unique administrative culture. For Hinchy, examining the regulation of gender and sexuality in a provincialized setting can tell us a great deal about how local contexts shaped colonial concerns. In the early chapters, Hinchy introduces us to a “panic” that was sparked by a case from 1852 regarding the murder of a hijra person by her male lover. Subsequent cases alerted officials to the “unknowable scale of the Hijra population,” and as in the case of many colonial panics, it was the paucity of knowledge that drove the panic more than what was already known (37). Hinchy claims that this was not merely a panic about a non-normative community, but also a channel for various other anxieties. As persons who were born male or intersex but preferred a feminine gender embodiment, hijras and their public visibility stood in stark contrast to colonial ideals of heterosexual conjugality and gender binarism. Colonial officials stereotyped hijras as “habitual sodomites” and drew inherent connections between their gender expression and sexual orientation. Hinchy argues that this “pathologizing” of hijras as a sexual “type” was significant in terms of translating colonial anxiety into invasive regulatory law (53).
Articulating the Experience of Uniqueness and Difference for Librarians of Color

The lack of diversity in the library profession means that the experiences of librarians of color are often ignored, and librarians from the dominant white cultural group are unaware of the challenges their colleagues face. In an interpretative phenomenological analysis study, the theme of uniqueness and difference emerged to describe the effects of the racial/ethnic identity of eight librarians of color on the lived experience of their work. Aspects of this theme are discussed in detail, including uniqueness, being visible, relationships with users of color, added burden of being a librarian of color, and microaggressions and discrimination. These themes articulate the experiences of participants with the aim of generating understanding and empathy among nonlibrarians of color and facilitating critical conversation within the profession.
School Composition and Educational Impacts: Four Papers on Socioeconomic Segregation and Peer Effects

For decades the stratification of educational systems and schools’ socioeconomic composition have been observed as potential causes of inequalities in achievement across social groups. In Chile, these concerns are intertwined with a context of policies promoting both school choice and between-school competition. This work focuses on assessing the evolution of schools’ socioeconomic segregation during recent decades and estimating the short- and long-term effects of classmates' characteristics on student academic outcomes. The first chapter offers a description of the Chilean educational system (as most of the following chapters will use data from this country) and its challenges regarding educational inequality and the separation of social groups across schools. Chapter 2 provides an international comparison of socioeconomic segregation trends in 34 educational systems based on a measure of Dissimilarity (Duncan index). Chapter 3 analyses trends of segregation in Chile since 1999 (using the Square Root Index) and provides new information about how the separation of students from different backgrounds is distributed across school types and related to specific features of the market-oriented system. In Chapter 4, the impact of the socioeconomic characteristics of primary school classmates on secondary level academic outcomes is estimated and analysed. Finally, Chapter 5 continues to investigate the effects of the peer characteristics, but instead focusing on the impact of their academic attributes in the long-run (observing outcomes in entrance to higher education). The findings in this work suggest that school socioeconomic segregation has not varied significantly over time, either in Chile or other educational systems. Moreover, segregation appears to be impervious to recent attempts to affect schools' social composition. In the case of Chile, features of the system (such as co-payments and student selection) are correlated with greater segregation. However, a significant proportion of the segregation is attributable to within-sector segregation, which may be reflecting parental preferences. Estimates—using a school fixed effects approach—also confirm that students benefit academically from being exposed to wealthier peers at the primary level. Moreover, a more socioeconomically diverse classroom does not lead to negative results. Although the socioeconomic background of the former classroom members exerts a relatively small effect, the impact appears to endure over time (at least in Mathematics). The impact of academic characteristics is negative, suggesting that being exposed to more talented classmates at the primary level has detrimental effects on students' performance on higher education entrance examinations.
O planejamento de sequências didáticas de química fundamentadas no Modelo Topológico de Ensino: potencialidades do Processo EAR (Elaboração, Aplicação e Reelaboração) para a formação inicial de professores

Resumo: Este trabalho objetiva avaliar a influência do processo de Elaboração, Aplicação e Reelaboração (EAR) no desenvolvimento da capacidade de planejamento de sequências didáticas (SDs) de professores de química em formação inicial. Realizou-se uma pesquisa documental qualitativa em duas diferentes versões das SDs de química produzidas pelos professores em formação inicial. A análise dos documentos foi baseada nos princípios do modelo topológico de ensino e em um instrumento-padrão para validação de SDs. Os dados revelaram melhorias significativas nas SDs reelaboradas as quais apresentaram uma abordagem contextualizada e problematizada dos conteúdos, além de um encadeamento mais coeso das atividades didáticas. Conclui-se que o Processo EAR pode se constituir em um importante processo de formação inicial de professores de química, uma vez que fundamenta teórica e metodologicamente o planejamento, além de propiciar ciclos expansivos de qualificação a partir da integração dialética entre teoria e prática e conhecimento específico e pedagógico.
E-Learning and Disability in Higher Education: Accessibility Research and Practice. Second Edition

Most people working within the higher education sector understand the importance of making e-learning accessible to students with disabilities, yet it is not always clear exactly how this should be accomplished. E-Learning and Disability in Higher Education evaluates current accessibility practice and critiques the extent to which 'best' practices can be confidently identified and disseminated. This second edition has been fully updated and includes a focus on research that seeks to give 'voice' to disabled students in a way that provides an indispensible insight into their relationship with technologies and the institutions in which they study. Examining the social, educational, and political background behind making online learning accessible in higher and further education, E-Learning and Disability in Higher Education considers the roles and perspectives of the key stakeholders involved in e-learning: lecturers, professors, instructional designers, learning technologists, student support services, staff developers and senior managers and administrators.
Quality of Work Life and Organizational Performance

Background The quality movement in health care has recognized better quality of work life (QWL) of employees as an important rubric for a health care organization’s performance. Health care employees are the front lines of the health care delivery system. However, studies on the QWL of private health care unit’s employees are limited. Methodology This research investigates the relationship between QWL, organizational performance (OP) and employee commitment (EC). A self-designed questionnaire was distributed to 300 health care employees. Out of which only 205 valid responses were received resulting in a response rate of 68 per cent from the survey. The data were analyzed using SPSS 20. Results The findings show that EC acts as a partial and a significant mediator in the relationship between QWL and OP. Mediation analysis was also conducted for each dimension of QWL, EC and OP to reinforce the results. Conclusions and Recommendations Findings can be used by health care units’ managers and policy makers to design and implement appropriate initiatives to improve QWL. Better QWL is the key to attract and retain qualified and motivated employees and can possibly lead to enhanced quality of services in health care organizations.
Intercultural exchanges in South Africa: Exploring music teacher experiences, understandings, and practices

The purpose of this study was to examine the experiences of four US music educators during and after a 3-week adult choir camp in South Africa. Findings reveal that the camp positively influenced music teacher understandings and practices, both during and after the exchange. Throughout the camp, participants navigated race, privilege and prejudice and expressed value for a vast array of shared experiences with choir mates, teachers, and homestays. Participants reflected regularly on processes of learning new musics, describing growth through authentic and at times challenging activities. Furthermore, all participants recognized that firsthand experiences were essential to deep learning. During the camp, all participants expressed hopes of bringing new ideas and music home; 2 months after returning to their classrooms, 3 of the 4 participants reported the teaching of South African songs along with modified pedagogical approaches. Ultimately, participants shared that the trip had impacted them in various personal ways, noting increased tolerance, patience, kindness, confidence and hope.
Interpersonal rigidity, hostility, and complementarity in musical bands

In this test of interpersonal theory (R. C. Carson, 1969; D. J. Kiesler, 1983; T. Leary, 1957; J. S. Wiggins, 1982), complementarity and interpersonal rigidity were examined in relation to positive regard for others and group integration among 206 members of 54 musical bands. Complementarity was associated with more positive regard and more group integration in bands consisting of musicians who were high in interpersonal rigidity (as indexed by vector length on the interpersonal circle), whereas the effect was less strong in bands consisting of musicians who were lower in rigidity. The meager support for personality compatibility in groups and dyads observed in previous research could thus be due to a neglect of interpersonal rigidity-flexibility. There was also evidence that hostile complementarity was beneficial to the relationships of hostile individuals.
Readiness to Visit University Counseling Centers: Social Support, Stigma, and Communication Efficacy

Using the transtheoretical model (TTM), this study examined relationships between three potential barriers (social support, mental health-related stigma, and mental health-related communication efficacy) to college students (n = 302) visiting university counseling centers and how each barrier differed by TTM stage. Social support was positively related to communication efficacy and partially inversely related to stigma. Communication efficacy and stigma were unrelated. Significant TTM stage differences were observed for each barrier to visiting university counseling centers.
Trauma and Post Traumatic Growth in Young Survivors of a Terrorist Attack: An Experiential Account of Supportive Interventions in a Tertiary Care Hospital in Pakistan

ABSTRACT In the winter of 2014, four terrorists attacked a school in Khyber Pakhtunkhwa (KPK), resulting in more than a hundred students’ death. Twenty-two survivors (aged 10–18 years) with physical injuries were admitted to a private hospital in Karachi for further surgical and psychological interventions. The aim of this paper is to share a retrospective experiential account of a trauma management plan, based on the bio-psycho-socio-spiritual model for young survivors of terrorism. In biological management, children with hyper-arousal symptoms and sleep disturbances were started on Prazosin and those meeting criteria for Post-Traumatic Stress Disorders were started on Selective serotonin reuptake inhibitors. The Psychosocial interventions included individual therapy, physical therapy, family education, and music groups. Children and their families were also encouraged to draw on their religious support. At the time of discharge, these children were evaluated through clinical interview to assess for improvement. A massive decrease in their hyper-arousal symptoms was seen as evidenced by improvements in their sleeping patterns, mood and behaviour. Moreover, signs of psychosocial development based on the principles of Post Traumatic Growth were visible. Our main limitations were the short period of time and a lack of follow up opportunity. However, this framework provides a basis to establish trauma services at tertiary care hospitals in developing countries like Pakistan where access to overall health care is limited and specifically psychiatric care is lacking in health care institutes.