ethanporcaro/eric-fulltext-meta huggingface dataset:
ICT as an Index of Transparency in a Saudi EFL Classroom
Author: Ezza, El-Sadig
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Information Technology,Outcomes of Education,Teaching Methods,College Faculty,Teacher Attitudes,Teacher Student Relationship,College Students,Academic Language,Classroom Communication,Access to Education,State Universities

&quot;Transparency&quot; is conceived as the process of (timely) delivery of information (Vught &amp; Heijden, 2010) such that the lack of information is understood to be a clear symptom of bias, corruption and incompetence (Smith, 2004). Thus, transparency is fully expressed when there is lack of hidden agendas. In educational settings, &quot;transparency&quot; consists, &quot;inter alia,&quot; in the declaration and measurement of learning outcomes in a way that is understandable to the students so that they can have an end-to-end view of the relevant educational program (Offerman, 2008). Given these approaches to transparency, this paper examines the effect of ICT affordances on the enhancement of educational &quot;transparency&quot; in Saudi EFL classroom. In that connection, there are two research questions to answer: 1. To what extent does ICT literacy among the students impact EFL faculty's role in the classroom? 2. Do different aspects of the educational process trigger the same degree of transparency among EFL faculty? A questionnaire was constructed and distributed to 61 EFL faculty in a number of Saudi Universities to collect needed data. Overall, results revealed a high degree of transparency among the participants, who also practised more transparency in teaching than in academic communication with the students.
Knowledge Sharing Practices in EFL Classroom at Higher Education in Indonesia
Author: Weda, Sukardi
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,College Students,English Literature,Undergraduate Students,Graduate Students,Student Attitudes,Sharing Behavior,Foreign Countries,Knowledge Management,Universities,Teaching Methods

This study aims at exploring the knowledge sharing practices in English as a Foreign Language (EFL) classroom at university level in Indonesia. To explore knowledge sharing practices in the EFL classroom, the author conducted research on this topic at undergraduate and postgraduate programs at the State University of Makassar in Indonesia in 2015/2016 academic year. There were sixty-five students from English Literature Study Program and Graduate Program Universitas Negeri Makassar as subjects of this study. The subjects of the study were chosen purposively and the instrument was close and open-ended questionnaire in which the subjects were asked to write down their perceptions about the knowledge sharing practices in EFL classroom at higher education and the subjects were asked to respond the questionnaire. This study has sought to explore knowledge management practice as the most intriguing issue in the industry and needs to be implemented in educational domain. The pedagogical implication of this study is to encourage teachers, lecturers, educational practitioners, educationists, and policy makers in education to implement the knowledge sharing in the classroom and they hopefully will conduct the study on the same topic in knowledge management process. For further studies, we will focus on knowledge acquisition, knowledge creation, knowledge utilization, and knowledge storage.
To Empathize, or Not Empathize in Educational Leadership
Author: Jiang, Mei
Date: 2020-00-00
Type: Journal Articles
Subjects: Transformational Leadership,Empathy,Educational Administration,Interpersonal Competence,Leadership Qualities,Personality,Educational Change,Psychological Patterns,Leaders,Leadership Styles,Emotional Response,Emotional Intelligence,Interpersonal Communication,Administrators

Transformational leadership focuses on how leaders' personalities influence interactions with followers and it champions the power of quality personal interactions in creating a harmonious work environment to effect changes on school outcomes. In their daily interaction with followers, leaders perceive and respond to the surrounding reality; their responses trigger followers' reactions and effect subsequent actions. In particular, the emotional dynamics could be either interruptive or facilitating in the communication process between the leader and the followers (Weiss &amp; Cropanzano, 1996). In a review of the empirical research published in peer-reviewed journals between 1992-2012, Berkovich and Eyal (2015) identified three themes on the relationship of emotions and educational leadership. The three most relevant to educational leadership are: &quot;leaders' emotional experiences and displays,&quot; &quot;leaders' behaviors and their effects on followers' emotions,&quot; and &quot;leaders' emotional abilities.&quot; This paper focuses on empathy and extrapolates what has been learned about empathy from research in psychology. Despite empathy being commonly valued by leaders and stakeholders in the educational leadership field, extensive research is needed in terms of how to integrate it in practices. The authors review past research on leadership styles and communication to understand empathy in the educational leadership setting. They then present the concept of empathy from different perspectives, and further discuss the considerations in integrating empathy into educational leadership practices.
Cross-Cultural Competence (CCC) and Cross - Cultural Understanding (CCU) in Multicultural Education in the EFL Classroom
Author: Weda, Sukardi
Date: 2018-12-00
Type: Journal Articles
Subjects: Multicultural Education,Cross Cultural Studies,Cross Cultural Training,Cultural Differences,Social Differences,Foreign Countries,Higher Education,Social Sciences,Humanities,English (Second Language),Second Language Instruction,College Students,Cultural Pluralism,Cultural Awareness,Intercultural Communication

Indonesia is a large multicultural country with 1340 ethnic groups (netralnews.com). To live in social harmony, we need to maintain cross cultural competence. With this reason, there is awareness that the inclusion of cross-cultural understanding (CCU) in multicultural education at university curricula to social and humanity sciences is crucial to language learners from different ethnic groups. This study aimed at exploring cross cultural competence (CCC) in the English as a foreign language (EFL) classroom at higher education in Indonesia. In this study, we explored CCC practices in the EFL classroom at English Department Universitas Negeri Makassar in 2018/2019 academic year. A questionnaire was distributed and responded by forty-four students. The data obtained from respondents were analyzed using descriptive statistics revealing the mean, standard deviation, skewness, kurtosis, and percentage of students' perceptions on the questionnaire dealing with CCC practices and CCU materials in multicultural education in EFL classroom in Indonesia. The results of the study revealed that the CCC under the CCU is a cornerstone to build social harmony and peace in multi-cultural society.
Medium of Instruction on Student Achievement and Confidence in English
Author: Maramag-Manalastas, Arriane Kris E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Language of Instruction,Academic Achievement,Self Efficacy,English (Second Language),Instructional Effectiveness,Age Differences,Gender Differences,Scores,Multilingualism,Foreign Countries,College Freshmen,Hospitality Occupations,Anxiety,Second Language Learning,Likert Scales,Measures (Individuals),Communication (Thought Transfer),Achievement Tests,Late Adolescents

This study aimed to determine the effectiveness of English language as the sole medium of instruction in teaching English subjects by comparing the achievement and confidence of two classes under two different teaching modalities. The study used the two-group Pre-test/Post-test Quasi-experimental Design. The teaching modalities were the use of English Only and Multi-Lingual medium of instruction. Based on the data gathered, the findings showed that the medium of instruction in English class does not affect the achievement of students in English. The students aged 19 and above got a higher score than the students aged 15-18, but the age of the students does not affect their achievement in English. The male students from English Only Class and Multi- Lingual Class got a higher achievement score than the female students; however, the achievement of male and female students is relatively the same. The confidence of the English Only Class and the Multi-Lingual Class are significantly different, however, the age and sex of the students does not affect their confidence in English. The confidence of the Multi Lingual Class students is higher than those students in the English Only Class because the students can express themselves better in their English class than the students in the English Only Class. The findings of the study indicate that the English Only Class achievement is relatively the same than Multi-Lingual Class; though, the confidence of the Multi-Lingual Class students is higher than those students in the English Only Class, thus it implies that the higher the level of confidence of students does not necessarily imply that they would achieve better and the lower the confidence level of students in English class does not necessarily mean that the students will achieve lower; however, this study implied that Filipino students should be exposed to as much English as possible in English classrooms and English teachers should decide in the kind of learning atmosphere that will be established in the classroom, thus increasing the confidence of the students in English language learning.
Pre-Service ESL Teachers&apos; Reflections on Their Feelings toward Action Research Writing
Author: Mante-Estacio, Ma. Joahna
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Action Research,Writing (Composition),Student Research,Research Proposals,Reflection,Psychological Patterns,Self Concept,Research Skills,Difficulty Level

A productive skill, writing has also been viewed as a demanding process, especially in a second language setting mainly due to the students' difficulty in using a second language in expressing their thoughts. Since writing requirements at the college level are more complex, many college students are more anxious as they are initiated into library research for instance (Mellon, 1986) because the activity is something new to them (Daly &amp; Hailey, 1980). The task is likewise deemed demanding (Rose, 1980), and at the same time, compulsory (Powers, Cook &amp; Meyer, 1979). To make it worse, negative attitudes about writing appear to be self-fulfilling (Daly, 1977). This study is motivated by the need to further understand what students feel about the research process as they do a research proposal and their reflection about their own emotions toward doing research. Participants were 25 Education (major in English) students who were in their junior year in the program at the time of data gathering. Data came from four sets of reflective logs written by the students after each major research task (finding a research focus, planning the methodology, consulting with the professor, revising and presenting the proposal) in their pre-thesis writing class. Analyzing the reflective logs using thematic analysis, the researchers were able to identify emerging themes which were evaluated and subsequently confirmed by two inter coders with 95% agreement. Results show that the students reported both positive and negative emotions focused on themselves as researchers (feeling good about themselves and their skills), on the particular research task (perceived ease or difficulty and usefulness), or of other people (frustration and appreciation of their group mates and of the teacher). Their emotions at various stages of four research writing tasks were reported as well.
Limitless Regression Discontinuity
Author: Sales, Adam C.
Date: 2020-04-00
Type: Journal Articles
Subjects: Regression (Statistics),Computation,Statistical Inference,Robustness (Statistics),Randomized Controlled Trials,Public Health,Educational Research,Simulation,Statistical Analysis,Grade Point Average,Foreign Countries,College Students

Conventionally, regression discontinuity analysis contrasts a univariate regression's limits as its independent variable, &quot;R,&quot; approaches a cut point, &quot;c,&quot; from either side. Alternative methods target the average treatment effect in a small region around &quot;c,&quot; at the cost of an assumption that treatment assignment, I[R&lt;c], is ignorable vis-à-vis potential outcomes. Instead, the method presented in this article assumes &quot;residual ignorability,&quot; ignorability of treatment assignment vis-à-vis detrended potential outcomes. Detrending is effected not with ordinary least squares but with MM estimation, following a distinct phase of sample decontamination. The method's inferences acknowledge uncertainty in both of these adjustments, despite its applicability whether &quot;R&quot; is discrete or continuous; it is uniquely robust to leading validity threats facing regression discontinuity designs.
Leading for Social Justice: A Call to Action to Improve Society
Author: Warner, Teresa L. G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Leadership,Social Justice,Global Approach,Principals,Equal Education,Multicultural Education,Elementary Secondary Education,Social Change,Minority Group Students,Social Discrimination,Social Bias,Emotional Intelligence,Ethics

School leaders are required to prepare students for a globally competitive society, and act ethically to facilitate a shared vision of school practices that serve all students equitably. Social justice leadership provided in school and teacher leadership preparation programs is a way to meet the standards for school executives and teachers. The decision to lead for social justice can be made as a result of district mandates while some leaders are motivated by personal experiences. Leaders are distracted from the importance of leading for social justice due to the pressures of accountability testing and the political outcry of the day. Institutions of higher learning can begin to offer programs that bring awareness to social injustices that play out in schools every day. The arena of education can provide a continuum to keep teaching and leading for social justice at the forefront of every action made on behalf of all students.
The Development of Grammar Teaching Material Using Error and Contrastive Analysis (A Linguistic Approach in Foreign Language Teaching)
Author: R., Mantasiah
Date: 2018-00-00
Type: Journal Articles
Subjects: Grammar,Teaching Methods,Pretests Posttests,Linguistic Theory,Second Language Learning,Second Language Instruction,English (Second Language),Material Development,Instructional Materials,Error Analysis (Language),Contrastive Linguistics,Translation,Writing Tests,Language Tests,Scores,Academic Achievement,Foreign Countries,Indonesian,College Students,English Literature

The purpose of this study was to develop an English grammar teaching material for Indonesian learner with a linguistics approach consisting of error and contrastive analysis. This was a research and development study which applied five steps: 1) analysis, 2) design, 3) development, 4) implementation and 5) evaluation. Some experts were involved in validating the teaching material before implemented to the participants. The research data were the student's test scores in translation and writing test. The teaching materials were delivered during six meetings. Data technique analysis was the paired sample t-test which compared pre-test and post-test score. The results showed that student's score in translation and writing test increased significantly. There were three advantages of this teaching material which had triggered student's academic performance, namely easy to learn, composed based on the student's needs, and implementing linguistics theory.
Pay Attention to Inattention: Exploring ADHD Symptoms in a Sample of Underachieving Gifted Students
Author: McCoach, D. Betsy
Date: 2020-04-00
Type: Journal Articles
Subjects: Academically Gifted,Attention Deficit Hyperactivity Disorder,Underachievement,Incidence,Teacher Attitudes,Parent Attitudes,Symptoms (Individual Disorders),Environmental Influences,Elementary Secondary Education,Referral

Much has been written about the relationship of giftedness and attention-deficit/hyperactivity disorder (ADHD), as well as the relationship between ADHD and underachievement. The present study examined whether students who were identified as gifted underachievers were more likely to manifest symptoms of ADHD, as measured by the ADHD-IV. Over half of the gifted underachievers met the screening criteria for ADHD based on teacher reports, and almost 30% of the gifted underachievers met the screening criteria for ADHD based on parent reports. Most of these students had elevated scores on the inattention scale. The prevalence of inattention was over 2 times as high as the prevalence in the norming sample using the teacher rating scales and over 5 times as high as the prevalence in the norming sample using the parent rating scales. Although parents and teachers rated students similarly on the hyperactivity scale, teachers rated students as more inattentive than parents did. However, elevated parent ratings of inattention negatively predicted students' self-regulation, goal valuation, and self-efficacy. Self-regulation was most strongly related to inattention. We cannot know whether the gifted underachievers with high inattention scores have undiagnosed ADHD. However, our results suggest that a substantial percentage of gifted underachievers exhibit attentional problems at home, and that these attentional problems are severe enough to merit further examination.
Supporting Inclusive Teaching through Student Observations (Practice Brief)
Author: Cawthon, Stephanie W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Inclusion,Students with Disabilities,Student Participation,Observation,Faculty Development,Educational Practices,Educational Quality,College Faculty,Mainstreaming,Undergraduate Students,Communities of Practice,Mentors,Classroom Observation Techniques,Deafness,Hearing Impairments

Institutions of higher education have a primary mission of providing a quality eduation to all of its student, including students with disabilities. This practice brief describes tools used in an innovative approach to teaching observations that were designed to improve access for students with disabilities through inclusive teaching strategies, an area where faculty members typically do not have robust expertise. Pivotal to this experience was observation and feedback by student mentors using a structured classroom observation and reflection tool. These tools provided unique and important information to faculty about how to improve the inclusivity of their teaching. The tool also gave students with disabilities agency in how they contribute to the improved accessibility of teaching on their campus. At an institutional level, this kind of tool may be a catalyst for collaboration between offices of disability services and faculty development as they work together to create a more accessible campus for students with disabilities.
Incarcerated Fathers&apos; Experiences in the Read to Your Child/Grandchild Program: Supporting Children&apos;s Literacy, Learning, and Education
Author: Prins, Esther
Date: 2020-00-00
Type: Journal Articles
Subjects: Correctional Institutions,Institutionalized Persons,Fathers,Rural Areas,Literacy,Numeracy,Parent Role,Reading Aloud to Others,Family Literacy,Grandparents,Books,Parent Participation,Teaching Methods,Role of Education,Parent Child Relationship

In response to rising parental incarceration, some correctional facilities and outside organizations offer family literacy programs for parents in prison. However, research on these correctional education initiatives is scant. This paper uses qualitative data to analyze how 11 fathers in a rural Pennsylvania prison were involved in their children's literacy, learning, and education before and during incarceration and through the Read to Your Child/Grandchild (RYCG) program. Before RYCG, most fathers had taken steps such as reading to children, teaching reading and math, attending parent-teacher conferences, helping with homework, and singing and rhyming--and then sought to continue supporting their children's learning from within prison. Fathers used RYCG materials (video-recorded book reading, children's book, scrapbook) to emphasize the importance of education, literacies, and numeracy. They also created personalized scrapbooks that cultivated their children's literate abilities and cognitive, academic, and socio-emotional development. This research contributes to the nascent literature on family literacy for incarcerated parents.
Evidencing STEM Content Knowledge Transfer: Abstraction in Technological/Engineering Design Challenges
Author: Figliano, Fred J.
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Transfer of Training,Engineering Education,Design,Case Studies,Content Validity,Construct Validity,Undergraduate Students,Teamwork,Comparative Analysis,Audio Equipment,Video Technology,Knowledge Level,Evaluation Methods,Student Evaluation,Course Content,Recordkeeping

This study outlines the development of the Design Log Instrument (DLI), which is intended for use in identifying moments of abstraction as evidence of STEM content knowledge transfer. The DLI prompts participants to be reflective during technological/engineering design challenges. During the development of this instrument, a three-phase, multiple-case, embedded design was used. Three distinct phases accommodated the collection and analysis of data necessary for this investigation: (1) pilot case study, (2) establishing content validity, and (3) establishing construct validity. During Phase 3, data from the DLI were collected at each of seven work sessions from two undergraduate design teams working through different engineering problems. At the end of Phase 3, a comparison of abstractions found in DLI responses and observation data (audio/video transcripts) indicated the extent to which the DLI independently reflected the abstractions revealed in observations (audio/video transcripts). The results of this comparison showed that the DLI has the potential to be 68% reliable in revealing abstracted knowledge.