ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of Perceptions Concerning Leadership Roles of Physical Education and Sport Teachers
Author: Öktem, Tuncay
Date: 2020-00-00
Type: Journal Articles
Subjects: Physical Education Teachers,Athletics,Teacher Attitudes,Leadership Role,Teacher Leadership,Teacher Characteristics,Gender Differences,Teaching Experience,Professional Development,Secondary Education,Foreign Countries

This study aims to investigate the perceptions of physical education and sport teachers who work in the city Bayburt concerning teacher leadership roles in terms of various variables. The population of the study consists of 42 physical education and sport teachers who work in the city Bayburt. Sampling has not been used as the whole population is included. The chapter in which the perceptions of teachers have been evaluated is used from The Scale of Perception and Expectation Identification Concerning Teacher Leadership which was developed by Beycioglu (2009) to identify the perceptions of physical education and sport teachers concerning teacher leadership. According to the test of analysis of independent sample t-test, it is identified that female teachers have higher averages than male teachers at institutional development subscale and scale total point. Furthermore, it is found that physical education and sport teachers who have a less than 10 years experience have higher averages compared to those who have a more than 10 years experience at institutional development, professional development, collaboration among colleagues' subscales and scale total point (p &lt; 0.05). As a result, it can be stated that physical education and sport teachers who have a less than 10 years experience take part more in performing studies that are based on collaboration, creating an impact on the students and colleagues with model behavior and performing executive activities as compared to teachers who have 10 years and more experience.
Patterns of Technological Pedagogical and Content Knowledge in Preservice-Teachers&apos; Literacy Lesson Planning
Author: Arya, Poonam
Date: 2020-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Preservice Teachers,Literacy Education,Lesson Plans,Planning,Technology Integration,Preservice Teacher Education,Educational Technology,Technology Uses in Education,Elementary Education

This study explored the patterns of Technological Pedagogical and Content Knowledge (TPACK) in 45 preservice teachers' literacy lesson plans that integrated digital texts or tools. A priori coding and content analysis were used to identify preservice teachers' demonstrations of combinations of TPACK constructs. Findings indicated that preservice teachers demonstrated TPACK (41%) and combined Technological Content Knowledge and Pedagogical Content Knowledge most frequently (42%), Pedagogical Content Knowledge less frequently (13%), and other patterns rarely, combined Technological Content Knowledge and Technological Pedagogical Knowledge (1%), Technological Content Knowledge (1%), Technological Pedagogical Knowledge (0%) and combined Pedagogical Content Knowledge and Technological Pedagogical Knowledge (0%). This study cohered with previous research that found just under half of teachers demonstrated TPACK. However, it differed from previous studies that did not show patterns of Pedagogical Content Knowledge but Technological Pedagogical Knowledge, as our data showed Pedagogical Content Knowledge but not Technological Pedagogical Knowledge. Finally, it extended previous research by identifying patterns of literacy preservice teachers' demonstrations of TPACK in their elementary literacy lesson plans. It also demonstrated new ways of combining TPACK constructs (i.e., Technological Content Knowledge and Pedagogical Content Knowledge, Technological Content Knowledge and Technological Pedagogical Knowledge, and Pedagogical Content Knowledge and Technological Pedagogical Knowledge), which when used to code the data resulted in a more comprehensive definition of TPACK. Only 2% of the lesson plans did not demonstrate any of the combinations.
An In-Depth Exploration of EFL Teachers&apos; Grammar Teaching Cognition
Author: Setoodeh, Khalegh
Date: 2020-00-00
Type: Journal Articles
Subjects: Grammar,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Decision Making,Schemata (Cognition),Foreign Countries,Teacher Behavior,Communicative Competence (Languages),Teacher Attitudes,Role,Feedback (Response),Error Correction

L2 research, during the last two decades, has almost abandoned studying the appropriacy of methodologies and techniques to focus more on the underlying derives for teachers' pedagogical decision makings inside the class. Borg's (2003) ideas of the role of teachers' cognition in their adaptation and adoptation of teaching techniques and activities have noticeably influenced L2 professional research community. This study, in line with the recent trend, is designed and conducted to elicit EFL teachers' grammar teaching cognition to have more comprehensive accounts of teachers' behaviors in the class. In so doing, a Likert scale 25-item questionnaire developed by Naashia (2006) was administered to 177 Iranian EFL teachers. The results indicated that EFL teachers are currently more inclined toward communicative focus on grammar in which grammar instruction is marginalized to have learners naturally act out linguistics rules while performing communicative tasks.
The Professional Doctorate and the 21st Century University
Author: Blackman, Tim
Date: 2016-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Graduate Study,Research Universities,Models,Knowledge Economy,Role of Education,College Role,Educational Change,Theory Practice Relationship,Professional Development,Design,Foreign Countries

The research-led, academically selective university is an invention of particular times and places. It is far from a universal model of higher education but has become the dominant model across the globe. It is what is meant by the terms 'good university', 'leading university' or 'top university' in much public and media discourse. The research-led, academically selective university is the gold standard, yet this model is very out of step with 21st century conditions: with concerns about employability, higher level skills-particularly as technology continues to advance - and the democratisation of knowledge and learning: sharing what we know and not building walls around it, already driven by the internet. The future of successful developed economies is no longer as knowledge economies. All developed economies are knowledge economies because knowledge is everywhere. Instead, their future is as creative economies, economies where what matters is being able to use knowledge to create desired futures and solve problems. However, creativity needs a continual dialogue between ideas and action, and this does not sit easily with the separation of research and practice established by a tradition of academics who practise only research and teaching. This article argues that far from being the poor cousin of the PhD, the professional doctorate epitomises a model of higher education that is for the 21st century, based on professional formation and design thinking.
The Examination of Teachers&apos; Levels of Organizational Happiness
Author: Bayraktar, Hatice Vatansever
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Job Satisfaction,Life Satisfaction,Academic Rank (Professional),Teaching (Occupation),Gender Differences,Age Differences,Attitude Measures

This study aims to investigate the levels of organizational happiness of teachers working in primary, secondary, and high schools and to determine whether there is a significant difference in terms of some demographic characteristics. The screening model was employed in the study. The study population consists of teachers working in the Küçükçekmece, Bagcilar, Avcilar, and Esenyurt districts during the 2017-2018 academic year. The sample of the study comprises 297 teachers working in the Küçükçekmece, Bagcilar, Avcilar, and Esenyurt districts and selected via the convenience/incidental sampling method. In the study, the &quot;Personal Information Form&quot; created by the researchers and the &quot;School Happiness Scale&quot; developed by Bulut (2015) were used as data collection tools. The SPSS packaged software was used in the data analysis. According to the results of the data analysis, teachers' general happiness perceptions and organizational happiness perceptions were observed to be high according to the subdimensions of management processes, attitudes towards the teaching profession, communication, commitment and economic provision of the School Happiness Scale. Teachers' perceptions of organizational happiness differed significantly according to the level of education taught by teachers in the subdimensions of management processes and economic provision of the School Happiness Scale. Teachers' perceptions of organizational happiness differed significantly according to professional seniority in the management processes subdimension of the School Happiness Scale. Teachers' perceptions of organizational happiness differed significantly in the subdimensions of management processes, attitudes towards the teaching profession, commitment, and economic provision of the School Happiness Scale and according to the branch variable in the overall total. Teachers' perceptions of organizational happiness did not differ significantly according to the variables of gender, educational status, age, and seniority in the school where they worked. [This article was previously presented as a paper in 3rd International Social, Human and Educational Sciences Congress on December 17-18, 2018, in Istanbul, Turkey.]
Reality of Linguistic Competencies of Pre-Service and In-Service Female Physical Education Teachers in the Sultanate of Oman
Author: Alkaaf, Fatma
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Proficiency,Preservice Teachers,Physical Education Teachers,Females,Women Faculty,Teacher Competencies,Semitic Languages,Language Skills,Written Language,Oral Language,Language Usage

This study aims to identify the acquisition of linguistic competencies by pre-service physical education teachers at the College of Education, Sultan Qaboos University, and in-service physical education teachers in Muscat and Dhofar Governorates in Oman, as well as any statistical differences between these two groups. The population of the study consisted of 30 pre-service teachers and 28 in-service teachers. The observation card instrument was used to collect data. The results showed that the acquisition level of the linguistic competencies of pre-service physical education teachers was medium. However, the acquisition level of the linguistic competencies of in-service physical education teachers was high. Furthermore, there were significant differences between the acquisition level of linguistic competencies in pre-service and in-service teachers in favor of in-service teachers. Based on these findings, we recommend developing these competencies in pre-service teachers during the teacher education program by focusing particularly on planning, implementation, and assessment.
Reflections on Reform: A Historical Narrative of the Relocation of the Louisiana FFA Office
Author: LeJeune, Cade A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Agricultural Education,Educational Change,State Departments of Education,Educational History,State Universities,Student Organizations,Vocational Education

Formal agricultural education first appeared in Louisiana in 1909 under the supervision of the Louisiana Department of Education (LDOE). The LDOE and Louisiana State University (LSU) jointly employed the first state director of agricultural education. Then, by the late 20thCentury, the evolving philosophy of vocational education and state budget cuts led to the end of career and technical student organization supervision within the LDOE. Needing a new home, Louisiana's agricultural education leaders employed their personal and political influence to secure office space at the LSU AgCenter. This move came with challenges and struggles as the nature of FFA supervision and the relationship between agriscience teachers, the LDOE, and the LSU AgCenter evolved into its current arrangement. Louisiana is now one of 16 states and territories to have no LDOE employees directly supervising the FFA or agricultural education programs. The experiences of those involved in this historical narrative and the lessons learned provide valuable knowledge for current and future state agricultural education leadership in adapting to political and cultural changes that influence career and technical education.
The Relationship between Students&apos; Research Motivation, Capacity for Independent Work, and Research Outputs: Defining the Good Advisee Using Natural Language Processing
Author: Davidovitch, Nitza
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Characteristics,Student Motivation,Research,College Faculty,Academic Advising,Graduate Students,Foreign Countries,Natural Language Processing,Independent Study

The current study is an exploratory study designed to examine the traits that are considered essential or important for research students, from the perspective of student advisors. The study addresses the broad question of whether and how academic faculty members select research students when seeking to maximize their own research outputs and achieving their own research goals. We employ a mixed-methods design, which incorporates content analysis based on Natural Language Processing techniques, and Structural Equation Modeling (SEM) to assess our model's goodness of fit. Prominent traits that faculty members used to assess research candidates are investigated and discussed.
The Relationship between Fear of Missing Out (FoMO) Levels and Cyberloafing Behaviour of Teachers
Author: Gullu, Belis Feyza
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Teacher Behavior,Internet,Social Media,Addictive Behavior,Fear,Gender Differences,Scores

The purpose of this research was to investigate the relationship between teachers' fear of missing out (FoMO) levels and their cyberloafing behaviour and to reveal whether teachers' FoMO and their cyberloafing behaviour differ according to their gender. The sample of the research consisted of 702 secondary school teachers working in state schools within the borders of Istanbul in 2019-2020 education year. According to the research, it was identified that the level of teachers' FoMO levels and cyberloafing behaviours were moderate. It was detected that teachers' FoMO levels differed significantly according to gender. With this result, male teachers' FoMO levels were higher than female teachers' FoMO levels. Similarly, it was observed that there was a significant difference between teachers' cyberloafing behaviour and gender. According to this result, it was found that male teachers' mean score of cyberloafing behaviour was higher than female teachers' mean score of cyberloafing behaviour in all sub-scales. In addition, a positive significant relationship between teachers' FoMO and their cyberloafing behaviour was observed.
Partnerships between Teacher Education Universities and Schools in Practicum to Train Pre-Service Teachers of Vietnam
Author: Huong, Vu Thi Mai
Date: 2020-00-00
Type: Journal Articles
Subjects: College School Cooperation,Preservice Teacher Education,Preservice Teachers,Foreign Countries,Practicums,Cooperating Teachers,Student Teacher Supervisors

Purpose: Teacher education universities and schools have traditionally been the main sites of teacher learning in Vietnam. This relationship is the key in the process national curriculum innovation. The purpose of this research is to determine the relationship between teacher education universities and schools in Vietnam, in regard to partnering for the delivery of teacher education adapting national curriculum innovation in Vietnam. Method: Data was collected through questionnaires involving 243 participants comprising pre-service teachers, university lecturers and mentors. The result of this paper also uses semi-structured interviews to draw conclusions. Findings: The findings show that there is a model for teacher education universities - schools cooperation in teacher preparation. However, the partnership is limited by such factors such as planning, mentoring, practicum program, communication between pedagogy universities and schools. The findings suggest that cooperation between pedagogical universities and schools can be promoted by mutually increasing awareness of the interdependence of relationships. The pedagogy universities and schools also need to diversify common areas of activity, especially to enhance dialogue on issues related to vocational training for pre-service students. Significance: The results of the study provide insight into the factors that reduce the effectiveness of the partnership between pedagogical universities and schools, helping policy makers and educational managers have appropriate measures to develop the professionalism of teachers in high schools and help pre-service students prepare for future careers.
English Lecturers&apos; Experiences on Professional Development in Indonesian Polytechnics
Author: Rosmaladewi
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Language Teachers,Second Language Instruction,English (Second Language),Faculty Development,Technical Institutes,Teacher Attitudes,Teacher Improvement,Teaching Skills,Skill Development,Expertise

The paper aims to depict lecturers' experiences on the professional development programs in three polytechnics. The study used a qualitative descriptive study employing nine lecturers of English teaching in three different polytechnics. The study finds that lecturers believe that professional development programs as a means for them to improve their knowledge, skills, and expertise. Also, lecturers encounter that professional development programs are not offered equally for lecturers rather than depends on the policy of the top managerial levels. Professional development programs are mostly offered inside the campus for a shorter period rather than offered by external agents that take a longer time. The study recommends that professional development in polytechnics should be done systematically, periodically, and intensively so that lecturers of English in polytechnics can enhance their skills, improve their knowledge, and share their expertise. Further, professional development programs should involve different relevant stakeholders so that they can bring in different expertise and a variety of skills and knowledge so that lecturers of English can fully update with the modern trend of technology. Consequently, they can apply the updated skills and knowledge in their teaching to improve the quality of polytechnic output.
English Medium Instruction in Taiwan: From the Perspective of International Students as Thesis Writer
Author: Puspitasari, Dani
Date: 2020-00-00
Type: Journal Articles
Subjects: Language of Instruction,Second Language Learning,English (Second Language),Foreign Countries,International Education,Educational Policy,Foreign Students,Graduate Students,Universities,Writing (Composition),Majors (Students),Engineering Education,Social Studies,Student Attitudes,Barriers,Writing Strategies,Error Correction,Writing Instruction,Second Language Instruction

The establishment of English medium instruction (EMI) brings opportunities for non-native English speaking institutions to compete with Anglophone universities and attract international students to join their program. More policies were designed to improve the academic environment quality and attract international students. As a thesis becomes the graduation requirement, there is a weight of difficulties and high expectations to produce good writing. This study explores thesis writing problems and strategies perceived by L2 writers as international graduate students in Taiwanese EMI classrooms in Taiwan. The participants were 152 international students who pursued a graduate degree in Taiwanese tertiary education; their major was categorized into engineering and social studies. The data was collected through questionnaires and in-depth interviews. The quantitative result indicates both students across the major were experiencing the same challenges in thesis writing and utilizing similar strategies to overcome the problem. Later, the qualitative result provides explanations to what really happen among these graduate students while writing thesis. The result serve reference and suggestion for academics in assisting their supervisee. It also suggests to the university to assist these L2 writers by providing writing correction services to the betterment of the EMI programs in their institution.
Teachers&apos; Reflective Practice and Challenges in an Indonesian EFL Secondary School Classroom
Author: Sunra, La
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Teacher Attitudes,Teaching Methods,Barriers,Reflective Teaching,Junior High School Teachers,Teacher Effectiveness,Educational Quality,Faculty Workload,Knowledge Level,Teacher Characteristics,Evaluation Methods

This study investigated the EFL teachers' perception, practices and challenges of reflection in teaching. The study was conducted through qualitative method by purposive sampling technique. The data were collected through observation, semi-structured interview, focused group discussion, and documentation from seven EFL Junior High School teachers in Makassar. The results of the study showed that the EFL teachers perceived reflective practice mainly as an evaluative process to their teaching experience. They all believed that reflective practice was one of the effective teacher characteristics and useful for increasing the quality of teaching and learning. Their reflections were mostly at descriptive and dialogic level. Teaching workload and inadequate knowledge of reflective practice were identified by the EFL teachers as the challenges to reflection.
Examination of Teachers&apos; Technological Pedagogical Content Knowledge: A Western Regional Perspective of China&apos;s Compulsory Education System
Author: Gou, Minghan
Date: 2020-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Foreign Countries,Compulsory Education,Gender Differences,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers

Educational technology can provide many advantages for teaching and learning. However, the regional disparity is a well-known result of imbalanced development in China, and the understanding of Western teachers' technological competence is incomplete. This study utilized the Technology, Pedagogy, Content Knowledge Framework (TPACK) in order to examine the overall status and influence of gender toward teachers' technological competence in Western China. The survey method was employed to understand the participants (n=361) perception of their level of TPACK. The results showed that teachers' pedagogy knowledge and content knowledge were perceived as the highest among the seven types of knowledge examined. All types of technology-related knowledge were perceived as the lowest. Examination of gender influences showed that males perceived significantly higher levels of pedagogy knowledge, technology knowledge, and technological content knowledge. These findings contributed preliminary evidence of the status of teachers' TPACK in Western regions of China and suggested that additional policies and initiatives should be targeted toward improving all teachers' technological competence, particularly among female teachers in the compulsory education system.