ethanporcaro/eric-fulltext-meta huggingface dataset:
Mingles in the Foreign Language Classroom
Author: Borzova, Elena
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Class Activities,Interpersonal Communication,Speech Skills,Teaching Methods

Switching conversational partners in the English as a foreign language (EFL) classroom has long been an effective way to involve students actively in communicative interactions and increase their talking time. This article describes a &quot;mingle&quot; as an activity where a student approaches a classmate, talks for a while, and then moves on to speak to another classmate. The distinctive features of a mingle activity are that all the students work simultaneously, in pairs or small groups, and switch from one classmate to another while speaking, listening, and taking notes. Face-to-face interaction with at least a few other students is the principal goal. Mingles are similar to real-life situations in which the same information is sought from different people in order to find something out or to share the same story. With mingles, the teacher is guided by the need to (1) avoid monotony of the lesson flow; (2) provide ample practice for every student; and (3) prepare students properly for a more challenging activity. The article describes three types of mingle tasks available for the ESL teacher that can create numerous opportunities for students to try out varied activities for themselves, thereby recycling, refining, and expanding the students&apos; personal experiences.
Changing Destinations: Ideal Attraction and Actual Movement of Cross-Border Tertiary Students from Mainland China
Author: Ghazarian, Peter G.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Students,Global Approach,Colleges,Foreign Students,Student Recruitment,Study Abroad,Asians,Questionnaires,Parents,Student Attitudes,Comparative Analysis

Globalization has driven growth in the market for cross-border students. Mainland China, with a burgeoning economy and the largest national population, has become an important source of cross-border students. This study identifies ideal attraction in mainland China to destinations for cross-border tertiary education, as expressed by ideal first and second choice destinations in 2008. It then compares ideal interest with the actual destinations of students over the ten-year period between 1999 and 2008. Findings indicate that the USA and South Korea are under-performing while Japan and Australia are over-performing against the mainland Chinese public's ideal demand. Countries, territories and higher education institutions hoping to attract mainland Chinese cross-border students could optimize their draw by raising their awareness and addressing the concerns of this increasingly important market.
Ensuring Curricular Justice in the NSW Education System
Author: Oubani, Dalal
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Equal Education,Curriculum,Critical Theory,Race,Social Justice,Public Policy,Educational Policy,Disadvantaged,Disproportionate Representation,English Curriculum,History Instruction,Racial Bias,Racial Discrimination,Muslims,Federal Legislation,Stereotypes,Inclusion,Textbook Selection

As the demographics of the Australian population changes, it is essential for the public education system to not only cater for the needs of the new community groups that form but also to help ensure that education is used as a vehicle to facilitate social harmony, understanding and equality. The link between disadvantaged and marginalised ethno-religious groups in the Australian community and their relative exclusion in NSW education curriculums cannot be underestimated, especially in the English and History curriculums which play a significant role in shaping students' understanding and empathy of &quot;others&quot;. It is evident from growing research on discrimination and the disadvantage experienced by Australia's Muslim population especially where education and employment are concerned--that very little has been done by the educational systems to increase understanding and equality for this minority group. The lack of action is contributing to both the marginalisation and alienation of the Australian Muslim community, and resulting inequalities.
Vietnamese Higher Education in the Context of Globalization: Qualitative or Quantitative Targets?
Author: Le, Huong Thi Kieu
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Global Approach,Holistic Approach,Access to Education,Capacity Building,Research and Development,Curriculum,Higher Education

The adoption of a more market-oriented economy has paved the way for the Vietnamese education system to undergo continuous change for more than twenty years. This paper sets out: (1) to examine the impacts of globalisation and liberalisation on the education sector in developing countries, with a main focus on Vietnam, and (2) to determine how the education sector in Vietnam adapted to globalisation and liberalisation through an examination of the key reforms implemented in the higher education sector. This paper argues that to adapt to liberalisation, the Vietnamese higher education sector needs to adopt a holistic approach to reform the sector such as reforms in curriculum, access, research and development, and capacity building rather than focus mainly on achieving quantitative targets as outlined in the Higher Education Reform Agenda.
&quot;All Abroad&quot;: Malaysians' Reasons for Seeking an Overseas-Based Doctorate
Author: Tagg, Brendon
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,Doctoral Programs,Doctoral Degrees,Foreign Students,Student Experience,Faculty Advisers,Etiology,Motivation,Family Influence,Cross Cultural Training,Interviews,Graduate Surveys,Program Attitudes,Qualitative Research,Semi Structured Interviews

This article examines the process by which nine junior Malaysian academics came to complete doctoral degrees in non-Malaysian universities. It expands the scope and refines the focus of an existing study that considered international students' experiences in New Zealand. Part of the motivation for the current study was the researcher's recognition that he had sometimes struggled to adjust to the Malaysian university system. And indeed despite the vast sums of money the Malaysian government spends training academic staff overseas, little is known about their motivations for studying abroad, their experiences abroad, and how their experiences abroad shape their interactions within local institutions when they return. The article begins with a brief introduction, an analysis of the existing study and a description of the chosen methodological approach. The following key themes are then discussed: &quot;choosing to study overseas,&quot; &quot;choosing advisors,&quot; &quot;family influences,&quot; and &quot;pre-departure training programs.&quot;
Foreign Language Anxiety in a New English Program in Thailand
Author: Tanielian, Adam R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Programs,Anxiety,Academic Achievement,Mathematics Achievement,Student Surveys,Immersion Programs,Language of Instruction,Control Groups,Experimental Groups,Thai,Comparative Testing,Comparative Analysis,Mathematics Anxiety,Measures (Individuals),Language Tests,Secondary School Mathematics,Teaching Methods,Performance Factors,Questionnaires,Regression (Statistics)

Thailand boasts a robust ESL system in both public and private schools, where students learn various subjects from native speakers in the English language. Foreign language classroom anxiety (FLCA) is a subject that is relevant to ESL instruction and learning. This study assesses associations between FLCA and academic performance in English and math subjects at a Thai government school which is in its second year of employing native English speaking teachers. 424 students were administered FLCA surveys, which were compared to English and math exams. Moderate-high FLCA levels were found in the sample, with no difference between an immersion group and non-immersion groups. A weak, negative correlation was found between FLCA and English performance (r = -0.163). Thai language math exam scores were significantly better than English language math exam scores. No correlation between FLCA and math performance was found.
Three Orders of Leadership Development: Abecedarian to Manager to Entrepreneur
Author: Webber, Charles F.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Principals,Problems,Administrator Education,Questionnaires,Instructional Leadership,Leadership Training,Elementary Secondary Education,Administrator Attitudes,Professional Development,Mixed Methods Research

Purpose: The purpose was to highlight aspects of principals' work that are problematic and the degree to which they feel prepared to address those aspects. It profiles principals' pre-appointment learning. Research Methods: The study was conducted in Alberta with principals in the first three years of their appointments. A questionnaire was administered to novice principals in a range of school jurisdictions. Data were analyzed using SPSS and thematic coding. Findings: There were aspects of the principalship that respondents found highly challenging. Items in a second tier were ascribed lower levels of concern but still considered problematic. Together, these were called foundational elements. A second order was classified as transitional, i.e., issues of lower immediate concern but still important. Respondents also provided perceptions about how adequately they were prepared. Respondents indicated the dominant features of their preparation. Implications for Research and Practice: Study participants had a strong locus of control and professionalism perhaps fostered best through a configuration of accessible learning experiences, embedded but not mandated expectations, and selection of principals from a pool of aspiring leaders. Postsecondary institutions should retain their focus on theoretical and empirical dimensions of educational leadership but reconsider the assumption that foundational elements can be learned on the job. Postsecondary institutions should revisit curriculum content in educational leadership programs and re-evaluate the expected practical experience base of university faculty members. Other providers should examine how to enhance pragmatic learning for principals and not assume that principals have basic leadership skills and are ready for advanced learning.
Senior Leaders' Views on Leadership Preparation and Succession Strategies in New Zealand: Time for a Career-Related Professionalization Policy and Provisions
Author: Macpherson, Reynold
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Leaders,Attitudes,Leadership Training,Career Development,Professional Development,Administrator Education,Elementary Secondary Education,Early Childhood Education,Postsecondary Education,Surveys

This research note reports the views of members of a branch of a professional association about their career paths and the appropriateness of preparatory and succession strategies for leaders in New Zealand schools. This sample of 12 &quot;seniors&quot; was unusual for its relative professional seniority, span of responsibilities and postgraduate qualifications held. With a few points of difference related to their unusual characteristics, these respondents endorsed the provisional findings of two earlier pilots involving 14 secondary principals and 28 neophyte leaders. Their career path data reiterated a general phenomenon of accelerating &quot;stepping stoning&quot; by leaders across designations without role-specific training prior to appointment, to the point where role mastery tended to coincide with advancement to the next designation. These seniors supported preparatory and succession strategies that address the changing needs of leaders as they construct a career across designations. They preferred strategies that offer trustworthy knowledge about leadership and preparatory training in role-specific skills prior to appointment, as well as forms of on-going direct support in order to mediate the inevitably idiosyncratic learning of leadership &quot;on the job&quot;. They also proposed additional preparatory strategies; fixed term contracts, temporary placements, cadetships, shadowing, and a nationally provided professional development (PD) customised for the early childhood education (ECE) sector. They suggested additional succession opportunities; &quot;acting up&quot;, offering shadowing and mentoring others, release for short-term positions, succession planning as a core leadership skill in leadership education, and PD in strategic planning for middle management and senior management. Mindful of the advice of these senior respondents, it was concluded that the modified survey instrument should be offered to leaders in schools and pre-schools as well as to members and potential members of a national professional association.
Relationship between Instructional Supervision and Professional Development
Author: Tesfaw, Tadele Akalu
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Teacher Attitudes,Teacher Supervision,Beginning Teachers,Experienced Teachers,Correlation,Regression (Statistics),Faculty Development,Satisfaction,Coaching (Performance),Mentors,Reflection,Portfolios (Background Materials),Predictor Variables,Gender Differences,Models

The main purpose of this study was to examine the existing perceptions of teachers toward instructional supervision in secondary schools of Addis Ababa, Ethiopia. It also explore if there were differences between beginner and experienced teachers in their attitudes toward and satisfaction with supervisory practices and (possible) relationships with perceived professional development, with a sample of 200 teachers using independent sample t-test, correlation and regression analyses. The results reveal that except for peer coaching and portfolios, the selected supervisory approaches were less frequently practiced in private and government schools. No significant differences were found between beginner and experienced teachers in their attitudes and satisfaction toward supervisory processes practiced at their schools. Moreover, significant weak to moderate positive relationships were found of the actual supervisory approaches, teachers' attitudes and satisfaction with professional development. However, regression analysis showed that teachers' attitudes and teachers' satisfaction are the most important contributors to professional development.
Gains in Learning Outcomes of College Students in Japan: Comparative Study between Academic Fields
Author: Yamada, Reiko
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Outcomes of Education,College Students,Comparative Analysis,Intellectual Disciplines,Learning Experience,Teaching Experience,Time on Task,Student Surveys,Educational Research,Measures (Individuals),Predictor Variables,Gender Differences,Statistical Analysis,Learner Controlled Instruction,Multiple Regression Analysis,Satisfaction,Student Attitudes,Likert Scales,Higher Education

Ensuring gains in the learning outcomes of college students has become a major concern for Japanese higher education institutions. In recent decades, national and public as well as private universities have been forced to embed learning outcomes into their curriculum. A number of studies have shown that the learning outcomes of students are strongly associated with the quality of pedagogy and student experience. This paper aims to understand the association between college experiences and degree of learning among academic fields using data collected in nationwide student self-report surveys, the JCIRP. The findings suggest that faculty engagement and student experience play pivotal roles in the acquisition of knowledge and skills. Based on the findings of this study, it is suggested that pedagogical approaches should be improved by embedding aspects of interactive teaching and learning in the classroom setting and in the whole curriculum.
Recycling Material Culture: Environmentalism, Free Art Supplies, and the Artsjunktion
Author: Garnet, Dustin
Date: 2014-04-19
Type: Journal Articles
Subjects: Foreign Countries,Art Materials,Recycling,Art Education,Conservation (Environment),Budgets,Case Studies,Content Analysis,Oral History,School Districts,Elementary Secondary Education

Sometimes the small initiatives that school boards undertake can create a major and lasting difference in the learning opportunities offered in the classroom. Almost always these initiatives are championed by an individual or team whose efforts determine their success or failure. The following historical account will highlight one successful initiative by a school board and the champion who maintains its success. The Artsjunktion is a space allocated by the Toronto District School Board (TDSB) for businesses, organizations and individuals to donate their &quot;stuff&quot; to be used in all areas of the arts curriculum. This paper will touch on budgetary concerns, arts leadership and environmental impacts, but most importantly this history will be a multi-layered reconstruction of archival research, oral history, and material culture.
Perspectives about Living on the Horns of Dilemmas: An Analysis of Gender Factors Related to Superintendent Decision-Making and Problem-Solving
Author: Polka, Walter S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Gender Differences,Superintendents,Decision Making,Problem Solving,Elementary Schools,Secondary Schools,Qualitative Research,Interviews,Statistical Analysis,Surveys,Rural Schools,Urban Schools,Suburban Schools,Administrator Characteristics,Leadership Styles

The major focus of this paper is a gender-based analysis of school superintendent decision-making and problem-solving as well as an investigation of contemporary leadership dilemmas. The findings are based on responses from 258 superintendents of K-12 school districts in Delaware, Maryland, New Jersey, New York, and Pennsylvania collected over a period of three years (2009-2011). The researchers also conducted 18 comprehensive qualitative &quot;face-to-face&quot; interviews with self-selected superintendents who responded to the quantitative survey. The intended outcome of this article is for education policy makers, professors, and practitioners to comprehensively examine the extent and degree of various dilemmas confronting the Mid-Atlantic Region school superintendent sample and to evaluate the decision-making and problem-solving approaches used by them. The study results that are presented will serve as valuable references to not only individual superintendents but also to university administrator preparation professors and to state administrator licensure agencies because it is important for all aspiring superintendents to know the various issues associated with education leadership and the personal and professional dilemmas that they need to be prepared to face as they embark on a career to improve schooling in the United States.
Good Quality Discussion Is Necessary but Not Sufficient in Asynchronous Tuition: A Brief Narrative Review of the Literature
Author: Fear, William James
Date: 2014-00-00
Type: Journal Articles
Subjects: Asynchronous Communication,Educational Quality,Literature Reviews,Online Courses,Electronic Learning,Performance Factors,Computer Mediated Communication,Discussion (Teaching Technique),Communication Strategies,Feedback (Response),Questioning Techniques,Teaching Methods

Online learning is a growing field of education with a corresponding increase in the use of asynchronous discussion. Asynchronous discussion is a form of interaction that is mediated rather than direct and where there is a time lag in the interactions between discussants. In this paper we conducted a brief narrative review of the literature on asynchronous discussion. We argue, initially, that discussion is necessary, but not sufficient, for successful pedagogic outcomes and more so in the case of online learning. We identified agreement in the literature on what can be considered the key factors for successful asynchronous discussion.
Teaching Presence: Co-Creating a Multi-National Online Learning Community in an Asynchronous Classroom
Author: Dzubinski, Leanne M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Electronic Learning,Asynchronous Communication,Online Courses,Social Environment,Classroom Environment,Graduate Students,Student Diversity,Research Methodology,Self Esteem,Student Empowerment,Grouping (Instructional Purposes),Classroom Techniques,Teacher Expectations of Students,Teacher Student Relationship,Feedback (Response),Cultural Differences,Safety,Diaries,Interviews

The pace of globalization coupled with growing institutional pursuit of online education means that online classes are increasingly composed of a multi-national, multi-ethnic, and multi-cultural student body. Teaching presence, which is the ability to structure the class, create the social environment, give instruction, and assess student work, is the basis for creating a community of inquiry in an online class where successful learning can occur. However, little is known about effective teaching presence in a multinational classroom. The purpose of this study was to examine my own efforts to co-create a social context in an online classroom that was welcoming and supportive to an extremely diverse student population enrolled in a graduate research methods course. Findings show that building student confidence, affirming student voice, and the strategic use of groups help create a climate of safety. Effective instructor techniques include setting up the class, having ongoing public and private interaction with students, giving effective feedback, and recognizing and valuing cultural differences.
An Exploration of Metacognition in Asynchronous Student-Led Discussions: A Qualitative Inquiry
Author: Snyder, Martha M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Metacognition,Asynchronous Communication,Discussion (Teaching Technique),Qualitative Research,Inquiry,Online Courses,Electronic Learning,Communities of Practice,Relevance (Education),Student Attitudes,Student Experience,Learning Activities,Masters Programs,Questionnaires,Transcripts (Written Records),Student Leadership,Leadership Role,Facilitators (Individuals),Leadership Responsibility,Student Participation,Program Design,Phenomenology

Research is limited on how metacognition is facilitated and manifested in socially situated online learning environments such as online discussion forums. We approached metacognition as the phenomenon of interest partly through a methodological objective to evaluate the relevance of a metacognition construct and partly through a content objective to study student-led facilitation of discussions as a strategy in promoting metacognition. Results revealed that the metacognition construct was useful in helping us understand and organize the data and student-led online discussions can be an effective strategy for helping students develop dimensions of metacognition including knowledge, monitoring, and regulation. However, in order for students to use these skills effectively, instruction, motivation, and guidance are needed particularly related to regulation of metacognition and co-construction of meaning.