ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Walking the Talk&quot;: The Influence of an Introduction to Cognitive Education on School Leaders
Author: Collett, Karen
Date: 2017-08-00
Type: Journal Articles
Subjects: Grounded Theory,Qualitative Research,Cognitive Development,Experiential Learning,Instructional Leadership,Foreign Countries,Leadership Training,Curriculum Development,Pedagogical Content Knowledge,Models,Constructivism (Learning),Higher Education,Teacher Leadership,Questionnaires,Interviews

The current emphasis on curriculum leadership implies the need to update school leaders' pedagogical knowledge. This paper will interest local and international readers because it highlights both essential content and the importance of the pedagogy employed to convey it. The study explored the initial effects of an introduction to Cognitive Education on the understandings of curriculum of school leaders engaged in post-graduate study. Using a qualitative research approach informed by a social constructivist paradigm, it accessed 29 participants' perceptions of the course content and methodology. Data included participant observer field-notes, questionnaires, and focus group interviews. Data was thematically analysed and key themes identified using &quot;content&quot; and &quot;process&quot; of the short course as initial categories. Findings indicated that new knowledge regarding intellectual (cognitive) development was valued, as were active modelling of cognitive education strategies, engagement with one another as a social community of enquiry, and opportunities for reflection and practice. The process categories reflected several of the characteristics highlighted as important in the professional development and cognitive education literature. Discussion focuses on the importance of the active &quot;teaching of thinking&quot; within the curriculum and on the urgent need to pay attention to how the curriculum is delivered at all levels of education, including the new Advanced Diploma for School Leadership and related leadership development courses.
Zimbabwean Teachers in South Africa: A Transient Greener Pasture
Author: de Villiers, Rian
Date: 2017-08-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Teacher Shortage,Qualitative Research,Teacher Motivation,High Schools,Private Schools,Public Schools,Elementary Secondary Education,Semi Structured Interviews,Teacher Attitudes,Economic Climate,Political Issues,Decision Making,Family Relationship,Networks,Teacher Qualifications,Teacher Employment,Teacher Salaries

Zimbabwean teachers constitute the largest group of migrant teachers in South Africa (Department of Higher Education &amp; Training (DHET), 2013). The main reason South Africa welcomes migrant teachers is to ease the country's own teacher shortage. The purpose of this qualitative study was to explore Zimbabwean teachers' motives for migration to South Africa and their future career plans. Fifteen migrant Zimbabwean teachers in public high or combined schools (private schools) took part in semi-structured, face-to-face interviews. Several sampling techniques (purposive, quota, convenient and snowball sampling) were used to select the teachers in Gauteng Province. The data was analysed qualitatively using open coding. The findings revealed that the economic and political instability in Zimbabwe (a push factor) played a much stronger role in migration decisions of the migrant teachers than did pull factors such as the close proximity of South Africa, and the existence of a migration network in South Africa. The findings of the study also revealed that some of the migrant Zimbabwean teachers migrated to reunite with their families, as they preferred not to split their immediate families between two countries. Migration networks were effective in assisting the migrants to find employment. The future plans of the majority of the teachers were ambitious. They involved improving their academic qualifications, getting employment in the tertiary education sector, and migrating to other, better paying countries. Migrant teachers are playing a crucial role while balance is being sought between demand and supply of teachers in South Africa. They ought to be given fair contracts that would encourage those who want to stay on, to do so.
A Critical Analysis of Bloom&apos;s Taxonomy in Teaching Creative and Critical Thinking Skills in Malaysia through English Literature
Author: Rahman, Shukran Abdul
Date: 2017-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,English (Second Language),Second Language Learning,Second Language Instruction,English Literature,Taxonomy,Teaching Methods,Foreign Countries,Course Descriptions,Creative Thinking,Instructional Effectiveness,Curriculum Development,Literature Reviews

Purpose: The study aims to (1) review the literature that analyses the relevance of Bloom's Taxonomy of Educational Objectives in the teaching of creative and critical thinking among students in Malaysia, and (2) identify missing aspects in Bloom's Taxonomy vis a vis the indigenous context, important to promote creative and critical thinking among students in Malaysia. Method: Multiple sources of information which (1) documents the objectives of English Literature curriculum in Malaysia, (2) outlines the nature of Bloom's Taxonomy, (3) reports past research which addresses issues in the application of Bloom's Taxonomy, and (4) reports research findings on the issues in teaching English Literature as a subject. Findings: The literature subject is an essential avenue for students' learning, especially in developing creative and critical thinking. The English syllabus with augmented taxonomy should be based on holistic learning outcomes which contain three set of abilities- Rationale Thinking, Purposeful Thinking, and Effective Relation with Contexts. Significance: The study would shed light on the effectiveness of teaching creative and critical thinking through English Literature. The findings may help curriculum developers and teachers to explore the missing aspects in the Bloom's Taxonomy vis a vis the indigenous context, hence lead to the development of informed way forward in designing effective pedagogical approach/es that nurture creative and critical thinking among students.
The Modern Trends and Applications in the Development of Academic Staff in the University of Maryland &amp; George Mason University
Author: Asowayan, Alaa A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Trend Analysis,College Faculty,Faculty Development,Training Methods,Knowledge Base for Teaching,Teaching Models,Models,Delivery Systems,Qualitative Research,Web Sites,School Publications,Content Analysis,Comparative Education,Teacher Workshops,Conferences (Gatherings),Teacher Orientation,Computer Mediated Communication,Consultation Programs,Discussion Groups,Foreign Countries

Several changes have occurred over the past century in the education system of Saudi Arabia. The changes have largely been associated with the fact that in the 21st century, information and communication technology is highly applied in the learning process, thereby leading to a major transformation of the process. The application of information and communication technology has also transformed interactions and rapidly changed the learning process, giving a new meaning to social interactions. Enterprises that operate in the information age enjoy information interchange, collaboration, and adoption and application of innovative tendencies and shared decision-making. Students' demands have changed in that they no longer hope for middle-class success or application of routine skills, but they measure success in terms of ability to share, communicate and apply information to arrive at solutions to complex problems. The changing learning environment requires that the teaching staff learns new tendencies and skills that they can apply to cope with the ever-changing learner and general society expectations. Teachers' competence at work is measured in terms of their ability to improve the power of technology in enhancing creation of new knowledge. Therefore, leaders of teacher education programs are responsible for developing sustainable programs that allow for teacher education. Training has become part of the ethics of the teaching profession, and members of the teaching staff must be ready for training throughout their profession. This paper will shed light on the training program of faculty members in two well-known universities in the United States: the University of Maryland &amp; George Mason University, as an attempt to compare the above educational establishments with the conditions of training of faculty members of King Saud University in Saudi Arabia to suggest a training plan to develop training programs in KSU. It is time when leaders in educator preparation should critically reexamine their roles in the 21st century knowledge and skills whose landscape has largely changed.
The Effect of Mock Tests on Iranian EFL Learners&apos; Test Scores
Author: Khodabakhshzadeh, Hossein
Date: 2017-07-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Tests,Scores,Test Preparation,Second Language Instruction,Instructional Effectiveness,Pretests Posttests,Teaching Methods,Intervention,Comparative Analysis,Gender Differences,Quasiexperimental Design,Sampling,Statistical Analysis,Foreign Countries,College Students

The effect of using tests in test preparation courses has been subject to debate. While some scholars such as Yang and Badger (2015) believe it is a cause of positive washback effect, others argue that this issue is tentative and context-bound (Green, 2007). Therefore, this study investigated the effect of using Mock tests in International English Language Testing System (IELTS) preparation courses on students' overall IELTS scores. Fifty one IELTS students were selected non-randomly through the quota sampling approach out of 76 students at Mahan Language Institute in Birjand, Iran. These participants were distributed into Group 1 (n = 25) and Group 2 (n = 26). A complete IELTS test was administered to ensure that the Groups were homogeneous and to serve as pretest. After 10 sessions of intervention, a different IELTS test was administered as posttest. The results of between subject analysis through independent samples t-test revealed that using Mock tests in the IELTS preparation courses can positively affect the participants scores on IELTS exam. Pedagogical implications are discussed.
Twenty-First Century Instructional Classroom Practices and Reading Motivation: Probing the Effectiveness of Interventional Reading Programs
Author: Boulhrir, Taoufik
Date: 2017-07-00
Type: Journal Articles
Subjects: Classroom Techniques,Educational Practices,Reading Motivation,Intervention,Reading Programs,Instructional Effectiveness,Trend Analysis,Reading Skills,Reading Instruction,Literacy,Program Effectiveness,Literature Reviews

Twenty-first century education has undoubtedly witnessed changes of the definition of literacy to cope with the economic, social, and intellectual trends. Technological advances, which include skills of communication, creativity, critical thinking, and collaboration have become key in education, especially when dealing with literacy and reading motivation. As motivation hinges around two major theoretical approaches, intrinsic and extrinsic, numerous studies argue for the first to be more sustainable in enhancing reading motivation. Accordingly, many research based interventional programs have emerged since the late nineties with increasing popularity to offer answers to the dwindling rates in reading among youth. This article discusses traits of 21st century education in light of trends and challenges as it probes the effectiveness of some interventional programs that are meant, and argued for, to enhance literacy skills and reading motivation.
Morphological Instructional Packages as Determinants of Inferring Word Meanings in Reading Comprehension among Secondary School Students
Author: Akinwumi, Julius Olaitan
Date: 2017-07-00
Type: Journal Articles
Subjects: Morphology (Languages),Inferences,Semantics,Reading Comprehension,Secondary School Students,Foreign Countries,Pretests Posttests,Quasiexperimental Design,Experimental Groups,Control Groups,Academic Ability,Achievement Tests,Statistical Analysis,Problem Solving,Second Language Instruction,English (Second Language),Reading Tests,Language Tests,Scores,Hypothesis Testing,Instructional Materials

This study investigated the effects of morphological instructional packages as determinants of inferring word meanings in reading comprehension among secondary school students in Ekiti State. The study adopted pre-test, post-test and control quasi-experimental research using two experimental groups and one control group with a sample of 270 Senior Secondary II students selected from nine public senior secondary schools using multi-stage sampling procedure, stratified random sampling and purposive sampling. The selected schools were assigned into three major groups, with each group made up of three schools of 30 students per school (two experimental groups and one control group). Three instruments were adapted, validated and used for data collection for the study namely: Morphological Production Task on Students' Academic Ability (r = 0.74), Morphological Analysis Task of Students' Academic Ability (r = 0.83) and Achievement Test in Comprehension (0.75). Data collected were analysed using Mean, Standard Deviation, Analysis of Covariance, Scheffe post-hoc and Multiple Classification Analysis (MCA). The study showed that there was significant difference in the achievement mean score of students in reading English language comprehension between the experimental and control groups. It showed that students exposed to a combination of morphological instructional packages with Eclectic and Problem-Solving methods achieved more in inferring word meanings. It was recommended that teachers of English language should be encouraged to use morphological instructional packages combined with Problem-Solving and Eclectic methods should be given enough orientation through seminars and workshop on the importance of morphological instructional packages combined with eclectic and Problem-Solving methods towards the teaching of languages and reading comprehension in particular.
Advancing Inclusive Mathematics Education: Strategies and Resources for Effective IEP Practices
Author: Tan, Paulo
Date: 2017-00-00
Type: Journal Articles
Subjects: Individualized Education Programs,Inclusion,Special Education,Mathematical Concepts,Mathematics Skills,Elementary School Students,Special Education Teachers,Disabilities,Special Needs Students,Mathematics Instruction

Personal experiences promoting inclusive mathematics education for my own child have mostly been met with staunch resistance on the part of educators, and a resulting breakdown in collaborative efforts during individualized education program (IEP) meetings. However, I found that utilizing certain strategies and introducing innovative mathematics education resources during the IEP meeting have contributed to a more collaborative and productive meeting toward inclusive practices beyond mathematics. In this article, I describe these strategies, resources, and related processes to guide effective IEP practices and future research.
Perspectives of Teachers Regarding Inclusive Education in Ghana
Author: Deku, Prosper
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Educational Environment,Curriculum,Inclusion,Teacher Competencies,Questionnaires,Gender Differences,Age Differences,Teaching Experience,Teacher Qualifications,Teacher Education Programs,Disabilities,Statistical Analysis

The study explored teachers' perspectives on the curriculum, the physical environment and their preparation for the inclusive education programme. Data was collected using questionnaires. A sample of 120 teachers from schools identified as inclusive was used for the study. The t-test of independent samples and chi-square test were used to analyse the data. Results showed that differences do not exist between males and females' views on the type of curriculum, the physical environment, and teacher preparation for inclusive education. Also, age, teaching experience, and professional qualification influenced teachers' perceptions of the inclusive schools. It was recommended that teachers' preparation programmes must have a component of inclusive education courses to enable prospective teachers acquire the skills of teaching children with special needs.
A Thorough Scrutiny of ELT Textbook Evaluations: A Review Inquiry
Author: Gholami, Reza
Date: 2017-07-00
Type: Journal Articles
Subjects: Textbook Evaluation,Inquiry,Textbook Selection,English (Second Language),Evaluation Methods,Evaluation Needs,Literature Reviews,Educational Practices

It is thoroughly agreed that English language textbooks stand amongst the foremost components in any language classrooms worldwide, being referred to as valid, beneficial and labor-saving tools to fulfill an extensive range of needs. An ELT textbook is not merely a set of sheets of paper fastened together to hinge at one side, but is the beating heart of any education system whereupon the whole learning revolves. Notwithstanding their interminable benefits, it is admitted that still the compiled textbooks, especially the ones prescribed in Educational systems have to be evaluated and assessed to confirm whether they fulfil the objectives they are meant for or not, as it is said no perfect textbook exists. Having dealt with evaluation in general, this research meticulously elaborates on textbook evaluation more specifically concluding that there is a dearth of inquiry on textbook selection and evaluation. Afterwards, this research introduces the most common approaches for evaluating ELT textbooks and materials. The paper culminates with concluding remarks and implications, hoping to shed light on how textbook evaluation is practiced worldwide.
An Interpretative Phenomenological Analysis of the Common Core Standards Program in the State of South Dakota
Author: Alase, Abayomi
Date: 2017-07-00
Type: Journal Articles
Subjects: Phenomenology,Common Core State Standards,Educational Assessment,Educational Indicators,Program Effectiveness,Program Evaluation,Educational Legislation,Federal Legislation,Administrator Attitudes,Teacher Student Relationship,Qualitative Research,Educational Change,Principals,Assistant Principals,Elementary Secondary Education

This interpretative phenomenological analysis (IPA) study investigated and interpreted the Common Core State Standards program (the phenomenon) that has been the dominating topic of discussions amongst educators all across the country since the inauguration of the program in 2014/2015 school session. Common Core State Standards (CCSS) was a program that 48 states, two U.S. territories, and the District of Columbia (DC) established in 2009 to improve the educational standards of schools in their respective states and territories. The objective of this research project was to assess and gauge the impact of the program vis-à-vis how it has impacted the &quot;lived experiences&quot; of the educators in the country, specifically, in the state of South Dakota. South Dakota, though a very small state relative to other larger and economically stronger states, has truly engaged and provided resources to her educators for training and other needed infrastructures to help with the implementation of the program. Stories have been flying around the country about how the program has disrupted the flow of &quot;teaching and learning&quot; in the American classrooms; however, the educators interviewed in this study did not believe that was the case, at least, not in their respective schools. These educators, who also happened to be principals and assistant principals of the schools under investigation, spoke highly of the potential of the program, especially the resources and engagement that the state of South Dakota has provided for its successful application and implementation.
The Effect of Impulsivity vs. Reflectivity on Reading Comprehension of Iranian EFL Learners
Author: Shabani, Somayeh
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Comprehension,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Reading Tests,Cognitive Style,Conceptual Tempo,Reflection,Language Tests,Language Proficiency,Vocabulary,Control Groups,Questionnaires,Statistical Analysis,Adult Students

In recent years attention has been accorded to language learners' affective factors and learning styles. Two of the significant learning styles are impulsivity and reflectivity which have not been studied as much as other styles such as introversion and extroversion. This study endeavored to find out whether or not impulsivity and reflectivity have any effect on reading comprehension of Iranian English as a Foreign Language (EFL) learners. Seventy two language learners were selected from 4 intact classes out of 112 learners. Nelson proficiency test was given to the participants as homogeneity test. Next, Barrat's (1995) impulsiveness questionnaire was given to the participants. Based on the results of the questionnaire, the participants formed 3 different groups, i.e., a reflective group (n = 25), impulsive group (n = 25) and a control group (n = 22). The control group consisted of less impulsive and less reflective learners based on Barrat's scale. An IELTS reading test (general module) was administered to the participants. Based on the results of independent samples t-test, it was found that impulsivity and reflectivity do not have any effect on reading comprehension of Iranian EFL learners. Pedagogical implications are discussed.
Arab ESL Secondary School Students&apos; Spelling Errors
Author: Al-Sobhi, Bandar Mohammad Saeed
Date: 2017-07-00
Type: Journal Articles
Subjects: Secondary School Students,Spelling Instruction,Spelling,Error Analysis (Language),English (Second Language),Standardized Tests,Etiology,Performance Factors,Foreign Countries

English spelling has always been described by many language researchers and teachers as a daunting task especially for learners whose first language is not English. Accordingly, Arab ESL learners commit serious errors when they spell out English words. The primary objective of this paper is to determine the types as well as the causes of spelling errors made by Arab ESL secondary school students. In order to collect the data, a fifty-word standardised spelling test was administered to seventy Arab student participants. The students' types of spelling errors were detected, analysed and then categorised according to Cook's (1999) classification of errors namely substitution, omission, insertion and transposition. In total, 2,873 spelling errors of various categories were identified. The study findings revealed that errors of substitution constituted the highest percentage of the students' type of errors. In addition, the study indicated that the main causes of the students' spelling errors were possibly attributed to the anomalous nature of the English spelling system, the Arab students' lack of awareness of English spelling rules as well as L1 interference. Despite being conducted in an ESL context, the study was almost consistent with the findings indicated by other studies which were carried out in many Arabic EFL context. The findings suggest that spelling instruction should be emphasised while teaching English and should also be integrated with the skills and subskills of reading, writing, pronunciation and vocabulary in order to develop the students' spelling accuracy.