ethanporcaro/eric-fulltext-meta huggingface dataset:
Lesson Study: Investigation of English Teachers&apos; Planing Behaviors and Preparation Activities for English Tasks in Social Construction Practice
Author: Orhan, Gökhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,Second Language Instruction,Second Language Learning,English (Second Language),Lesson Plans,Educational Objectives,Curriculum Development,Decision Making,Foreign Countries

The aim of the study is to identify and explain preparation activities of three English teachers in lesson study process. The English teachers dealt with activities such as setting objectives, building content, organizing classroom practices and identifying success criteria for learning objectives and reflection in three different lesson study cycles based on social constructivism for about 5 months. In this study, the single case study design was adopted. Criterion sampling method was used to determine the participants. The group-based activities of teachers were repeated in each research lesson at different subjects and different grades. Instead of preparing a new format of the existing lesson plan in each research lesson, the participants prepared new lesson plans for each research lesson. The data were obtained by class observation, camera recordings, interview, and document examination of the lesson plans. It was observed that the teachers made more qualified decisions in planning teaching tasks and there were positive changes in their planning skills and teaching practices in the process in lesson study cycle.
Why We Will Not Return to Exclusively Face-to-Face Tutoring Post-COVID: Improving Student Engagement through Technology
Author: Gregg, Delana
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Change,Computer Assisted Instruction,Peer Teaching,Tutoring,Academic Support Services,Supplementary Education,Distance Education,Technology Uses in Education,Student Participation,College Students,Educational Benefits

Online peer tutoring provided crucial social and academic engagement opportunities for students and peer tutors during COVID-19. This article describes our institution's transition to fully online academic support services and discusses their impact on student learning and retention. While the total number of unique students utilizing tutoring and supplemental instruction decreased slightly during pandemic-induced remote learning, the students who used these services generally made more online visits per person than students who took advantage of in-person tutoring before the pandemic. Although transitioning fully to online tutoring was not without difficulties, we have seen evidence of improved engagement among students and tutors made possible by some of the virtual processes we have put in place. In this article, we discuss these findings in terms of high-impact educational practices and consider what comes next with online tutoring and student engagement as we return to largely face-to-face classes and student support programs for the fall.
Technology Based Teaching and Learning in Junior High School
Author: Boholano, Helen B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Integration,Technology Uses in Education,Junior High School Teachers,Information Technology,Instructional Effectiveness,Junior High School Students,Technological Literacy,21st Century Skills,Foreign Countries

Integrating technology in teaching junior high school motivates, capacitates and prepares the 21st century learners in the Fourth Industrial Revolution. The use of technology to enhance instruction enables the learners to be productive. This study ascertained the effectiveness of using technology in teaching Junior high school in the public schools. The study employed QUAN-QUAL methods for data gathering. The participants of the study were informed on the objectives of this study and their rights in the conduct of the study. To validate the data gathered, focus group discussion was conducted. Results revealed that the use of technology improves performance. Teachers' productivity skills and the ability to use technology were enhanced as they utilized ICT in instruction. Thus, the junior high school learners were technology literate and acquire the 21st century skills.
Why Can&apos;t We Do It as Teachers? English Language Teaching from the Perspectives of Secondary School Teachers
Author: Sevim, Özge Mavis
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Secondary School Teachers,Teacher Attitudes,Foreign Countries,Teaching Methods,Teacher Education,Learning Processes,Teacher Administrator Relationship,Interprofessional Relationship

The purpose of this study is to discover the issues in teaching English from the perspective of teachers. The qualitative method was employed in the study by using semi-structured interview forms to 19 teachers from a central Black Sea region province of Turkey. The teachers highlighted the impact of learning-teaching process, teacher training, teacher-stakeholder relationship and students during the study. According to the teachers, students' prejudices against foreign language learning, interest in the subject, awareness of the importance of language learning, speaking skills, participation in the lesson and the environment they take the courses affect the language learning process. Nevertheless, the reasons for the problems are a lot more complex than this. The students are also need to be supported by the education system, by the parents and by teachers in this process. For instance, the results shows that there is a need for activities that will make students more active, and more suitable environments and materials (i.e. books) are needed for English language teaching. Also, the teachers need to the support of parents, administrators, and the other teachers to become more efficient. This research once again reveals the importance of interrelation of all factors and stakeholders as well as students' willingness and thoughts in teaching English.
Authentic Leadership: A Study of the Relationship between Authentic Leadership and Organizational Citizenship Behavior among Research Administrators at Research Universities
Author: Medina, Mario R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Leadership Styles,Leadership Effectiveness,Correlation,Organizational Climate,Research Administration,Research Universities,Administrators,Tenure,Predictor Variables,Self Concept,Interpersonal Relationship,Ethics

This study examined the relationship between followers' perceptions of their leaders' Authentic Leadership Style (Self Awareness, Relational Transparency, Internal Moral Perspective and Balanced Processing), and followers' Organizational Citizenship Behavior (Organizational and Participant Levels) in research administration. The sample consisted of followers (N = 212) from the membership of the National Council of Research and University Administrators. Followers' perception of leaders' leadership style was measured using the &quot;Authentic Leadership Questionnaire Rater Form, Version 1 Rater,&quot; created by Avolio, Gardner, and Walumbwa (2007) to measure the leadership characteristics of the Authentic Leadership Model. Followers' organizational citizenship behavior was measured using the &quot;Organizational Citizenship Behavior Checklist (OCB-C),&quot; a 20 item scale created by Fox, Spector, Goh, Bruusema and Kessler (2102). The OCB is an instrument designed to assess the frequency of organizational citizenship engaged in by employees, measuring followers' organizational citizenship behavior at the participant and organizational levels. Results from multiple regressions indicated that tenure at research universities among research administrators is a significant predictor of followers' organizational citizenship behavior at the participant level. Results are discussed and recommendations for future research are offered.
Best Practices for Research Analytics &amp; Business Intelligence within the Research Domain
Author: Wolf, Baron
Date: 2021-00-00
Type: Journal Articles
Subjects: Data Analysis,Research Administration,Best Practices,Strategic Planning,Efficiency,Research Proposals,Universities,Data Use

While an increased number of industries with business operations have been shaping their use of data analytics, the use of such tools and methods within the higher education research domain, specifically research administration, is still in its infancy. This mixed-methods study collected data to identify best practices in how universities and other research organizations use data analytics to drive their strategic agendas, create efficiency in operations, and promote complex research proposals throughout their institutions. Research methods included a survey to collect data on how research offices are using analytics and business intelligence tools, Rasch analysis (Rasch, 1993) to examine survey instrument quality and provide insights into the use of analytics and business intelligence tools in research offices, and interviews with research administrators and stakeholders to identify best practices in using data tools to impact their decisions, processes, and programming. Results from the Rasch analysis showed that except for two recommendations for individual scales, all survey scales exhibited satisfactory reliabilities and rating scale performance. Findings from interviews revealed best practices such as clear ownership and definitions of the data entry process, identified stewards of each of the high-level areas of data, and confirmed understanding of terms after data requests.
The Evolution of Shadow Education in China: From Emergence to Capitalisation
Author: Feng, Siyuan
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Systems,Private Education,Tutoring,Commercialization,Incidence,Educational Change,Marketing,Educational Development,Academic Achievement,Foreign Countries,Social Change,Educational History,Industrialization

Private supplementary tutoring, or shadow education, has become a global phenomenon, and China is among the countries where it is most prevalent. By 2019, China's private tutoring industry had grown into a prominent sector providing educational services to millions of students and parents. This article examines the development process of shadow education in China, and explores the path that led to its current prevalence. Drawing on existing literature and publicly available data sources, the article maps key stages of shadow education's evolution and its changing characteristics. The analysis suggests that China's private tutoring industry has undergone three stages of evolution: first, the emergence stage, when small numbers of individuals started to provide tutoring on an informal basis; second, the industrialisation stage, when institutionalised providers became primary providers of more formal types of tutoring services; and third, the capitalisation stage, when major providers of shadow education evolved into part of the educational capital market. The discussion argues that the development trajectory of shadow education occurred in line with the continued marketisation of education in China. The article also addresses the implications of capitalised shadow education as it enters a more intensified and controversial phase of development.
A Review of South African Primary School Literacy Interventions from 2005 to 2020
Author: Meiklejohn, Cathryn
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Literature Reviews,Elementary Education,Literacy Education,Intervention,Reading Instruction,Decoding (Reading),Vocabulary Development,Reading Fluency,Reading Comprehension

Background: Learner performance in literacy in the primary education sector is in a state of crisis in South Africa. Whilst many more learners have physical access to education post-1994, the quality of education remains polarised along socio-economic lines. This article sets out to engage with current literature on literacy interventions implemented in South Africa in order to develop an understanding of the key features of interventions, which affect positive change. Aim: This review provides an overview of the scope and type of primary school-level literacy interventions embarked upon in the last 15 years in South Africa. An analysis of some of the key findings on the impact of these interventions is provided. Method: A systematic review was conducted using the key words 'literacy intervention' and 'reading intervention'. The selection of articles was further refined with a specific focus on primary school interventions in South Africa. Results: The review focuses on specific literacy interventions where 'intervention' is defined as active and purposeful engagement to improve decoding, vocabulary, fluency and/or comprehension of primary school learners. This article reviews the documented literacy interventions and draws out some of the key features of successful interventions. It also makes broader reflective comments about what this exercise reveals about the state of literacy interventions in South Africa. Conclusion: Interventions have generally been ad hoc and uncoordinated and have not wrought systemic change. Moving forward in a coordinated manner must be based amongst other things on learning from interventions that have been reviewed here.
Case Study: How Gallaudet University&apos;s Office of Sponsored Programs and Research Services Implemented Their Business Continuity Plan during COVID-19
Author: Houston, Ashuantay
Date: 2021-00-00
Type: Journal Articles
Subjects: Research Administration,COVID-19,Pandemics,Universities,Teleworking,Emergency Programs,Deafness,Grants,Program Proposals,Communication (Thought Transfer),Technological Advancement,Technology Uses in Education

This case study describes the plans and innovations that contributed to the successful transition from traditional, in-person working to working virtually at Gallaudet University during the COVID-19 pandemic. On March 13, 2020, Gallaudet closed its campus to non-essential employees and transitioned to remote work due to the global coronavirus pandemic. Gallaudet University, a small, primarily undergraduate institution (PUI), is the world's only university in which all programs and services are specifically designed to accommodate deaf, hard of hearing, and deafblind students. Based on a master's level course paper on business continuity plans (BCP) written by an Office of Sponsored Programs and Research Services (OSPRS) employee nine-years earlier, the OSPRS implemented a business continuity plan to ensure that office operations would continue in the face of this interruption in service. If an emergency occurred and grants were due, what steps would be necessary to meet proposal deadlines? How would the OSPRS continue to be responsive to faculty and research staff and facilitate the proposal development process during an emergency? How would the office communicate during an emergency with deaf and hearing individuals and provide equal access? Answering these questions in 2011 created the innovations needed for Gallaudet University's OSPRS to successfully navigate the pandemic.
The Effect of a Modular Art Education Programme on the Personal-Social Development of Preschool Children
Author: Çetin, Zeynep
Date: 2021-00-00
Type: Journal Articles
Subjects: Art Education,Art Activities,Learning Modules,Preschool Children,Preschool Education,Social Development,Emotional Development,Program Effectiveness,Interpersonal Competence,Age Differences,Foreign Countries

Background: It is important for children to be engaged in art activities to acquire desirable emotions and behaviours. Art education is thought to contribute to children's development of personal and social skills, such as self-confidence and sharing. Aim: This study aims to investigate the effect of art activities on 36-48-month-old children's personal and social development and offers suggestions for teachers and parents about art activities. Setting and Methods: The sample included 56 children from the Duzce University Pre-School (28 children in the experimental group and 28 children in the control group). Quantitative data collection techniques were used, and randomised pre-test post-test experimental design with control groups was adopted. The experimental group received 7 weeks of art education developed by the researcher as six 45-50 min sessions. The Brief Infant-Toddler Social and Emotional Assessment, which was adapted to Turkish was used as the data collection instrument. Variances were defined based on the data obtained. Content differences and frequency tables were formed and interpreted. Results: Analysis of the data reveals a significant difference between the experimental and control groups' pre-test and post-test scores.
Grade R Teachers&apos; Experiences with the Implementation of the Mother-Tongue-Instruction Policy for Pre-Reading Skills in Lesotho
Author: Koloti, Arone C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Native Language Instruction,Teacher Attitudes,Prereading Experience,African Languages,Foreign Countries,English (Second Language),Second Language Learning,Reading Instruction,Case Studies,Teaching Methods,Preschool Teachers,Preschool Education,Educational Policy,Guidelines,Child Care,Preschool Curriculum,Content Analysis,Language of Instruction

Background: Over the years, the majority of the Basotho nation and many countries have known Lesotho as a country which has Sesotho and English as the only spoken languages and as medium of instruction in schools. Whereas, in reality, Lesotho has many spoken languages. Many tribes have their own spoken languages which, hitherto, have not been considered in the education sector of Lesotho. Aim: This article aimed to demonstrate the Lesotho Grade R teachers' experiences with the implementation of the mother-tongue-instruction policy in teaching pre-reading skills. Setting: This study was conducted in Lesotho at three different schools. Three Grade R teachers were chosen and studied in their respective classrooms. Methods: Employing qualitative research methods in this study, the multiple case study research design was used to explore the reality of classroom teaching practices. Document analysis, non-participatory classroom observation and semi-structured interviews and thematic content analysis were employed to generate data. Results: Teachers in early childhood education (ECE) do not implement medium of instruction policy appropriately because they are not well-informed about it. Conclusion: Grade R teachers are willing to operationalise the mother-tongue-instruction policy effectively, even though they do not have adequate knowledge of the policy.
Self-Reported Mathematical Problem-Solving Skills of Future Mathematics Teachers
Author: Fonseca, Kathleen
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Solving,Preservice Teachers,Preservice Teacher Education,Mathematics Education,Mathematics Skills,Mathematical Concepts,Skill Development,Pedagogical Content Knowledge,Prior Learning,Foreign Countries

Background: During their university studies, student teachers are equipped for the teaching profession in various domains of knowledge and practice. In addition to learning pedagogic skills for practice purposes, they also expand their knowledge of the subjects that they will teach. In mathematics teacher education, one important principle is that the content of the subject must, somehow, be fused with the pedagogy in what has become known as mathematical knowledge for teaching (MKT). Although several studies have been conducted about students' performance of MKT, there is little research in South Africa about how students routinely experience the coursework itself. In this study, I argue that mathematics knowledge and skills should ideally precede the teaching of pedagogy, for reasons of communicating the concepts clearly and for building a foundation of mathematical thinking prior to practising teaching skills. Aim: To find out what the student teachers' self-reported experience of one component of a mathematics content course are, namely their engagement with problem-solving tasks. Methods: A qualitative case study of student teachers' learning, with the primary source of data, the student teachers' reflective journal entries. Data were analysed through coding, categorising and thematised mindful of the MPSKT framework. Results: The findings indicated that, whilst the students' understanding of the processes of problem-solving was deepened during the course, matters of pedagogy arose spontaneously.
Measuring Innovation in Education with a Special Focus on the Impact of Organisational Characteristics
Author: Halasz, Gabor
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Innovation,Educational Assessment,Measurement,Foreign Countries,Institutional Characteristics,Teacher Role,Teacher Surveys,Elementary School Teachers,Secondary School Teachers,College Faculty,Faculty Development

Innovations created by teachers, teacher communities and schools in their daily practice play a key role in improving the quality and effectiveness of education. As protocols, central regulations, ready-made teaching materials do not provide solutions to all problems emerging in daily practice the invention of new, original solutions are necessary to respond the challenges teachers and schools encounter in their everyday work. Similarly to other knowledge intensive professions creativity and innovativeness are necessary skills for teachers and teacher communities to work effectively. In many countries schools are encouraged to support innovative work behaviour and they are expected to manage effectively change and innovation processes. The increasing importance of innovations and innovation processes in education raises the question of how to measure innovation in this sector and how decision makers can use innovation data. This article presents some of the outcomes of an education sector innovation survey conducted in Hungary in 2018. It demonstrates the possibility to design data collection instruments that allow capturing school/ department level innovation processes. The article focuses on one specific problem area: the relationship between organisational characteristics and innovation activity/behaviour.