ethanporcaro/eric-fulltext-meta huggingface dataset:
Keeping up with Changing Times: Student Leaders, Resilience, Fragility and Professional Development
Author: Dick, Liezl
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Leadership,Resistance (Psychology),College Students,Foreign Countries,Educational Change,Change Agents,Decision Making,Student Experience,Leadership Training,Student Government,Elections,Student Attitudes,Art Activities

The Fallist movements of 2015/16 brought about rapid change to the South African higher education space, which required student leaders to reconsider their roles as agents of change and transformation. Student leaders contribute as stakeholders of and decision-makers in student governance, and some find themselves in a context where their working and living spaces become increasingly entangled. This is a particularly challenging context, which requires them to conflate their personal and &quot;professional&quot; lives. In this article, we focus on the challenges student leaders face as peer educators in both on- and off-campus residences of the University of the Free State (UFS), Bloemfontein, South Africa. The resilience and vulnerability of student leaders, and how these play out in their experiences at UFS, will be highlighted. The importance of self-reflection, resilience and fragility in professional development will be explored. Guided by the theoretical underpinnings of pedagogy as transformative and humanizing, and a multiple-method-approach that included survey data as well as arts-based methods, we engaged with student leader experiences in order to understand how they negotiated challenges in a space of tranformation and constant change. We found arts-based research to complement and support the more conventional data gathering process. Our article thus highlights how methodological inventiveness can address new and different questions that arise in our rapidly changing pedagogical space. Through this, we highlight the complex micro-social experiences of student leaders who live in spaces of transformation. Student leaders are in a unique position as people who live and work in the student community, and their role as peer educators remains largely unexplored. In this article, we hope to contribute to a body of knowledge that could foreground student leadership in relation to transformed pedagogy.
Profiling Students at Risk of Dropout at a University in South Africa
Author: Ntema, Ratoeba Piet
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Dropout Characteristics,At Risk Students,Profiles,Data Use,Predictor Variables,Academic Failure,Dropout Prevention,Foreign Countries

Student dropout is a significant concern for university administrators, students and other stakeholders. Dropout is recognised as highly complex due to its multi-causality, which is expressed in the existing relationship in its explanatory variables associated with students, their socio-economic and academic conditions, and the characteristics of educational institutions. This article reports on a study that drew on university administrative data to build a profile of students at risk of dropout from 2008-2018. The study employed a data mining technique in which predictors were chosen based on their weight of evidence (WOE) and information value (IV). The selected predictors were then used to build a profile of students at risk of drop-out. The findings indicate that at-risk students fail more than four modules in a year with a participation average mark of 43% or less and have joined the university in the second academic year. It is suggested that universities put measures in place to control and prevent students who carry over four or more modules from adding modules to their registration until the failed modules are passed.
Does Gender Moderate the Association of Peer Pressure on Alcohol Use during Emerging Adulthood of Students? A Multi-Group Analysis
Author: Matlala, Sibongile
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Young Adults,Peer Influence,Drinking,Gender Differences,Social Behavior,Family Involvement,Foreign Countries

Peer pressure and alcohol use in tertiary institutions remains a challenge amongst emerging adults. The study examined the moderating influence of gender on the association between dimensional peer pressure and alcohol consumption. The study employed a non-probability convenient sampling technique. The sample consisted of 414 participants who were students recruited from six faculties. Data collection used the Peer Pressure Inventory (PPI) and Alcohol Use Dependence Identification Test (AUDIT) on an online platform. Data were analysed using the Statistical Package for the Social Sciences Version 25 (SPSS-25), and structural equation modelling tested assumptions. There was no gender difference in terms of the relationship between peer conformity and misconduct on alcohol use. Results indicated an increased family involvement, which predicted lower alcohol consumption among females but not in males. School and peer involvements were not related to alcohol use in both genders. Family involvement against peer influence on the use of alcohol may be a protective factor in females, but not in males. Males were more likely to conform to peer pressure than females.
Developing Online Student Leadership Training Interventions so That Disadvantaged Black Students May Enjoy a Seat at the Proverbial Table
Author: van der Walt, Juan-Pierre
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,College Students,Blacks,Low Income Students,Access to Computers,Student Personnel Workers,Online Courses,Student Leadership,Leadership Training,Disadvantaged Youth,High School Students,Racism,Equal Education

The advent of COVID-19 and the consequent imposition of a national lockdown from March 2020 in South Africa spurred South African universities to introduce new remote ways of delivering their curricula and offering extra-curricular activities. Some of these new modes of delivery tended to disadvantage already socio-economically disadvantaged black students whose lack of access to appropriate equipment, tools and data prevented them from properly accessing and fully utilising the new forms of e-learning on offer. In this context, this article considers the challenges faced by student affairs professionals at the University of Pretoria in offering new, inclusive forms of online leadership-development training to students in leadership positions at the institution. It analyses data collected from student leaders between 2016 and 2020 at the university which indicated that there had been a lack of leadership development among disadvantaged black students at high school level compared with that on offer to white students in high school. In this context, this article describes how student affairs professionals at the University of Pretoria sought to translate face-to-face leadership training into online initiatives that would ensure that already disadvantaged black students would not be disadvantaged further through differential access to leadership-development training, particularly given their greater need for such support due to their relative previous lack of exposure. This article further places black students' needs for equitable access to leadership training in the context of the individual and structural advantages that can accrue from such training, including in relation to career development and occupying leadership positions in the economy and society.
The Impact of the Swedish National Principal Training Programme on Principals&apos; Leadership and the Structuration Process of School Organisations
Author: Forssten Seiser, Anette
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Management Development,Program Effectiveness,Instructional Leadership,Educational Change

Principals have an important function in schools' ability to create high-quality learning and teaching. As the expectations placed on principals are high, large resources are invested in school leadership training, thus necessitating research on the impact of such initiatives. In this article, we report on a longitudinal research study on the training programme for principals in Sweden. The aim was to examine the programme's impacts on the principals' leadership and school organisations. We did this by interviewing principals, teachers and students at four schools during the principals' participation in the programme. Giddens's theory of structuration was used to analyse the study. The results showed that leadership needs to be foregrounded throughout the training and that awareness of the function of principals in leading schools' structuration processes (i.e., their creation of meaning making) should be clarified.
The Role of Innovative Work Behaviour in the Relationship between Organizational Support and Organizational Happiness
Author: Ordu, Aydan
Date: 2022-12-00
Type: Journal Articles
Subjects: Elementary School Teachers,Middle School Teachers,High School Teachers,Organizational Culture,Innovation,Work Environment,Teacher Attitudes

Theories and experiences created as a result of the studies carried out to increase the effectiveness of teachers in educational institutions provide deepening of the researches. Researches are detailed by obtaining new approaches, new definitions and concepts. One of these concepts is innovative work behaviour, which is defined as the tendency to implement and improve new ideas. Considering this concept, this research aimed to examine the role of innovative work behaviour in the relationship between perceived organizational support and organizational happiness. The data of the study were collected using Perceived Organizational Support, Organizational Happiness and Innovative Work Behaviour Scales. The sample group of the research includes 340 teachers working in primary, secondary and high schools in the 2021-2022 academic year. In the study that was carried out using the survey-based cross-sectional design approach, structural equation modelling was used. The findings showed that all three variables were significantly related to each other. The results of the study demonstrated that teachers' perception of the organizational support they get is a direct and indirect predictor of organizational happiness through innovative work behaviour. This result was interpreted as the fact that teachers behaved more innovatively as their perceptions of being supported by their organizations increased, and as a result of this, it had a positive impact on their organizational happiness. Finally, it has been suggested to support teachers' needs such as infrastructure and access to resources necessary for generating and implementing new ideas and ensuring their inclusion in decision-making processes.
Enhancing Cognitive Flexibility through a Training Based on Multiple Categorization: Developing Proportional Reasoning in Primary School
Author: Scheibling-Sève, Calliste
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 4,Grade 5,Cognitive Processes,Skill Development,Thinking Skills,Mathematical Concepts,Mathematics Instruction,Socioeconomic Status,Outcomes of Education,Classification,Intervention,Teaching Methods,Foreign Countries

Proportional reasoning is a key topic both at school and in everyday life. However, students are often misled by their preconceptions regarding proportions. Our hypothesis is that these limitations can be mitigated by working on alternative ways of categorizing situations that enable more adequate inferences. Multiple categorization triggers flexibility, which enables reinterpreting a problem statement and adopting a more relevant point of view. The present study aims to show the improvements in proportional reasoning after an intervention focusing on such a multiple categorization. Twenty-eight 4th and 5th grade classes participated in the study during one school year. Schools were classified by the SES of their neighborhood. The experimental group received 12 math lessons focusing on flexibly envisioning a situation involving proportional reasoning from different points of view. At the end of the school year, compared to a control group, the experimental group had better results on the posttest when solving proportion word problems and proposed more diverse solving strategies. The analyses also show that the performance gap linked to the school's SES classification was reduced. This offers promising perspectives regarding multiple categorization as a path to overtake preconceptions and develop cognitive flexibility at school.
Flexibility and Adaptivity in Arithmetic Strategy Use: What Children Know and What They Show
Author: Hickendorff, Marian
Date: 2022-00-00
Type: Journal Articles
Subjects: Arithmetic,Mathematics Instruction,Learning Strategies,Grade 3,Elementary School Students,Mathematics Tests,Subtraction,Problem Solving,Task Analysis,Decision Making,Foreign Countries,Knowledge Level,Mathematics Skills

Central elements of adaptive expertise in arithmetic problem solving are flexibility, using multiple strategies, and adaptivity, selecting the optimal strategy. Research shows that the strategies children actually use do not fully reflect the strategies they know: there is hidden potential. In the current study a sample of 147 third graders from the Netherlands completed a comprehensive assessment of adaptive expertise in the domain of multidigit subtraction, designed to measure, first, the strategies students know and use to solve subtraction problems (potential and practical flexibility). Second, it measured to what extent students know which strategy is optimal and to what extent they use the optimal strategy (potential and practical adaptivity). Findings for flexibility showed that most students consistently used the same strategy across all problems: practical flexibility was low. When prompted, students knew more strategies than they used spontaneously, suggesting hidden potential in flexibility. Findings for adaptivity showed that students hardly ever spontaneously used the task-specific strategy that is efficient for specific problems since it has the fewest and easiest steps. However, almost half of the students could select this strategy from a set of given strategies at least once. Furthermore, an innovative, personalized version of the choice/no-choice method showed that the task-specific strategy was usually not the optimal strategy (fastest strategy leading to a correct answer) for individual students. Finally, students used the strategy with which they performed best more often than the other strategies, but there is hidden potential for the adaptive use of task-specific strategies.
College Student&apos;s Perception of Performance-Based Assessment Use in Boosting Speaking Ability
Author: Menggo, Sebastianus
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Performance Based Assessment,Learning Processes,Language Tests,Teaching Methods,Speech Communication,Scoring Rubrics,Undergraduate Students,Computer Software,Foreign Countries

Assessment is one component of a learning process that cannot be excluded by an English teacher in the teaching-learning process. The form and type of assessment applied in the teaching-learning process are adapted to the orientation of learners' target outcomes. It is a space of reflection for teachers and students in the awareness of shortcomings and achieving such learning goals. Performance-based assessment is one of the possible appropriate options for measuring all criteria fulfilment in the English-speaking class. The present study aims to analyze the implementation of performance-based assessment and disclose students' responses to this assessment in the speaking class. This research is a quantitative descriptive study administered between November 2020 and January 2021 for three months. Participants (N=49) in this study were selected from two first-grade English Education Study Program classes, Universitas Katolik Indonesia Santu Paulus Ruteng. Speaking rubrics and questionnaires were the instruments used in collecting data. The data taken from these instruments were then analyzed with the Excel Chart Data Series software program's aid, accompanied by a qualitative interpretation of the data provided. The research findings show that the performance-based assessment affects increasing speaking ability (the post-test average = 76), and college students' perception of performance-based assessment use in speaking was primarily included in positive perception. The lecturers are encouraged to apply this assessment to their speaking class.
The Power of One: The Importance of Flexible Understanding of an Identity Element
Author: Schiller, Lauren K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Numbers,Mathematics Instruction,Multiplication,Division,Middle School Students,Fractions,Mathematical Concepts,Concept Formation,Arithmetic,Problem Solving,Accuracy,Textbooks,Teaching Methods,Content Analysis,Task Analysis,Knowledge Level,Suburban Schools,Prediction

The number one plays a special role in mathematics because it is the identity element in multiplication and division. The present findings, however, indicate that many middle school students do not demonstrate mathematical flexibility representing one as a fraction. Despite possessing explicit knowledge of fraction forms of one (e.g., 95% of students indicated that 36/36 = 1), most students did not recognize and apply knowledge of fraction forms of one to estimate numerical magnitudes, solve arithmetic problems, and evaluate arithmetic operations. Specifically, students were less accurate in locating fraction forms of one on number lines than integer forms of the same number; they also were slower and less accurate on fraction arithmetic problems that included one as a fraction (e.g., 6/6 + 1/3) than one as an integer (e.g., 1 + 1/3); and they were less accurate evaluating statements involving fraction forms of one than the integer one (e.g., lower accuracy on true or false statements such as 5/6 × 2/2 = 5/6 than 4/9 × 1 = 4/9). Analyses of three widely used textbook series revealed almost no text linking fractions in the form n/n to the integer one. Greater emphasis on flexible understanding of fractions equivalent to one in textbooks and instruction might promote greater understanding of rational number mathematics more generally
The Role of Domain-General and Domain-Specific Skills in the Identification of Arithmetic Strategies
Author: Eaves, Joanne
Date: 2022-00-00
Type: Journal Articles
Subjects: Arithmetic,Mathematics Skills,Problem Solving,Learning Strategies,Mathematics Achievement,Computation,Short Term Memory,Inhibition,Predictor Variables,Adults

Individuals solve arithmetic problems in different ways and the strategies they choose are indicators of advanced competencies such as adaptivity and flexibility, and predict mathematical achievement. Understanding the factors that encourage or hinder the selection of different strategies is therefore important for helping individuals to succeed in mathematics. Our research contributed to this goal by investigating the skills required for selecting the associativity shortcut-strategy, where problems such as '16 + 38 - 35' are solved by performing the subtraction (38 - 35 = 3) before the addition (3 + 16 = 19). In a well-powered, pre-registered study, adults completed two tasks that involved 'a + b - c' problems, and we recorded a) whether and b) when, they identified the shortcut. They also completed tasks that measured domain-specific skills (calculation skill and understanding of the order of operations) and domain-general skills (working memory, inhibition and switching). Of all the measures, inhibition was the most reliable predictor of whether individuals identified the shortcut, and we discuss the roles it may play in selecting efficient arithmetic strategies.
High Stakes Testing Cancellation and Its Impact on EFL Teaching and Learning: Lessons from Indonesia
Author: Ashadi
Date: 2022-00-00
Type: Journal Articles
Subjects: High Stakes Tests,English (Second Language),Second Language Learning,Second Language Instruction,Case Studies,Language Teachers,Teacher Attitudes,Administrator Attitudes,Institutional Mission,High School Students,Grounded Theory,Teaching Methods,Faculty Development,Educational Policy,Curriculum Development,Learning Activities,Metacognition,Foreign Countries,Pandemics,COVID-19,Language Tests,Educational Change,Test Preparation,Time Management

The differential impacts of high stakes testing (HST) on curriculum, pedagogy, students learning, teacher professional development, and equity have been known in the literature, but its cancellation impact is not yet known. Situated in the post cancellation policy in Indonesian education system, this study seeks to explore the impacts of such policy change on schools, teacher pedagogical practices, and students' English as a Foreign Language (EFL) learning. A multiple case study design was employed in three different high schools involving 3 school leaders, 3 English teachers, and 9 students in semi-structured and group interviews. Their voices were thematically analysed and constantly compared across cases. The results demonstrate shifts on: (i) the individual student's and school's reorientation towards their own vision and mission, (ii) curriculum driven and more varied EFL instructional practices, and (iii) more self-regulated learning activities among certain teachers and students. Further and wider scale investigation is required to look deeper on how these shifts occur among larger groups of stakeholders.
Measuring Students&apos; Aptitude in Writing Makassar Lontara&apos; Script Using Card Letters Media
Author: Hamriani
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,High School Students,Foreign Countries,Comparative Analysis,Instructional Materials,Learning Processes,Outcomes of Education,Student Motivation,Educational Quality,Written Language,Indonesian,Alphabets,Teaching Methods,Diachronic Linguistics

The purpose of this study is to compare the capacity of students to write Makassar Lontara script before and after utilizing the letter card medium. This investigation used three steps: pre-test, therapy, and posttest. This study included fifty public Yunior High School students in the Makassar city, South Sulawesi, Indonesia. Participatory observation, testing, and interviews were employed to obtain data for this study. Data description, average similarity test, and analysis requirement test are among the data analysis approaches employed. The findings revealed that learning through the medium of letter cards was more successful. The post-test analysis demonstrates the usefulness of using the letter card medium. Using Makassar Lontara's letter card medium, the level of achievement is higher than the pre-test result. Furthermore, when employing letter card media in the learning process, pupils are more active than when not using the media. Teachers of local content subjects are encouraged to use learning methods and enjoyable media for students to achieve more effective learning. The Makassar Lontara' letter card media is one of the methods employed. Because the media can contribute significantly to both the learning process and the desired outcomes, it is intended that by using the Makassar Lontara' letter card learning media, students will be more interested in and motivated to study local content themes that have previously been intimidating to them. Further research is needed to increase the quality of learning, and it is hoped that future researchers will address any flaws found in this study.