ethanporcaro/eric-fulltext-meta huggingface dataset:
EFL Classroom Management
Author: Espinosa Cevallos, Ligia Fernanda
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Classroom Techniques,High School Students,High School Teachers,Student Behavior,Student Characteristics,Standards,Teacher Expectations of Students,Teacher Student Relationship,Discipline,Student Participation,Self Management,Student Motivation,Classroom Environment

One of most important sources of frustration for teachers is not being able to manage their classes successfully, especially since class management is closely related to student learning (Soria Duarte &amp; Quezada Campoverde, 2018). This article presents several guidelines that can help teachers to manage their classes effectively, especially when working with high school students. Good class management usually begins with an analysis of the characteristics of the students and the strategies that can be most effective for a given group (Ausubel, 1976; Holzschuher, 2012). Another fundamental step is to plan how the classes will be managed, as well as the rules and procedures that will guide them which, in many cases, may even be planned with the students themselves (Badía Martín et al., 2012). Finally, it is important that students and teachers develop a relationship based on respect and personal interest; that will motivate students to be more willing to accept the necessary rules, procedures and disciplinary actions established for the class (Barreda Gómez, 2012). Class management is an issue that is influenced by many factors, including even class preparation, classroom organization, and instructional time management. This article will present appropriate guidelines to help both, teachers and institutions, to achieve an environment of discipline that favors student learning and emotional development.
Investigation of the Role of Preschooler Parents as Teachers
Author: Uysal Bayrak, Hatice
Date: 2021-04-00
Type: Journal Articles
Subjects: Preschool Education,Preschool Children,Parents as Teachers,Foreign Countries,Gender Differences,Age Differences,Parent Background,Educational Attainment,Fathers,Mothers,Parent Role

The aim of this multivariate study is to examine the role as a teacher played by the parents of preschool children in their education. The descriptive survey model, a form of quantitative research, was used in this study. The study's population consisted of the parents of children aged 60-72 months attending official independent preschool education institutions affiliated to the Ministry of National Education in the Kars and Nigde provinces. The sample group consisted of 114 parents from the same provinces. The &quot;Parent as Teacher Inventory&quot; was used as a data collection tool and proof of its validity and reliability has been provided. The variables used to examine the parents as teachers were gender, age, father's education level, and mother's education level. While no significant difference found between the education levels of the fathers, a significant difference was found between those of the mothers. Furthermore, parents in all age groups demonstrated similar levels of participation in activities for their children's education. The results of the study have been discussed in the light of the related literature and recommendations have been made accordingly, such as developing education programs that include teaching roles for parents. The limitations of the study, both practical and methodological, have been stated and information that could help future studies has also been shared.
Education for Sustainable Development Incorporation through Social Studies Curriculum: A Phenomenological Approach
Author: Ullah, Safia Rahmat
Date: 2021-04-00
Type: Journal Articles
Subjects: Sustainable Development,Social Studies,Phenomenology,Curriculum Design,Foreign Countries,Middle School Students,Peace

In a world with 7 billion people and limited natural resources, humans have to use them (social, economic &amp; environmental) without destroying them for future generations. The leading aim of the paper was to explore the phenomena of Education for Sustainable Development (ESD) and the role of the social studies curriculum. The paradigm of the research was interpretivism, and phenomenological design was used. The semi-structured interviews protocol was used to collect data. Five participants (Experts of social studies curriculum PCTB) were selected using the purposive sampling technique. Data were analyzed using NVivo12, and thematic analysis was conducted using open, axial, and selective coding. Five themes (&quot;people,&quot; &quot;planet,&quot; &quot;prosperity,&quot; &quot;peace,&quot; and &quot;partnership&quot;) were selected during the qualitative data analysis process. It was evaluated that the social studies curriculum designed by Punjab Textbook Board incorporated the values of sustainable development among six, seven, and eighth grade students. However, some indicators that are missed need a minor addition. [Note: The page range (201-218) shown on the PDF is incorrect. The correct page range for this article is p201-219.]
Effect of Knowledge Management Practices and Leadership Styles of Heads of Departments on University Teachers&apos; Performance
Author: Ather, Tazeen
Date: 2021-04-00
Type: Journal Articles
Subjects: Knowledge Management,Leadership Styles,Department Heads,College Faculty,Teacher Effectiveness,Foreign Countries,Transformational Leadership,Instructional Leadership

In competitive organizations, knowledge management is fundamentally considered support towards performance. Therefore, in the 21st century, leaders broadly implement knowledge into organizational settings to earn a competitive advantage. This paper mainly determines to explore the effect of knowledge management practices and leadership styles (transformational &amp; transactional) on university teachers' performance. A quantitative descriptive research design was used with 260 teaching faculty members selected conveniently, presently working in Sargodha University, University of Lahore, NUST, and HITEC University. Three five-point Likert type instruments were used to collect data from a conveniently selected sample. The findings reflected that knowledge sharing was practiced by both transformational and transactional leaders. The regression analysis showed a significant effect of leadership styles (transformational &amp; transactional) on university teacher performance. The findings also reflected the significant effect of knowledge management practices on university teacher performance. Moreover, the results of multiple regression showed that transformational leadership and knowledge management practices were more effective on university teacher performance while transactional leadership remained insignificant. The current study provides insights as to which leadership style is preferable for improving the performance of university teachers through knowledge practices. [Note: The issue number (159) shown on the PDF is incorrect. The correct citation for this article is v43 n1.]
Students&apos; Perceptions and Preferences about Teachers&apos; Written Corrective Feedback at Secondary Level
Author: Samuel, Aqeela
Date: 2021-04-00
Type: Journal Articles
Subjects: Student Attitudes,Preferences,Written Language,Error Correction,Feedback (Response),Secondary School Students,Secondary School Teachers,Grade 9,English (Second Language),Second Language Learning,Foreign Countries

This research was aimed to study students' perceptions of written corrective feedback (WCF) and their preferences about WCF at secondary level. Descriptive research design of quantitative approach was used. 1000 (500 boys and 500 girls) students of grade IX were participated in the study and selected from 60 schools (30 public and 30 private) by using two stage cluster stratified random sampling technique. A self-developed questionnaire was used to collect data. The validity of the questionnaire was checked by taking opinion of three experts and the reliability of the instrument was Cronbach's Alpha=0.763. Data was analyzed by using mean, standard deviation and independent samples t-test. The results of students' perceptions showed that students find their teachers' WCF helpful in noticing their errors in writing and help them to improve their performance in English. Moreover, majority of students prefer that their teachers should give a clue about errors and do not correct them. It is suggested that teachers may keep students' views and preferences in mind while giving WCF to students on their writing to make it useful for them.
Learners on the Move: A Mixed Methods Evaluation of Iranian EFL Textbooks
Author: Goodarzi, Ahmad
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Multimedia Materials,Student Attitudes,Textbooks,Junior High School Students,Teaching Methods,Textbook Preparation,Layout (Publications),Cultural Awareness

With the advent of new English textbooks, course book evaluation has become an indispensable ingredient in all English Language Teaching (ELT) contexts. Thus, the present study aimed to contribute to this area in the Iranian context by evaluating newly published junior high school (13 to 15 years old) course books (the Prospect series) and examining their weaknesses and strengths from students' points of view. In so doing, this study employed Litz's (2005) questionnaire to examine 417 junior high school students' perspectives. Also, nine students took part in follow-up interviews to elaborate their perspectives about the strengths and weaknesses of the textbooks. The results of the questionnaire showed that students believed that this series requires some modifications regarding the design and layout, authenticity in activities, diversity of registers and accents, variety of subjects and content, and cultural presentation. In addition, the students asserted in the interviews that there are some other problems with the textbooks in terms of the selected topics, accessibility and quality of the multimedia materials, organization of the content, and the learning goals that are set. Iranian EFL instruction relies on the Prospect series, and all Iranian junior high school students are taught using these books. The improvements suggested by the students in this study can facilitate development of English course books to better support learners' goals in the future.
Sustainability in the Decision Making of Pakistan Public Universities: A Vital Initiative
Author: Bukhari, Syed Kaleem Ullah Shah
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,Sustainability,Decision Making,Public Colleges,Universities,Educational Practices,Governance,College Administration,College Curriculum,Curriculum Development,Educational Policy

The higher education institutions (HEIs) bear a prime responsibility to incorporate sustainability in their functions of teaching, learning, research, operations and services in order to prepare their students to lead in maintaining a balance in economic, environmental and social spheres. However, the reasons to embed sustainability in HEIs have been a variable phenomenon. This paper intends to explore why it is compulsory to make decisions for sustainability at Pakistani Public Universities (PPUs). The nature of the study being exploratory dictated to accomplish it under the grounded theory approach. The sample was selected based on the purposive sampling technique as the participants, academic administrators, had the capacity to decide on the need of sustainability. One-on-one audio recorded interviews were conducted to take deeper understanding of ten participants on the need of sustainability. These interviews were transcribed and analyzed based on the thematic analysis that produced three themes: decision making for sustainability, policy issues, and awareness initiatives. The findings showed that decision making for sustainability is carried out from two different sources: decision making by the Higher Education Commission (HEC) and decision making by the university charter. The findings also highlighted that though there are awareness initiatives yet the concerted and coordinated efforts to promote sustainability are missing from the decision making of PPUs. This study was conducted to a limited number of Pakistan Public Universities. Thus, the findings may not be generalized. However, these findings have the characteristic of transferability to the public universities only and not the private ones. The study implied to explore further the ways through which sustainability can be integrated in PPUs' functions.
Hat Is Morality?: The Concept of Morality from Prospective Teachers&apos; Perspective
Author: Mavis Sevim, Özge
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Moral Values,Social Influences,Individual Characteristics,Religion,Figurative Language,Beliefs

This study aimed to reveal the perceptions of prospective teachers about the concept of morality. The study group consisted of 141 prospective teachers from the Faculty of Education 1st year Art Teaching, Turkish Language Teaching, and Elementary Mathematics Teaching Departments at a university in the Middle Black Sea Region in the 2019-2020 academic year. A structured openended questionnaire consisting of items aiming to explore the perceptions of prospective teachers about the concept of morality was designed to collect data. The descriptive analysis method was used for data analysis. The results of the analysis showed that prospective teachers mostly perceived morality as a society-centered concept. While nature-centered perceptions, which indicate that morality has innate characteristics that include personal/internal processes of human beings, ranked second place, God-centered morality perception ranked third place. The metaphorical perceptions of prospective teachers were also greatly influenced by their society-centered understanding. In their metaphors about the concept of morality, prospective teachers mostly mentioned objects suitable for growing and shaping, such as flowers, trees, plants, saplings, and ivy. Moreover, it is possible to say that while prospective teachers were exemplifying moral behaviors, they focused more on external factors that are generally accepted in a society.
Sophie&apos;s Choices: One TESOL Professional&apos;s Journey
Author: Housel, David A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Attitudes,Transformative Learning,Second Language Learning,Second Language Instruction,English (Second Language),Case Studies,Faculty Development,Decision Making,Career Development,Administrator Role,Professional Continuing Education,Preservice Teacher Education,Mentors,Supervision,Entrepreneurship,Career Change,Personal Narratives

While conducting a qualitative, semi-structured interview study that investigated the role of program administrators and managers in the field of teaching English to speakers of other languages (TESOL), the author encountered a TESOL professional whose 30-year career as an instructor, administrator, and owner of her own language school was so inspirational as to warrant its own exploration as a continuous professional development case study. Using the conceptual framework of continuous professional development (CPD) through the lenses of critically reflective practice and transformative and transformational learning (Brookfield, 2017; Cranton, 1996; Freire, 2007; Mezirow, 1991) and the methodological framework of the use of narratives in TESOL and teachers' narrative inquiry as professional development (Johnson &amp; Golombek, 2002; Pavlenko, 2002), the author unravels each step of Sophie's career as a guidebook for other TESOL professionals who might be contemplating a similar journey. The author's findings highlight the impetus and decision-making processes behind each transition in her career trajectory and concludes by illuminating what Sophie identified as lessons learned. Since many TESOL professionals aspire to open their own language schools in an English as a foreign language (EFL) context, the lessons learned from that enterprise were delineated separately. The critical roles preservice preparation, CPD, and effective supervision and mentorship play when transitioning into administrative positions were identified as areas for further investigation and research, including how modifications in these areas might foster a more seamless professional evolution into entrepreneurship.
Exploring the Relationship between Language Learning Strategies and Self-Efficacy of Chilean University EFL Students
Author: Montaño-González, Jenny
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Second Language Learning,Learning Strategies,English (Second Language),Self Efficacy,College Students,Young Adults,Student Motivation,Measures (Individuals),Foreign Countries

Language learning strategies (LLSs) and self-efficacy (SE) beliefs have been two important research foci in the field of English as a second (ESL) or foreign language (EFL). The present study explored the relationship between these two constructs as perceived by sixty-two EFL learners at a public Chilean university. Data were obtained by means of a strategy questionnaire (SILL), a self-efficacy questionnaire (QESE), and an interview. Quantitative results revealed a significant positive relationship between participants' strategy use and their self-efficacy, and that these respondents displayed moderate levels of overall LLS use and SE. Qualitative findings mirrored quantitative results, as they suggested that high-strategy users also experienced a heightened sense of SE. Interviews showed that EFL students' motivation can help them increase their use of LLSs and their SE. Implications for research and pedagogy in EFL contexts are addressed.
Variables That Influence Language Proficiency in Students from Public and Private High Schools in Mexico
Author: Eccius-Wellman, Cristina
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Proficiency,Predictor Variables,High School Students,Private Schools,Public Schools,Foreign Countries,English (Second Language),Second Language Learning,Multiple Regression Analysis,Reading Habits

Proficiency in a second language depends on different factors; some of these are individual, while others depend more on the social context where the learning takes place. This article describes a study that examined variables that can lead to proficiency in English as a second language. The study was carried out among first semester university students at four different institutions, three private and one public, in four cities in Mexico. Participants (N=1188) had studied at either public or private high schools, regardless of the type of university where they were enrolled. They responded to a questionnaire about their background in learning English, and they took a computer adaptive placement test to determine their language level. Multiple regression was used to determine which variables can be used to predict scores on the placement test. Results point to reading as the number one predictor of proficiency, regardless of length of instruction, previous language studies, or type of high school, suggesting that public school students can reach on average the same level of proficiency as private school students, if they read. These results suggest that extensive reading may be beneficial in improving language proficiency.
Modification of the Technology Acceptance Model in the Use of Google Classroom in the COVID-19 Era: A Case Studies in Junior High Schools
Author: Pratama, Aditya
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Integration,Educational Technology,Electronic Learning,COVID-19,Pandemics,Models,Junior High School Students,Early Adolescents,Student Satisfaction,Value Judgment,Usability,Habit Formation,Knowledge Level,Skill Development,Predictor Variables,Foreign Countries

The purpose of this research was to measure the acceptance of Google Classroom use by junior high school students using variables such as habits, satisfaction, knowledge, and skills. To achieve the set objective, it adopted the TAM, which measures technology usability and ease of use. TAM also provides a theoretical basis for measuring students' perceptions concerning the use of Google Classroom in online learning during the COVID-19 pandemic. Based on this, a questionnaire was used to collect data through an online survey involving a sample of 306 students at the junior high school level. The data obtained was analyzed using exploratory and confirmatory factor analyses to obtain valid and reliable measuring instruments. AMOS was used to measure, assess the structural model based on the goodness of fit standard and test hypotheses. as many as 84.3% of students had never used Google Classroom until the COVID-19 pandemic struck.
The Human Capital from Cebu Technological University: An Employment Tracer Inquiry
Author: Penera, Lesley Karen B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Human Capital,Employment Level,Higher Education,Values,Job Skills,College Graduates,College Students,Occupations,Outcomes of Education,Individual Development

Based on the theory of standardising the academic approach and human capital theory, this study gauged how the respondents from Cebu Technological University-Daanbantayan Campus Graduate School fared in the work arena. It describes the human capital afforded to them by the university, their employment status, the effect of school-related factors on their employment, and the extent of work values and skills' contribution. The researchers utilized the descriptive research design's survey method. Using a validated, modified Graduate Tracer Study instrument, the researchers sourced data from 273 respondents. Findings reveal that majority are employed with permanent status that afforded the country a stable fraction of its workforce -- majority of whom is impacting the local area's education industry. Although respondents found that school-related factors moderately affected their employment, the set of work values and skills afforded to them were 'highly contributive'. CTU-Daanbantayan Campus Graduate School has therefore been remarkably instrumental in its graduates and students' employment.
Predicting Pre-Service Teachers&apos; Intention to Implement Education for Sustainable Development: A Fuzzy-Set Qualitative Comparative Analysis
Author: Kang, Woonsun
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Secondary Education,Intention,Curriculum Implementation,Environmental Education,Sustainable Development,Self Efficacy,Predictor Variables,Social Influences,Social Responsibility,Foreign Countries

Implementation of Education for Sustainable Development is a complex social phenomenon. This research aims to suggest ways to strengthen the implementation of ESD, identifying the factors affecting pre-service teachers' intention of implementing ESD. To this end, the author focused on revealing the different combinations of conditions predicting Korean pre-service teachers' intention to implementing education for sustainable development (ESD). The research method is the fuzzy sets qualitative comparative analysis (fsQCA) using the set-theoretic relations, starting from the premise that social phenomena have causal complexity characteristics. An analysis of 245 valid questionnaires from Korean pre-service teachers resulted in three main findings. The author suggested that teacher education institutions need to include content related to ESD in the teacher education curriculum so that pre-service teachers can cultivate positive attitudes toward ESD and improve their self-efficacy in student engagement and instruction in the context of ESD. [This paper was presented at the 7th International Conference on Lifelong Education and Leadership for All (ICLEL).]