ethanporcaro/eric-fulltext-meta huggingface dataset:
Addressing the Needs of Refugee Students in School Environments: Pre and Post Arrival Considerations
Author: Reinking, Anni K.
Date: 2019-08-00
Type: Journal Articles
Subjects: Refugees,Student Needs,Human Capital,Cultural Capital,Family Influence,Acculturation,Barriers,Social Capital,Expectation,Teacher Competencies,Teacher Role,School Personnel,School Policy,Educational Environment,Family Involvement,Student Characteristics

The United Nations Refugee Agency states that the education of refugees are in crisis. The statistics represent a low number of refugee students being educated worldwide. Understanding the statistics, educators in the United States have developed inclusive practices that are outlined in this review of literature. Some of the practices include developing an asset-based mindset when working with refugee families, developing an overarching resource network, and ensuring families feel welcomed and accepted. This literature review, between the years of 2009 to 2019, also have implications for future work and research.
Higher Education Reforms and Tenure Track in Pakistan: Perspectives of Leadership of Regulatory Agencies
Author: Khan, Tayyeb Ali
Date: 2019-08-00
Type: Journal Articles
Subjects: Higher Education,Educational Change,Intervention,Foreign Countries,Tenure,Cultural Context,State Universities,Administrator Attitudes,College Faculty,Phenomenology,Guidelines,Educational Policy,Administrative Organization,Institutional Autonomy,Accountability,Performance Based Assessment,Teacher Evaluation,Organizational Change

The researchers shed light on the interaction of tenure track as higher education reform with the socio-cultural context of public universities in Pakistan. The paper postulates on the perception of leaders of central and provincial regulatory bodies on this intervention. The researchers adopt a qualitative research design, and the data were obtained through semi-structured interviews and relevant documents. All of the participants hold top leadership positions in regulatory bodies. The study revealed that there were many challenges before the implementation process of TTS began in public universities. The process remained slow due to a lack of alignment of TTS content with the structure and culture of public universities. Interviews were analyzed using the interpretive phenomenological analysis. The researchers utilized institutional and structural perspectives to explain the phenomenon of TTS content and process in the contextualised settings of HEIs in Pakistan. The research study found that the leaders of HEC, the content of policy guidelines of TTS, the culture of higher education institutions (HEIs), the administrative structure of HEC and implementing HEIs as major factors influencing the implementation of TTS. It suggests policy recommendations that the performance evaluation and eligibility criteria need to be determined according to the nature of the work of faculty members. Leaders of HEC should give autonomy to leadership of universities to decide matters of their faculty members, and they develop a mechanism of strong accountability for university leaders and managers for effective implementation of higher education policies.
Gender Differences in General Achievement in Mathematics: An International Study
Author: Ghasemi, Ehsan
Date: 2019-08-00
Type: Journal Articles
Subjects: Gender Differences,Mathematics Achievement,Elementary School Students,Middle School Students,Grade 4,Grade 8,Benchmarking,Achievement Tests,Elementary Secondary Education,Foreign Countries,International Assessment,Mathematics Tests,Science Tests,Science Achievement

Women's underrepresentation in mathematics-related careers continues to concern policymakers, economists, and educators. This study addressed the issue by examining data from two international databases, namely IEA's &quot;Trends in International Mathematics and Science Study 2015,&quot; and the World Economic Forum's &quot;Global Gender Gap Report 2017.&quot; Using country as the unit for our observations and meta-analysis techniques, the question of gender mathematics differences was investigated using standardized mean difference comparisons and variance ratios. Fourth- and eighth-grade girls and boys were also compared in terms of the number of students who reached the advanced international benchmark. The findings mostly supported previous findings in the related literature; no statistically significant large differences were observed comparing the performance of girls and boys in mathematics achievement and the number of high achievers. Moreover, boys were found to have more variability in mathematics achievement than girls. This finding further isolates the potential cause of women's underrepresentation in mathematics-related careers as policies driven by implicit and explicit cultural biases.
The World of a School Principal: A Qualitative Study of Secondary School Principals&apos; Selection, Capability, and Current Practices in the Province of Punjab
Author: Nasreen, Abida
Date: 2019-08-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Schools,Principals,Personnel Selection,Competence,Administrator Attitudes,Administrator Characteristics,School Administration

School Principals play an important role for effective school function and management. Qualitative research design was used to describe the whole phenomenon which was based on the descriptions of the school principals' views and opinions about their selection, capability and current practices. A semi-structured interview schedule was used based on the study's research questions. Data generated from the interview questions concerning professional capability were coded thematically. Findings were discussed under three central and a number of extended themes arising from the research. There were two ways to get the position of principal e.g. merit based selection and seniority based promotion. Some principals showed their concern that seniority based promotion does not ensure that the person selected is competent for the principals' position. They confirm that the world of the principal is uncertain, ambiguous, constantly changing; involving many issues. They further described that collaboration is the key to success and being critical, analytical and creative will make a distinctive school leader. It was also revealed that school principals' burdensome routine effect their mood. Consequently, changing moods and emotions effect their work environment.
Counterproductive Work Behaviors as an Outcome of Job Burnout among High School Teachers
Author: Makhdoom, Irsa Fatima
Date: 2019-08-00
Type: Journal Articles
Subjects: High School Students,Burnout,Measures (Individuals),Check Lists,Predictor Variables,Foreign Countries,Withdrawal (Psychology),Teacher Attendance,Faculty Mobility,Correlation,Stress Variables,Aggression,Symptoms (Individual Disorders),Teacher Attitudes

The study was aimed at examining the role of job burnout in predicting counterproductive work behaviors (CWB) among high school teachers. Maslach Burnout Inventory-ES (Maslach, Jackson, &amp; Leiter, 1996) and Counterproductive Work Behavior Checklist-32 (Spector, Fox, Penney, Bruursema, Goh, and Kessler, 2006) were used to measure the constructs. The study comprised two phases. Phase-I of the study aimed at translating the scales from English into Urdu and the Phase-II of the study was carried out to explore the role of three factors of job burnout (including emotional exhaustion, reduced personal accomplishment and depersonalization) in predicting withdrawal abuse, and sabotage (the three forms of CWB). Multiple regression analysis revealed that reduced personal accomplishment and depersonalization were significant positive predictors of withdrawal and sabotage, whereas emotional exhaustion and depersonalization were found to be significant positive predictors of abuse. Limitations and implications have also been discussed.
Professional Development of the University Teachers: An Insight into the Problem Areas
Author: Lodhi, Ishrat Siddiqa
Date: 2019-08-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Faculty Development,Problems,Inservice Teacher Education

This paper is based on the analysis of the problems faced by the university faculty members during their participation in the professional development program. The training program was 01 month PCEPT Program conducted by the HEC, Islamabad at universities across Pakistan. The objective of the research was to highlight the problem areas encountered by the faculty members who participated in the professional development program; to analyze the university support extended by the parent institute of the participants; and to identify the workable strategies for the better implementation of training programs in future. The population for the study consisted of 1571 faculty members trained under the one-month training program. The sample was 720 faculty members selected using stratified random sampling technique. The results show that the highest rated problems were lack of any reward/visible recognition for participation in the course; and attitude of the head of departments for bringing any innovation in the system; and time constraints in managing the workload during the course. The least rated problems were accommodation arrangements for which the participants seemed satisfied; and coordination with the course coordinator regarding time scheduling. On the basis of research findings, it was recommended that an incentive or reward in the form of bonus or promotion may be attached with this training in order to make it more worthwhile.
Development of Classroom Assessment Literacy Training Program for University Teachers in Punjab
Author: Shams, Jahan Ara
Date: 2019-08-00
Type: Journal Articles
Subjects: Foreign Countries,Assessment Literacy,College Faculty,Public Colleges,Private Colleges,Training,Program Development

The major aim of the study was to develop Classroom Assessment Literacy Training Program for university teachers. At first stage, the researchers investigated the classroom assessment literacy of university teachers. The data were collected from 500 public and private sector university teachers using stratified proportionate sampling technique, i.e., 40% of public and private sector universities' regular teaching faculties in Lahore, Punjab using SPSS. The data on teachers' classroom assessment literacy was collected by adapting a test developed by Mertler (2003). The collected data were analyzed using descriptive and inferential statistics. The results showed that teachers have low level of classroom assessment literacy, and due to its importance there is dire need to enhance it. In the light of the results and recommendations of the researchers in previous international studies on teachers' classroom assessment literacy, the researcher addressed the issue of low classroom assessment literacy in teachers by developing a related training program.
Relationship between Students&apos; Perceptions of Teacher Effectiveness and Student Achievement at Secondary School Level
Author: Akram, Muhammad
Date: 2019-08-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Effectiveness,Academic Achievement,High School Students,Gender Differences,English (Second Language),Mathematics,High School Teachers,Foreign Countries

Teacher effectiveness is a process of measuring teaching quality based on quality indicators. High quality teachers are required to demonstrate frequent performance on quality indicators. The purpose of this study was to measure the relationship between teacher effectiveness score and student achievement at secondary school level. Using the multistage sampling technique, 40 high schools (20 male and 20 female) were selected as strata. Later, all 2000 students of grade 9 of these 40 schools in District Okara were sampled. A School Teacher Effectiveness Questionnaire (STEQ) Developed and validated by Akram (2018) was adopted for this study to measure teacher effectiveness. The STEQ was found to be highly reliable (a=.88). Student achievement scores in English and Mathematics of these students were also collected from respective schools. Pearson correlation was used to measure the relationship between teacher effectiveness and student achievement. The study found moderate positive significant relationship between teacher effectiveness score and student achievement. Learning environment demonstrated highest relationship with student achievement in English and Mathematics, followed by effective communication. Multiple regression analysis revealed that 32 percent of variance in student achievement in English and 12 percent of variance in student achievement in Mathematics was explained by teacher effectiveness scores. Further, male and female students did not significantly differ on their perceptions of their teachers' effectiveness. The study provides evidence of validity and reliability of STEQ leading the idea that secondary school students can validly measure teacher effectiveness scores. Limitation includes private tuition that can contribute to student achievement. The study implied that student ratings can be used as a supplement data source of measuring teacher quality.
Exploration of Anxiety Factors among Students of Distance Learning: A Case Study of Allama Iqbal Open University
Author: Ajmal, Muhammad
Date: 2019-08-00
Type: Journal Articles
Subjects: Foreign Countries,Anxiety,College Students,Distance Education,Educational Technology,Technology Uses in Education,Gender Differences,Academic Achievement,Student Needs,Assignments,College Admission,Barriers,Student Employment

Present study aimed to find out the anxiety factors among students of distance learning of Allama Iqbal Open University. The sample of the study comprised of 322 students of M.Ed. programme selected by using purposive sampling technique. The study was descriptive in nature. Questionnaire was used as the research instrument which was based on five point Likert scale. Mean score and t-test was applied by using SPSS version 21.The results highlighted that factors, like lacunae in admission process, books distribution, assignments, course tutorials and student support services were found to create anxiety among the students of AIOU. The overall mean values for all factors of anxiety were slightly higher in male students as compared to female students. A significant effect of anxiety on the academic performance of distance learners was found. Present research found a significant effect of anxiety on the academic performance among distance learning students of AIOU. It is recommended that University may support students in managing their academic anxiety through counseling and behavioral techniques.
Acculturation and Its Effects on the Religious and Ethnic Values of Bali&apos;s Catur Village Community
Author: Winaja, I. Wayan
Date: 2019-00-00
Type: Journal Articles
Subjects: Best Practices,Acculturation,Cultural Pluralism,Case Studies,Intergroup Relations,Cultural Differences,Foreign Countries,Asians,Religious Factors,Second Languages,Cultural Traits,Buddhism,Religious Cultural Groups,Ethnic Groups,Intercultural Communication,Rural Areas

The primary aim of this paper is to identify the best practices for multicultural communities looking to co-exist in the same territory, using Catur village as a case study. Society brings together people of different cultures, and, for people to stay in harmony concerning each other's culture, there must be crucial practices that make such harmonious living possible. This research, therefore, explored the concept of acculturation and its effect on the Balinese and Chinese communities living in Catur village in the Kintamani district of Bali, Indonesia. Data were collected using pre-prepared unstructured questionnaires administered verbally to five different groups of respondents involved in the study. The researcher also observed the values and practices of both communities during the interview period. The data collected were analysed using the thematic analysis method. The study revealed religious, cultural, language and local administration acculturation effects on the Balinese and Chinese communities living in Catur village. The Chinese community has adapted to the practices and values of the Balinese community, whose members are indigenous to the region, such as adopting the Balinese naming system for their children. This study's findings provide a foundation for the government authorities to promote harmonious relationships in the diverse community within their jurisdictions.
Distance Learning at Higher Education Institutions: Results of an Experiment
Author: Kireev, Boris
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Higher Education,Electronic Learning,Blended Learning,Online Courses,College Students,Engineering Education,Educational Attitudes,Student Attitudes,College Faculty,Teacher Attitudes,Active Learning,Instructional Effectiveness

One of the most promising forms of implementing active teaching methods is distance learning or e-learning. During the last decade, e-learning was most often associated with the so-called mass open online courses, the MOOCs. At Russian and Kazakhstan universities, e-learning is often blended with the traditional type of in-class education and is known as &quot;blended learning&quot;. A certain lack of research on the use of distance learning at Russian universities determined the topic of this paper. The initial assignment was to launch blended learning in 6 groups of students of general engineering at the Engineering and Technology Faculty of Elabuga Institute of Kazan Federal University and philology students at the Kazakh Philology Faculty of Semey State University named after Shakarim and to study the students' attitude toward distance learning during the 2017-2018 academic year. The methods of research involve a literature review, pedagogical observation, experiment, questioning, and theoretical analysis. The results of the research show some interesting observations on the attitude of students and institute professors toward the use of e-learning. Also, the research shows positive results of the use of the blended learning methodology in studying some general technical disciplines during the bachelor's degree program.
Dynamics of Acculturation Processes among Foreign Students in the Multi-Ethnic Educational Environment of the Higher Educational Establishment
Author: Akhtarieva, Raziya
Date: 2019-00-00
Type: Journal Articles
Subjects: Acculturation,Cultural Pluralism,Foreign Students,High School Students,Teaching Methods,Educational Improvement,Preservice Teachers,Foreign Countries,Educational Environment,Universities,Teacher Education Programs,Student Attitudes,High School Teachers,Global Approach

The relevance of the integration process of a foreign student-future teacher is determined by the need for their further effective education in the multinational structure of Tatarstan Republic in the multi-ethnic educational environment of the university. The purpose of the article is to study the dynamics of acculturation processes among foreign students in the multi-ethnic educational environment of the university. Based on the observation and questioning of 145 respondents, the authors analysed topical issues of training foreign students with the major Pedagogical education in Russian universities. The authors studied the factors affecting the effectiveness of the educational process. The features of organizing this process are considered by the example of Elabuga Institute of Kazan Federal University. Its strengths and weaknesses are formulated, as well as a course to improve the process of teaching foreign students in high school.
Creating Culturally Safe Learning Spaces and Indigenizing Higher Education
Author: Brown, Kevin
Date: 2019-00-00
Type: Journal Articles
Subjects: Higher Education,Indigenous Populations,Cultural Relevance,College Environment,Personal Autonomy,Indigenous Knowledge,Cultural Influences,Student Needs,College Students

The Indigenous Nations Library Program's hallmark mission involves advocating and creating culturally safe places for Indigenous people at the University of New Mexico. This article highlights why there is a need for creating culturally safe learning spaces. It also discusses why indigenizing higher education through spatial autonomy is a successful tool for integrating Western-academic thought with Indigenous livelihood.
Evaluation of Engagement in Learning within Active Learning Classrooms: Does Novelty Make a Difference?
Author: Mui, May Lim Sok
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Active Learning,Novelty (Stimulus Dimension),College Students,College Faculty,Student Attitudes,Teacher Attitudes,Learner Engagement,Foreign Countries,Classroom Environment,Self Esteem,Job Skills,Interaction

This cross-sectional study examines students' and faculty members' perceptions on their use of active learning classrooms in a university in Singapore. The study targets students (398) and faculty (6) who use active learning classrooms -- Applied and Collaborative learning Environment (ACE) rooms. It investigated whether novelty to the learning environment plays a part in the perceptions and experiences of the rooms, through the Active Learning Classroom (ALC) Survey. Results reveal that effective utilisation, room/course fit, student- centred activities in the ACE room all play major roles in increasing student engagement and learning; yet no difference in the first-time or repeated student-users' experience.
Pre-Service Teachers&apos; Perceptions and Experiences: Courses Based on the Active Learning Model and Environment
Author: Dag, Funda
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Student Experience,Active Learning,Cooperative Learning,Learner Engagement,Student Responsibility,Classroom Environment,Foreign Countries,Computer Assisted Instruction,Mathematics Instruction,Educational Media,Design,Cognitive Processes,Teacher Attitudes

An active learning environment is a technology-enriched and interactive physical space convenient for applying cooperative, active and engaged learning. It allows focus on engaging experiences for students and faculty. This study investigated pre-service teachers' perceptions and experiences in courses in an active learning environment. Eighty pre-service teachers participated in two separate courses designed according to active learning strategies in an active learning classroom. Findings indicated that participants' perceptions about the courses were positive for cognitive awareness, respectability, individual responsibility, cooperation and active participation. Further, their perceptions and experiences regarding the active learning model and environment were positive. Participants also expressed their views about using an active environment in the learning process and instructors conducting courses in these environments.