ethanporcaro/eric-fulltext-meta huggingface dataset:
Al-Faruqi's Fundamental Ideas and Philosophy of Education
Author: Rahman, Tasnim Abdul
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Philosophy,World Views,Islam,Holistic Approach,Ethics,Educational Change,Teaching Methods,Muslims,Guidelines,Religious Education,Foreign Countries

This paper discusses the fundamental ideal and philosophy of education advocated by Ismail Raji al-Faruqi (1921-1986) in realizing the Islamization of knowledge (IOK) project. The concept and perspective of education projected by al-Faruqi was constructed on the worldview of tawhid that reflected the essence and intrinsic philosophy and paradigm of knowledge rooted on Islamic vision of reality and truth. It embodied the comprehensive and holistic vision of education that seeks to integrate the fundamental element of revealed and acquired knowledge. The project envisaged to undertake significant reform in the practice and method of education of the ummah that need to be recast and reproject based on the intrinsic value and paradigm of the Qur'an and its approach to knowledge. This paper will analyse this significant idea and principle and its importance in realizing the IOK vision and reforming the educational system in the Muslim world. A bibliography is included.
Qualification Journey in Teacher Training: Case in Northern Cyprus
Author: Erden, Hale
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Standards,Teacher Competencies,Case Studies,Semi Structured Interviews,Qualitative Research,Attitude Measures,Coding,Planning,Stakeholders

Problem Statement: The identification of professional teaching standards has great value on initial teacher training, hiring teachers, assessing teacher performance, as well as planning and organizing teacher professional development. In Northern Cyprus there are not any identified professional teaching standards. This study aimed at filling this gap in the Northern Cyprus education system. Purpose of the Study: The purpose of the study was to identify the developmental process (DP), dimensions of professional teaching standards (DoPTS), and draft professional teaching standards (DPTS) as an initial step for proposing a national framework for professional teaching standards (PTS) in Northern Cyprus (NC). Method: Case study under a qualitative paradigm was used as the research strategy in this study. Participants were 7 educational experts (7-EEs) and 17 working group members (17-WGMs). Data were collected using semi-structured interviews. Data were analysed through content analysis. Findings: As a result of the face-to-face interviews with WGMs, 4 DoPTS and 52 DPTS were identified. Conclusion and Recommendations: The conclusion revealed categories in the DP, DoPTS, and DPTS. As a result, category DP involved the themes of existing-situation, procedures, working group, format of the study, and study techniques. Category DoPTS yielded the themes of professional values and practice (PVaP), professional development and practice (PDaP), teaching and learning process (TaLP), and professional relationships and practice (PRaP). Category DPTS included the categories PVaP, PDaP, TaLP, and PRaP. Category PVaP generated the themes of valuing learners, being a role model, and entrepreneurship. Category PDaP included the themes of focus on learning strategies, expertise, research skills, curricular knowledge, and active leadership. Category TaLP gave rise to the themes of pedagogical content knowledge, learning as cycles of monitoring assessment and feedback, planning learning, learners' responsibilities, and special needs. Category PRaP included the themes of communication and collaboration. Using further statistical analysis, PTSs and performance statements were required to be identified. Similarly, PTSs related to each field of study were recommended for identification based upon the PTSs.
Polarized Discourse in the Egyptian News: Critical Discourse Analysis Perspective
Author: Eissa, Mohammed Mahmoud
Date: 2015-00-00
Type: Journal Articles
Subjects: Discourse Analysis,News Reporting,Web Sites,Foreign Countries,Presidents,Violence,Disadvantaged,Statistical Analysis,Verbs,Political Attitudes,Language Usage

The aim of this study is to investigate ideological structures of polarized discourse coded in the reports of two online news websites: egyptindependent and ikwanweb. The study focuses on online news reports relating to three interrelated events: the issuing of a constitutional declaration by Egyptian president, the aftermath clashes outside presidential palace and the issuing of the Egyptian draft constitution. The analysis of these reports is conducted within the framework of Critical Discourse Analysis. The features of the ideologies of polarized discourse are traced through: Quotation patterns and Labeling. The study concludes with a discussion of how both websites establish a dichotomy of we versus them. In addition, the reports of each website marginalize the other through what is termed as &quot;Absent News.&quot; A bibliography is included.
The Effect of Decision-Making Skill Training Programs on Self-Esteem and Decision-Making Styles
Author: Colakkadioglu, Oguzhan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Decision Making Skills,Training,Program Effectiveness,Self Esteem,Decision Making,Cognitive Style,Psychoeducational Methods,College Students,Pretests Posttests,Questionnaires,Interviews,Coping

Problem Statement: Decision making is a critical cognitive process in every area of human life. In this process, the individuals play an active role and obtain outputs with their functional use of decision-making skills. Therefore, the decision-making process can affect the course of life, life satisfaction, and the social relations of an individual. This study evaluates the effectiveness of the psycho-educational group-based program which aims to develop the highly-significant decision-making skills of university students during the transition to adulthood Purpose of the Study: This paper aimed to examine the effect of decision-making skill training group practices based on decision-making styles of university students and to evaluate the permanence of this effect Method: A pre-test-post-test control group true experimental model was used in the study. The personal information form, interview form, and Melbourne Decision-Making Questionnaire (MDMQ) were applied before experimental procedures as pre-test measures. The study was conducted on 44 students studying at Mustafa Kemal University, Faculty of Education within a period of six weeks from February through March 2013. Twenty-two participants (twelve female and ten male) were included in the treatment group (mean age 22.1) and 22 participants (thirteen female and nine male) were included in the control group (mean age 21.9 years). Findings: The analysis results showed that there was a significant difference at each sub-scale between the adjusted post-test average scores; there existed a significant difference at each subscale between the adjusted post-test average scores; following the observations made by the leader, the total scores achieved by the participants at each session from the Group-Related Measures Survey Form were 17 and higher. Conclusion and Recommendations: In conclusion, it was observed that decision-making training group practices increased self-esteem and positive coping style scores of the students and decreased the negative coping style scores. This increase and decrease in relevant scores are also supported by the qualitative data. Decision making is one of the major abilities that affects individuals' lives in direct and indirect ways. It would be beneficial if young individuals gain positive decision-making skills in the early stages of their lives. As a consequence, we recommend that decision-making training groups, workshops and courses should be a part of the curriculum program in the entire education process.
The Use of Communicative Approach in 9th Grade EFL Classes
Author: Denkci Akkas, Ferdane
Date: 2016-00-00
Type: Journal Articles
Subjects: Communication Strategies,Foreign Countries,English (Second Language),Second Language Instruction,Grade 9,Teacher Attitudes,Student Attitudes,Qualitative Research,Observation,Interviews,Coding,Language Usage,High Schools,Teaching Methods,Comparative Analysis

Problem Statement: Having appeared in the 60s, the Communicative Approach still keeps its popularity in language teaching contexts. There is almost no doubt that its application varies depending on the teacher's understanding of the methodology. Likewise, some studies on the application of the Communicative Approach in Turkey have revealed that foreign language teaching is not performed in a communicative way due to some challenges and problems. Purpose of the Study: This paper aims to depict the use of the Communicative Approach in 9th grade classes as well as the opinions of the teachers and students on its implementation. Method: This is a qualitative study since it aims to describe behaviors by looking at patterns to emerge in order to learn how they happen as well as by interpreting those patterns so as to find out why they happen in that particular way. The students and teachers of two 9th grade classes in 2012- 2013 academic year were observed for one hour per week in a semester. The data were collected via COLT (Communicative Orientation of Language Teaching) observation scheme and the interview questions. The data from the observation scheme were analyzed by proportion calculations while a content analysis was performed with the interview data. The coding for the observations and transcriptions for the interviews were done more than once at different times to check consistency and to achieve reliability and validity. Findings: The findings have showed that the application of the Communicative Approach highly varies according to the teacher and the teaching context. When compared, the language learning context at the Anatolian high school is much more communicative than the one at the general high school. Still, it is not the ideal communicative classroom depicted in the text of the national curriculum. It has also been found that although the learners have similar attitudes, beliefs and expectations about their language learning, they do not receive the same teaching practices. Conclusion and Recommendations: In order to adopt the communicative approach successfully in EFL countries like Turkey, the change and the employment should be steady and the countries' particular EFL contexts and the teachers' perceptions of an innovation as well as students' previous educational habits should be considered. Also, continuous teacher training and teacher development opportunities focusing on real classroom applications, especially within the crucial first few years of the innovation period are needed to support the application of any innovation in a curriculum.
Will No Child Be Left Behind? The Politics and History of National Standards and Testing in New Zealand Primary Schools
Author: Lee, Howard
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Standards,National Standards,Educational Legislation,Intermediate Grades,Elementary Schools,Literacy Education,Numeracy,Reading Skills,Mathematics Skills,Educational Policy,Accountability,Educational Quality,Scores,Standardized Tests,Curriculum Development,High Stakes Tests

The recently elected National Government has proceeded, under urgency, to pass the Education (National Standards) Amendment Bill, legislation that seeks to provide specific information for both schools and parents about how well every primary and intermediate school student (Years 1 to 8) is progressing in literacy and numeracy compared with other children of the same age and in relation to clear national benchmarks. Readers familiar with the history of New Zealand's education system will doubtless see in the &quot;new&quot; policy many aspects of what appeared in an earlier policy document released by the then National Government in 1998--Assessment for Success in Primary Schools. This article will outline and explain the historical origins of National Standards and national testing in New Zealand primary and intermediate schools, and will provide a critique of the policy that is about to be launched. We conclude that politicians and others who are intent on pursuing &quot;quick fix solutions&quot; to very complex educational problems, by embracing the ideological mantra of &quot;National Standards&quot;, appear set to perpetuate the very problems that historians had long though were best consigned to our educational past.
Relationship between Teachers' Job Satisfaction and Students' Academic Performance
Author: Iqbal, Asif
Date: 2016-00-00
Type: Journal Articles
Subjects: Correlation,Job Satisfaction,Academic Achievement,Foreign Countries,Secondary School Teachers,Secondary School Students,Grade 9,Grade 10,Teaching Experience,Teaching Conditions,Hypothesis Testing,Teacher Surveys,Attitude Measures,Statistical Analysis

Problem Statement: An extensive literature on Job satisfaction has shown, teachers who are satisfied with their jobs perform better. Along with various indicators of teachers' job satisfaction, variables such as organizational justice (Nojani, Arjmandnia, Afrooz, &amp; Rajabi, 2012), organizational culture (Hosseinkhanzadeh, Hosseinkhanzadeh, &amp; Yeganeh, 2013), and administrators' decision-making styles (Olcum &amp; Titrek, 2015) also relate to their job satisfaction. Purpose of the Study: We aimed to investigate the relationship between teachers' job satisfaction and student's academic performance in secondary schools. Method: Our sample consisted of 322 secondary-school teachers in Faisalabad, Pakistan, who completed the Job Satisfaction Scale for Teachers that we developed to gather data about teachers' job satisfaction. Meanwhile, we gauged students' performance according to the results of students declared by the Board of Intermediate and Secondary Education [BISE] Faisalabad in 9th and 10th grades. We calculated means and standard deviations for descriptive purposes and applied Pearson's &quot;r&quot; to explore the relationship between 9th- and 10th-grade students' achievement scores and teachers' job satisfaction. Results and Findings: Results revealed a strong, positive, and significant correlation between the tests. However, students' performance showed no significant correlation with teachers' job satisfaction. Nevertheless, all aspects of job satisfaction demonstrated significant positive correlations with the others, except for pay and supervision. Moreover, teachers' professional experience exhibited a significant correlation with 9th-grade students' performance. Conclusions and Recommendation: Work had positive and moderate correlation with promotion, colleagues, working conditions, and supervision. Colleagues had also positive and moderate correlation with working conditions and supervision. Researchers should develop criteria for the selection and recruitment of teachers, and schools should host refresher courses in order to retain teachers.
Analysis of the Relationship between Shared Leadership and Distributed Leadership
Author: Goksoy, Suleyman
Date: 2016-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Foreign Countries,Leadership Role,Leadership Styles,Correlation,Multiple Regression Analysis,Comparative Analysis,Likert Scales

Problem Statement: The current study's purpose is: First, to examine the relationship between shared leadership and distributed leadership, which, despite having many similar aspects in theory and practice, are defined as separate concepts. Second, to compare the two approaches and dissipate the theoretical contradictions. In this sense, the main aim of the study is to examine administrators' shared leadership and distributed leadership levels, the relationships between shared leadership and distributed leadership, and the predictive power of shared leadership over distributed leadership. Purpose of Study: The aim of the study is to examine, compare, and remove the specified conceptual contradictions between the distributed leadership and shared leadership, many similar aspects of which are highlighted despite their different nominations. Method: The study utilized a relational survey model and causal design to examine the relationship between shared leadership and distributed leadership and the predictive power of shared leadership over distributed leadership. In the current study, shared leadership and its sub dimensions were regarded as the independent variable, whereas distributed leadership was used as the dependent variable in the context of causal research design. Findings and Results: The findings of the study show that according to participant views, administrators have high levels of shared leadership and distributed leadership; however, the levels are not very high. Based on the perception of participants, there is a positive, medium-level, and significant relationship between the Shared Leadership Scale and the Distributed Leadership Scale. Therefore, we can argue that there is a relationship between shared leadership and distributed leadership, but this relationship is not very distinctive. It is observed that all these leadership concepts are close to one another in meaning and can be used interchangeably. The results of this study suggest using the term &quot;collective leadership&quot; instead to bridge the gap between distributed leadership and shared leadership and prevent cognitive complexity. According to participant views, administrators have high levels of shared leadership and distributed leadership; however, the levels are not very high. There is a relationship between shared leadership and distributed leadership, but this relationship is not very distinctive. Recommendations: Therefore, it can be argued that shared leadership and distributed leadership approaches are separate leadership approaches and that it is not suitable to use them interchangeably, although they share many common points.
Investigating Inspiring English Lecturers in a Faith-Based Educational Institution: EFL Learners' Perception
Author: Iftanti, Erna
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Language Teachers,Cognitive Style,Foreign Countries,Islam,Religious Education,Decision Making,Teacher Attitudes,Emotional Intelligence,Spiritual Development,Teacher Education,Student Motivation,Teacher Student Relationship,Questionnaires

This article describes English as Foreign Language (EFL) learners' perception on an inspiring English lecturer. This study was done through a survey to 230 EFL learners of State Islamic Institute of Tulungagung, a small district in East Java-Indonesia, in order to get underlying basis of making a decision on learning policies for the sake of creating inspiring English teachers who are influential toward the success of English teaching and learning process. The instrument--Strategy Inventory for Students' Perception on Inspiring English Lecturers (SISPIEL)--was developed in accordance to reviewing some related research articles about an inspiring teacher. The study reveals that to be an inspiring English lecturer, one should posses three skills namely attitudinal skills which are divided into three areas i.e. intellectual, emotional and spiritual, in addition to teaching technique strategies and skills of changing students' learning style. Finally, the results of this study offers pedagogical considerations which are mainly useful for those running teacher training education program and those who are concerned in English education as well as suggestions for future research. A bibliography is included.
A Study of English Language Learning Beliefs, Strategies, and English Academic Achievement of the ESP Students of STIENAS Samarinda
Author: Hayati, Noor
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Second Language Learning,Beliefs,Learning Strategies,Academic Achievement,Student Attitudes,Statistical Analysis,Correlation,English for Special Purposes,Multivariate Analysis

This research aimed to investigate; students' English academic achievement, beliefs about English language learning, English language learning strategies, and the relationship of them. Descriptive and correlational design, quantitative methods were applied in this research. The students' final English scores of the first year, BALLI, and SILL were used as the instruments. The samples of this research were sixty six-first year students majoring Management at STIENAS Samarinda. The data of the research were analyzed using descriptive statistic, multivariate correlation, and Pearson Product Moment correlation. The students' beliefs about motivation and expectation were the most beliefs held by the students (M = 3,65) followed by the nature of language learning (M = 3,35), foreign language aptitude (M = 2,97), learning and communication strategy (M = 2,86), and the difficulty of language learning (M = 2,74) . The most preferred strategy used by the students was metacognitive (M = 3,35) followed by memory (M = 3,28), cognitive (M = 3,28), affective (M = 3,24), social (M = 3,28), and compensation (M = 3,18). There was a positive and weak correlation of beliefs and strategies with students' English academic achievement (R = 0.035). Positive and insignificant correlation was found between English academic achievement and beliefs about English language learning (r = 0.145, p 0.245 &gt; 0.05) and negative and significant correlation between English language learning strategies and English academic achievement (r = -0.144, p 0,248 &gt; 0.05). A bibliography is included.
Grass Roots' Voices on the CLIL Implementation in Tertiary Education
Author: Fitriani, Ika
Date: 2016-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Course Content,Teaching Methods,Accounting,English (Second Language),Language of Instruction,College Students,Student Attitudes,Questionnaires,Language Proficiency,Educational Benefits,Qualitative Research,Foreign Countries,Multilingualism,Student Characteristics,Native Language,Language Usage,Statistical Analysis

Twenty-first Century era has brought great challenges in Indonesian education system, i.e. the increasing demand for the students to have foreign language skills to succeed in global world competition. Particularly in the higher education, the awareness of learning English leads some lecturers in Accounting Department Faculty of Economics State University of Malang to apply the concept of Content-and-Language Integrated Learning (CLIL) during the classroom instruction (CLIL)--dual-focused education in which the content subject is delivered through foreign language. It is expected that students are benefited from content and language integration so that they can compete in the real global market. This study, then, elaborated the CLIL practice reflections in Accounting Department as seen from the students' viewpoint. The data were collected by means of questionnaire and interview. The respondents were students of accounting department class QQ 2012. The result of this current study, then, is aimed at examining students' general attitude toward CLIL and the effect of English instruction on their language competence. Moreover, the findings in this present study are also intended for evaluating CLIL implementation for further betterment. A bibliography is included.