ethanporcaro/eric-fulltext-meta huggingface dataset:
Challenges in Teacher Leadership: Workload, Time Allocation, and Self-Esteem
Author: Zydziunaite, Vilma
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Barriers,Teaching Load,Time Management,Self Esteem,Elementary School Teachers,Preschool Teachers,Vocational Education Teachers,Noninstructional Responsibility,Foreign Countries,Predictor Variables

In research on teacher leadership, teacher workload, teaching time allocation, and teacher self-esteem in teaching and at school are neither studied as challenges or influencing factors nor are they seen as related to leadership at all. In educational research the mentioned factors are mostly studied in relation to teaching effectiveness or quality. The present study is aimed at identifying the relationship between teacher workload, time allocation, self-esteem, and leadership at school. The study involved 418 subjects, primary school, pre-school, and vocational teachers. Results suggest no significant differences among teachers in terms of aggregate study variables by the type of school or teachers' position at school, yet differences emerged among teachers with different workloads in two composite variables, school activity and school stress as teachers with less than half a day workload are statistically significantly less active at school and experience less stress than full-time teachers; also, there is a significant link between teacher workload and time allocated to a number of activities as well as stress, and the same two determinants of teacher self-esteem both in teaching and at school are the level of activity in school and stress. The other variables important in the formation of teacher self-esteem differ, although both types of self-esteem are interrelated as the level of one is predictive of the level of the other. These findings accentuate that workload, time allocation, and self-esteem are important challenges in teacher leadership. The relationship between teacher workload, time allocation, self-esteem, and leadership needs to be defined and managed at the institutional and individual levels to avoid potentially undesirable effects and counterproductive teaching and learning behaviors.
Enacting Agency and Valuing Rural Identity by Exploring Local Communities in the English Class
Author: Paredes-Mendez, Lucelly
Date: 2021-00-00
Type: Journal Articles
Subjects: Action Research,Student Attitudes,Rural Schools,Public Schools,Self Concept,Personal Autonomy,Agricultural Occupations,Journal Writing,Teacher Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),Classroom Techniques,School Community Relationship,Teaching Methods,Decision Making,Foreign Countries,Secondary School Students,Critical Theory,Place Based Education,Climate,Environmental Education

This article reports on an action research study about the exploration of local communities to enact agency and value rural identity. Thirty-three students from a rural public school in Colombia participated in the study. Our aim was to examine ways in which students enacted agency as a result of participating in local community inquiry to realize the predominant value of their identity as farmers. Data were gathered through a focus group, interviews, students' artifacts, and teacher journals. Results showed that when communities are linked with classroom practices and foreign language learning, English becomes a vehicle to explore their places, who they are as members of the community, and how to promote decision making to help others.
Adaptation of the Epistemological Belief Scale to Kosovo
Author: Kervan, Serdan
Date: 2021-00-00
Type: Journal Articles
Subjects: Epistemology,Beliefs,Measures (Individuals),Cultural Differences,Factor Analysis,Serbocroatian,Indo European Languages,Turkish,Factor Structure,Foreign Countries,Reliability,Teacher Attitudes,Validity,Translation

The investigation of epistemological beliefs has become important in both pre-service and in-service education of teachers. Different scales have been developed to determine teachers' epistemological beliefs. The same scale yields different results in different cultures especially due to the cultural aspects of education. Therefore, testing the scales in different cultures contributes to their use. Within this framework, the scale developed by Schommer and adapted to Turkish culture by Deryakulu and Büyüköztürk was adapted to Kosovo culture. In the study, whether the Albanian, Bosnian and Turkish versions of the scale support the same factor structure was tested by employing the quantitative research method. First, the Epistemological Belief Scale was translated into Albanian and Bosnian and expert opinion was received. The scale was applied to 200 teachers who serve in schools where education languages are Albanian, Bosnian and Turkish. The scale comprised 35 items and 3 factors. Linguistic equivalence was prioritized, as the study was carried out in Kosovo. The Confirmatory Factor Analysis was employed to confirm the suitability of the three-factor structure of the scale. The analyses were carried out separately for each language and revealed acceptable fit indices. Reliability analysis produced satisfactory results.
Exploring EFL Teaching and Learning Processes in Two Undergraduate Mandatory Courses
Author: Durán, Estefanía
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Language Teachers,Teacher Role,Teaching Methods,Learning Processes,Undergraduate Students,Public Colleges,Textbooks,Error Correction,Student Evaluation,Class Activities,Language Skills,Grammar,Language of Instruction,Spanish,Vocabulary Development,Foreign Countries

This multiple case study explored the influence of English teachers' methodological practices over undergraduate students' learning processes in two English as a foreign language mandatory courses for different majors, at Universidad de Pamplona (Colombia). Data were gathered through non-participant observations, field notes, stimulated recall interviews, and semistructured interviews. Findings revealed that teacher-centeredness, the grammar-translation and audiolingual methods dominated the lessons; textbook-oriented classes with an emphasis on listening and writing characterized the courses; teacher and peer correction were encouraged; and classroom tasks and evaluation mostly focused on grammar and vocabulary. Although teachers had methodological practices, these influenced students' learning processes differently.
Are Teachers Aware of Mathematics Learning Disabilities? Reflections from Basic Level Schoolteachers of Nepal
Author: Kunwar, Rajendra
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Learning Disabilities,Mathematics Instruction,Mathematics Teachers,Elementary School Students,Gender Differences,Place of Residence,Institutional Characteristics,Foreign Countries,Measures (Individuals),Teacher Student Relationship,Identification,Knowledge Base for Teaching,Mathematics Skills,Dyslexia,Learning Problems,Teacher Characteristics

The study aims at investigating basic level schoolteachers' awareness of their students' mathematics learning disability (MLD) in the context of Nepal. It is based on a mixed-method research design in that it combines both qualitative and quantitative approaches as appropriate. Using the stratified random sampling technique, 300 basic level mathematics teachers were selected from 150 basic level (grades 1-8) community and institutional schools representing the three significant ecological regions (the Mountain, the Hill, and the Terai) and demographic variables (gender, place of residence, and school type) from Province 1 of Nepal. A Mathematics Learning Disability Awareness Scale (MLDA-Scale), was developed and used to measure the basic level schoolteachers' awareness of their students' MLD. Besides, a semi-structured interview was conducted with the purposively selected basic level schoolteachers for the qualitative data. The basic level schoolteachers' awareness of MLD factor categories was calculated using descriptive statistics. Similarly, t-tests were conducted to examine the effects of the demographic variables. The qualitative data, however, were analyzed thematically. The results reveal that the majority of the basic level schoolteachers' knowledge toward their students' MLD was inadequate and that the demographic variables had no significant effects on the teachers' knowledge of their students' MLD. Finally, the study recommends developing the managerial practices regarding the MLD issue further.
Hearing the Voice of the Sector and Graduates and Transferring into the Curriculum
Author: Kellevezir, Isil
Date: 2020-00-00
Type: Journal Articles
Subjects: College Graduates,Labor Supply,Supply and Demand,Employer Attitudes,Job Skills,Business Administration Education,International Trade,Foreign Countries

Purpose: The economic and social developments of countries are strictly dependent on the qualified graduates/workforce that they have. The aim of this study was to determine the quality and skill aspects of graduates and their satisfaction level of labour supply and demand in higher education. Research Methods: In this study, the data related to the Foreign Trade Program were collected by the focus group (composed of program graduates and employers) interview technique as one of the qualitative research methods. The data obtained from the interviews were subjected to content analysis and findings were obtained on the areas of quality and skill mismatch between supply and demand through coding and identification of themes. Findings: The findings showed that employers have expectations in the field of supply chain knowledge, Excel knowledge, mastery of management information systems, ERP knowledge, warehouse management, port operations, logistics knowledge, and basic export operations. However, employers stated that these qualifications were insufficient in graduates and many had to be taught by them on the job. Graduates, on the other hand, have stated that when they think about the difficulties they have experienced in the business world, they realize their shortcomings only when they start working. Implications for Research and Practice: According to the findings, it is considered appropriate to carry out such research with a participant profile in other fields of higher education, including representatives of the relevant business world, academic representatives and representatives of the central authority. The connection between the labour market and the education system can be established in a healthy way by carrying out the work in different higher education programs.
How Are the Parents Involvement, Peers and Agreeableness Personality of Lecturers Related to Self-Regulated Learning?
Author: Latipah, Eva
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Participation,Peer Relationship,Social Support Groups,Personality Traits,Teacher Characteristics,College Faculty,Graduate Students,Undergraduate Students,Public Colleges,Religious Colleges,Islam,Self Management,Interpersonal Competence,Trust (Psychology),Caring,Correlation,Foreign Countries

Student learning in higher education is influenced by parental involvement, peer support, and lecturers' perceptions of agreeableness. This research aims to examine the correlation between parental involvement, peer support, and the perception of personality agreeableness of lecturers on self-regulated learning (SRL) students. This research is a correlational field research model with a quantitative approach. The respondents of this research were 250 students of Yogyakarta State Islamic University who were obtained using a purposive random sampling technique. Data collection uses a scale of SRL, parent involvement, peer support, and perception of the agreeableness personality of the lecturer. Regression analysis is used as a data analysis technique. The results showed that there was a positive and significant correlation between parental involvement with SRL, peer support with SRL, personality perception agreeableness lecturers with SRL, and parental involvement, peer support, and perceptual personality agreeableness of lecturers together with SRL with an effective contribution (R2) of 15.1%. It was concluded that the involvement of parents, peer support, and perception of personality agreeableness of lecturers related to SRL of students. Therefore, to see student SRL can be seen based on the involvement of parents, peer support, and students' perceptions of the personality agreeableness of their lecturers.
Improving Higher Order Thinking Skills via Semi Second Life
Author: Amin, Dwi Isnaini
Date: 2021-00-00
Type: Journal Articles
Subjects: Thinking Skills,Computer Simulation,Science Laboratories,High School Students,Grade 11,Foreign Countries,Chemistry,Laboratory Experiments,Science Achievement,Outcomes of Education,Instructional Effectiveness

This study was conducted to determine the effectiveness of virtual laboratory based on semi second life (s-SL) on higher order thinking skills of general senior secondary school in chemistry learning process. The research design was adopted posttest only design approach to a quasi-experimental. This study was conducted in the one of public general senior secondary school in 3T regions -- Bangkalan City -- one of the cities in East Java Province, Indonesia. There were 81 students in the grade 11 of natural science who involved in this study. The participants were divided into three groups, namely the students who did practical work by demonstration methods in chemistry real laboratory, the students who did practical work by experiment methods in virtual laboratory based on s-SL, and the students who did practical work by combination both of them (demonstration methods in chemistry real laboratory and experiment methods in virtual laboratory based on s-SL). The students in each group was tested by posttest of higher order thinking skills. The data was analysed with one-way ANOVA. The results of data analysis shows that there is a significance difference of each groups. Virtual laboratory based on s-SL has enough effect on the students' higher order thinking skills.
Deconstructing Novice Teachers&apos; Actions and Reactions to Nonharmonic Chilean School Communities of Practice
Author: Romero, Gloria
Date: 2021-00-00
Type: Journal Articles
Subjects: Communities of Practice,Language Teachers,Beginning Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Institutional Characteristics,Socioeconomic Background,Classification,Barriers,Teacher Persistence,Teacher Participation,Teacher Attitudes

This paper reports a small section of a larger study that uses a mixed-methods approach to examine participation experiences of novice teachers of English in Chile beginning their careers in nonharmonic public, semiprivate, and private school communities. Drawing on Wenger's framework of communities of practice, this paper reveals that novice teachers come across nonharmonic communities of teachers regardless of the types of schools where they work--that is, schools normally classified by socioeconomic background. As such, new teachers experience varying degrees of challenges that hinder their participation in such school communities. Rather than being a detriment, these nonharmonic communities of practice positively impact novice teachers to strive, including by joining diverse forms of communities, during the first years of teaching.
Examining Current and Future Ecuadorian Educators&apos; Experiences Using Action Research in the English as a Second Language Classroom
Author: Burgin, Ximena D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Action Research,Second Language Learning,Second Language Instruction,Private Schools,Case Studies,Public School Teachers,Preservice Teachers,Student Diversity,Teacher Attitudes,Student Attitudes,Outcomes of Education,Research Training,Foreign Countries,English (Second Language),Teacher Workshops,Knowledge Level,Language of Instruction,Educational Change,Teaching Methods

This paper reports on Ecuadorian pre-service and in-service teachers' ability to conduct action research in the classroom as well as their skills to efficiently adjust instruction to address students' cultural and linguistic diversity. A qualitative case study approach was implemented to collect information from teacher candidates in 2015, in-service teachers from a public school in 2017, and in-service teachers from a private school in 2019. Data were collected through focus groups and interviews conducted in Spanish. Findings suggest that training teachers to conduct action research will improve their ability to analyze data and improve students' learning outcomes.
Influence of Metacognition on Academic Achievement and Learning Style of Undergraduate Students in Tezpur University
Author: Pradhan, Sradhanjali
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Academic Achievement,Undergraduate Students,Measures (Individuals),Cognitive Style,Grade Point Average,Engineering Education,Science Education,Humanities,Social Sciences,Universities,Departments,Student Attitudes,Correlation,Foreign Countries

A Descriptive-correlational study was sought to investigate the influence of metacognition on the academic achievement and learning style of undergraduate students. Using the survey method, data was collected from a sample of 150 undergraduate students selected through a stratified random sampling technique which includes 50 students each from the three schools namely School of Humanities and Social sciences (HSS), School of Engineering (SOE), and School of Sciences (SOS) of Tezpur University. The tools used are five-point Likert-type Metacognitive skills scale and five-point Likert-type Learning Style Inventory. Academic Achievement of the students was measured based on the semester grade point average SGPA obtained in the semester examination. The data were analyzed using percentage, simple regression, multiple regression and one-way ANOVA. The result showed that only 34-36% of the undergraduate students have above-average metacognitive skills. The undergraduate students have equal preferences in all the five learning styles rather than focusing on one learning style. There is a significant difference between metacognition levels and academic achievement of the undergraduate students of SOS, HSS and SOE. The metacognitive skill explicates only 43% variability of academic achievement of the undergraduate students which implies that the undergraduate student's metacognitive skills influence and determines their academic achievement to some extent. However, the undergraduate student's learning style doesn't account for variation in metacognitive skills. Thus, it is suggested that metacognitive skills should be integrated into curricular components and learning strategy which will help the students to monitor and regulate their own learning to meet the challenges of academic society.
Level of English in Colombian Higher Education: A Decade of Stagnation
Author: Benavides, Jorge Eliecer
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Language Tests,Databases,Higher Education,Exit Examinations,Educational History,Educational Policy,Language Proficiency,Bilingual Education Programs,College Students,Educational Objectives

This article analyzes the results of the Saber Pro, the state exam for students completing higher education, during 2007-2017 concerning the English language section. This analysis uses the reports and databases from the Instituto Colombiano para la Evaluación de la Educación (ICFES) repository and explains the policy in its historical context. The results warn of a quite worrying picture between the goals established by the Ministry of Education and the final achievements. The level of English of future Colombian professionals is not only very low but also without improvement from its beginnings in 2007 to 2017. As a conclusion, it would be necessary to review, from the universities' perspective, the language educational policy and propose bottom-up structural alternatives that allow a sustained impulse in teacher training, methodology, and curricular and pedagogical organization.
Performance-Based Aid, Enhanced Advising, and the Income Gap in College Graduation: Evidence from a Randomized Controlled Trial
Author: Erwin, Christopher
Date: 2021-03-00
Type: Journal Articles
Subjects: College Students,Low Income Students,Achievement Gap,Academic Advising,Equal Education,Enrollment,Student Financial Aid,Time to Degree,Family Income,Incentive Grants,Performance Based Assessment,Academic Achievement,Scholarships,College Credits,Program Effectiveness,Graduation

Income gaps in college enrollment, persistence, and graduation raise concerns for those interested in equal opportunity in higher education. We present findings from a randomly assigned scholarship for low-income students at a medium-sized public 4-year university. The program focused solely on the first four semesters of enrollment and tied aid disbursements to modest academic benchmarks and enhanced academic advising. Meaningful decreases in time to degree appear to be driven by students with the lowest academic preparation and family income. Treated students took out approximately 20% less in student loans during the duration of the program. Participants also indicated high satisfaction with the program's model of enhanced academic advising.
Changes in Online Distance Learning Behaviour of University Students during the Coronavirus Disease 2019 Outbreak, and Development of the Model of Forced Distance Online Learning Preferences
Author: Ploj Virtic, Mateja
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,School Closing,COVID-19,Pandemics,College Students,Student Reaction,Student Satisfaction,Preferences,Videoconferencing,Computer Mediated Communication,Integrated Learning Systems,Instructional Materials,Educational Technology,Technology Integration,Adoption (Ideas),Group Instruction,Predictor Variables,Foreign Countries

Because of the Coronavirus Disease 2019 (COVID-19) outbreak, most universities were forced to choose Online Distance Learning (ODL). The study aimed to examine the response of university students to the new situation. A questionnaire was sent to the entire university student population. Based on responses from 606 students, it was revealed that use of all applications in ODL increased. However, only the use of MS Teams increased significantly, while the use of the other applications (email, Moodle, e-textbooks) increased in a range of low to medium in terms of effect sizes, and even nonsignificant for applications such as Padlet and Kahoot. Based on the replies of 414 respondents, a Model of Forced Distance Online Learning Preferences (MoFDOLP) based on Structural Equation Modeling was developed. With a chosen combination of predictors, we succeeded in predicting 95% of variance for Satisfaction, more than 50% for Continuance Preferences variance in MS Teams applications, and nearly 20% in the case of e-materials. Among hypothesized constructs, only Attitudes are a strong predictor of Satisfaction, while Organizational Support, Perceived Ease of Use and Learner Attitude toward Online Learning are not. Satisfaction is a good predictor of Continuance Preferences to use Information Technology after the lockdown ended.