ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Innovation Leadership in Teacher Commitment: A Study of Organizational Culture
Author: Sutiyatno, Sukris
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Innovation,Leadership Styles,Teacher Persistence,Organizational Culture,Foreign Countries,Public Schools,Vocational Education

This study aimed to investigate the influence of innovation leadership on teacher commitment through organizational culture as a mediating variable. A quantitative approach using the survey method was used, and the sample was selected using proportional random sampling. The respondent consisted of 180 teachers from public vocational schools in Magelang. In addition, data were collected by questionnaire and analyzed by a structural equation model (SEM). The result showed that innovation leadership influenced organizational culture with a t-value of 2.95 &gt; ttable (1.98) at 0.26. In contrast, organizational culture influenced teacher engagement with 0.27 and a t-value of 3.10 &gt; ttable (1.98). Innovative leadership directly affected teacher commitment at 0.31 with a t-value of 3.41 &gt; ttable (1.98) due to organizational culture being a mediating variable at 0.07. The overall influence on teachers' commitment through the organizational culture is .38. The analysis results explain that organizational culture can successfully mediate the relationship between innovation leadership to teachers' commitment. Therefore, these variables can be developed and implemented in schools to increase student achievement quality.
Traditional Houses in Ethnomathematical-Thematic-Connected-Based Mathematics Learning
Author: Hariastuti, Rachmaniah Mirza
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Mathematical Concepts,Housing,Cultural Traits,Ethnic Groups,Geometry,Learning Processes,Teaching Methods,Literacy,Technology,Indonesian,Social Sciences,Fine Arts,Arithmetic,Problem Solving,Interdisciplinary Approach,Elementary School Students,Grade 3

Traditional houses are part of the culture of every country. Indonesia is a country that has a variety of traditional houses. The traditional Banyuwangi house is known as the &quot;Using&quot; house. This house can be explored in terms of ethnomathematics and used as part of learning mathematics. This research is focused on knowing and describing mathematics learning that integrates the ethnomathematics of &quot;Using&quot; house, thematic, and connected models. The research was also conducted to determine the effectiveness of the learning that has been carried out. The results showed that the use of the &quot;Using&quot; house in ethnomathematical-thematic-connected-based mathematics learning: (1) could be done using the trivium concept (literacy, matheracy, and technoracy); (2) can be done thematically by integrating four subjects (Indonesian, social sciences, fine arts, and mathematics); (3) can be connected by integrating two mathematical concepts (two-dimensional geometry and arithmetic); (4) through seven phases of learning; and (5) effective because 80% of students can solve problems as expected.
Accidental Leaders: Experiences and Perspectives of Higher Education Leaders in Pakistan
Author: Khwaja, Tehmina
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,College Administration,Public Colleges,Leadership Responsibility,Barriers,Research Universities,Administrator Attitudes,Career Pathways,Mentors,Family Influence,Teacher Influence,Work Environment

This research explored the experiences and perspectives of university leaders in Pakistan. Using a qualitative narrative approach, we explored leadership stories, challenges, and opportunities at various positions unique to the Pakistani context. Findings underscored the accidental nature of higher education leadership in Pakistan, the significance of mentoring provided by teachers and family support for nascent academic leaders, as well as the challenges these academic leaders face ranging from financial barriers to teaching quality issues, to retention of foreign qualified faculty. The research offers several policy recommendations including institutionalized leadership training and support for promising leaders; transparency in policies regarding leader appointment, promotion, and succession; support for existing universities rather than expansion; and addressing brain drain due to the attrition of foreign qualified faculty members.
Examining the Effect of Ethical Awareness on the Relationship between Political Skill and Subjective Career Success
Author: Fidan, Tuncer
Date: 2022-07-00
Type: Journal Articles
Subjects: High School Teachers,Politics of Education,Skills,Ethics,Career Development,Success,Life Satisfaction,Job Satisfaction,Teaching Experience,Adjustment (to Environment),Influences,Social Networks,Interpersonal Competence,Foreign Countries,Perception

This study examined the relationship of political skills of high school teachers to their subjective career success and the moderating role of ethical awareness in this relationship. The findings demonstrated that the participants' ethical awareness and political skill scores were relatively higher than career and life satisfaction scores. Career and life satisfaction were found to increase with professional experience. Despite being a significant predictor of career satisfaction, ethical awareness had no significant effect on life satisfaction. That said, political skill was a significant predictor of both career satisfaction and life satisfaction. Moreover, ethical awareness did not moderate the effect of political skill on career and life satisfaction. Based on these findings, implementing formal methods such as the use of vision and mission statements and in-school guidelines to make the ethical provisions mentioned in the legal regulations visible in the school environment, and school administrators' creating an ethical working climate through implementing the ethical rules fairly for all teachers and students were recommended.
Successful Pedagogical Leadership: Bibliometric Analysis from the Web of Science Database (2017-2021)
Author: Cheah, Kenny
Date: 2022-07-00
Type: Journal Articles
Subjects: Instructional Leadership,Bibliometrics,Databases,Transformational Leadership,Asian Culture,Western Civilization,Researchers,Leadership Styles,Research Reports,International Cooperation

The concept of pedagogical leadership (PL) is vague and still developing in the field of Educational Leadership. This article examines the body of knowledge on this elusive term, to extract the key components that constitute the studies of PL in the last five years (2017-2020). The keyword of pedagogical leader* was solely used to search in the Web of Science database, and subsequently narrowed down to 54 reviewed articles through listed criteria for bibliometric analysis. Apart from the global bibliometric descriptions of PL, it is evident that the term pedagogical leadership is an emerging theme in WoS databases and is mostly cited from Nordic and European countries. Future suggestions for eastern scholars are to collaborate with western scholars, to better understand its concepts as compared to other prominent types of leadership such as Transformational, Distributed, and Instructional Leadership.
Against &quot;Flexibility&quot;: Tightening the Cage of Academic Rigor with Instructors&apos; Responsibility and Rationality
Author: Li, Yaojie
Date: 2022-09-00
Type: Journal Articles
Subjects: College Faculty,Educational Quality,Difficulty Level,Academic Standards,Teacher Responsibility,Teaching Methods,Behavior Problems,Student Behavior,COVID-19,Pandemics,Social Psychology,Motivation,Behavior,Educational Policy

The end of the COVID-19 pandemic is in sight, but it brought tremendous challenges and opportunities to academia. This paper analyzes the equilibrium between teaching laxity and strictness and corresponding outcomes through the lens of the approach-avoidance framework. On one side, instructors are likely to allow flexibility in course policies and procedures, given the learners' difficulties amid the pandemic. On the other hand, however, this intention could lead to a lack of control in class and eventually jeopardize academic integrity and rigor. Therefore, we explicate the motivation mechanism and the adverse effects of teaching laxity. Furthermore, a portfolio of teaching methods and mapping based on psychological distance and behavioral control theories is presented. This research contributes to a further understanding of pedagogical innovations in the Information Systems (IS) domain in the unprecedented crisis.
Comparison of Information Technology Professionals&apos; Perception of Job Satisfaction and Inclusion by Gender: Insights for Recruitment and Retention of Female Students
Author: Schultz, Leah
Date: 2022-09-00
Type: Journal Articles
Subjects: Information Technology,Professional Personnel,Social Cognition,Job Satisfaction,Inclusion,Sex Fairness,Sex,Gender Differences,Females,Student Recruitment,School Holding Power,Beliefs,Educational Attainment,Work Environment,Job Search Methods,Interpersonal Competence

This paper examines responses to questions about job satisfaction and inclusion from professionals in the information technology field. Responses from over 10,000 professionals were analyzed to determine if there were differences in response to these questions based on gender of respondent. This information, along with previous research on inclusion of women in higher education and industry, are discussed to determine similarities with previous research. Results from the study are used to suggest ways that educators can use the responses to improve recruitment and retention of females in technology majors and minors.
The Role of Task Value and Online Learning Strategies in an Introductory Computer Programming Course
Author: Menon, Pratibha
Date: 2022-09-00
Type: Journal Articles
Subjects: Learning Strategies,Programming,Computer Science Education,Metacognition,Online Courses,Learning Processes,Introductory Courses,Correlation,In Person Learning,Student Attitudes,Undergraduate Students,Help Seeking,Teaching Methods

The autonomy and flexibility that online learning contents provide students in a traditional face-to-face course require them to pick up newer strategies for regulating their learning process. This study focuses on identifying how students' self-reported traits of self-regulated learning may relate to the task value of the learning contents of an introductory programming course. This study explores the distribution of self-regulated learning and task value components reported by students. A moderately positive correlation is seen between the task value and perceived self-regulated learning traits of students. The findings of this study demonstrate how some of the online learning components and facilitation methods that students value the most could be incorporated into a traditional face-to-face course to promote self-regulated learning skills.
Upskilling and Reskilling for the Future of Work: A Typology of Digital Skills Initiatives
Author: Lang, Guido
Date: 2022-09-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Literacy,Technological Literacy,Labor Force Development,Labor Needs,Job Skills,Classification,Skill Development,Retraining

Governments, businesses, and educational institutions need to collaborate and make significant investments in order to address the growing digital skills crisis. In Europe, hundreds of digital skills initiatives have been launched with different forms of government and private industry support in the last five years alone. Consequently, digital skills initiatives have come to encompass a wide array of interventions. In this context, this paper proposes a typology of digital skills initiatives that was developed based on the analysis of over 300 initiatives listed in the European Commission's repository of best digital skills initiatives. The proposed typology consists of four categories: target group, digital skills, learning format, and sponsoring organization. In terms of target group, digital skills initiatives tend to target one or more of five distinct groups: the general public, educators, adults, seniors and youth. In terms of digital skills, digital skills initiatives tend to focus on general digital skills or specialized digital skills. In terms of learning format, digital skills initiatives tend to offer training and/or a learning resource. In terms of sponsoring organization, the initiatives tend to be sponsored by organizations that are either affiliated or unaffiliated with a technology vendor. The typology is followed by a presentation of mini cases, which highlight different archetypes of the proposed typology. The paper closes with a discussion of practical implications for policy makers, administrators, and scholars interested in digital skills initiatives and the future of work.
Use of Artificial Intelligence to Grade Student Discussion Boards: An Exploratory Study
Author: Rutner, Stephen M.
Date: 2022-09-00
Type: Journal Articles
Subjects: Artificial Intelligence,Grading,Discussion (Teaching Technique),Computer Mediated Communication,Group Discussion,Feedback (Response),Student Attitudes,Preferences,Graduate Students,Cognitive Processes

There appears to be an increasing acceptance of Artificial Intelligence (AI) across society. As people become more comfortable with AI's use in advertising, basic services and other areas of day-to-day life, the question arises will students also be willing to accept AI in learning situations. Furthermore, what are the impacts on both the student learning and acceptance as well as the effect on the instructor or professor. This paper presents the initial findings of the use of AI in grading students' discussion boards. It presents an initial model of student expectations, discusses potential benefits and drawbacks of AI and presents initial findings from a limited number of classes using AI grading.
Bridging Out-of-School Digital Literacy through Multimodal Composition for EFL Students with Developing Proficiency
Author: Marissa, Dian N.
Date: 2022-00-00
Type: Journal Articles
Subjects: Semiotics,Technological Literacy,Informal Education,English (Second Language),Second Language Learning,Second Language Instruction,Writing (Composition),Writing Instruction,Personal Autonomy,Language Proficiency,Multimedia Materials,Student Attitudes,Teacher Researchers,Reading Materials,Teacher Role,Grammar,Error Patterns,Accuracy,Teaching Methods,Multiple Literacies,Action Research,Reflection,Undergraduate Students

This action research examined the process of integrating students' out-of-school digital literacy into a second language composition class and the role of social mediation in developing learner agency. It involved EFL students with pre-basic and basic proficiency (pre-A1 to A1-A2 on the CEFR level) in a Saudi Arabian university. Using socially mediated view of literacy and learner agency as a theoretical framework, this study reveals the complex ways in which the students composed multimodal texts while relying on their agency to utilize the digital tools. Data sources include interviews with the students, teacher-researcher reflections, and the students' multimodal texts. The data reveal that through three distinct bridging practices, the students skillfully navigated through different reading sources and digital tools when they composed their multimodal texts (&quot;technological bridging&quot;), thus affording the opportunities for them to express themselves authentically (&quot;identity bridging&quot;) and to engage with the text that they composed meaningfully (&quot;semiotic bridging&quot;). However, there was a trade-off in terms of the teacher's role in facilitating learner agency and linguistic accuracy. Focus on content lowered the bar on acceptable grammar mistakes. This insight corroborates existing literature on the need for a balanced pedagogical focus on content and accuracy in multimodal composition. This study has implications for teachers who wish to reimagine EFL composition by connecting it to students' literacy practices, particularly to those with pre-basic and basic proficiency.
Purpose, Outcome, and Methodology in Computer-Assisted Language Learning Publications: A Systematic Review
Author: Fathali, Somayeh
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Teaching Methods,Interdisciplinary Approach,Trend Analysis,Educational Trends,Research Reports,Databases,Classification,Metacognition,Cognitive Processes,Affective Behavior,Publications,Research Problems,Information Technology,Foreign Countries,Outcomes of Education

Although CALL is still an emerging area of study in many countries, several studies have shown the significant contribution of these countries to the development of CALL worldwide, among which Iran is no exception. Contrary to the vast number of review studies on how this interdisciplinary area of study has been developed at the international level, there are very few studies presenting the development of CALL at the national level, especially in the highly contributing countries. Accordingly, the present study is an attempt to systematically review the trend of CALL in Iran focusing on research purpose, outcome, and methodology. The two major databases of WoS and Scopus were searched from 2007 to 2020. Following the exclusion and inclusion criteria, 229 studies were selected for the present systematic review. The research purpose and outcome of the studies were analyzed according to four classifications of linguistic, affective, cognitive/ metacognitive, and technology domains. The findings indicated a large number of studies in linguistic and affective domains with a positive effect of technology. Furthermore, a few studies have been conducted with a focus on the cognitive/ metacognitive and technology aspects. The analysis of the research methodology of the publications revealed a lack of sufficient data about participants, research setting, and duration of the treatment/tasks. More importantly, the absence of longitudinal qualitative studies in natural settings was found as a major shortcoming. It is worth mentioning that measurement instruments/data collection methods, data analysis methods, and the implemented devices were clearly explained in nearly all the studies.
Peer Feedback among Learners of English and Arabic as a Foreign Language in a Telecollaborative Language Learning Program
Author: Al Khateeb, Ahmed
Date: 2022-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Feedback (Response),English (Second Language),Arabic,Second Language Learning,Electronic Learning,Cooperative Learning,College Students,Foreign Countries,Computer Mediated Communication,Intercultural Communication,Student Attitudes

Advancement in online collaboration between community members enables new forms of feedback in language learning settings. This exploratory study presents an analysis of peer feedback on writing tasks. Participants included learners of English and Arabic as foreign languages, at the college/university level, in two learning contexts (Saudi Arabia and the United States), throughout a 12-week telecollaborative project. Four different tasks, related to giving feedback on each other's writing, were given to participants in the two contexts. These activities were designed to investigate the impact of this approach at enhancing foreign language learning with telecollaboration. The objective was to create a digital environment for language learners, in which cultural elements could be discussed among people from diverse backgrounds. The study applied qualitative methods, using codes and thematic analysis. The data analysis was conducted with qualitative methodology, classifying speech acts and language functions based on Leng's framework (2014). The findings confirmed the positive contribution of this approach for language learning, specifically increasing intercultural understanding. Participants, regardless of their linguistic or cultural feedback, easily maintained reciprocal communication through shared feedback. Social interaction regarding the cultural encounter culture served as an active agent for the learning process of each target language. Pedagogical implications of this research include the value of situating peer feedback within telecollaboration to help students create their own intercultural stances by negotiating linguistic, social, and cultural inputs.
Student Engagement with Computermediated Teacher Written Corrective Feedback: A Case Study
Author: Koltovskaia, Svetlana
Date: 2022-00-00
Type: Journal Articles
Subjects: Learner Engagement,Computer Mediated Communication,Feedback (Response),Written Language,Error Correction,English (Second Language),Second Language Learning,College Students,Student Behavior,Cognitive Processes,Affective Behavior,Foreign Students,Foreign Countries,Student Attitudes,Electronic Learning

Much of the research on the effectiveness of written corrective feedback (WCF) scope and strategies has been (quasi-)experimental, generating results peripherally related to authentic classroom contexts. Underpinned by a multidimensional conceptual framework of student engagement with WCF, this classroombased study has explored the scope and strategies used by the teacher regarding WCF. It also investigated how two ESL university students behaviorally, cognitively, and affectively engaged with the scope and strategies of computer-mediated teacher WCF to improve the accuracy of the second draft of the introduction and methodology sections of their research proposal. Data from multiple sources, including students' written texts, screencasts that captured students' revision process, stimulated recall, and semi-structured interviews were analyzed. The findings revealed that the scope of computer-mediated teacher WCF was comprehensive, and the most frequently employed feedback strategy was direct WCF, often accompanied by metalinguistic explanation. Behaviorally, the students improved their drafts' accuracy based on such feedback; however, their cognitive engagement was mediocre. Although affectively the students often experienced positive reactions toward feedback strategies, they felt overwhelmed by a large number of comments.
The Role of University Teachers&apos; 21st-Century Digital Competence in Their Attitudes toward ICT Integration in Higher Education: Extending the Theory of Planned Behavior
Author: Rahimi, Amir Reza
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,21st Century Skills,Technological Literacy,Teacher Attitudes,Technology Integration,Higher Education,Teacher Behavior,Intention,Foreign Countries,Communication Skills,Cooperation,Problem Solving,English (Second Language),Language Teachers

Due to the massive integration of Information and Communication Technologies (ICTs) in higher education, teachers need to be highly digital competent and have positive attitudes to manage their classes effectively. In this regard, the European Framework for the Digital Competence of Educators (DigCompEdu) introduces a paradigm known as 21st-century competence that all teachers should acquire. Recently, scholars have explored the dimension of teachers' digital competence in the 21st century relating to a digital context. Thus, this explanatory study wants to take a step forward to add to the literature the role of university teachers' 21st-century digital competence in their attitudes toward ICT integration. To meet the end, a questionnaire was designed and administered to 350 Iranian university teachers who implemented ICTs in their classes. The result of partial least squares analysis (PLS-SEM) reveals the significant relationship between university teachers' information and data literacy, digital content creation, communication and collaboration, and problem-solving skills with three antecedents of behavioral intention and actual behavior for employing ICTs. Related pedagogical implications are addressed, such as running some teacher training programs for teachers to escalate their 21st-century digital competencies and making teachers aware of the role of these factors in managing their classes with ICTs.