ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development of Teacher Development Innovation for Enhancing Students&apos; Learning Achievement in Rajaprajanugroh 50 School under the Office of Special Education Administration
Author: Choktanaprasit, Narongrat
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Achievement,Educational Innovation,Faculty Development,Mentors,Coaching (Performance),Action Research,Participatory Research,Networks,Institutional Cooperation,Lesson Plans,Teacher Attitudes,Reflection,Records (Forms),Educational Change,Achievement Tests,Communities of Practice,Administrators,Foreign Countries,Educational Administration,Secondary School Teachers,Special Education

The objectives of this research were to: 1) create and specify the achievement goal of developing the innovation for enhancing the learning achievement of schools, 2) develop the potentiality of teachers and educational staffs in enhancing learning achievement of schools with the application of the ESC in coaching and mentoring, 3) monitor and enhance learning achievement of schools, The development and participatory action research were employed through the application of ESC. Research tools consisted of the learning activity package, teaching observation forms, narrative recording form, lesson plan analysis recording form, teaching reflection recording form, and criteria of activity implementation. Statistics used were percentage, mean, standard deviation, effectiveness index and the statistics in hypothesis testing. The results revealed that: 1) The school performed learning transformation project to enhance students' learning achievement in terms of memorandum of cooperation with the networking schools. 2) The results of the overall development of the potential of teachers and school administrators showed: (1) the efficiency of both activities and tests were 90.96/81.02 which were higher than the committed standard 80/80, (2) the effectiveness index after training was higher than before at 0.7480 showing an increase of knowledge of 74.80%, (3) the mean score of after training was significantly higher than before at the level of 0.01, and (4) there were no statistically significant differences in mean scores on learning retention. 3) The monitoring performance of co-researchers showed the increase in knowledge, practicing, and feeling. 4) The Professional Learning Community building started up with (1) collaboration of all stakeholders, (2) studying and analyzing information, (3) specifying target and indicator, (4) planning and building up a network, (5) presenting learning co-design, (6) trying out innovation after the ESC actions, and (7) sharing the ESC in the school and school network.
Factors Affecting on the Preserving Thai Culture of Undergraduate Students in Thailand National Sports University
Author: Sukdee, Thitipong
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Universities,Athletics,Asian Culture,Foreign Countries,Cultural Activities,Student Participation,Student Attitudes,Cultural Maintenance,Access to Information,Cultural Awareness

Purpose to Study Factors Affecting on the Preserving Thai culture of Undergraduate students in Thailand National Sports University. The Subjects of 210 were Stratified Random Sampling from undergraduate students of Thailand National Sports University Chonburi Campus in Academic Years 2019. The Data were then analyzed in terms of Pearson Correlation and Stepwise Multiple Regression Analysis. The factors which could the Preserving Thai culture of Undergraduate students in Thailand National Sports University comprised these 4 variables: Participating in Cultural activities with educational institutions, Cultural data sources, Attention and valuableness of culture and Cultural information perception.These 4 factors could predict the Preserving Thai culture of Undergraduate students in Thailand National Sports University about percentage of 72.30. The significantly predicted equations were as follows: In term of raw scores were: Y/ = -0.593 + 0.398 (X[subscript 6]) + 0.318 (X[subscript 4]) + 0.273 (X[subscript 3]) + 0.166 (X[subscript 5]) In term of standard scores were: Z/Y = 0.392 (ZX[subscript 6]) + 0.258 (ZX[subscript 4]) + 0.254 (ZX[subscript 3]) + 0.143 (ZX[subscript 5]).
Expansive Learning of Preservice Teachers Teaching Sustainable Development during Their Practicum
Author: Maidou, Anthoula
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Practicums,Sustainable Development,Intervention,Internship Programs,World Problems,Climate,Architecture,Student Teaching,Learning Processes,Learning Theories,Housing,Learning Activities

Education for Sustainable Development (ESD) is a complex and multifaceted subject, including many aspects, environmental, societal, and financial. It is not a set of knowledge, which can be learned, because it is an evolving subject and in addition solutions that are successfully applied at specific locations might fail elsewhere. ESD should make students aware of the problems humankind is facing and encourage them to become active citizens. Thus, people must also have positive attitudes towards sustainability issues. In this study, we will present the results of a teaching intervention (TI) leading to a system of two expansive learning cycles. For the TI we used the topic of houses, which are a social construct, an economic entity, and have environmental influence. The researcher, an architect had to transform her knowledge to prepare the TI, thus starting an expansive learning cycle which was influenced by the outcome of the TI. The preservice teachers, who decided to use the topic of houses during their internship started their expansive cycle, which again influenced the researchers' learning cycle. In this study, we will present the results of the TI and the implementation of the preservice teachers' teachings of SD during their practicum. The preservice teachers reflected on their teachings in their written reports, which were used to analyze how preservice teachers chose to apply the topic 'houses' during their internship.
Decision-Making Processes Using WhatsApp
Author: Tamir, Emanuel
Date: 2020-03-00
Type: Journal Articles
Subjects: Decision Making,Handheld Devices,Computer Mediated Communication,Computer Oriented Programs,Kindergarten,Preschool Teachers,Administrators,Educational Benefits,Barriers,Educational Administration,Interpersonal Communication,Use Studies,User Satisfaction (Information)

Smartphone applications have become increasingly popular, influencing functioning in all life domains. This study investigated the influence of the WhatsApp application on decision-making processes among kindergarten-managers. The research aimed to investigate the types of decisions made using WhatsApp. To examine this, a 3-phase mixed-method research was applied: (1) 23 semi-structured interviews with kindergarten managers. (2) Analysis of 74 WhatsApp managers-parents conversations. (3) A questionnaire administered to 324 kindergarten-managers. The managers reported a constant pressure for an immediate reaction and rapid decision making. Despite the pressure, managers claim they can limit the decision making to simple decisions and postpone complex decision making to off-line procedures. Yet, analysis of the questionnaire results indicate that this claimed ability to differentiate and limit the decision making to simple ones, is not the general case: managers who benefitted more from WhatsApp tended to broaden the decision-making scope to all types of decisions. The expectation is that, as WhatsApp benefits to managers become more and more evident and the pressure to respond quickly increases, the barriers will tend to fall down, and more complex decision will be made on-line with the evident implications.
Misconceptions in Phenomenological Research in Educational Administration: An Analysis Based on Theses
Author: Çimen, Ismail
Date: 2020-03-00
Type: Journal Articles
Subjects: Misconceptions,Phenomenology,Databases,Masters Theses,Educational Administration,Higher Education,Philosophy,Doctoral Dissertations,Foreign Countries,Research Design

The present study intends to determine the ways followed and misconceptions held in the studies of phenomenological research design by analysing the theses in the field of educational administration. By using the database of the Turkish Council of Higher Education Thesis Center, forty master's and ten doctoral theses conducted between the years 2010-2017 in the field of education administration were reviewed and analysed methodologically. The results indicated that researchers did not benefit from international literature on phenomenological research, the aims and objectives of the theses were not appropriate for employing phenomenology, the study groups of the theses were structured in an unfavourable way, the interview questions used to collect data were not directed to the essence of experience, appropriate methods for the process of data analysis process were conducted, and the interpretation of the findings included problematic points. These misconceptions held in phenomenological research were mostly due to not dominating the philosophical underpinnings of phenomenology. Therefore, the researchers planning to conduct their research under the skin of phenomenology need to read enough about and to gain insights into the phenomenological research design before the beginning of their studies.
Neoliberal Governmentality and Performativity Culture in Higher Education: Reflections on Academic Identity
Author: Tülübas, Tijen
Date: 2020-03-00
Type: Journal Articles
Subjects: Neoliberalism,Governance,Accountability,Educational Administration,Higher Education,Professional Identity,College Faculty,Universities,Foreign Countries,Resistance (Psychology),Educational Policy,Ethics

This qualitative study aims to explore how the culture of performativity resulting from the influences of neoliberal governmentality on the academe is perceived by academics throughout their career and interrogates how their perceptions could reflect on their professional identity. The study was conducted with twenty-four academics from state universities in Turkey. The analysis of the in-depth interviews revealed that the emerging culture of performativity in higher education institutions seems to establish three identity trajectories as perceived by academics. Accordingly, some resist to conforming to the neoliberal norms in the academe, some feel obliged to conform to these norms albeit with ethical dilemmas while some welcome and embrace these emerging norms. The findings highlight some threatening consequences of performativity as a neoliberal policy tool in higher education for both the soul of the academic profession and the quality of work in the context of Turkey. Implications are identified, which include the need to develop new policy tools prioritizing professional integrity and internal accountability to achieve desired quality in higher education.
Principal Voice for Successful Policy Implementation: Lessons Learned from Teacher Tenure
Author: Angelle, Pamela S.
Date: 2020-03-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Tenure,State Legislation,Teacher Evaluation,Teacher Persistence,Teacher Effectiveness,Public Schools,Educational Policy,Educational Change,Administrator Responsibility,Barriers,Educational Quality

This study examined the perceptions of US school principals toward one US state's revamped teacher tenure law and how principals perceived that the law affected their ability to evaluate and retain effective teachers. Principal interviews indicated the law had a positive impact on their ability to evaluate and retain effective teachers despite barriers associated with the teacher evaluation system. Findings were examined through Hess' (1999) political attractiveness of reform framework. Results highlight that future research should examine stakeholder and principal voice in policy initiatives and education agendas. As such, a conceptual model for predicting the success of educational reform initiatives is provided.
Conducting Interviews with Elderly Informants for the Purposes of Educational Ethnography: Selected Aspects of Gerontological Fieldwork
Author: Borowska-Beszta, Beata
Date: 2018-12-00
Type: Journal Articles
Subjects: Older Adults,Ethnography,Educational Research,Interviews,Educational Needs,Cognitive Ability,Chronic Illness,Adult Education,Participant Characteristics,Data Collection,Ethics,Research Problems,Dementia,Mental Disorders

The article presents the problem of conducting interviews for research and educational purposes with elderly people. It is not the purpose of the article to analyze the process of collecting interviews for clinical purposes in medical sciences. The article refers only to the epistemological issues in social sciences. The importance of proper interviewing elderly people is related to the planning of formal, informal or nonformal educational support for them (Kargul 2001) or on the other hand, for the purpose of data collection in qualitative research such as educational ethnography. In both cases, pedagogues should have deep knowledge about both the interview performance and the specificity of conducting interviews with the elderly informants, with respect and knowledge about the state of functioning of their health, cognitive skills etc. It is also particularly worth considering the problem of collecting data with informants having dementia or mental illnesses or being in need of particular sensitivity from the researchers. The article introduces the problem of educational needs of people in late adulthood, synthesizes the characteristics of elderly people as informants, taking into account their cognitive performance, health-related requirements or chronic diseases. In addition, the content includes procedural recommendations for the practice of data collection with informants in late adulthood (Tokaj 2005; Talarska &amp; Wieczorowska-Tobis 2012) -- after 60-65 years of age.
The Struggle of Lebanese Teacher Unions in a Neoliberal Period
Author: Ghosn, Emma
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Public School Teachers,Unions,Neoliberalism,Labor Relations,Union Members,Teacher Attitudes,Social Justice,Consciousness Raising,Barriers,Educational Change,Legal Problems,Teacher Salaries,Teacher Employment Benefits,Politics of Education,Government School Relationship,Political Affiliation

Teacher unions worldwide are being criticized for disregarding their responsibility as professionals towards education and students. Critics have claimed that teacher unions tend to protect incompetent teachers, place their own needs and interests above their students, and continuously demand for financial increases even when there is more urgency to elevate teacher professionalism and improve teacher quality. This statement does not take into consideration the political, social and economic aspects that influence unions' decisions. Therefore, this study utilizes a qualitative research design, specifically a grounded theory approach to investigate the challenges facing teacher unions in Lebanon from the perspective of union leaders and union members. Data was collected from seventeen public school union leaders and twenty-one teachers. Findings have revealed that teacher unions have assumed a social justice role limited to raising awareness. There are organizational, legal, political, educational, social, and economic barriers that prevent teacher unions in Lebanon from assuming a more active role as a union.
Cyberbullying among EFL Students&apos; Blogging Activities: Motives and Proposed Solutions
Author: Hamuddin, Budianto
Date: 2020-04-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,English (Second Language),Second Language Learning,Second Language Instruction,Universities,Departments,Electronic Publishing,Information Technology,Student Attitudes,Play,Language Usage,Language Proficiency,Guidelines,Prevention,Class Activities,Intervention,College Students,Foreign Countries

Cyberbullying during English teaching involving Information Communication Technology (ICT) is an exciting topic to study. Seeing how new language learners share their thoughts and feelings through blogs as alternative learning media and how they engage in cyberbullying in their online interactions may reveal the motives beyond cyberbullying acts. This present study used the mixed method approach to understand the motives to tailor the anti-cyberbullying recommended solutions. The data is extended from a 3-month preliminary study to an 18-month investigation of 711 cyberbullying comments archived in 251 blogs owned and actively used by EFL university students at English Department of Universitas Lancang Kuning (Unilak). The analysis revealed the major students' motive is just to have fun (70%), followed far behind by the motive to fight back (8%), to express upset feelings (7%), and other motives (12%). 16 students with the highest track record of cyberbullying in their blogging activities were interviewed to discuss their motives for cyberbullying other students whom they have known for at least more than 18 months. Results indicate cyberbullying among language learners seems to be an act of &quot;playing with language&quot; or &quot;linguistics wordplay.&quot; Cyberbullying seems to be a sort of &quot;language exaggeration&quot; for EFL students who possess limited competence in English when they interact in the online network. Based on the results, a new definition of cyberbullying was offered to accommodate the linguistic nature of cyberbullying. Using the primary health care framework by the World Health Organization (WHO), this present study designed a practical list of ready-made classroom activities to combat cyberbullying in four different steps, i.e. promotive, preventive, curative and rehabilitative.
Supporting the Post-School Goals of Youth with Disabilities through Use of a Transition Coordinator
Author: Scheef, Andrew
Date: 2020-03-00
Type: Journal Articles
Subjects: Students with Disabilities,Principals,Administrator Role,Special Education Teachers,Teacher Role,Transitional Programs,Special Education,Educational History,Inclusion,Educational Legislation,Equal Education,Federal Legislation,Coordinators,Individualized Education Programs,Program Development,School Community Relationship,Agency Cooperation,Self Determination,Postsecondary Education,Readiness

Principals in the United States are responsible for creating educational environments that enable students, including those with disabilities, to achieve both academic and postschool goals. Unfortunately, many principals lack the preparation necessary to effectively lead special education programs. To support principals and ensure that students with disabilities are prepared for life after high school, school districts may employ transition coordinators. These special education teachers support students with disabilities in identifying and achieving their post-school goals. In this paper, we describe the transition coordinator role and essential job components in detail.
Burnout and Its Correlates in Research Administrators
Author: Tabakakis, Kosta
Date: 2020-00-00
Type: Journal Articles
Subjects: Burnout,Administrator Attitudes,Research Administration,Incidence,Work Environment,Federal Regulation,Competition,Economic Factors,Case Studies,Cross Cultural Studies,Working Hours,Job Satisfaction,Leadership Effectiveness,Organizational Climate,Family Work Relationship,Health,Justice,Administrator Role,Gender Differences,Work Attitudes,Career Change,Foreign Countries,Measures (Individuals)

Aim: To identify the prevalence and correlates of burnout among research administrators. Background: Research administration is characterized by increasing government regulation, hyper-competitiveness, institutional management of growing complexity, and changing economic conditions. However, there is a lack of research on burnout among research administrators. Methods: A cross-sectional survey was conducted among 2,416 research administrators from four associations in Australia, Canada, the U.K, and the U.S. between October 2018 and January 2019. An online questionnaire was used for data collection. Burnout and workplace factors were measured using the Copenhagen Burnout Inventory and Copenhagen Psychosocial Questionnaire II. respectively. Results: The prevalence of high personal burnout, work-related burnout, and client-related burnout was 68.3%, 60.0%, and 37.0%, respectively. Gender, considered leaving the profession, average working hours/week, self-rated health, job satisfaction, quantitative demands, tempo (work pace), influence at work, predictability, recognition, role clarity, quality of leadership, work-family conflict, justice and respect, vertical trust, threats of violence, and bullying were associated with all three forms of burnout among research administrators. Conclusion: Burnout is common among research administrators. Research organizations are responsible for providing healthy work environments to ensure positive client, research administrator, and organizational outcomes. Future research is required to examine workplace approaches to improving the psychosocial work environment.
Challenging EFL Students to Read: Digital Reader Response Tasks to Foster Learner Autonomy
Author: Pasaribu, Truly Almendo
Date: 2020-04-00
Type: Journal Articles
Subjects: English (Second Language),Reader Response,Personal Autonomy,Reading Instruction,Integrated Learning Systems,Visual Aids,Student Centered Learning,Foreign Countries,Instructional Effectiveness,Private Colleges,College Students,Student Attitudes,Electronic Learning,Self Evaluation (Individuals),Cooperative Learning,Reading Motivation

Reading and technology are believed to have a strong link with learner autonomy. This research aims at investigating how digital reader response tasks in a reading class promote learner autonomy. The students were given reader response tasks which challenged them to respond to texts using digital infographic and presentation tools in &quot;Moodle&quot; forum. The data of this case study, collected from questionnaires, online records, and reflections involving 25 participants, were analyzed based on the domains of autonomy. The findings indicated that digital reader response tasks in a &quot;Moodle&quot;-based reading class enabled learners to plan, execute, and evaluate their own learning. The findings also showed that these online tasks did not only motivate learners to engage in meaningful language learning experience, but also encouraged them to nurture social dimensions of autonomy.