ethanporcaro/eric-fulltext-meta huggingface dataset:
A Critical Multimodal Discourse Analysis of Drawings to Ascertain Identity and Self-Concept
Author: Strauss, Annaly M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Freehand Drawing,Self Concept,Literacy,Elementary School Students,Grade 3,Language of Instruction,English (Second Language),Foreign Countries

Background: Within the multilingual context of KwaZulu Natal (KZN), learners in Grades 1-3 are taught in their native language which is isiZulu. From Grade 4, English or Afrikaans becomes the medium of instruction. Yet, many parents prefer that their children be taught in English. It is the assumption that young learners' self-concept and identity affect English language learning and academic achievement. Aim: The study analysed the interplay between self-concept, and identity in Grade 1's literacy practices. Setting: The study was conducted in a Grade 1 class in KZN, South Africa. Methods: The study drew on Critical Multimodal Discourse Analysis (CMDA) to collect, analyse and interpret data. Four participants were purposefully chosen to participate in the study. Data were generated from children's drawings and online interviews. Results: The findings showed how learners' self-concept and identity were influenced by their family contexts, and feelings experienced in homes. This study suggests that primary caregivers and teachers create spaces for literacy practice to increase learners' self-concept and identity as speakers and writers of English. Using alternative communication strategies allow learners to (1) think more deeply about what they value, (2) gain an understanding of who they are in relation to their family members and (3) reveal what their cultural preferences are. Conclusion: The study argues that besides peripheral factors, including family, teachers, and the community, children's self-concept and identity are influenced by their experiences within their social sphere, including school. The study recommends further research to explore teachers influence on young children's self-concept as English Second Language speakers. Contribution: The study's contribution towards knowledge is captured through CMDA to discover and understand learners' self-concept and identity as English language speakers and writers.
Foundation Phase Teachers&apos; Knowledge on Common Visual Problems Affecting Children
Author: Ramantsi, Boitumelo M. L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Knowledge Level,Visual Impairments,Identification,Foreign Countries,Low Income Students

Background: Vision disorders are a public health problem as they cause a delay in academic progress and affect learners' future career. Teachers spend most of the time with children at school and can help in the early identification and referral of children with visual problems. Aim: To evaluate the knowledge of Grade R to Grade 3 teachers on children's visual problems before and after educating them on the different visual disorders that affect learners in the classroom. Setting: Low socio-economic status (Quintile 1) schools in Bloemfontein, South Africa. Methods: Convenience sampling was carried out to include Grade R to Grade 3 teachers from 11 Quintile 1 schools. In this quantitative study, two questionnaires with nine items each were administered to determine the teachers' knowledge. A 45-min educational session on common vision disorders was presented by the researcher. The teachers were classified as having good knowledge if they obtained seven or more correct answers in each questionnaire. Results: Thirty-six female teachers participated in the study. Most of the participants (72.22%) were in the age group of 36 years and older, and 44.44% had been teaching for more than 10 years. Thirty-four participants (94.44%) obtained an overall score of seven and higher before the educational session, and all participants obtained a score of seven and higher after the educational session. There was a statistically significant difference (p &lt; 0.0001) between the scores of participants before and after the educational session. Conclusion: The Foundation Phase teachers had adequate knowledge about common visual problems. The educational session was beneficial as it enhanced the teachers' knowledge.
Online Machine Translation for L2 Writing across Languages and Proficiency Levels
Author: Alm, Antonie
Date: 2022-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Writing (Composition),Foreign Countries,College Faculty,College Students,Teacher Attitudes,Student Attitudes,Language Proficiency,Second Language Instruction,Chinese,French,German,Japanese,Spanish,Age Differences

Using machine translation (MT) tools for language learning has become a common practice among language students in recent years. Studies have investigated how students use MT, how students and teachers perceive its benefits and drawbacks and how helpful it is for language learning. These studies indicate that students think MT tools are helpful in L2 writing due to their quick and easy access and use them in many aspects of L2 writing, such as vocabulary search, grammar checking, and writing revisions. However, concerns for the accuracy of outputs, the effectiveness of MT for language learning and academic integrity are shared among students and teachers. This present study is based on a survey of 12 teachers and 150 students across five different languages and three proficiency levels at a tertiary institution in New Zealand. The quantitative and qualitative data were analysed to compare MT use and perceptions among proficiency levels and languages as well as between teachers and students. The findings reveal patterns that indicate different practices and perceptions between students of non-alphabet-based and alphabet-based languages. The analysis also demonstrates correlations between advanced-level students and more sophisticated and critical use of MT. With the proliferation of MT tools with neural machine translation (NMT) systems and improvement in their accuracy, the findings of this study contribute to the understanding of MT literacy to ensure effective and critical use of MT with an awareness of unique contexts and expectations of L2 writing in different language courses.
The Practice of Speech-Language Pathology in Saudi Arabia
Author: Alakeel, A. I.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Speech Language Pathology,Allied Health Occupations Education,Allied Health Personnel,Certification,Barriers,Undergraduate Study,Graduate Study

Since the first undergraduate program in SLP was established in 1985 at King Saud University, the SLP profession has witnessed remarkable advancement. This is reflected in the increase in the number of programs that offer graduate and postgraduate education, the rise in the number of practicing SLPs and their clinical skills, and the quality of services provided to clients with communication and swallowing disorders. This article will give information about SLP practice in Saudi Arabia, licensing systems, and challenges facing clinicians and the SLP profession. [The page range cited (pp. 87-99) on the .pdf is incorrect. The correct page range is pp. 86-98.]
Supporting Teachers to Develop Formative Assessment Knowledge and Skills in No-Fee Schools
Author: Ramollo, Jeanette K.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation,Formative Evaluation,Elementary School Teachers,Grade 3,Evaluation Methods,Capacity Building,Intervention,Program Implementation,Faculty Development,Feedback (Response),Peer Evaluation,Self Evaluation (Individuals)

Background: Formative assessment has been reported to improve learners' learning in affluent contexts. However, very few studies have reported the impact of formative assessment on teachers' knowledge and understanding in no-fee public schools located in a low socioeconomic context. Aim: This article investigates the impact of the Assessment for Learning Capacity Development Programme (AfL CDP) on teachers' formative assessment knowledge and understanding pertaining to the five formative assessment strategies: learning intentions and success criteria, questioning, feedback, peer and self-assessment. Setting: This study was conducted as part of the Assessment for Learning (AfL) in Africa project in one Gauteng district involving 20 Grade 3 teachers from six no-fee public schools. Methods: Teachers in this study participated in the AfL CDP, implemented using the reflect, mediate, acquire and adapt, plan, prepare, present, support (ReMAPS) intervention framework. Baseline and endline data were collected using the formative assessment reflection exercises (FARE) before and after the AfL CDP, while t-tests were used to determine differences in performance. Results: The results revealed significant improvements in teacher formative assessment knowledge and understanding across all five strategies. Conclusion: The ReMAPS intervention framework, applied in the AfL CDP, proved successful in supporting teachers to improve their formative assessment knowledge and understanding, even when implemented in challenging contexts, and provides a viable, practical model for implementing AfL pedagogical strategy by the Department of Education. Contribution: This study adds to the body of knowledge by providing research-based findings about how an AfL capacity development programme implemented in a challenging context in South Africa, benefited teachers' pedagogical knowledge and understanding.
Examination of Variables Affecting the Perceptions of Academic Performance of Higher Education Students during the Distance Education Process
Author: Yüner, Berna
Date: 2023-00-00
Type: Journal Articles
Subjects: Academic Achievement,College Students,Higher Education,Distance Education,Student Satisfaction,COVID-19,Pandemics,Family Environment,Computer Literacy,Electronic Learning

COVID-19 has had serious consequences in all areas of social life, including education. In this period, distance education appeared as an inevitable solution. Even today, when the pandemic process is over and re-normalization has begun, online teaching environments have become such an indispensable part of education systems that it has been decided that a certain proportion of the courses will be conducted online in universities. For this reason, determining student experiences in online courses is important in planning the future of distance education. Since academic performance is the output of the teaching process, students' academic performance is one of the topics of interest in higher education research. There may be different factors affecting the academic performance of students in the distance education process, which imposes more responsibility on students and requires self-control. This study aimed to examine the relationship of academic performance in the distance education with home infrastructure, student interaction, computer skills, academic satisfaction. This research is based on a large-scale study, &quot;The impact of the COVID-19 pandemic on the lives of higher education students&quot;, examining the pandemic's impact on higher education student perceptions in 2020. It has been observed that home infrastructure has a significant impact on the student's academic performance. The infrastructure increases the interaction of the student. When home infrastructure is taken as a control variable, students' computer skills are the highest predictor of their perception of academic performance, followed by their online interactions and, finally, perceived satisfaction. Today, pandemic conditions are still ongoing. In addition, even as the pandemic ends, online education has become an indispensable part of our education system. Therefore, the findings of the research would be beneficial for the ongoing planning process.
Curriculum Gaps in Public Administration: Perceptions of Academicians and Other Stakeholders in the Philippines
Author: Jalagat, Revenio C., Jr.
Date: 2023-01-00
Type: Journal Articles
Subjects: Foreign Countries,Public Administration Education,Higher Education,Curriculum Development,Masters Programs,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Graduate Students,College Faculty,Deans,Expertise

This paper aims to examine the limited area of public management education program of more than 70 institutions of higher education learning in the Philippines. The examination focused on distinguishing the variations of experts, college/university administrators, teachers, and students towards developing the public sector/administration management curriculum. To achieve the research objectives, it applies a survey in three phases. The first and second phase deals with questionnaire distribution to Master of Public Administration students, teachers, college administrators, and experts. The third phase was the distribution of questionnaires to all participants who have given their opinion on the proposed curriculum, their objectives, and the subjects/courses. The findings disclosed that the established curriculum confirmed with the Commission on Higher Education standards consisting of the core or professional subjects, research and evaluation, major subjects, and thesis writing. This study is helpful by universities in offering the public sector management curriculum at the master's level.
Contribution of Transformational Leadership and Years of Leader Experience on the Effectiveness of Organization Efficacy
Author: Komariyah, Laili
Date: 2022-00-00
Type: Journal Articles
Subjects: Transformational Leadership,Organizational Effectiveness,Correlation,Leadership Effectiveness,Pandemics,COVID-19,Universities,Administrator Effectiveness,State Universities,Private Colleges,Administrator Characteristics,Foreign Countries,College Administration

During the pandemic, organizational effectiveness remains at a very low level. Many universities are underperforming when a pandemic hits a country. When the pandemic subsided, the organization's effectiveness became exciting again This study aims to examine the effect of transformational leadership and years of service or experience of organizational leaders on organizational effectiveness, both directly and through organizational commitment, as intervening variables. The study adopted a quantitative approach and specifically the correlational verification approach. The study was conducted at the Public and Private SMAs in Samarinda, Indonesia, from January to August 2022. The study population consisted of 254 principals, vice principals and teachers, with a sample size of 145 selected through the proportional random sampling technique. The collected data were analyzed using smart PLS and SPSS software. The study findings revealed that there is no significant effect between transformational leadership on organizational effectiveness. The results show that the more experience the leader has, the more effective an organization is. The better the transformational leadership and the longer the experience as a leader, the more effective the institution will be. Organizational commitment does not effectively become a moderator variable in mediating the effect of transformational leadership and experience of leadership on organizational effectiveness.
Factors Affecting Trust in Female and Male School Leaders
Author: Özcan, Kenan
Date: 2023-01-00
Type: Journal Articles
Subjects: Leadership,Gender Differences,Trust (Psychology),Teacher Attitudes,Leadership Qualities,Leadership Styles,Elementary School Teachers,Secondary School Teachers,Foreign Countries

Within the past 80 years, leadership has been a serious discussion and it is also considered important to understand what variables relevant to effective leadership. Among these variables, gender is so critical and as a result it must be examined with regard to optimizing leadership effectiveness in professional, political, cultural, and personal realities of the twenty-first century as well as in school. In this century, women and men have been, are, and should be leaders. However, there are some factors that effect their leadership practices. To this end, this research aims to determine the factors that affect teachers' trust in male and female school leaders. The study employed a qualitative research design. The data were collected with interview technique. In this regard, 20 teachers were interviewed. The participants were determined with purposeful sampling method. The data were analyzed with inductive analysis method. Results revealed that the participant teachers trust different behaviors or characteristics of their male or female leaders. In general, teachers trust in their female leaders' more because of their objective, idealistic, dedicated behaviors, and also their motherly, sensitive and compassionate personality. On the other hand, teachers trust in their male leaders as they are fair, trustworthy, frank, competence, more rational and strong communicators. While male leaders are believed to take initiative and implement the laws and regulations more strictly, female administrators are more interested in the administration profession, behave meticulously and work devotedly. It is recommended that school administrators should create a climate of objectivity and trust in school.
Perceived Servant Leadership Style of Principals Correlates with Job Satisfaction of Secondary School Teachers in Pakistan
Author: Ahmad, Saghir
Date: 2023-01-00
Type: Journal Articles
Subjects: Leadership Styles,Principals,Job Satisfaction,Secondary School Teachers,Correlation,Foreign Countries,Teacher Attitudes,Teacher Characteristics

Servant leadership is a type of leadership that encourages people to work together. A leader intends to help the institution's personnel favorably. The school leader interacts with teachers and administrative staff as a collegial friend rather than a boss and tries to make things as easy as possible for them. The major goal of this study was to see if there was a correlation between servant leadership and job satisfaction among secondary school teachers in Pakistani settings. The study's participants were male and female public sector secondary school teachers from the districts of Lahore and Kasur, of Punjab province, Pakistan. The sample was chosen using a stratified random sampling technique. A total of 510 teachers participated in the study as a sample. In this study, adapted questionnaires with responses measured on a five-point Likert type scale was used. Both variables, perceived servant leadership style of principals and work satisfaction of teachers showed a strong association. Further sub-factors correlations showed significant results. It is proposed that school principals adopt a servant leadership style as it would be more beneficial for them to ease and comfort the school employees that might improve the institutional performance.
School Principals&apos; Self-Efficacy Beliefs and Level of Technology Integration in Moroccan Public Schools
Author: Laouni, Nour-eddine
Date: 2023-01-00
Type: Journal Articles
Subjects: Principals,Public Schools,Self Efficacy,Beliefs,Administrator Attitudes,Technology Integration,Foreign Countries,Administrator Characteristics,Elementary Secondary Education

An essential and prima facie component for effective technology integration in education and management of schools is the sense of efficacy of the school principal. This promising, but largely unexplored avenue in research was the aim of this study that sought to expose the seemingly conditions for a better understanding of school principals' sense of efficacy and its impact on the level of technology integration in Moroccan public schools. The study employed a quantitative method design using two instruments to collect data of 167 school principals. The Principal Sense of Efficacy Scale (PSES) (Tchannen-Moran &amp; Gareis, 2004) to measure sense of efficacy and Level of technology integration (LoTi) Moersch (1999) to measure the various levels of technology integration. Findings of the study demonstrated that Moroccan school principals have a moderate sense of efficacy at (PSES) scale and low sense of efficacy at the sub-scales wherein moral-efficacy (M = 24.40, SD = 3.96), management-efficacy (M = 30.72, SD = 3.60) and finally instructional efficacy levels (M= 28.85, SD = 4.14). These significant differences in descriptive statistics reached significance in the inferential analyses as well to support the main result of this research that came out with only a modest relationship between self- efficacy and school principals' Level of technology integration.
Patterns of Publishing in German Civic Education Research: A Co-Authorship Network
Author: Waldvogel, Thomas
Date: 2022-00-00
Type: Journal Articles
Subjects: Authors,Citizenship Education,Scholarship,Researchers,Publications,Cooperation,Educational Research,Foreign Countries,Network Analysis,Bibliometrics,Faculty Publishing,Universities

Research as a social process suggests that the collective research agenda of a discipline is shaped by its structural features which thus helps to explain why we actually discuss what we discuss within an academic domain. This assumption also substantially informs publication patterns and co-authorship networks in German civic education research: Who are the most central researchers? What groups of collaborating researchers exist? How do these clusters diverge in their characteristics? The article addresses these questions by drawing on an encompassing dataset that considers multiple publication types including book publications, journal articles and chapters in edited volumes with more than 3000 contributions and 900 authors published between 2014 and 2020 in German civic education research. Using bibliometrics, different techniques of network analysis and consensus graph clustering methods, the analysis reveals patterns of co-authorship and presents the first systematic mapping of the discipline. In this way, the most important research clusters, their characteristics and the major researchers in the domain of civic education research in Germany are assessed.
English Language as Social Capital: A Study of Online English Private Tutoring in Taiwan
Author: Chang, Feng-Ru
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Capital,English (Second Language),Second Language Learning,Second Language Instruction,Career Development,Higher Education,Language Attitudes,Global Approach,Civil Rights,Computer Assisted Instruction,Computer Mediated Communication,Tutoring,Web Sites,Student Attitudes,Private Education,Content Analysis,Access to Education,Occupational Aspiration,Language Role,Foreign Countries

The worldwide expansion of globalization contributes to the dominant status of the English language and furthers the expansion of linguistic imperialism. Underpinned by the concept of globalization, this study situates in the context of online English private tutoring (EPT) and aims to explore the image of the English language and examine what it reflects in society and education. Data were collected from learners' testimonials presented on the website of one famous online EPT company based in Taiwan. Content Analysis was adopted to analyse learners' stated learning goals in their testimonials. The findings indicate the English language is understood as a form of social capital, allowing access to better career development, higher education and the realization of dreams. Implications of the English language as social capital in society, education and the global were discussed.