ethanporcaro/eric-fulltext-meta huggingface dataset:
Analyzing the Impact of Leadership Styles on Student Achievement in Alabama&apos;s Rural High Schools
Author: Howard, Stanley Michael
Date: 2022-09-00
Type: Journal Articles
Subjects: Leadership Styles,Academic Achievement,Rural Schools,High Schools,Employment Experience,Gender Differences,Transformational Leadership,Correlation,Superintendents,Principals

This study aimed to analyze leadership styles to discover which leadership style had the most significant positive and negative impact on student academic achievement in rural high schools in Alabama. This study attempted to reveal if a significant difference in student academic achievement existed based on the school leader's leadership style, years of leadership, and gender. The independent variables were leadership style, years of experience, and gender. The dependent variable was student academic achievement. The survey was distributed to 24 superintendents and 57 principals in rural high schools and rural school systems in Alabama. The survey consisted of Likert-style questions ranging from 1 (Strongly Disagree) to 5 (Strongly Agree) regarding leadership style and three demographic questions. Employing a One-Way ANOVA and TwoWay ANOVA to analyze the research questions, the results revealed there was a significant difference in the means between student academic achievement and leadership style. Furthermore, results revealed no significant difference in student academic achievement when compared to leadership styles, years of experience, and gender. Transformational leadership had the highest potential for impacting student academic achievement and leaders should be professionally trained to utilize this style.
L2 Learners&apos; Cognitive and Behavioral Engagement with Written Corrective Feedback
Author: Park, Ji-Hyun
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Learner Engagement,Cognitive Processes,Student Behavior,Written Language,Error Correction,Feedback (Response),Writing Instruction,College Freshmen,Foreign Countries,English (Second Language),Instructional Effectiveness,Writing Achievement

The purpose of this study was to explore the relationship between students' cognitive engagement with written corrective feedback (WCF) and their revision behavior. Based on the assumption that different levels of cognitive involvement are linked to learners' use of the feedback, we investigated how different post-feedback activities (i.e., reading, copying, and explaining the feedback) would affect second language writers' behavioral engagement with WCF during the revision phase. Ninety-eight students were divided into three experimental groups and one control group. Experimental groups performed one of the three post-feedback activities before revising their original writing. The participants' revision behavior was examined by their uptake of WCF. Additionally, the change in writing quality between the first and the revised drafts was investigated. Results showed that activities that promote deeper cognitive processing generally led to higher uptake of WCF in revision. The effects of post-feedback activities, however, varied for error types. All the post-feedback activities were effective in improving the quality of writing.
Machine Translation Errors and L2 Learners&apos; Correction Strategies by Error Type and English Proficiency
Author: Yoon, Chae Won
Date: 2022-00-00
Type: Journal Articles
Subjects: Translation,Error Analysis (Language),Error Patterns,Language Proficiency,English (Second Language),Second Language Learning,Second Language Instruction,Writing (Composition),Native Language,Middle School Students,Teaching Methods,Textbooks,Verbs,Grammar,Correlation,Error Correction,Language Tests,Foreign Countries

To investigate L2 adolescent learners' use of machine translation (MT), an MT error correction (EC) test was developed, based on the analysis of MT errors arising from translating the learners' L1 of middle school EFL textbooks. Learners were also asked to report on their use of MT EC strategies on the EC task. Results indicated that &quot;mistranslated sentence&quot; and &quot;verb tense&quot; are the most difficult types of MT errors to correct. Furthermore, to resolve MT errors, &quot;guessing from context&quot; and &quot;literal translations&quot; were the two most frequently employed EC strategies. When multiple regression analysis was conducted to examine the contribution of EC strategies to the learners' ability to correct errors, the mid proficiency learners' reliance on literal translations and the low proficiency learners' use of multiple EC strategies were positively associated with improved corrections of MT errors. The results of the study are discussed in light of how L2 learners need to develop competence for using MT in L2 writing.
Resisting Native-Speakerism in International Learning Exchange between North Korean Refugee Students and American University Students
Author: Jang, Eun-Young
Date: 2022-00-00
Type: Journal Articles
Subjects: Refugees,North Americans,Asians,Exchange Programs,Intercultural Communication,Cultural Awareness,Case Studies,Authentic Learning,English (Second Language),Second Language Learning,Second Language Instruction,English,Native Speakers,Language Attitudes,Video Technology,Student Attitudes,Self Concept,Program Design,Learning Motivation,Communication Skills,Language Proficiency,Multilingualism,Code Switching (Language),Korean,Foreign Countries,High School Students,Undergraduate Students,Computer Mediated Communication

This study showcases an International Learning Exchange (ILE) program between North Korean (NK) refugee students in South Korea and American university students from the US. ILE programs connect two or more linguistic/ cultural groups for intercultural awareness, which provide authentic communicative environments. However, the prevalent use of English and research focus mostly on non-native English-speaking students reflect the ideology of native-speakerism embedded in ILE programs. The purpose of this study was to develop an ILE program that resists native-speakerism and to investigate its influences on native as well as non-native English-speaking students. Adopting a case-study approach, data were collected from video-taping, fieldnotes, student documents, surveys, and interviews. Findings show how the authors designed and implemented a principle-based ILE program. The responses of NK students show their growing motivation and communication ability. The responses of American students show their critical reflections on their native-speaker identities. This study offers insights into designing ILE programs based on multilingualism and translanguaging.
The Writing-to-Learn Dimension of L2 Writing: Towards Rhetorical Hybridity and Flexibility
Author: Huh, Myung-Hye
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Instruction,Second Language Learning,English (Second Language),College Students,Rhetoric,Student Experience

This study investigated how two Korean EFL college students, who were taught the five-paragraph essay in their college writing classes, drew upon rhetorical resources in their writing for learning content (WLC). Using a multiple-case study design, the study examined how the students consciously manipulated all of their rhetorical resources to make meaning and used L2 writing to learn content. It also explored how they differed in their enactment of rhetorical practices and deployment of rhetorical resources in WLC. During their engagement with WLC, they developed rhetorical strategies that reflected the structure of their evolving text rather than the structure of the five-paragraph essay. Their rhetorical choices in WLC have provided invaluable insight into the rhetorical challenges they faced while writing. Overall, they produced texts that better portrayed the multiple nuances inherent in a translingual approach. An implication is that more L2 writing teachers and scholars should pay attention to the rhetorical sensibility promoted by the translingual movement.
Developing a Coaching Model to Promote Teachers&apos; Potential for Conducting Classroom Research
Author: Wangphasit, Ladda
Date: 2022-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Models,Program Effectiveness,Classroom Research,Foreign Countries,Religious Schools,Islam,Teacher Empowerment,Teacher Collaboration

This study aimed to 1) develop a coaching model to promote teachers' potential to conduct classroom research and 2) evaluate the effectiveness of the coaching model. The research methodology consisted of three phases. In the first phase, the researcher studied the related studies and interviewed various experts about conducting classroom research and coaching. In the second phase, the researcher developed a coaching model and research instruments and asked experts to validate these, and these were then trialed in a pilot study. In the third phase, the researcher investigated the effectiveness of the coaching model for promoting teachers' potential to conduct classroom research via a one-group pre-test and post-test design. The intervention group in the present study comprised 147 teachers teaching at Islamic Schools in Bangkok, which are private schools operating under the Office of the Private Education Commission, in the 2020 academic year. The experiment lasted for 20 weeks. Two classes were run each week, for 20 weeks, for a total of 40 classes over the study period, and workshops were run before and after the intervention. The data obtained were analyzed by dependent t-test. It was found that the optimum coaching model for promoting teachers' potential for conducting classroom research comprised three steps: 1) empowerment, 2) co-creation, and 3) enlargement. Further, the teachers' potential for conducting classroom research was higher after the experiment than before the experiment with statistical significance at 0.50. Most of the research quality was at a good level ([X-bar] = 77.87; S.D. 1.60).
The Development of an Instructional Model Based on Social Cognitive Theory to Enhance English Listening and Speaking Skills for Grade 6 Students in Small Size Schools
Author: Thaosiri, Sukanya
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Development,Social Cognition,English (Second Language),Second Language Learning,Listening Skills,Speech Skills,Grade 6,Middle School Students,Small Schools,Foreign Countries,Instructional Effectiveness,Observational Learning,Self Efficacy,Learning Strategies

This research aimed to study the basic information and needs for the development of an instructional model based on social cognitive theory to enhance English listening and speaking skills for grade 6 students in small size schools, develop the model, and study the results of implementation. The sample group was 8 students of Ratruamrangrat (Kamjad Upatham) School in the 2nd semester of the academic year 2019, selected by cluster random sampling. The research instruments were a questionnaire for students, an interviewing form for teachers, a learning management manual, lesson plans, English listening and speaking tests, and English listening and speaking skills achievement test. The findings revealed that the total level of students' English listening and speaking skills enhancement was low, while teachers lacked confidence and techniques in teaching English for communication. The developed model consisted of 6 components including principles, objectives, syntax, principle of reaction, and support system, respectively. The results of implementation showed students' a significant improvement in the overall and each English listening and speaking skills. Their learning achievement for both English listening and speaking skills after learning through the developed model was higher than that assessed before learning through the model at the statistically significant level of 0.05.
The Development of a Self-Awareness Skill for High School Students with the Process of Social and Emotional Learning
Author: Thaintheerasombat, Supatarayan
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Concept,High School Students,Social Emotional Learning,Emotional Intelligence,Self Management,Foreign Countries,Skill Development,Gender Differences,Age Differences

The research purposes for encouraging study of social and emotion intelligence (S+EI) for secondary school students. Also, this research studied the developing aware of oneself and others in the present and utilising that awareness to manage oneself (our behaviour, our responses to difficult or demanding situations) and our relationships with others in deference age and gender to find the result of self-awareness between two groups of students including students who have learnt self-managing social and emotion and students who have studied in traditional way. The methodologies that used in this research are composed of the study plan that encourages development of intelligence for secondary school students by observing behaviour of both social and emotion, observing individual behaviour, and doing questionnaire about social and emotion by adopting statistic, frequency, and percentages to evaluate. The researcher found that students from Mahasarakham University Demonstration school (Secondary school) who have learnt to manage their social and emotion have different result of developing their social and emotion intelligence according to different study period, gender, and age. Therefore, students who have different learning styles had different self-awareness learning outcomes at the statistical significance level of 0.05.
A Constructivist Analysis of Grade 8 Learners&apos; Errors and Misconceptions in Simplifying Mathematical Algebraic Expressions
Author: Moru, Eunice Kolitsoe
Date: 2022-07-00
Type: Journal Articles
Subjects: Constructivism (Learning),Error Patterns,Misconceptions,Algebra,Foreign Countries,Grade 8,High School Students

Algebra is an important branch of mathematics which applies to many fields related to mathematics. However, many studies show algebra as posing problems even to the most gifted students. This phenomenon, therefore, necessitates more studies to be conducted in this area. As such, the study explored the types of errors that Grade 8 learners committed in simplifying algebraic expressions and the misconceptions that might have given rise to such errors. Ninety-five Grade 8 learners were selected as the subjects of the study at one high school in Lesotho. Within the framework of the Qualitative case study design, the study used tasks and interviews for data collection. The thematic approach to data analysis within the framework of the constructivist theory was adopted. The study identified most errors committed by the learners as persistent. Overgeneralizing the rules of prior knowledge to new knowledge, particularly in different contexts, was the most frequent cause of the errors. In addition to this was the misunderstanding and misinterpretation of correct meanings in the given context. Some of the identified errors overlapped with those in the reviewed literature while others did not.
Describing Prospective Teachers&apos; Promote Action in Online Mathematics Learning
Author: Iffah, Jauhara Dian Nurul
Date: 2022-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education Programs,Pedagogical Content Knowledge,Mathematics Instruction,Learning Processes,Online Courses,Student Attitudes,Peer Teaching,Evaluation Criteria,Teaching Methods,Mathematics Teachers,Vignettes,Teacher Student Relationship,Student Evaluation,Evaluation Methods,Foreign Countries

Promoted action is an activity offered by the teacher to students so that they can develop new knowledge or experience. The promoted action chosen by the teacher will depend on the knowledge possessed by the teacher. It is commonly referred to as pedagogical content knowledge (PCK). In addition, to become a professional teacher with a well-measured PCK, the prospective teacher has been trained since the lecturing process. This study aims to describe promoting the actions of prospective teacher students in learning mathematics online. It is descriptive qualitative research on the subject of four students who take the peer teaching program. Subject selection was based on the PCK criteria of subjects with categories 0-0, 0-1, 1-0, and 1-1, which indicated the order of levels of pedagogical knowledge- content knowledge. Data collection methods are tests to determine the PCK of prospective subjects, observation of the learning process, and documentation of learning records. The triangulation used to see the credibility of the data is time triangulation. The results showed that all subjects elicited promoted actions in motivation, concentration, processing, and exploration phases. The four students have different ways of bringing up encouraging action based on their ability criteria.
GeoGebra-Based Flipped Learning Model: An Alternative Panacea to Improve Students&apos; Learning Independency in Online Mathematics Learning
Author: Ishartono, Naufal
Date: 2022-07-00
Type: Journal Articles
Subjects: Online Courses,Mathematics Instruction,Flipped Classroom,Learning Activities,Undergraduate Students,Foreign Countries,Independent Study,Computer Software,Technology Uses in Education,Learning Management Systems,Student Characteristics

Previous studies have tried to improve students' independence in online mathematics learning. However, the Flipped Learning model integrated with GeoGebra is scarce as none of the existing syntaxes accommodate the model. As the existing syntax is based on three phases: pre-class activity, in-class activity, and post-class activity. This research aims to develop GeoGebra-based Flipped Learning syntax to increase students' independence in learning mathematics. The main difference between the existing syntax and the developed one is the integration of GeoGebra in the pre-class activity. The integration is based on previous studies showing that using GeoGebra can improve student's learning achievements. It research employed the Design-Based Research (DBR) model involving 125 second-year undergraduate students of a private university in Indonesia. The syntax results were obtained from the study, indicating an increase in the average value of student independence in learning mathematics based on learning independence, confidence, level of discipline, sense of responsibility, level of initiative, and self-control. This developed syntax is expected to help teachers streamline online mathematics learning.
Institutional Policies, Practices and Initiatives Impacting Research Productivity: The Strengthening of Collaboration, Leadership and Professionalism in Research Management in The Southern African Development Community (SADC) and European Union (EU) Higher Education Institutions (StoRM)
Author: Frantz, J. M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Research Administration,Productivity,Educational Research,Higher Education,Universities,Teacher Researchers,Graduate Students,Capacity Building,Faculty Publishing,Access to Information,Barriers,Foreign Countries

Research productivity and research excellence are elements essential to the creation of a conducive research environment, in which research publications, research dissemination, and research utilization, are key in fostering the sustainability of higher education institutions. In this study, the current institutional policies, practices, and initiatives that encourage research productivity were explored. A mixed-method methodology, embodying a sequential exploratory approach, was adopted for the study. Non-probability, convenient sampling was used to select Higher Education Institutions (HEIs). A survey questionnaire comprising closed and open-ended questions was used for data collection. The data collection tool was piloted and refined. An integrative analysis consisting of descriptive statistical analysis and thematic analysis was used to analyze the collected data. The findings of this study highlight the instrumental role of university staff and students for research productivity. Building an institutional research culture was seen to boost research productivity. Increasing research capacity and visibility, the implementation of appropriate management infrastructure and the adoption of research policies were found to be effective strategies to support research productivity within Higher Education settings. Support for research publication and publication performance management was similarly identified to improve research productivity. It is recommended that the policies, practices, and initiatives set by HEIs should focus on research productivity, creating an institutional research culture, supporting research publications, and research performance management, in order to drive research productivity and contribute towards sustainability.
A Quantitative Study on Leader Behaviors and Teacher Well-Being: Low and High Socioeconomic Schools
Author: Bostic, Jason A.
Date: 2022-09-00
Type: Journal Articles
Subjects: Leadership Styles,Questionnaires,Transformational Leadership,Elementary School Teachers,Middle School Teachers,High School Teachers,Socioeconomic Status,Teacher Attitudes,Teacher Surveys,Administrator Behavior,Well Being,Job Satisfaction,Self Efficacy

Instructional leaders of the school building influence teachers' well-being. While there have been many studies conducted regarding reasons teachers leave the classroom, very few studies focused on the differences between leader behaviors and teacher well-being. The purpose of this research study was to determine if there were statistically significant differences between leader behaviors and teacher well-being at high and low socioeconomic schools located in Alabama. The study used survey data from the &quot;Multi-factor Leadership Questionnaire&quot; (MLQ-5X) Instrument and the &quot;Teacher Subjective Well-Being Questionnaire&quot; (TSWQ) using an online Qualtrics platform. The study surveyed 46 participants in the high socioeconomic group and 44 participants in the low socioeconomic group. An independent samples t-test was conducted to determine if any significant differences exist between high and low socioeconomic schools regarding leader behaviors and teacher well-being. The results indicated that there was a statistically significant difference in the leader behavior between low and high socioeconomic schools but not a statistically significant difference between teacher well-being between low and high socioeconomic schools.