ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Secondary School Teachers&apos; Perception of Organizational Justice and School Climate
Author: Kemer, Mustafa
Date: 2022-05-00
Type: Journal Articles
Subjects: Correlation,Teacher Attitudes,Secondary School Teachers,Educational Environment,Organizational Climate,Justice,Principals,Administrator Behavior,Foreign Countries

In this research, it is aimed to reveal the relationship between secondary school teachers' perception of organizational justice and their perception of school climate. The research is a relational descriptive study in which the survey model is used. The sample of the study consists of 370 teachers selected by convenient sampling method among the teachers working in the general and imam hatip secondary schools in Izmit district of Kocaeli province in the academic year 2020-2021. &quot;Organizational Justice Scale&quot; and &quot;Organizational Climate Scale&quot; were used as data collection tools. In the analysis of the data, Pearson correlation coefficient was calculated for the relationship between variables, and simple linear regression analysis and multiple linear regression analysis were performed for predictive variables. As a result of the study, it was determined that there is a positive, moderately significant relationship between organizational justice and school climate. It was found that teachers' perceptions of organizational justice are a significant predictor of school climate, and the order of importance of the sub-dimensions of organizational justice in explaining school climate is &quot;procedural justice&quot;, &quot;distributive justice&quot;, and &quot;interactional justice&quot;. In addition, the research findings show that organizational justice affects the supportive principal behavior, which is one of the sub-dimensions of the school climate, the most.
Practices for Implementing Interactive Teaching Development Groups
Author: Hjalmarson, Margret A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Engineering Education,Faculty Development,College Faculty,Teaching Methods,Communities of Practice,Program Implementation,Group Activities,Program Design

This paper reports on a two-year project to form teaching development groups in engineering departments. The goal of each group was to discuss and implement interactive teaching strategies (e.g., in-class problem solving). The research design used meetings notes, feedback from group leaders and a case study of one participant to describe how the groups can be designed to support teaching development. This research was grounded in the following questions: What are the design principles underlying a successful, ongoing, small-group model for faculty teaching development? What logistical and structural features are important for ongoing faculty teaching development in a small-group format? This paper presents the five principles identified in the study and provides a case study of an engineering faculty member's teaching innovations over the several years during and after his participation in the faculty development group.
Looking Ahead: Student&apos;s Perceptions of Diversity before and after a Diversity Workshop
Author: Notini, Luiza
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Diversity,Attitude Change,Workshops,Disproportionate Representation,College Students

As the U.S. population shows increasing racial and ethnic diversity (Craig, Rucker, and Richeson 2018), it is imperative that engineering educators take steps to create a more inclusive engineering education environment. Several colleges in the U.S. have introduced diversity initiatives such as faculty/staff diversity training (O'Leary et al. 2020), diversity-focused workshops (Rheingans et al. 2018), and even mentoring programs to women and underrepresented racial and ethnic groups (Young 2018; Ikuma et al. 2019). At the University of Iowa, the College of Engineering recently established the Diversity, Equity and Inclusion (DEI) Council, and with their support, the authors aimed to learn about first-year engineering students' perceptions of diversity. To this end, the authors developed a hands-on workshop to facilitate conversation about diversity and learn how the students perceive diversity. While other institutions have also adopted diversity training for first-year engineering students, this pilot study is novel because it frames the conversation about diversity from the student's perspective rather than from the perspective of training, which has been shown to be ineffective (Naff and Kellough 2003; Chang et al. 2019; Dobbin and Kalev 2018). This education-based conversational approach is novel in that it leads to the inclusion, in addition to race and gender, of other dimensions of diversity that are rarely included in diversity training, including, but not limited to, sexual orientation, non-binary gender identity, age, political views, and religious beliefs.
Renewable Teaching and Learning: Untangling the Role of the Australian University
Author: Richards, Anne
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,College Role,COVID-19,Pandemics,Educational Change,Institutional Mission,Educational Finance,Federal Aid,Educational Trends,Retrenchment,Teacher Morale,Salary Wage Differentials,Job Layoff,Economic Climate,Educational Quality,Governance

This paper engages with current debate on the role of the university following COVID-19, exposing the ongoing corruption of traditional values of the tertiary sector, and the shift in teaching and learning expectations across the academy. It highlights the negative impact of the huge decline in government funding since the 1990s, salary inequity, ongoing job loss and decline in teaching and learning conditions within universities, alongside proven wage theft and exploitation of sessional and casual staff. Government neglect of the higher education sector is obvious in its refusal to support any university staff through JobKeeper funding. These issues, together with an ongoing public apathy towards the education sector, have demoralised, disenfranchised and fragmented this vital knowledge-rich professional cohort. The critique argues that government funding to the tertiary sector must be increased to positively incentivise and restore the role of the public university in a democratic society. There should be a clear recalibration of higher education within the public sector. Staff need to work together across disciplines and hierarchies to address proven dysfunctional practices within the academy with a strong, united voice. It advances some recommendations to recapture the spirit of the once idealistic university mission, while also addressing the many-stranded, utilitarian functions that are demanded in a complex, changing landscape.
Teamwork and Regional Universities: The Benefits for Women of a Third Space
Author: Goriss-Hunter, Anitra
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teamwork,Universities,Professional Personnel,Women Faculty,Females,Career Development,Preferences,Professional Autonomy,Multicampus Colleges,Blended Learning,Occupational Mobility,Work Environment

This article reports on the findings of a study that explored the benefits and challenges for women of working at an Australian regional university in early 2020 before the COVID-19 pandemic. It examines whether living and working at a regional university with dispersed campuses presented particular challenges for women and whether it had an impact on their career progression. Twenty-one women supplied written responses to a list of questions provided by the researchers. The main finding was that women enjoyed working in teams and preferred flexibility, autonomy and positive teamwork environments. To address challenges identified in the study about working across dispersed campuses and the limitations of virtual communication, particularly in the current pandemic, the article investigates the feasibility of a blended approach to teamwork using the concept of a third space.
The Commonwealth of Learning: Scholarship, Regulation and the Common Pursuit of Knowledge
Author: Tomlinson, Michael
Date: 2021-00-00
Type: Journal Articles
Subjects: Higher Education,Scholarship,Constructivism (Learning),College Faculty,Teacher Role,Educational Quality,College Instruction,Innovation,Academic Standards,Foreign Countries

To what extent do higher education regulators and quality agencies need to assess the level of scholarship in universities and other higher education providers? To answer this question, we need to address the following issues: What is scholarship and why does it need to be upheld? Does it feature in higher education quality standards and codes, and how would an agency go about assessing the level of scholarship? Scholarship is an essential dimension of a higher education learning environment based upon the educational theory of constructivism. Constructivism leads us to a concept of higher education based on the common pursuit of knowledge through inquiry. If the prime role of teachers is to stimulate and support student learning through inquiry, then it follows that they must be continually engaged in inquiry themselves. Agencies can take a risk-based approach to testing the level of scholarship in higher education providers, which will not normally be necessary for low-risk providers.
The Publishing Practices of Australian Sociology PhD Students: Do They Achieve Outputs in Sociology Journals?
Author: Burns, Edgar A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing for Publication,Doctoral Students,Doctoral Dissertations,Periodicals,Journal Articles,Productivity,Faculty Publishing,Sociology,Social Science Research,Intellectual Disciplines,Foreign Countries

In this article, we investigated the publishing practices of Australian sociology PhD students during enrolment. It examines a five-year cohort of PhD completions 2013-17 from sociology departments and interdisciplinary schools of social sciences for all Australian universities. The key question considered is: do sociology PhD students publish in sociology journals? We used the Web of Science (WoS) to analyse disciplinary classification of journals where students' articles were published. By a ratio of 1:10, students' articles mostly appeared in non-sociology journals. We then compared these data with a recent study of new sociology faculty in the United States, who showed a similar diversity in publication patterns beyond recognised sociology journals. These empirical data contribute to debates about the adequacy of the Excellence in Research for Australia (ERA) framework: is practically technically correct if that can be done in measuring sociology's contribution when a major part of this exists outside conventional output metrics. Formal systems like Scopus and WoS provide extensive sets of data for comparing research outputs including by disciplinary classification; these journal indexes of research articles are commonly taken as a basic measure of research quality by universities and ERA. WoS journal disciplinary classification provided a useful basis of comparison with Warren's data on sociology in the US.
Workplace Ostracism in Academia
Author: Sherratt, Sue
Date: 2021-00-00
Type: Journal Articles
Subjects: Alienation,Rejection (Psychology),Group Dynamics,Bullying,Work Environment,Organizational Culture,College Faculty,Reputation,Foreign Countries,Models

Ostracism in the academic workplace has not received attention commensurate with its frequency and seriousness. One of the more detailed models of workplace ostracism incorporates the organisational antecedents of ostracism, its pragmatic and psychological impact and behavioural outcomes. Using a detailed written account of experiences within an Australian university, the model is examined to determine its limitations and suggest extensions which may make it more applicable to academic environments. This paper advances a modified version of the model, tailored specifically to cater for ostracism within academia, by taking into consideration the nature of the academic workplace and the significance of scholarly reputation. Future research may identify additional extensions for academia as well as modifications to the original model to ensure its applicability to other specialised workplaces. This may also lead to better ways in which to anticipate and prevent the antecedents of workplace ostracism and ameliorate its consequences.
Transitioning into the Australian Higher Education Experience: The Perspective of International Doctoral Students
Author: Aspland, Tania
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Adjustment,Foreign Countries,Doctoral Students,Foreign Students,Student Attitudes,Student Experience,Student Research,Cultural Differences

This research explored the academic and non-academic lived experiences of higher degree onshore international doctoral students studying in one Australian university. While the academic dimension of experiences included curricular, resource, research and supervision issues, the non-academic dimension focussed on students' inter-personal experiences. Students were required to engage in a series of personal and professional transitions to engage with higher degree research programs in Australia. The findings of this research revealed that, for international doctoral students to survive and succeed at the Australian postgraduate university experience in one Australian context, several factors are important, and a series of transitions must occur. These factors and transitions range from matters related to university guidance and counselling, research and supervision experience, and the difficulties implicit in developing both pedagogical and interpersonal or intercultural relationships. The findings provide deeper insights into the experiences of international doctoral students through transitional positioning of their personal and professional behaviours.
Exploring Teachers&apos; Perceptions of Professional Development: The Case of Kosova
Author: Mustafa, Blerta
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Faculty Development,Second Language Learning,Second Language Instruction,English (Second Language),Scaffolding (Teaching Technique),Language Teachers,Feedback (Response),Foreign Countries,Educational Change,Developing Nations,Classroom Techniques,Teacher Collaboration,Capacity Building,Teacher Educators,Teacher Effectiveness

Research into teacher professional development (PD) highlights the importance of scrutinizing features that make PD effective. While PD effectiveness is investigated in high-income countries, exploring the landscape of PD in low-income countries undergoing paradigm shifts in education is substantial as it may engender new perspectives or confirm existing stances on PD effectiveness. This qualitative study explored the perceptions of sixteen EFL teachers from Kosovo who attended a 100-hour professional development program. Interviews, reflection accounts, feedback forms and an external report were used to explore teacher views on, firstly, the effectiveness of the PD in developing professional knowledge and skills and, secondly, the relevancy of the PD to their capacity building. Data revealed that teachers found the PD relevant due to the new knowledge and skills they acquired which led to a change of classroom practice and beliefs. Teachers disclosed that the most relevant aspects of the PD program were the content, scaffolded learning, collaboration opportunities and high-quality trainers.
Enhancing Students Writing Skills Using Novels: The Saudi EFL Learners&apos; Perspective
Author: Hameed, Paiker Fatima Mazhar
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Skills,Teaching Methods,Novels,Undergraduate Students,Student Attitudes,English (Second Language),Second Language Instruction,Instructional Effectiveness

Applied linguists have divergent views on the interaction between literature and language instruction. Language through a literary lens logically validates the position of literature in the acquisition of language skills by exposing students to a variety of writing types and authoritative sources. Syllabi built around language structures cannot be adequate to ensure that students acquire language skills. In comparison, an authentic curriculum centered around novels and short stories encourages students to study the language and fosters critical reasoning and language skills. In this vein, this research seeks to ascertain undergraduates' perceptions of the function of novel teaching in improving writing abilities by the use of a survey in which students expressed their perspectives on the areas in which novel teaching aided their writing ability development. The students' answers were analyzed, and a one-sample t-test showed that they concluded that novel instruction had a beneficial impact on their sentence and paragraph writing skills. Based on these observations, the author recommended incorporating novels into undergraduate English courses through the use of successful teaching approaches and the collection of novels suitable for students' linguistic abilities.
Language in Education Planning: Evaluation Policy in Mongolia
Author: Orosoo, Myagmarsuren
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Planning,Educational Policy,Educational History,Higher Education,Secondary Education,Language Proficiency

The drive of this article is to evaluate the capability and service delivery of the English language training institutions and their coordination, according to the findings of the survey. The research incorporated the framework of language planning goals of Kaplan and Baldauf, to perform relative and content investigation. Expressive statistics and examination of study related to language learning and instruction delivered at the secondary schools and the universities have been studied to identify conditions for the English language training. This article focuses on language acquisition planning, especially evaluation policy in Mongolian educational institutions which have the main responsibility to implement the policy. It also discussed the results taken for consideration in language testing considering attaining programs, and goals. For example, every year the proficiency testing is done for more than 3000 freshmen students who are studying 'English I' (A2 level), the assessment reveals that more than 90% of them fail. It is then concluded that there is no united and national evaluation policy for English language acquisition planning in Mongolia.
Academic Foreign-Language Communication Environment in School Textbooks
Author: Red'ko, Valeriy
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Academic Language,Textbooks,Learning Motivation,Learning Activities,Cultural Awareness,Secondary School Students,Language Teachers,Teacher Student Relationship,Language Tests,Formative Evaluation,Teacher Attitudes,Foreign Countries

The active acquisition of foreign language communication in different types of activities in accordance with the spheres, topics, and language input outlined by the current curriculum. Its implementation in the content of school foreign languages textbooks allows improving the academic process and directing it to competency-based principles. The authors interpret this category at the level of complex and interrelating activities of two subjects of the academic process: a learner and a teacher. It is defined as a kind of academic space, which provides holistic acquisition of the academic content, allows learners to show their abilities, motivates their foreign language activities, enables them to learn the native speakers' culture, promotes their education, development, and upbringing. According to the results of the study, the authors create a model of the academic foreign language communication environment and propose to implement it in the content of school foreign languages textbooks. The results of conducted quantitative research prove that the academic foreign language communication environment created by the secondary school textbook content enhances the learners' progress motivates academic activities, allows the teacher to successfully implement the prognostic tasks, and shows his own professional experience.
A Contemporary Teaching and Learning Approach to Enhance Active Learning Using the Newly Proposed O-P-A (Optical, Physical and Acoustic) Model
Author: Chuah, Francis
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Teaching Methods,Feedback (Response),Models,Mass Media Effects,Communications,Student Attitudes,Cognitive Style,College Students

This study introduces a new model namely O-P-A (Optical, Physical and Acoustic) model to enhance active learning. The newly proposed model contributes to extend the current literature of the V-K-A model (Visual, Kinaesthetic and Auditory) for active learning. Three activities are implemented at three stages of the research, with each one involves in different approaches and methods to active learning. The impact of the newly proposed O-P-A model in overcoming passive learners in the Media and Society course is also investigated. Preliminary survey were carried out prior to implementation of approach to get a feel of the existing class delivery problem and post implementation survey is carried out to obtained feedback on the implementation of the new approaches Positive findings about the interactive classrooms are often confounded with active learning pedagogy. Our findings confirm that the interactive and active learning approaches create a positive learning environment which induces great outcomes.
A Proposed Model for &quot;Competition&quot; Factor as Moderator on the Influence to English Language Learning Quality of Students -- A Case of Higher Education in Vietnam
Author: Diep, Le Thi Ngoc
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Educational Quality,Higher Education,Foreign Countries,Student Attitudes,Teacher Attitudes,College Students,College Faculty,Competition,Models

Resulting from the Industrial Revolution 4.0, English is evolving into a global language and is detected from multi-aspects consisting of technological, scientific, and business aspects, and completely, English language learning quality must be enhanced. Thus, this paper focuses on constructing a conceptual framework in which competition is presenting as a moderator on the influence on the English language learning quality of students in the context of higher education in Vietnam. To achieve this objective, the paper employs a qualitative approach through tools of the meta-analysis, systematic review, from 86 publications as research papers, theses/ dissertations, books, and other relevant publications in the focused subject from prominent and reliable databases, including Google Scholar, Research Gate, Scopus, Web of Science, EBSCO, Cengage and Springer, etc. and direct observation with 55 English language classes, 5 interviews are conducted by using a semi-structured questionnaire with 135 students and 55 lecturers and 5 educational/ English teaching experts. The paper hopes to contribute to English learning quality enhancement and extends its contribution to the educational quality in higher education.