ethanporcaro/eric-fulltext-meta huggingface dataset:
Why Is There a Disequilibrium between Power and Trust in Educational Settings?
Author: Levent, Faruk
Date: 2018-00-00
Type: Journal Articles
Subjects: Power Structure,Trust (Psychology),Teacher Attitudes,Foreign Countries,Teacher Administrator Relationship,Teacher Surveys,Scores,Prediction,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Statistical Analysis,Measures (Individuals),Organizational Climate

The purpose of this paper is to explore the relationship between school administrators' power sources and teachers' organizational trust levels according to the teachers' perceptions. The sample of the study, which employed a survey research method, consisted of 401 school teachers, working in both the private and public sectors in Istanbul, Turkey. One data gathering instrument of the study incorporated the &quot;School Administrators' Organizational Power Sources Scale&quot; developed by Zafer (2008) and the other was the &quot;Organizational Trust Scale&quot; first developed by Daboval, Comish, Swindle and Gaster (1994) and adapted to Turkish by Yilmaz (2005). Descriptive statistics and parametric analysis tests were used to determine the relationship between the power and trust dimensions. According to the research findings a moderately positive relationship was found between power sources except coercive and all organizational trust subscales. There is a positively low level of relationship between coercive power and all organizational trust sub-dimensions. There is a positively moderate relationship between sensitivity to employees and communication environment subdimensions of organizational trust and legitimate power, as well as a low positive relationship with openness to innovation and trust to administration subscales. Thus, the results revealed that sub-dimensions of organizational power significantly predicted organizational trust scores.
University Students&apos; Perceptions of Social Justice: The Impact of Implementing a Summer Camp for Children with Disabilities
Author: Jefferson, Ruth E.
Date: 2018-02-00
Type: Journal Articles
Subjects: Student Attitudes,Social Justice,Summer Programs,Day Camp Programs,Special Education,Disabilities,Service Learning,Undergraduate Students,Experiential Learning,Social Change,Attitude Change,Recreational Activities,Statistical Analysis

University students who experience real-world service tend to develop a more inclusive world view and enhanced understandings outside of their personal perspectives. This project combined course objectives, community collaboration, and service provision to identify the impact of students' understanding of social justice and disability access realities. The purpose of this study was to explore the impact of a service-learning university course on social justice education. The study explored how constructs including empathy, attitudes towards diversity, self-efficacy, and personal communication (of undergraduate university students) were impacted by interactions with children with disabilities in a summer camp setting that included various activities (e.g., art, equestrian). The study utilized surveys completed by university students prior to a service-learning experience and again after the project. Pre- and during-camp reflection data were also analyzed.
Rural Vocational and Transition Assessment Practices for Students with Intellectual Disabilities: What Do Educators Really Know?
Author: Brendle, Janna
Date: 2018-02-00
Type: Journal Articles
Subjects: Rural Education,Vocational Education,Special Education Teachers,Transitional Programs,Individualized Transition Plans,Intellectual Disability,Rural Schools,Teacher Attitudes,Knowledge Level,Teacher Surveys,Student Evaluation

Transition planning requires quality vocational and transition assessment tailored to the student's needs, strengths, preferences and interests. Limited research is currently available that addresses assessment types and use of results that rural practitioners utilize to aid in transition planning for students with intellectual disabilities (ID). A group of 71 rural educators were surveyed to determine their transition assessment understanding and practices in the rural setting. This descriptive study examined rural educators' understanding of vocational and transition assessment methods used in their rural settings, the transition assessment instruments they use with students with ID, and the impact that transition assessment has in determining the needs of students with ID. The results indicate the majority of the rural educators in the study reported limited understanding in the use of assessment results for student vocational and transition planning and expressed the need for training in this area to improve outcomes for students with ID.
Constructing Sociocultural Awareness from the EFL Classroom
Author: Bautista Pérez, Nancy Yolanda
Date: 2017-00-00
Type: Journal Articles
Subjects: Sociocultural Patterns,Consciousness Raising,Focus Groups,Questionnaires,Video Technology,English (Second Language),Second Language Learning,Second Language Instruction,Private Colleges,Foreign Countries,Action Research,Teaching Methods,Cultural Awareness,Global Approach,Intercultural Communication,Decision Making,Language Teachers,Local Issues,Student Attitudes,Undergraduate Students

This article reports an action research project carried out with a group of 24 undergraduate students in a private university in Ibagué, Colombia. The study aimed to characterize the development of university students' sociocultural skills, to analyze their perceptions and to examine the teacher's procedures and possible implications required to implement the &quot;Raising Cultural Consciousness Macrostrategy&quot; taken from the Postmethod Pedagogy. To reach these objectives a series of interconnected tasks were designed and implemented in three different stages. To collect the data, five data collection methods were used: the students' artifacts, teacher's field notes, questionnaires, video recordings and a focus group. The findings revealed that these university students became gradually aware of the importance of having the opportunity to develop tasks that allowed them to connect the English classroom with the local and global context. Furthermore, students suggested that this type of pedagogy should be an explicit component of the curricula of their professional programs. A review of the literature also showed that in our local context this kind of sociocultural study with a postmethod orientation is scarce, thus this study intends to bridge this gap in the Colombian ELT field.
Pre-Service Elementary Teachers&apos; Scientific Literacy and Self-Efficacy in Teaching Science
Author: Al Sultan, Adam
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary Education,Scientific Literacy,Self Efficacy,Science Instruction,Statistical Analysis,Scientific Principles,Biology,Physics,Introductory Courses,Advanced Courses,Comparative Analysis

Many educators and educational institutions worldwide have agreed that the main goal of science education is to produce a scientifically literate community. Science teachers are key to the achievement of scientific literacy at all levels of education because of the essential role they play in preparing scientifically literate individuals. Studies show that pre-service elementary teachers need to build more confidence in teaching science and scientific literacy during their teacher education programs in order for them to successfully teach science knowledge to their students. Therefore, the purpose of this study is threefold. First, preservice elementary teachers' scientific literacy levels were examined. Second, pre-service teachers' self-efficacy beliefs were measured by distinguishing between their personal and subject-specific self-efficacy beliefs. Third, the extent to which pre-service elementary teachers' scientific literacy levels and self-efficacy levels are related was investigated. Participants were 49 pre-service elementary teachers registered in two science methods courses (introductory and advanced) at a mid-sized university in the United States. Quantitative data were collected using the Test of Basic Scientific Literacy, the Science Teaching Efficacy Belief Instrument-Preservice, and Beliefs about Teaching. Results showed that participants had a satisfactory level of scientific literacy. However, pre-service teachers had borderline scores on the Nature of Science scale. Regarding self-efficacy, findings showed that both groups had the highest self-efficacy in teaching biology and the lowest in teaching physics. Participants in the advanced science methods course exhibited a moderate preexisting positive relationship between scientific literacy and subject-specific self-efficacy in teaching science.
An Examination of Listening Acquisition: A Study of Japanese University Students
Author: Hahn, Bryan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English for Academic Purposes,Listening Skills,Connected Discourse,Second Language Instruction,Intervention,Pretests Posttests,English (Second Language),Language Tests,Second Language Learning,Learning Strategies,College Freshmen,Instructional Effectiveness,Statistical Analysis

English language learners seek strong speaking, reading, writing, and listening skills. When it comes to the last it is commonly assumed that if students have many opportunities to hear spoken English then that exposure will improve their ability to comprehend it. Unfortunately, this is often not the case since many second language learners do not get the opportunity to develop their listening skills naturally. Despite this, classrooms dedicate little to no time in English for Academic Purposes coursework towards listening strategies and techniques. One strategy which has shown to be effective is &quot;connected speech.&quot; Students learn how to hear the connection between words that native speakers develop naturally. In the Fall 2016 (September 16-December 15), 43 students were the subject of a class dedicated to training their listening skills to identify this technique. A pre-test and post-test control group design analyzed listening interventions on listening fluency among English for Academic Purposes students. An independent &quot;t-test&quot; was used to measure the mean average scores on the listening section of the treatment group's Test of English as a Foreign Language exams (n = 35) taken in December 2016 and were compared to scores taken in April and September 2016 (n = 37). The treatment group saw mean gains of +3.03, findings that were significant. The research also compared Test of English as a Foreign Language results taken in April and September 2015 (n = 38) to those taken in December 2015 (n = 29). Students had slightly higher mean gains of +3.65, also significant, perhaps indicating other variables may have led to similar findings.
The Implicit Role of First-Years&apos; Higher Education Faculties
Author: Abi-Raad, Maurice
Date: 2018-00-00
Type: Journal Articles
Subjects: College Freshmen,Student Experience,Student Adjustment,Student Centered Learning,General Education,Higher Education,Educational Benefits,College Faculty,Teacher Student Relationship,Teacher Role

The higher education experience is a challenge for first-year students. One of the challenges facing a generation of youth is attaining professional skills, academic experience and occupational training. In order to have a clear picture of the challenges involved in first-year experiences it is important to examine elements impacting first-year students' adjustment to university and in particular on the dual faculty role. This opinion paper posits that higher education faculties play an important role in the successful adjustment of first-year students, not only in facilitating their learning, but in impacting students' well-being and their growth as better citizens. The findings from this paper were drawn from various studies looking at the importance of first-year faculties in higher education, which involved extensive literature reviews and reported interviews with university stakeholders. The paper offers higher education leadership insights into the complex factors at play and the dual role faculties hold.
Foreign Language Proficiency as an Asset for Japanese Graduates
Author: Selke, Raimond
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Proficiency,Undergraduate Students,Graduate Students,Student Surveys,Student Attitudes,Organizational Culture,Global Approach,Majors (Students),College Second Language Programs,Correlation,Statistical Analysis,Comparative Analysis

The present study discusses the findings from a survey of BA students in their 3rd year or higher, as well as MA degree program students, regarding their perception of Western corporate culture and internationalisation in relation to their foreign language major. The students surveyed (n = 445) belong to one of 24 different foreign language programs. Besides demographics, the respondents were asked to state their level of agreement or disagreement concerning different scenarios they might expect to encounter during their first full-time position in a corporate firm. Data analyses were conducted with SPSS. A sample of students in non- foreign language majors was used as a control group (n = 112). Significant findings are discussed within the theoretical framework of Stakeholder Theory in Education. Foreign language students have a higher perception and understanding of internationalisation than non-foreign language students. A statistical analysis of internationalisation among foreign language students showed the highest correlation for the following factors: &quot;Evaluation of English for Career,&quot; &quot;Status of Foreign Language,&quot; and &quot;Business Interest.&quot; The findings have a practical implication for human resource managers, as they indicate which type of students have the highest theoretical potential to help a firm striving for greater internationalisation. One limitation of this study is that survey respondents are affiliated with only one university. A future tracer study could test the model to see whether students with the highest level of agreement to internationalisation really are involved after graduation in the internationalisation process of the firms they are affiliated with.
Teachers&apos; Knowledge Indices as Predictors of Secondary School Students&apos; Academic Achievement in Kwara State, Nigeria
Author: Olasehinde-Williams, Felicia
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Knowledge Level,Predictor Variables,Secondary School Teachers,Secondary School Students,Academic Achievement,Teacher Influence,Pedagogical Content Knowledge,Teacher Characteristics,Mathematics Teachers,Language Teachers,Statistical Analysis,Hypothesis Testing,Teacher Surveys,English (Second Language),English Instruction,Mathematics Instruction

That less than 40% of candidates who took the Senior School Certificate Examinations in Nigeria between 2009 and 2015 had credits and above in English language and Mathematics has become a source of worry to all stakeholders. Results of research efforts to provide plausible explanations to the problem have been inconclusive. Also, not much had been done to assess the contribution of teachers' knowledge indices as likely sources. This study therefore investigated the predictive value of Teachers' Depth of Subject Content Knowledge and Depth of Pedagogical Knowledge on Students' Academic Achievement in English Language and Mathematics. Specifically, the study investigated which category of teachers (B.Ed. /B.Sc.Ed. /B.A.Ed.; PGDE; or B.A. /B.Sc) had the deepest Depth of Subject Content Knowledge; the deepest Depth of Pedagogical Knowledge; the deepest Depth of Subject Content and Professional Knowledge; and the predictive ability of Depth of Subject Content and Professional Knowledge for Students' Academic Achievement. The sample comprised seventy-eight English Language and Mathematics teachers from thirty-two randomly selected secondary schools in Kwara State; and the intact SS II classes taught by the teachers. Quantitative data were collected through tests, observations and vignettes; and analysed using descriptive and inferential statistics. Findings showed that teachers with B.Sc. demonstrated the deepest Depth of Subject Content Knowledge, Depth of Pedagogical Knowledge and Depth of Subject Content and Professional Knowledge. Also, pedagogical and subject content knowledge of teachers were found to be significant predictors of Students' Academic Achievement. Significant differences were observed between the Depth of Subject Content Knowledge and Depth of Pedagogical Knowledge of the English Language and Mathematics teachers in favor of Mathematics teachers. Similarly, students' performance in English Language was lower than that of Mathematics, though not statistically significant. These findings raised concerns of profound implications for teacher education curriculum in Nigeria.
Moderating Influence of Curriculum, Pedagogy, and Assessment Practices on Learning Outcomes in Indonesian Secondary Education
Author: Umami, Ida
Date: 2018-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Foreign Countries,Secondary Education,Questionnaires,Secondary Schools,Secondary School Teachers,Mixed Methods Research,Likert Scales,Curriculum Implementation

The purpose of this research was to examine the current situation and problems faced by Indonesian schools in curriculum, pedagogy, and assessment practices despite government's several legal initiatives. A questionnaire comprising both open and closed-ended questions was sent to the teachers and public education officers of the Indonesian education department. Out of a total of 200 questionnaires distributed in three secondary schools of Papua and Bandung and the headquarters of Indonesian Education Department at Jakarta, only 170 respondents returned the questionnaire. For the purpose of quantitative analysis, percentage, mean and standard deviation were calculated while content analysis method was utilized for qualitative data. The questions dealt with curriculum, pedagogy and assessment and their combined role in the achievement of learning outcomes of secondary education in Indonesia. Evidence collected from teacher's questionnaire show that most participants held a good knowledge of curriculum, pedagogy and assessment practices gained through long experience in the education sector. The implications of this study have wide perspectives as its findings would be beneficial for policy making. Recommendations of the study focus on the implementation of good practices.
Male Students&apos; Separate Education
Author: Sheymardanov, Shamil
Date: 2018-00-00
Type: Journal Articles
Subjects: Males,Single Sex Classes,Gender Differences,Teaching Methods,Statistical Analysis,Prediction,Social Influences,Educational History,Program Effectiveness,Foreign Countries,Secondary School Students,Single Sex Schools,Social Attitudes,Boarding Schools

The paper deals with application of separate education theory as a factor contributing to the increase in the level of the male students' training. The topicality of the paper is concluded in the fact that in the modern society the pedagogical concept of separate education is considered to be outdated. Alongside with that, some experiments in separate education do not appear to be a common structure in training of children and adolescents. The methods of the research were historical, statistical analysis and predictive methods. The objective of the paper was evaluation of social-pedagogical and structural-technological forms on directive teaching of males. It is shown that separate education by itself is to a large extent an innovation concept in the conditions of its application for over 40 years in a row. Each of the suggested training elements appears to be effective, but is not properly reflected in the current educational process. Together with that this effectiveness allows concluding that increase in the performance and level of training at separate education reaches by about 25-30% in all the scientific areas. The main challenge is how to integrate this concept into the current not gender-oriented educational process.
Organizationally-?edagogical Aspect of Preparation of Students to Professional Activity in the Process of Educational Practice
Author: Shinysherova, Gaziza B.
Date: 2018-00-00
Type: Journal Articles
Subjects: Field Instruction,Field Experience Programs,Educational Practices,Questionnaires,Teaching Methods,Teacher Student Relationship,Summer Programs,Science Instruction,Biology,College Students,Foreign Countries

One of the main forms of educational process in teaching students is educational and field practice; it is a relatively independent form of training and education of students. A summer educational and field practice is complicated pedagogical system regarding the structure and functional components, which includes theoretical and practical activities of teachers and students, whose purpose is to extend theoretical knowledge and formation of practical skills of the students. Also, it is a mode of study, where different methods of stepping up of students' cognitive activity are applied. Moreover, this is one of the forms of students' education, including various sides of the educational process, such as moral, aesthetic, environmental and labor education, in course of which the development of students' interest for teaching activities, the formation of motivational and need sphere, and person's competency are carried out. A successful implementation of educational and field practice produces a good outcome: obtaining satisfaction from work, self-reliance, self-organization, development of the ability to make and execute a decision, personal responsibility and discipline education.
Particularities of Speech Readiness for Schooling in Pre-School Children Having General Speech Underdevelopment: A Social and Pedagogical Aspect
Author: Emelyanova, Irina A.
Date: 2018-00-00
Type: Journal Articles
Subjects: School Readiness,Preschool Children,Speech Impairments,Language Acquisition,Qualitative Research,Statistical Analysis,Communication Skills,Delayed Speech,Foreign Countries,Speech Skills,Interpersonal Communication,Pictorial Stimuli

The relevance of the research is due to the necessity of creating the pedagogical conditions for correction and development of speech in children having the general speech underdevelopment. For them, difficulties generating a coherent utterance are characteristic, which prevents a sufficient speech readiness for schooling forming in them as well as successful socialization. With regard to this, the paper is aimed at finding out the particularities of coherent monologic and dialogical speech in senior pre-school children having the general speech underdevelopment. The leading method to studying this problem is experimental studying, which allows viewing the particularities of coherent dialogical and monologic speech in preschoolers having the general speech underdevelopment in an integrated way. The paper describes particularities of coherent monologic and dialogical speech in pre-school children having the general underdevelopment depending on the level of formation. The quantitative and qualitative analysis of the data obtained has shown that pre-school children having the general speech underdevelopment have significant difficulty carrying on a dialogue and making up detailed utterances. Examples of various lexical and grammatical, logical and meaning-related mistakes of the children are given. The materials of the paper may be of use for specialists rendering the psychological and pedagogical support for children having speech disorders in the educational process.