ethanporcaro/eric-fulltext-meta huggingface dataset:
A Review of Entrepreneurship Education in Teacher Education
Author: Deveci, Isa
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Entrepreneurship,Preservice Teacher Education,Preservice Teachers,Inservice Teacher Education,Teacher Attitudes,Student Attitudes,Teaching Methods

Purpose: The aim of this study is to examine studies conducted on entrepreneurship education in teacher education. Methodology: A thematic analysis was used in this study that outlines the similarities and differences in the studies conducted on entrepreneurship education in teacher education. Findings: The purpose of the studies in question is mostly to discuss curriculum, teacher training, economy and unemployment, entrepreneurial characteristics and the importance of teachers. The studies mostly aim to examine the attitudes, perceptions and views of students, teachers or other educators regarding entrepreneurship education. There are a lot of study results highlighting the importance of entrepreneurship in teacher training. The biggest emphasis is laid upon methods, techniques, models or strategies used in entrepreneurship education. The recommendations put forward in the studies reviewed mostly concern a basic level of education. Many of these studies state that in-service training should be given to teachers at the basic education level with regard to entrepreneurship education. Significance: This study can contribute to the literature in three different ways. Firstly, by presenting the current status of the studies on entrepreneurship education as a contemporary subject in teacher education. Secondly, it will shed light on the studies that will be conducted in the future as to how to approach the subject of entrepreneurship education in teacher education. Thirdly, by investigating studies that draw attention to entrepreneurship education in teacher education, so as to provide a better understanding of the importance of entrepreneurship education.
The Influence of Principals&apos; Technology Leadership and Professional Development on Teachers&apos; Technology Integration in Secondary Schools
Author: Thannimalai, Raamani
Date: 2018-06-00
Type: Journal Articles
Subjects: Technology Integration,Educational Technology,Technology Uses in Education,Principals,Leadership Responsibility,Teacher Role,Secondary Schools,Correlation,Professional Development,Foreign Countries,Questionnaires,Statistical Analysis

Purpose: The aim of this study is to identify the level of Principals' Technology Leadership and the five constructs namely Visionary Leadership, Digital Age Learning Culture, Excellence in Professional Practice, Systemic Improvement, and Digital Citizenship in schools. In addition, the relationship between Principals' Technology Leadership and Teachers' Technology Integration was also researched. Besides that, the effect of Professional Development as a moderator on the mentioned relationship was also investigated. Methodology: Systematic random sampling was carried out to select 90 principals and 645 teachers from National Secondary Schools in Kedah in this cross-sectional survey. The Principals Technology Leadership Assessment (PTLA) which is based on National Education Technology Standards--Administrator, NETS-A (2009), and Survey of Technology Experiences' were administered to principals, while the Learning with ICT: Measuring ICT Use in the Curriculum Instrument was administered to the teachers. Findings: The study showed that there is a significant relationship between Principals' Technology Leadership and Teachers' Technology Integration. Furthermore, Professional Development has a significant effect on the relationship between the two variables. Significance: Professional Development emphasising ICT must be carried out for school principals so that they can become technology leaders and motivate teachers to integrate technology in the classroom to prepare students as skilled workers for Industrial Revolution 4.0.
The Life Story of a Resilient Underprivileged Youth: Motivation to Learn Soft Skills to Thrive
Author: Zainal-Abidin, Yatela
Date: 2018-06-00
Type: Journal Articles
Subjects: Disadvantaged Youth,Skill Development,Resilience (Psychology),Motivation,Interviews,Foreign Countries,Blindness,Poverty,At Risk Persons,Individual Development,Coping,Self Esteem,Religion,Muslims,Parent Child Relationship,Punishment,Family Environment,Teacher Role

Purpose: The study explored how an underprivileged blind individual from an extremely poor family developed resilience and soft skills to thrive in life, despite challenges that could have easily hindered the development of his abilities. Methodology: This qualitative study employed the narrative inquiry method, involving responsive interviews. Experiences over a period of time were retrospectively documented via the collection of a life story from one participant who was very distinctive to the phenomenon being studied. Data analysis was carried out manually using open, thematic and longitudinal coding methods, after which interpretation was done to provide meaning to the results. Findings: Positive youth development in the participant's life may be the result of the ecological system he grew up in, supported by three synergistic protective factors: religiosity and spirituality, parental discipline, and care and support, in addition to the traumatic life-turning points he experienced. Significance: The findings provide directions for further research on the underprivileged in the Malaysian context. They would also be able to guide the government and other interested stakeholders on potential methods and initiatives to build resilience and motivation to learn soft skills so that underprivileged children will be able to thrive in life.
Factorial Validity and Invariance of the MUET Essay Writing Rating Scale: Empirical and Theoretical Correspondence
Author: Abu Kassim, Noor Lide
Date: 2018-06-00
Type: Journal Articles
Subjects: Essays,Rating Scales,Writing Evaluation,English (Second Language),Second Language Learning,Second Language Instruction,Factor Analysis,Language Tests,Foreign Countries,Language Proficiency,Factor Structure,Validity,Goodness of Fit,College Students,Writing (Composition)

Purpose: The validity of any performance assessment depends substantially on the rating scale used in the assessment procedure. It delineates the theoretical construct being measured and influences how performances are judged and interpreted. This study examined the factorial validity and invariance of the rating scale used for the assessment of the essay writing component of the Malaysian University English Test (MUET) in terms of the correspondence to empirical data and the theoretical construct of ESL writing. Methodology: To determine the factorial validity of the MUET essay writing rating scale, a measurement model was developed based on the criteria description of the scale. Model-data fit was tested using CFA. The data comprised 392 essays, taken from a university English proficiency examination. Factorial invariance was tested through consecutively more restrictive models. Results: A 3-factor structure model was found to produce the best fit to the data. Factorial invariance was tested by examining the comparability of the structure and values of parameters within the model across two groups. A more restrictive model was subsequently tested, where variances and covariances of the latent constructs together with factor loadings were constrained to be equal for the two groups. The resultant goodness-of-fit indices showed a better fit to the data, providing support for the factorial invariance of the 3-factor structure model. Significance: The results support a 3-factor structure model, congruent with the theory of ESL writing. However, further validation needs to be carried out across different ESL populations to ensure accurate representation and assessment of ESL writing performance.
A Comparative Review of Caring Thinking and Its Implications on Teaching and Learning
Author: Shaari, Anis
Date: 2018-06-00
Type: Journal Articles
Subjects: Caring,Cognitive Processes,Islamic Culture,Values,Thinking Skills,Foreign Countries,Skill Development,Role of Education

Purpose: This paper undertakes a comparative review of the concept of 'Caring Thinking' from the perspectives of specific figures (with different cultural voices) in the field of Educational Psychology. Specifically, it focuses on the area of Thinking and Cognition--Matthew Lipman as well as Mohd Daud Hamzah and Abdul Kadir Arifin. Methodology: The review scrutinised the concept of caring thinking in Matthew Lipman's (2003) Thinking Model as well as Mohd Daud Hamzah and Abdul Kadir Arifin's (2001) Islamic Cognitive Processes Model (ICPM). Employing a cross-cultural comparative review, the analysis concentrated on the commonalities shared and the differences between the two schools of thought. The aspects of comparison include cognition principles, caring thinking inventory, thinking direction, human characterisation and role of beings. Findings: This review suggests that the scholars propagate and share comparable nuances on the underlying characteristics of human cognition in order to facilitate the formation of the caring thinking concept. However, the interplay of human inner drive which incorporates values is deliberated in different cultural voices when Lipman (2003) vastly discusses caring thinking model based on the western context. On the other hand, Mohd Daud Hamzah and Abdul Kadir Arifin's (2001) cognition model attempts to highlight human cognitive process from the Islamic perspective. Significance: These findings substantiate the needs to understand the derivation of human cognition process that later explains their abilities to sense bad and good values in the scale of moral virtue development. Fundamentally, this discussion considers the perspectives of both scholars regarding the formation of individuals' thoughts and behaviours which reflect the attributes of 'caring thinking.' Hence, this implies that greater opportunities and efforts should be undertaken to explore how caring thinking can be made useful to the field of education.
Campus Administrators&apos; Responses to Donald Trump&apos;s Immigration Policy: Leadership during Times of Uncertainty
Author: Burkett, Jerry
Date: 2018-07-00
Type: Journal Articles
Subjects: Administrator Attitudes,Presidents,Immigration,Public Policy,Hispanic Americans,Principals,Elementary Secondary Education,Politics of Education,Undocumented Immigrants,Administrator Role,Travel,Federal Legislation,Law Enforcement,Student Attitudes,Parent Attitudes,Interviews,Fear,Family Relationship,Advocacy

Donald J. Trump was elected the 45th President of the United States in November 2016, after more than a year of campaigning on many major issues. Among the key issues presented during then-candidate Trump's campaign was immigration reform. While Latinos make up the largest ethnic group of non-citizens in the U.S., most of these individuals have resided in the U.S. for a long period of time, have strong family ties, and have children who are lawful U.S. citizens (Baum, 2010; Almeida, Johnson, McNamara, &amp; Gupta, 2011; Sharpless, 2017). The Trump administration's early days involved a flurry of executive orders and other measures aimed at increasing the enforcement of immigration laws and blocking admission to the U.S. by individuals from specific countries. The purpose of this exploratory research study was to interview principals who lead Hispanic-majority elementary, middle, and high schools to determine how students and school communities are reacting to President Trump's current policy and rhetoric regarding immigration, and how these principals are responding to the students and communities they serve.
Relation between School Managers and Teachers Downward and Upward Influence Tactics and Organizational Justice
Author: Cetin, Saadet Kuru
Date: 2018-07-00
Type: Journal Articles
Subjects: Secondary School Teachers,Administrators,Educational Environment,Foreign Countries,Interpersonal Relationship,Power Structure,Surveys,Justice,Regression (Statistics),Correlation

In this study, it was aimed to determine how the secondary school administrators and teachers influence each other and their perceptions of the types of organizational justice. It was also tested whether the types of organizational justice predict the organizational influence strategies or not. The data were collected from 284 school administrators and 854 teachers. According to the results of the study, while teachers highly use friendliness, bargaining and assertiveness tactics to influence their managers, they use higher authority and coalition tactics at a moderate level. The teachers use reasoning tactics the least. On the other hand, school administrators use friendliness, bargaining and coalition tactics highly, higher authority and sanction tactics at a moderate level and reasoning tactics the least. The results also showed that from among the types of organizational justice, the distributive justice, procedural justice and interactional justice predict the organizational influence strategies of the teachers and the school administrators to the greatest extent.
Extrovert Followership and Its Impact on Agreeable Leadership
Author: Abbas, Syed Ali
Date: 2018-07-00
Type: Journal Articles
Subjects: Extraversion Introversion,Personality Traits,Decision Making,Role,Mentors,Business,Leadership,Teamwork,Middle Management,Models,Organizational Change,Power Structure,Self Concept,Speech Acts,Nonverbal Communication,Risk,Rewards,Motivation,International Trade,Corporations,Hypothesis Testing

This study recons the need for research on effective role of followership in mentoring a leader to set pattern or direction for leader. A reinvented concept of leader being a team man needs active participation from followers in changing business dynamics. The sample consisting of middle level management having leader (heads/supervisors from education sector) above it has been taken and results are achieved using inferential statistics, so to verify the need of followers for result-oriented leadership. The results depict that certain personality traits backed by &quot;Big Five Model&quot; are found to be important for followers to have an impact on leaders' decision making. As this study analyzes the mutual characteristic of leader-follower relation statistically while putting follower on the forefront, the originality of the study is ensured. As for limitation, this study may show different results as per variant geographical and economical regions in which followers' expectations may vary accordingly.
Effects of Movies and Gender on Learning English Idiomatic and Everyday Expressions among Iranian EFL Learners
Author: Iranmanesh, Asma
Date: 2018-07-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Films,Gender Differences,Language Tests,Student Placement,Figurative Language,Majors (Students),Undergraduate Students,Indo European Languages,Native Language,Scores,Language Proficiency,Foreign Countries,Instructional Materials,Pretests Posttests

For years, finding ways and materials to make the learning experience for EFL learners more inspiring and fruitful has been one of the most important tasks of English teaching. The main aim of this study was to examine the effects of movies and gender on learning English idiomatic and everyday expressions among Iranian EFL learners. The sample of this study was composed of English major students of Islamic Azad University, Isfahan (Khorasgan) Branch. Their first language was Persian and their age ranged between 25 to 45. The participants were 30 male and female students who were chosen based on their scores on a placement test which was taken to make sure that they were in the same level of English language proficiency. A true experimental design was used in which pretest-treatment-posttest was utilized. Data collection tools were: Oxford Quick placement test, a pretest, a posttest, and the teaching material. There was a pretest on vocabulary which was followed by the treatment, the participants watched movies and vocabularies were explained by the teacher through asking the students guess the meaning or get help from the texts they had. The posttest was administered after the treatment. Paired-samples t-test and independent-samples t-test were run on the data. Results showed that movies had significant effects on learning English idiomatic and everyday expressions among Iranian EFL learners and it improved learning. Moreover, gender had no significant effects on learning English idiomatic and everyday expression among Iranian EFL learners.
The Effect of E-Feedback via Wikis on ESL Students&apos; L2 Writing Anxiety Level
Author: Iksan, Halimatussaadiah
Date: 2018-07-00
Type: Journal Articles
Subjects: Feedback (Response),English (Second Language),Second Language Learning,Writing Apprehension,Electronic Learning,Control Groups,Experimental Groups,Web Sites,Editing,Process Approach (Writing),College Students,Foreign Countries,Writing Instruction,Collaborative Writing

This study explores the effect of feedback on ESL students' L2 writing anxiety level. The study was conducted using a quantitative method, specifically using experimental research where students are divided into 2 groups, the control and experimental group. 30 students were randomly chosen to be involved in the study, equally distributed in the 2 Groups. Over a span of 12 weeks, students in both groups completed 4 writing tasks in triads. Students in the control group are given feedback traditionally using face-to-face interaction while students in the experimental group used wiki as their e-feedback. To measure students' writing anxiety, an instrument called SLWAI (Second Language Writing Anxiety Inventory) were given twice to both groups, once at the beginning of the semester and once at the end. The study found that students experienced low L2 writing anxiety, and while both face-to-face feedback and e-feedbacks are effective in lowering students' anxiety level, e-feedback proved to be more effective in lowering students' L2 writing anxiety level.
Head Teachers&apos; Role in Managing Science Education towards Sustainable Development in North-Central Zone, Nigeria
Author: NimotaJibolaKadir, Abdullahi
Date: 2018-07-00
Type: Journal Articles
Subjects: Principals,Administrator Role,Science Education,Sustainable Development,Foreign Countries,Correlation,Science Teachers,Teacher Motivation,Teacher Administrator Relationship,Teaching Methods,Questionnaires,Inservice Teacher Education,Secondary School Teachers,Junior High Schools,Supervision

This study investigated head teachers role in managing science education toward sustainable development in north-central zone, Nigeria. Specifically, the purpose of this study was to find out the relationship between head teachers' ways of motivating science teachers, method of supervision and sustainable development in North-Central Zone, Nigeria. To achieve this, two hypotheses were formulated and tested. Quantitative research design was used for the study. A self-designed questionnaire titled &quot;Head Teachers Managing Science Education and Sustainable Development Questionnaire'' (HTMSESDQ) was used to collect information for the study. A purposive sampling technique was used to select four science teachers as the participants from the sample schools which made up of 1,324 participants from 331 selected public junior secondary schools out of 2,335 schools in North-Central Zone. Two hypotheses were formulated and tested. Proportional sampling technique was used to select 331 public junior secondary schools. Two research questions were raised to guide the study and answered. Pearson product moment correlation statistic was used to test the hypotheses at 0.5 level of significance. The findings of this study revealed that there was a significant relationship between head teachers' ways of motivating science teachers with r(1324) = 0.92, p &lt; 0.05, methods of supervision and sustainable development with r (1324) = 0.91, p &lt; 0.05. It was, therefore, recommended that head teachers should continue to motivate their science teachers by encouraging them to go for in-service training to update their knowledge and skill, gives written commendation to hardworking teachers, as well as helping them morally and financially in terms of need among others. Furthermore, Head teachers should continue to use appropriate methods of supervision by act as a guide during supervision, initiate current practices and method of teaching as well as respect the view and opinion of teachers among others for the achievement of sustainable development in public junior secondary schools in North-Central geo-political zone.
The Validity and Reliability Studies of the Scale Attitude toward Pedagogical Teacher Training Programme
Author: Orakci, Senol
Date: 2018-07-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,Teacher Education Programs,Foreign Countries,Factor Analysis,Factor Structure,Teacher Attitudes,Attitude Measures,Student Teacher Attitudes,Psychometrics,Correlation,Teaching (Occupation),Preservice Teachers,Preservice Teacher Education

The goal of the study is to develop a scale of &quot;Attitude toward Pedagogical Teacher Training Programme&quot; (APTT) for finding out faculty members' attitudes toward pedagogical teacher training programme. Two study groups (&quot;Exploratory Factor Analysis and Reliability Group&quot; and &quot;Confirmatory Factor Analysis Group&quot;) were employed to develop the scale. The main aim of &quot;Exploratory Factor Analysis and Reliability Group&quot; that consisted of faculty members is to determine the technical properties especially the construct validity and reliability of APPT scale. The aim of &quot;Confirmatory Factor Analysis Group&quot; that consisted of faculty members is to determine whether the factor structure acquired by APTT was confirmed or not. At the end of the analyses, it has been found that 14 items in the scale grouped under one factor. The study shows that &quot;Attitude toward Pedagogical Teacher Training Programme (APTT)&quot; is a valid and reliable tool. Using APTT with other data collection instruments about pedagogical teacher training and comparing the attitudes of faculty members with the attitudes of students toward pedagogical teacher training will be beneficial. The final form of the scale measures to which degree Pedagogical Teacher Training Programme is necessary and valuable for the teaching profession.