ethanporcaro/eric-fulltext-meta huggingface dataset:
Effectiveness of Mobile Assisted Language Learning (MALL)-Based Intervention on Developing Thai EFL Learners&apos; Oral Accuracy
Author: Phetsut, Piyaporn
Date: 2022-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Computer Assisted Instruction,Pretests Posttests,Intervention,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Computer Software,Oral Language,Accuracy,Comparative Analysis,Instructional Effectiveness,Foreign Countries,Skill Development,Grade 11,High School Students

With the rapid growth of digital technology, mobile phones are widely used for EFL teaching and learning. However, little is known about the effectiveness of integrating a mobile application into EFL classrooms to improve oral accuracy in Thai school contexts. An instructional intervention grounded with Mobile Assisted Language Learning (MALL) and dynamic assessment in Thai EFL contexts needs to be further investigated. This quasi-experimental study aimed to investigate the effectiveness of a mobile-based intervention to develop Thai EFL learners' speaking. Thirty students from a secondary school in southern Thailand were assigned to complete five oral tasks through the dynamic assessment process as an intervention on WhatsApp in order to develop their oral accuracy. Quantitative data were collected from the oral pre-test and post-test to examine the students' speaking development by utilizing the paired samples t-test. The results showed a significant difference between the pre-test and post-test after the implementation of the MALL-based intervention. It could be suggested that the application of the MALL-based intervention could develop EFL learners' oral accuracy in Thai school contexts. Implementations and recommendations of this study are discussed.
Relationship among Merit Pay Policies, Teacher Mobility and Attrition: A Study in the Rio de Janeiro Public Schools
Author: Carrasqueira, Karina
Date: 2022-07-26
Type: Journal Articles
Subjects: Teacher Effectiveness,Incentives,Teacher Persistence,Faculty Mobility,Foreign Countries,Correlation,Municipalities,Performance Based Assessment,Teacher Evaluation,Accountability,Elementary Secondary Education,Comparative Analysis

The objective of this work was to verify if there is an association between a merit pay policy practiced by the Rio de Janeiro municipal local administration in the patterns of teachers' mobility and attrition. The research followed the movement of teachers who took posts in the Rio de Janeiro municipal system between 2009 and 2011 during the eight years the policy was in effect (2009-2016). Bivariate analyses and comparisons with tests of differences in means were performed. The main result was that the number of times the school reached the goals set by the policy and, consequently, the staff received performance pay presented a correlation with teacher mobility and attrition. Thus, the greater the frequency of school reached the performance target, the higher the probability of retaining teachers.
The Readiness of Stakeholders in the Scientific Inquiry-Supported Mentoring Project
Author: Oguz Unver, Ayse
Date: 2023-00-00
Type: Journal Articles
Subjects: Mentors,Inquiry,Faculty Development,Program Effectiveness,Educational Needs,Teaching Methods,Program Evaluation,Computer Mediated Communication,Scientific Research,Expectation,Teacher Attitudes,Teaching Experience,Foreign Countries,Science Education,Video Technology,Scaffolding (Teaching Technique)

The effectiveness of professional development programs for teachers in Turkey is limited because the programs are not designed to meet individual teacher needs. Although teachers are implementers who perform classroom practices, they are in the role of students in these programs. The project supported by The Scientific and Technological Research Institution of Turkey (TUBITAK) 1001-Grant 220K080 entitled &quot;Designing and Evaluation of the Effectiveness of Scientific Inquiry Supported by Online Mentoring (e-scaffolding) in In-service Teacher Training&quot; aims to examine and evaluate a professional development model. The project involves various strategies, such as mentorship, coaching, peer learning, and collaboration, for prioritizing teachers' ideas and expectations. This study intends to reveal the readiness of the stakeholders (participating teachers and mentors) in the online mentoring model supported by scientific inquiry as part of the professional development process of teachers. The prominent results of the research are that teachers have positive opinions about the importance of scientific inquiry-based learning and teaching, teachers' expectations from professional development programs vary by their levels of experience. In conclusion, this study is important in terms of making teachers' voices heard and designing professional development programs in line with their expectations.
Development of 3D-Based Learning Modules for University Students
Author: Farihah
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Learning Modules,Foreign Countries,Clothing,Geometric Concepts,Patternmaking,Educational Technology,Technology Uses in Education,Computer Software,Program Effectiveness

Some lecturers need suitable learning media and strategies in the learning process so that learning is effective. Previously, lecturers only used book media, handouts, and whiteboards as media, and only certain materials used media. It is also known that the obstacles in using media because there are still many lecturers who do not have the expertise to develop and use media and are not even familiar with computer technology, so learning strategies are implemented conventionally. The learning system is centered on lecturers delivering learning materials with lectures and further demonstrations of lecturers giving assignments or exercises to students. This research aims to know whether the development of 3D-based learning modules with direct learning strategies in Pattern Construction courses is worth using for students in the Department of Fashion Education at Universitas Negeri Medan and to find out whether module learning based on 3D with direct learning strategies in the Pattern Construction course is effectively used by the students.
What Happens after edTPA?
Author: Napolitano, Kristen V.
Date: 2022-06-07
Type: Journal Articles
Subjects: Performance Based Assessment,Preservice Teachers,Teacher Certification,Beginning Teachers,Teaching Methods,Secondary School Teachers,Mathematics Teachers,Science Teachers,Student Attitudes,Reflection,Preservice Teacher Education,Student Experience

The teacher certification process can be overwhelming for early-career educators. Negotiating teacher identity, completing fieldwork hours, and navigating institutional expectations can stress the most resilient teacher candidates. These pressures are further compounded as teacher certification assessments, such as the edTPA, introduce additional hurdles to achieving state licensure. This study approaches these obstacles by examining the stories of a diverse group of 14 early-career teachers as they reflect on completing edTPA and their current teaching practices. Through social constructivist perspectives and professional learning continuum framing, we interpreted narrative data to examine early-career teacher discussions of completing edTPA and developing pedagogical practices. These 14 teachers elucidated that the collaborative nature of their preparation program was integral to their completing the assessment, that the program approach to completing the portfolio assessment positioned them to think reflexively about their practice, and that the skills and tools used on edTPA remained useful to them throughout their early-career teaching. We suggest ways that preparation programs can interpret this teacher certification policy as an instructional touchpoint and can limit the gatekeeping capabilities of certification exams through collaboration, building capital, and supporting reflective portfolios. This work has implications for policymakers in teacher education and induction programs.
Organizational, Technological, and Pedagogical Conditions for Differentiated Instruction of Teaching English as a Foreign Language
Author: Sarzhanova, Galiya
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Self Efficacy,Individualized Instruction,Technological Literacy,Correlation,Second Language Learning,Second Language Instruction,Foreign Countries,English (Second Language),Undergraduate Students,Departments,Student Attitudes,Academic Achievement,Organizational Climate

The aim of this study is to examine the relationships between differentiated instruction, pedagogical and technological competencies of students studying in the foreign language department. Differentiated instructional self-efficacy, pedagogical and technological competencies of students studying in foreign languages departments were examined in terms of grade level and perception of academic achievement within the scope of the comparative relational survey model. In the study, the relationships between differentiated instructional self-efficacy and pedagogical and technological competencies of students studying in foreign language departments were also examined on the basis of the relational survey model. The study was carried out on 234 students studying in foreign languages departments of different universities in Kazakhstan. Differentiated instructional self-efficacy, pedagogical and technological competence scales in the Likert-form were used to collect the research data. In the study, descriptive statistics F test and Regression analysis techniques were used in the analysis of the data. According to the research findings, the differentiated instruction self-efficacy, pedagogical and technological competencies of foreign language students were found to be moderate. Differentiated instructional self-efficacy, pedagogical and technological competencies of foreign language students differ according to their classroom and academic achievement perceptions. Finally, the pedagogical and technological competencies of foreign language students significantly affect their self-efficacy towards differentiated instruction.
Effective Leadership Types in Change Management in Sports Organizations
Author: Sahin, Bayram
Date: 2022-00-00
Type: Journal Articles
Subjects: Leadership Effectiveness,Leadership Styles,Change Strategies,Athletics,Organizational Change,Resistance to Change

The aim of this study is to examine the types of effective leadership in change management in sports organizations. Qualitative research method was used in the study. In-depth individual interviews were carried out with the participants and the data obtained were analyzed by content analysis method. When the findings of the study were examined, it was seen that five dimensions came to the fore: flexible, authoritative, insightful, situational, and meritocracy. The leadership type that emerged as a result of the study was seen to be &quot;leadership type that includes flexible, authoritarian and understanding dimensions&quot;. It has emerged that there are two leadership types that contain these dimensions. These are autocratic and democratic leadership types. In other words, the participants who defended being authoritarian from autocratic leadership style emphasized the understanding and flexible features of democratic leadership type. When the answers given by the participants are examined in its entirety, it has been understood that the leadership types used during the change in sports federations are a leadership type that includes many leadership types rather than a single leadership type. In the light of the findings, it was discovered that a leadership practice that differs according to the situation rather than a standard leadership type is required. This necessity brings success while experiencing change. As a result, these views of the participants brought the situational leadership type to the fore. According to the situational leadership theory, it is necessary to examine each situation according to its internal subjectivity. Afterwards, the participants argued that after revealing the subjectivity of the situation, it is necessary to apply the most appropriate leadership type.
Examination of Mobbing Exposure of Physical Education and Branch Teachers and Organizational Silence Levels
Author: Adak, Sami
Date: 2022-00-00
Type: Journal Articles
Subjects: Physical Education Teachers,Work Environment,Bullying,Victims,Aggression,Mental Health,Teacher Attitudes,Teacher Behavior,School Role,Employees,Educational Environment,Intellectual Disciplines,Secondary School Teachers,High School Teachers,Public Schools,Private Schools,Gender Differences,Teacher Role,Administrator Role,Elementary School Teachers,Age Differences

In this study, it was aimed to comparatively examine the levels of exposure to mobbing of physical education and branch teachers and organizational silence in terms of some variables. In the study, based on the comparative relational screening method, the levels of physical education and branch teachers' exposure to mobbing and organizational silence were compared according to the variables of gender, age, professional seniority, school level and school type. The sample of the research consists of 212 physical education and branch teachers working in Konya. Organizational Silence Scale and Negative Behaviours Questionnaire were used to collect research data. According to the research findings, physical education and branch teachers' exposure to mobbing and organizational silence levels show significant differences according to branch, gender, age and school type. In addition, there is a significant positive relationship between physical education and branch teachers' mobbing exposure and organizational silence levels. This research aimed to test the effects of mobbing and silence, which affect productivity and performance, on branch teachers, physical education and sports teachers. The fact that the research findings are based on quantitative data is an important limitation of the study.
Using Art to Reveal Democracy (Hint: It&apos;s a Little Punk Rock)
Author: Montgomery, Josh
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Art Activities,Democracy,Social Attitudes,Democratic Values,Student Teacher Attitudes

What is democracy? We asked this of our pre-service teachers but, instead of soliciting a response via more traditional methods, we assigned them a collage and artist's statement. The overarching goal was to model curricular applications of art that they may carry into their own p-6 classrooms to enable engagement with complex concepts. In exploring their work, however, we uncovered compelling ideas about the efficacy (and appropriateness) of the use of art to interrogate cultural ideals. If we started the project seeking to model classroom activities, we ended by uncovering many of the themes troubling contemporary democracy. We found in our pre-service teacher's artistic conceptions clues to the origins of current social discourse. Through assessing their artwork, thematically coding the statements, and follow up interviews, our examination of their experience of working within art and with democracy revealed perspectives about both. In this paper we address ways we as teacher educators may aid in both expanding the curricular choices pre-service teachers make in future classrooms and in creating the informational and reflective space to prepare them for civic engagement.
A Scoping Review of Teaching and Learning of English as an Additional Language among Autistic Individuals
Author: Muharikah, Afifah
Date: 2022-07-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Autism Spectrum Disorders,Learning Processes,Research Reports,Databases,Teaching Methods,Language Impairments,Phonology,Morphology (Languages),Syntax,Language Skills,Instructional Effectiveness,Student Characteristics

Purpose: The purpose of this scoping review was to examine research studies relating to autistic students in learning English as an Additional Language (EAL) to outline potential research agendas and to inform EAL educators of current related issues. Methodology: PRISMA-ScR protocol outlined by Tricco et al. (2018) was followed when selecting the relevant studies published before July 2020 from six prominent databases: Education database, ERIC; Linguistics database, PsycINFO; SAGE, and Scopus. In addition, a hand search of Google Scholars was conducted. Inclusion and exclusion criteria were applied to screen the identified data. Findings: From the evidence provided in the eighteen studies identified, the researcher found that current autism research in EAL focused more on teaching strategies and much less on autistic individuals' EAL learning processes. The 118 autistic participants in the identified studies displayed highly diverse characteristics, which may explain why the case study was the dominant research approach. They were reported by the identified studies to have strong microlinguistic skills (phonology, morphology, syntax-related) but were weak in macro-linguistic skills (e.g., reading comprehension). The researcher noted that some learning behaviours of autistic students have been reported in addition to some teaching strategies perceived effective for teaching autistic EAL learners such as utilisation of technology and a visual approach. Significance: While there is an increasing number of autistic individuals learning EAL, research on autistic students learning EAL and on teaching autistic students EAL has been limited to date. This present study is the first scoping review to investigate existing relevant studies. Despite calling for further investigation into the teaching and learning of autistic students in EAL that involve the perspectives of parents of non-autistic peers, and of the autistic students themselves, interactive patterns of teaching and learning of autistic individuals in EAL classrooms remains an area for further research in the future.
Assessing Grit and Well-Being of Malaysian ESL Teachers: Application of the PERMA Model
Author: Shanmugam, Punithan
Date: 2022-07-00
Type: Journal Articles
Subjects: Personality Traits,Well Being,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teacher Characteristics,Correlation,Elementary School Teachers,Rating Scales,Teacher Attitudes,Positive Attitudes,Resilience (Psychology)

Purpose: Seligman's well-being theory of PERMA has been proven fruitful in defining various well-being constructs across different fields of study. With a growing interest in teacher psychology research abroad, PERMA has been unveiled as a rewarding prospect for the well-being of second language (L2) teachers. Nonetheless, the contribution of PERMA to the well-being and grit of L2 teachers in Malaysia remains unclear. Thus, this study (1) examined the influence of PERMA on the well-being and grit of Malaysian teachers of English as a second language (ESL); and (2) analyzed the mediating impact of positive emotion in the relationship between grit and well-being. Methodology: A priori power analysis was conducted to identify the sample size for this study. Hence, a convenience sample of 91 primary ESL teachers from Kuala Lumpur participated in this crosssectional study. Data obtained were analyzed via multiple regression and mediation analysis using SPSS v20. The analysis of the indirect effects of the mediation model was complemented with a bootstrap procedure based on Hayes's PROCESS Macro. Findings: The regression analysis confirmed the significant impact of PERMA on both well-being and grit. Analysis of the regression coefficients (ß) displayed that engagement and accomplishment influenced significant changes in grit. Engagement was also a significant predictor of well-being. The mediation model portrayed positive emotion as a partial mediator in the association between grit and well-being. Significance: The meaningful interaction of PERMA with wellbeing and grit may not only encourage ESL teachers to flourish, correspondingly, it may elevate the well-being of learners in L2 classrooms.
Dynamics and Causal Factors of Team Satisfaction in an Open and Distance Learning Collaborative Writing Class
Author: Kaur, Naginder
Date: 2022-07-00
Type: Journal Articles
Subjects: Satisfaction,Group Dynamics,Open Education,Distance Education,Cooperative Learning,Writing Instruction,COVID-19,Pandemics,Peer Relationship,Teacher Student Relationship,Foreign Countries,College Students,Gender Differences

Purpose: Instructors and students are compelled to calibrate to overcome pedagogical, technological and social challenges posed by the rapid adaptation of open and distance learning (ODL) in view of the current global pandemic. Against this backdrop, this study explored the impact of team dynamics (TD), team acquaintance (TA) and instructor support (IS) in ensuring team satisfaction (TS) in an academic writing course in an online collaborative learning environment. Methodology: This study employed a sequential mixed methods design. Quantitative data was obtained through a survey questionnaire from 67 students enrolled in an academic writing course based on convenience sampling from three different faculties of a Malaysian university. Subsequently, eight purposively selected students who represented each faculty and of varied language proficiency were interviewed in a focus group discussion (FGD) for in-depth feedback about the variables and how these impacted TS as a whole. The quantitative data was analysed using descriptive analysis, regression and chi square tests while thematic analysis was conducted accordingly on the qualitative data in addressing the specific research questions. Findings: This study manifested a positive and significant correlation between TD and TS. The integral and supportive role of IS has been found to be substantially important in ensuring success in collaborative group work in ODL. Although qualitative data showed amicable relationship and cultural homogeneity, the quantitative findings did not indicate the significant role of TA in meeting the requirements of the course, that is, working collaboratively to accomplish academic writing tasks. Significance: This study provides useful insights into the success of an online collaborative learning context. The findings also serve to guide educators in designing, delivering and navigating effective pedagogy in the ODL environment.