ethanporcaro/eric-fulltext-meta huggingface dataset:
Visual Imagery and Learning about Cultural Landscapes during Geography University Studies
Author: Ilovan, Oana-Ramona
Date: 2019-02-00
Type: Journal Articles
Subjects: Teaching Methods,Geography Instruction,Masters Programs,Transfer of Training,Learning Processes,Problem Solving,Task Analysis,Student Evaluation,Student Attitudes,Cultural Traits,Urban Areas,Photography,Evaluation Criteria,Course Descriptions,Graduate Students,Foreign Countries,Historic Sites,Human Geography

One of the most complex topics in Geography is linked to cultural landscapes. Although this concept has aroused the interest of scholars from different nations and the bibliography is diverse, among students there are still uncertainties concerning the meaning of cultural landscapes. Thus, at the Faculty of Geography, Babes-Bolyai University, in Cluj-Napoca, Regional Planning and Development M.Sc. programme, the students had in their first semester a discipline named Cultural Landscapes, which provided the theoretical background using international references. For assessment, students were asked to transfer their knowledge into practice by realising a postcard with cultural landscapes of Cluj-Napoca city. This paper analyses the process of learning during solving the task, presenting firstly different views about cultural landscapes in geographical literature. The methodology used comprises the analysis of the process of learning, starting from discussions on the theory and going to the presentation of the task, the evaluation and the actual process of making the postcards undertook by the students. There were eight postcards realised in pairs which were assessed using an especially designed grid. The whole activity carried out by the students was analysed from a didactic point of view. It is demonstrated that, being helped by theoretical discussions during the courses, the students managed to understand the cultural landscape and, moreover, to put into practice what they had learned. Thus, they managed to achieve a different perspective for some familiar landscapes from the city, in which they had lived for about three years. This learning activity actually put the theoretical frame into another light and so the students had become more aware of the meaning of cultural landscapes by experiencing them on their own.
Development of the &quot;Perceived Teacher Behaviours&quot; Scale in Primary School
Author: Köksalan, Bahadir
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Behavior,Elementary School Teachers,Elementary School Students,Attitude Measures,Grade 3,Grade 4,Student Attitudes,Test Validity,Test Reliability,Foreign Countries,Goodness of Fit

The study is aimed at developing a valid and reliable measurement instrument intended to identify the perception of the third and fourth grade primary school pupils in relation to their teachers' behaviour throughout their education. The analysis of the related literature and the draft version of the scale were prepared after obtaining expert opinion and trials conducted in the second term of 2015-2016 school year in different state primary schools under the jurisdiction of the provincial directorate of national education in Malatya on the sample of the third and fourth grade pupils. Expert opinion was obtained to determine the content and face validity of the scale and for construct validity. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were also conducted. For statistical operations, studies on 25 items were carried out. Findings obtained based on EFA and CFA analyses suggested that fit indices of the structure of the scale of perceived teacher behaviour were sufficient. The Pearson Correlation Coefficient between the obtained scale and the scores of the test-retest method was also found to be at reasonable level. Based on these findings, it was concluded that the scale of perceived teacher behaviour is an instrument that produces valid and reliable measurements and it could be used to measure the pupils' perception of teacher behaviour.
Developing a Scale of Adolescents&apos; Perceptions toward Adults: Validity and Reliability Studies
Author: Sezer, Özcan
Date: 2019-00-00
Type: Journal Articles
Subjects: Attitude Measures,Adolescent Attitudes,Adults,High School Students,Foreign Countries,Test Validity,Test Reliability,Individual Characteristics,Test Construction,Content Validity,Construct Validity,Factor Analysis

This study introduced the Scale of Adolescents' Perceptions Toward Adults (SAPTA), which was developed in Turkey. The validity and reliability study for SAPTA was performed using the data obtained from 1008 high school students whose ages ranged between 14 and 18. The internal consistency coefficient calculated with the Explanatory Factor Analysis (EFA) data obtained from 381 students was found to be 0.78 for the sub-scale named &quot;Admired Adult Characteristics,&quot; 0.66 for the sub-scale named &quot;Disturbing Adult Characteristics,&quot; and 0.69 for the entire scale. The internal consistency coefficient calculated with the Confirmatory Factor Analysis (CFA) data obtained from 627 students was found to be 0.82 for the sub-scale named &quot;Admired Adult Characteristics,&quot; 0.68 for the sub-scale named &quot;Disturbing Adult Characteristics,&quot; and 0.72 for the entire scale. The Spearman-Brown split-half test reliability value was found to be 0.74. The results of the analysis indicate that SAPTA has psychometric characteristics sufficient for determining the perceptions of adolescents, whose age range between 14 and 18 years.
The Effect of Meta-Cognitive Strategies on Self-Efficacy and Locus of Control of Gifted in Foreign Language Learning
Author: Šafranj, Jelisaveta
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Self Efficacy,Locus of Control,Second Language Learning,Language Skills,Second Language Instruction,Academically Gifted,College Students,Learning Strategies,Cognitive Processes,Measures (Individuals),Foreign Countries,English (Second Language)

Locus of control and academic self-efficacy are significant variables in foreign language learning that influence advancement in language acquisition and cognition, as well as building language skills. Previous research in the field of foreign language teaching has been partly related to cognitive and meta-cognitive learning strategies of gifted students. However, self-efficacy and locus of control of gifted have not been studied in our country, yet. This study investigates the effects of cognitive and meta-cognitive strategies on locus of control and self-efficacy of university students gifted in foreign language learning. The survey was conducted on a sample of 39 engineering students. The results show that cognitive strategies have significant and positive effects on academic self-efficacy, while meta-cognitive strategies have significant and positive effects on locus of control of gifted students.
Moving Forward amidst the Swirls: Reframing the Relational Approach as a Step &apos;Beyond&apos; Leadership
Author: Elonga Mboyo, Jean Pierre
Date: 2019-07-00
Type: Journal Articles
Subjects: Instructional Leadership,Teaching Methods,Critical Theory,Realism,Epistemology

Embedding the relational approach as a research project is a viable alternative to normative conceptualisation and practice of leadership. However, as the shift from substantialist assumptions to relational theorising gathers momentum, the evolving nature of the argument so far suggests that more needs to be done to bolster its robustness. Rather than being a refutation, this commentary reengages with the relational approach in a way that attempts to locate it within the historical development of theorising in educational leadership as a specialised field. More specifically, it focuses a large part of its analysis on the strength of underpinning ontological theorising which, arguably, nullifies binaries without accounting for (assumptions about) them as it shifts its focus on relations. To ensure parallel monologues begin to engage and that auctors draw on an array of knowledges, the commentary reviews the relational approach and provides alternative avenues and resources to further its aims.
New Beginnings, Repeated: The Continuing Search for Educational Leadership
Author: Bogotch, Ira
Date: 2019-07-00
Type: Journal Articles
Subjects: Instructional Leadership,Organizational Theories,Praxis,Ambiguity (Semantics),Educational Administration,Educational Sociology,Leadership Styles

The purpose of this scholarly essay is to offer a number of logics of academic arguments as follows: leadership as contested/seductive theories, leadership as an organizing activity, and leadership as praxis. Each academic argument presents its own theoretical, communicative and practical challenges, often necessitating a beginning again in search of leadership's ontological status; that is, in what sense is leadership real? Methodologically, the authors rely on asking pragmatic and constructivist questions (i.e. what difference does it make?) regarding problematic relationships among diverse researchers and between themselves and practitioners. With some amount of courage and a great deal of ignorance, the authors jump into the rabbit hole of relational sociology, leaving answers as next steps to the wisdom of our readers.
Teaching-Learning Conceptions and Pedagogical Competence Perceptions of Teachers: A Correlational Research
Author: Sentürk, Cihad
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Achievement,Pedagogical Content Knowledge,Teacher Attitudes,Correlation,Teaching Methods,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Competence

The objective of this research is to examine the relationship between teachers' teaching-learning conceptions and pedagogical competence perceptions and to reveal the related findings. The research was designed in the relational survey model. The study group of the research is composed of teachers who work in elementary and secondary public schools in Karaman district of Turkey (n = 223). In the research, it was found that there are positive or negative relationships between teachers' teaching-learning conceptions and pedagogical competence perceptions sub-dimensions. In addition, according to regression analysis, it was seen that the model was significant as a whole and teachers' teaching-learning conceptions and pedagogical competence perceptions were significantly associated. It was understood that the teachers' teaching-learning conceptions explained 42% of their pedagogical competence perceptions. According to the findings of the research, it was observed that teachers mostly had traditional teaching-learning conceptions and there was no significant relationship between their traditional teaching-learning conceptions and their pedagogical competence perceptions except the first dimension. It was found that there was a significantly positive relationship between their teaching-learning conceptions and their pedagogical competence perceptions among teachers who have constructivist teaching-learning conception. According to these findings, teachers' pedagogical competence perception levels decrease as their teaching-learning conceptions move towards the traditional conceptions, and pedagogical competence perception levels increases as their teaching-learning conceptions move towards constructivism. When all these results are taken into consideration, teachers should be educated in accordance with the constructivist teaching-learning conception in line with their contemporary educational philosophies, models and conceptions.
Critical, Compelling, and Linguistically Scaffolded Literature: Implementing Text Sets Multilingually for Social Justice
Author: Babino, Alexandra
Date: 2019-00-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Social Justice,Children,Childrens Literature,Adolescents,Adolescent Literature,Literacy,Multicultural Education,Multilingualism,Bilingual Students,Inservice Teacher Education,Middle School Students,Middle School Teachers,High School Students,High School Teachers,Literacy Education,Minority Group Students,Bilingualism

In most cases, the curriculum chosen for wide-use does not mirror or address the pressing needs of bi/multilingual learners, especially for those who are in middle and high school settings. In light of this and the increasingly negative national discourse surrounding minoritized students, our focus in this article is to offer in-service teachers a heuristic for compiling a multi-genre, multilingual text set to support bi/multilingual students' positive identities and literacies practices. This text set is designed with the themes of identity and social justice in order to reflect the students' struggle to fully participate in the American Dream. It also describes how teachers can purposely plan for linguistic support in students' additional languages, language varieties, and English. Taken together, we believe that deeply exploring these compelling books from a critical perspective with linguistic scaffolds will allow teachers to foster robust multilingual literacy skills to address social justice in the classroom and beyond.
Reorienting Cosmo-Global Education: The OECD, Derrida, and the Hospitality of Thinking
Author: Williams, Emma
Date: 2019-03-00
Type: Journal Articles
Subjects: Global Education,International Organizations,Politics of Education,Educational Philosophy,Ethics,Aesthetics,Asian Culture,Cultural Differences,Interpersonal Relationship,Foreign Countries

The recent introduction by the Organisation for Economic Cooperation and Development of the notion of 'global competence' appears to install cosmopolitan understanding at the heart of education across the globe. Yet how far does the OECD notion, and the broader models of global education it means to stand for, consolidate a picture that fails to do justice to the complex nature of human interpersonal and intercultural ethics? In this paper, I draw out limitations in the OECD notion of global competence and its recommendations for educational practice. Through an exploration of Jacques Derrida's thinking on the theme of hospitality, I try to give substance to the critical destabilisation of the philosophical assumptions on which the OECD picture depends. Existing attempts to utilise Derrida's philosophy in relation to questions of politics and education can rely on sensational language to do too much of the argumentative work. I approach Derrida's thinking on hospitality via certain narratives, including scenes from Nobel Prize-winning novelist J.M. Coetzee's &quot;Waiting for the Barbarians.&quot; I then consider Derrida's painstaking consideration of the nature of our lives in language to further develop the idea that hospitality involves a displacement of the self. These lines of thought, I conclude, suggest alternative possibilities for political education to those currently recognised in predominant discourses. They reveal how practices of writing, reading, and study in the humanities can provide a richer and more robust means of developing the receptivity of thinking called for by cosmo-global education.
Secondary Teacher Perceptions and Openness to Change Regarding Instruction in Information Literacy Skills
Author: Crary, Sarah
Date: 2019-00-00
Type: Journal Articles
Subjects: Information Literacy,Teacher Attitudes,Educational Change,Librarian Teacher Cooperation,Role,Teaching Methods,Leaders,Secondary School Teachers,Barriers,Responsibility

Information literacy skills are needed to help solve real-world problems, but K-12 students lack these skills. The purpose of the study was to use Michael Fullan's (2007) Change Theory initiation phase to investigate teachers' perceptions of their own openness to change and about collaboration between a school librarian and a teacher in the context of information literacy instruction. An explanatory sequential mixed-methods study was used to analyze teacher perceptions by means of a quantitative survey and school librarians' qualitative reactions (gathered in interviews) to the results of the survey. Classroom teachers indicated a belief that teaching information literacy skills was the role of both school librarians and teachers. However, grading, assessing students' progress, and teaching content-related information were the role of the teacher. The classroom teachers and school librarians both reported collaboration by dividing the lesson instead of working together on standards, planning, and assessments. A key finding that could contribute to successful implementation of change is gathering input from individual teachers by means of surveys and discussions in department meetings and communicating educational changes through faculty and department meetings.
Explain, Engage, Extend, Examine: Four E&apos;s of Vocabulary Instruction
Author: Watts-Taffe, Susan
Date: 2019-00-00
Type: Journal Articles
Subjects: Vocabulary,Vocabulary Development,Learner Engagement,Language Usage,Academic Achievement,Receptive Language,Expressive Language,Semantics,Sentences

The Four Es (Explain, Engage, Extend, Examine) is a concrete approach to incorporating research-based practice into daily vocabulary instruction by focusing on the pivotal role of teacher and student talk in word learning. Specifically, teachers use language that is understandable to students, identify misunderstandings and correct them within a meaningful context, point out relationships among words, and reflect on evidence of student learning to determine next instructional steps. Students move vocabulary from the receptive to the expressive, add to and draw from the collective prior knowledge that develops through the sharing of information and experiences, and take risks with word learning. The article includes a summary of related research, two extended classroom examples, a discussion of how to select words for instruction, and approaches to assessing student word learning.
Educational Leadership Research: Is There a Compelling Reason to Change?
Author: Gurr, David M.
Date: 2019-07-00
Type: Journal Articles
Subjects: Educational Administration,Educational Research,Principals,Instructional Leadership,Leadership Effectiveness,Research Methodology,Organizational Theories

This paper is a response to recent challenges to educational leadership research from Eacott. Using a personal narrative approach, and drawing, in the main, on research from the International Successful School Principalship Project, it is argued that current research questions are worthwhile, he methodologies used are trustworthy and appropriate, and that there is no compelling reason to abandon these.
The Implementation of Teachers&apos; Continuous Professional Development and Its Impact on Educational Quality: Primary Schools in Fagita Lekoma Woreda, Awi Zone, Amhara Region, Ethiopia in Focus
Author: Melesse, Solomon
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,Educational Quality,Elementary School Teachers,Teacher Attitudes,Administrator Attitudes,Foreign Countries,Principals,Instructional Improvement,Teaching Methods,Inquiry,Creativity,Innovation,Teacher Improvement,Teacher Student Relationship,Professionalism,Best Practices,Teacher Collaboration

This study examined the extent to which Primary Schools of Fagita Lekoma Woreda implement teachers' CPD and its impact to quality in education. Data were collected from teachers, school principals, and woreda education office supervisors. Questionnaire and interview were used as the data gathering tools of the study. The quantitative data was analyzed using percentage and one sample t-test. The qualitative data was analyzed via thematic description. The findings confirmed that the respondents' level of agreement regarding the implementation of teachers' CPD was found significantly greater than the expected mean (3) in some parameters of the implementation of CPD (e.g., teachers' access to new ideas (3.48), teachers' state of sharing experiences (3.44), and teachers' professional interaction (3.48)). But, there was no significant difference between the expected mean (3) and the calculated means of the other parameters (e.g., attention given for teachers true learning (3.15), focus on staff professional development (3.10), pursuit for improved teaching and learning (3.06), teachers' engagement into continuous professional development (3.31), the match between professional development provision and professional needs (3.08), conceptualization of professional development (2.92), being insensitive of matching of staff development opportunities to individual concerns (2.75), effort made to relate learning experiences to work place conditions (2.88), and teachers' engagement into professional development that promotes inquiry, creativity, and innovation (3.04)). The aggregate calculated mean value of extent of CPD implementation (3.14) also showed insignificant difference from the expected mean (3). Moreover, it was confirmed that there was no significant difference between the expected mean and the calculated means of all the parameters of the impact of CPD implementation on quality in education of primary schools of the woreda. Having considered the above major findings, relevant recommendations were forwarded in the recommendation section of this article.
Leadership as a Relational Phenomenon: What This Means in Practice
Author: Branson, Christopher M.
Date: 2019-07-00
Type: Journal Articles
Subjects: Leadership Styles,Leadership Qualities,Theory Practice Relationship,Organizational Climate,Leadership Effectiveness,Employee Attitudes,Inclusion,Diversity,Well Being,Teamwork,Leadership Role,Employer Employee Relationship

This article stands in support of Eacott's primary intention of promoting a relational approach to leadership. However, its distinctiveness is in how this relational quality of leadership is understood, described and defended. In contrast to the essentially philosophical description provided by Eacott, this article offers a far more research-informed and practical understanding of leadership as a relational phenomenon. It begins by highlighting widespread international corporate research, which is paving the way for the general acceptance of leadership being a relational phenomenon. Also, the article draws upon a multidisciplined array of understandings to illustrate what can be considered as the relational foundational of leadership, which are then captured within seven fundamental principles of relational leadership practice. The final section of this article offers a pathway for those who wish to work towards enhancing their relational leadership capacity.
Supporting &quot;Pedagogical&quot; Spanish Language Competencies: Bilingual Teacher Education &quot;en la Frontera&quot;
Author: Zúñiga, Christian E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Bilingual Teachers,Teacher Educators,Ethnography,Teacher Attitudes,College Faculty,Preservice Teacher Education,Spanish,Teaching Methods,Course Descriptions,Bilingualism,Language Proficiency,English (Second Language),Second Language Learning,Academic Language,Classroom Communication,Professional Identity,Bilingual Education,Biculturalism,Hispanic American Students,Cultural Background,Sociolinguistics,Metalinguistics,Language Usage,Language of Instruction,Code Switching (Language)

This autoethnography explores my experience as a bilingual teacher educator on the Texas, United States-Mexico border supporting the development of preservice teachers' pedagogical Spanish language competencies through a course that I have been developing over the last few years. To this aim, I look at my positionality and experiences developing my bilingualism in the same border community and my pedagogical Spanish language competence. My goal is to suggest how teacher education can support the development of bilingual teacher candidates' Spanish language competence in ways that recognize the linguistic diversity of border communities, critically unpack hegemonic ideologies, and prepare teacher candidates to feel confident in meeting the linguistic and academic demands and realities of the bilingual classroom.