ethanporcaro/eric-fulltext-meta huggingface dataset:
Surviving Impostor Syndrome: Navigating through the Mental Roller Coaster of a Doctoral Sojourn
Author: Fitriyah, Siti Masrifatul
Date: 2022-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Study Abroad,Foreign Students,Doctoral Students,Educational Experience,Psychological Patterns,Educational Attainment,Doctoral Degrees,Mental Health,Self Concept,Help Seeking

Studying overseas may offer myriad riches of extraordinary experiences, especially due to the opportunities to immerse into a different academic culture. However, for some, the difference may be a hurdle that brings them into a mental roller coaster along with their academic career. In this reflective paper, against the backdrop of my overseas studies experiences, I recount my bumpy journey of battling the so-called impostor syndrome which prevented me from being productive until I found the lights at the end of the tunnel and finally found a way to move on with my journey and earned my degree. Self-appreciation and community support seemed to be the most important influences that may have led me to be free from the syndrome and to finally achieve my main objectives.
The Impact of COVID-19 on International Student Support: A Global Perspective
Author: Bardill Moscaritolo, Lisa
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Foreign Students,College Students,Student Personnel Services,Student Personnel Workers,Student Needs,Mental Health,Well Being,Stress Variables,Paying for College,Fear,Anxiety,Intervention,Foreign Countries,Cultural Differences,Geographic Regions

The COVID-19 pandemic caused unique challenges to international students. Student Affairs and Services (SAS) across the higher education sector played a key role in supporting students and institutions during the pandemic. This article reports the findings of an exploratory survey with SAS practitioners from around the globe on the ways in which SAS responded to the pandemic and sought to mitigate the impact of the pandemic on students, in general, and international students specifically. The results demonstrate that international students were among the primary groups of students impacted by the pandemic. Specific challenges identified include mental well-being, inability to return home, financial hardships, fear, and uncertainty. Discrimination of certain groups was also noted. SAS intervened to assist international students in navigating these challenges across world regions, including services declared essential for international student support. Finally, financial implications and the future of international student support are explored.
The Role of Language and Culture in Postgraduate International Students&apos; Academic Adjustment and Academic Success: Qualitative Insights from Malaysia
Author: Singh, Jasvir Kaur Nachatar
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Foreign Students,Language Usage,Cultural Influences,College Faculty,Student Adjustment,Barriers,Cultural Differences,Supervision,Peer Relationship,Research Skills,Coping

How do language and culture pose adjustment challenges that hinder the academic success of postgraduate international students? This article answers this question based on a thematic analysis of 55 semi-structured qualitative interviews conducted with postgraduate international students and academic and professional staff members at a Malaysian research-intensive public university. The results show that language and culture are influential in a range of academic (language, supervision, research training) and social (group work, friendship) adjustment challenges. The analysis highlights how these challenges hinder academic success as a result of limited or frustrated pathways for students' linguacultural development. We conclude that future academic research and university policy to support postgraduate international students may pay greater attention to cross-cultural, linguistic, and linguacultural issues.
The Impact of COVID-19 on Teachers&apos; Self-Efficacy and School Culture
Author: Brion, Corinne
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Elementary Secondary Education,Teachers,Pandemics,COVID-19,Self Efficacy,School Culture,Principals,Administrators,Learning Activities,Faculty Development

Teacher efficacy is a cognitive process in which educators construct beliefs about their capacity to perform and positively impact students' outcomes. These beliefs influence the educators' level of effort, their resilience, their capacity to accept failures, and the levels of stress they experience when working in challenging situations such as COVID-19. Teachers' self-efficacy affects the school's collective efficacy and thus the school's culture. This teaching case study is relevant to practicing and prospective principals and administrators because it raises issues related to teachers' self-efficacy during COVID-19, at a time when schools went back to face-to-face instruction after 18 months of online and hybrid instruction. This scenario addresses the critical role principals play in boosting teachers' self-efficacy.
The Opinions of Primary School Teachers Who Taught in Multi-Grade Classrooms on Multigrade Class Instructional Practices
Author: Çakir, Pinar
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Multigraded Classes,Teaching Methods,Foreign Countries,Content Analysis,Teacher Attitudes,Affordances,Barriers

The purpose of this qualitative, phenomenological research was to gather primary school teachers' views regarding multi-grade classrooms in detail. Data was collected during the first semester of the 2019-2020 school year from 20 primary school teachers in Izmir, Turkey who taught in multi-grade classrooms in the past. The snowball sampling method was applied. Semi-structured interviews with seven open-ended questions, developed by the researchers basing on the related literature, were used. The content analysis technique was applied during the analysis. MAXQDA-18 was used to organize, code, and analyze the data.
The Relationship between School Administrators&apos; Empowering Leadership Behaviors and Teachers&apos; Perceptions of Organizational Citizenship
Author: Ertürk, Ramazan
Date: 2022-00-00
Type: Journal Articles
Subjects: Administrator Behavior,Teacher Attitudes,Educational Environment,Interpersonal Relationship,Elementary School Teachers,Teacher Empowerment,Foreign Countries,Leadership Styles,Work Environment,Cooperation,Values,Correlation,Responsibility,Altruism,Collegiality

This research aims to determine the effect of school administrators' empowering leadership behaviors on teachers' organizational citizenship behaviors. The research population designed in the scanning model consisted of 465 teachers working in primary schools in the city centre of Bolu, and feedback was obtained from 336 teachers. Data were collected using the Empowering Leadership Scale and Organizational Citizenship Behaviour scales. Since the data showed normal distribution, parametric analyses were performed. According to the research results, teachers' perceptions of school administrators' empowering leadership behaviors were high in the scale total and the dimensions of responsibility and support. In contrast, it was medium in terms of empowerment. Teachers' perceptions of organizational citizenship are high in all dimensions, including the total scale of cooperation, sportsmanship, conscientiousness, and civic virtue. There is a positive and highly significant relationship between the total score of the empowering leadership scale and the dimensions of empowerment, responsibility, support, and the total score of the organizational citizenship scale and the dimensions of cooperation, sportsmanship, conscientiousness, and civic virtue. The empowering leadership scale total score and its subdimensions significantly predict the total score of the organizational citizenship scale. According to teacher perceptions, it is noteworthy that school administrators' empowering leadership behaviors are at a moderate level in the dimension of empowerment. Teachers should be empowered within the framework of their responsibilities and participation in the decision process regarding getting things done to increase the empowering leadership behaviors of school administrators to a high level in the empowerment dimension. Schools can delegate important tasks to teachers. In addition, this situation shows that school administrators trust teachers. It can create an environment where teachers can make their own decisions about the job and how it should be done without explaining the job they will do. It would be beneficial for school administrators to exhibit empowering leadership behaviors for teachers to show more effort by exhibiting organizational citizenship behavior.
The Relationship between Principals&apos; Instructional Leadership and Teachers&apos; Positive Instructional Emotions: Self-Efficacy as a Mediator
Author: Dilekçi, Ümit
Date: 2022-00-00
Type: Journal Articles
Subjects: Principals,Instructional Leadership,Teacher Attitudes,Positive Attitudes,Psychological Patterns,Self Efficacy,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Teacher Administrator Relationship,Predictor Variables

This study investigates the mediating role of self-efficacy in the relationship between school principals' instructional leadership behaviors and teachers' positive instructional emotions (enjoyment, pride, and hope). The study sample consisted of 380 teachers (from primary to high school) working in Batman, Turkey, during the 2020-2021 academic year. A two-stage sampling procedure (criterion sampling, and convenient sampling) was employed. The data collection procedure was carried out online. To test the hypotheses, we employed structural equation modeling. The findings indicated statistically significant relationships between instructional leadership, teachers' self-efficacy, and positive instructional emotions. As for predictive relationships, instructional leadership significantly predicted teachers' self-efficacy and positive instructional emotions. On the other hand, self-efficacy predicted positive instructional emotions and mediated the relationship between instructional leadership and emotions. These findings provide evidence that school principals can help teachers experience positive emotions during instruction by nurturing their self-efficacy perceptions through instructional leadership behaviors.
Active Listening, Expressive Communication and Cooperation in Music Learning
Author: Campayo-Muñoz, Emilia
Date: 2021-00-00
Type: Journal Articles
Subjects: Listening Comprehension,Cooperative Learning,Music Education,Communication Skills,Elementary School Students,Foreign Countries,Interpersonal Competence

This research aims to analyse three dimensions of the interpersonal competences -- active listening, expressive communication and cooperation particularly -- in students attending the third course of elementary piano studies in conservatories in Spain to find interconnections with music learning. The case study investigated three students, all 10 years old. The study involved the implementation of a set of activities intended to develop the interpersonal skills of students throughout an academic year. The activities were introduced in the piano and ensemble playing curricula in parallel with the musical tasks. The implementation was carried out through an action research process. Interviews, teacher's diary and video recordings collected qualitative data at different points over the course of the implementation. The study identifies potential for promoting active listening, expressive communication and cooperation within the classroom to enhance students' engagement with music and therefore, to improve musical skills.
Identifying and Correcting Students&apos; Misconceptions in Defining Angle and Triangle
Author: Kusno
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Misconceptions,Geometric Concepts,Metacognition,College Freshmen,Foreign Countries,Error Patterns,College Mathematics

Misconceptions are one of the biggest obstacles in learning mathematics. This study aimed to investigate students' common errors and misunderstandings they cause when defining the angle and the triangle. In addition, we investigated the metacognition/ drawing/ writing/ intervention (MDWI) strategy to change students' understanding of the wrong concepts to the correct ones. A research design was used to achieve this goal. It identified and solved the errors in the definition of angle and triangle among first-year students in the Department of Mathematics Education at an excellent private college in Mataram, Indonesia. The steps were as follows: A test instrument with open-ended questions and in-depth interviews were used to identify the errors, causes, and reasons for the students' misconceptions. Then, the MDWI approach was used to identify a way to correct these errors. It was found that students generally failed in interpreting the concept images, reasoning, and knowledge connection needed to define angles and triangles. The MDWI approach eliminated the misconceptions in generalization, errors in concept images, and incompetence in linking geometry features.
Exploring Teachers&apos; Perspectives on the Strengths and Challenges of Indonesian Gamelan Music Programs in Australian Schools
Author: Pope, Julia
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Teacher Attitudes,Program Effectiveness,Cultural Awareness,Musical Instruments,Ethnic Diversity,Consciousness Raising,Barriers,Sustainability

This article explores teachers' experiences of establishing and maintaining Indonesian gamelan music programs in Australian schools focusing on their views of the strengths and challenges of those programs. By analysing these experiences, I argue that we can discover important indicators of the factors which affect the long-term vitality and sustainability of such programs. Knowing and understanding these factors helps teachers and school management who may want to establish or maintain a gamelan program in their school. Gamelan programs in schools are valuable as they can be an important step in developing intercultural understanding in students and promoting cultural diversity in the school curriculum. I start with an overview of cultural diversity in music education and my own connection with the topic. I then discuss the qualitative methods used for my research. I interviewed 23 teachers across 16 Australian schools over a period of 10 months in 2017-2018. This is followed by a discussion of the participating teachers' experiences of teaching gamelan in their schools and what, in their view, are the strengths and challenges of those culturally diverse music programs. I then summarise the findings of my research, offer some possible typical characteristics of a vital and sustainable gamelan program in a school and give suggestions for steps to take to ensure a successful and long-standing program. It is hoped these findings help teachers and school management to both establish, and maintain, effective gamelan programs in their schools.
Implementing Online Integrated Character Education and Parental Engagement in Local Cultural Values Cultivation
Author: Ariani, Farida
Date: 2022-00-00
Type: Journal Articles
Subjects: Values Education,Parent Participation,Cultural Background,Values Clarification,Values,Electronic Learning,Foreign Countries,Integrated Activities,Grade 6,Teacher Effectiveness

Character education is urgent in passing down the ethical and moral values in the cultured community life. The local cultural values are a source of ethics and moral education for elementary school students. The school keeps taking an essential role in cultivating the local values through online character education during the COVID-19 pandemic. This study aimed to analyze the effect of implementing online integrated character education and parental engagement in local cultural values cultivation outcome. The method of this study used an exploratory sequential mixed method design. Collect qualitative data using interview forms, observation, documentation, and quantitative data using questionnaires and portfolios. Qualitative data interpretation used content analysis, and inferential analysis used multiple linear regression. Results revealed that parental engagement, teachers' performance, and online learning obstacles affect local cultural values cultivation outcome in character education partially and simultaneously for sixth-grade students in Padang City. We suggested teachers improve character education management based on local cultural values by building good synergy and collaboration between them and parents to cultivate noble character behavior among students.
Inspiring Leadership: Values in Building the Excellent Inclusive Higher Education
Author: Muhimmah, Hitta Alfi
Date: 2022-00-00
Type: Journal Articles
Subjects: Inclusion,Case Studies,Higher Education,Institutional Mission,Organizational Objectives,Humanism,Video Technology,College Administration,Instructional Leadership,Educational Innovation,Leadership Styles,Barriers,Conflict Resolution,Creativity,Problem Solving,Universities

This study investigates the inspiring leadership values in building an excellent inclusive higher education, including proactiveness, high-spiritedness, visionary, and humanist mindset. This was a case study where data were collected through in-depth interviews, direct observation, document analysis, and audiovisual material observation. The analysis was carried out by making data transcription, notes, video recordings, and documents; generating ideas, codifying data, designing themes, and interpreting data. Results show that inspiring leadership with a proactive mindset in policymaking can create original ideas, realize them actively and innovatively as well as solve problems creatively. High motivation leadership is seen through its activeness in asking the academic community to work together in building an inclusive higher education such as by attending activities related to special needs students. Visionary leadership is seen from its ability to build clear and measurable vision, mission, and organizational goals. In addition, it is also capable to see opportunities related to inclusive higher education's future development by generating appropriate policies and finding job opportunities for special needs students. Humanist leadership is an ability to manage challenges, conflicts, and resistance often arising during the process to build an inclusive higher education. Regarding the results, this study implies that inspiring leadership serves as one of the key factors to build an excellent inclusive higher education. However, due to limitations of this study, it is required further studies.
Oral Corrective Feedback Preferences in English Lessons: Learners&apos; and Teachers&apos; Perspectives
Author: Nhac, Thanh-Huong
Date: 2022-00-00
Type: Journal Articles
Subjects: Oral Language,Error Correction,Feedback (Response),English (Second Language),Second Language Learning,Student Attitudes,Teacher Attitudes,College Faculty,College Students,Grammar,Lexicology,Phonology,Foreign Countries

The paramount objective of English language teaching and learning is to achieve language competence in communicative purposes with the minimal learners' errors. To attain that goal, corrective feedback plays an important role due to its efficiency in developing learners' English capacity. However, the correlation between language students' and teachers' views on the issues of corrective feedback including its types, methods and timing has received inadequate attention from educational scholars. This study, therefore, aimed to examine teachers' and learners' perceptions of corrective feedback at a higher education institution. The research employed the mixed method with the participation of 425 law-majored sophomores. Specifically, the statistics involved the survey questionnaires, follow-up interviews with students as well as the interview with thirteen teachers of English. The results indicated overall matches between learners' and teachers' high remarks on the necessity of oral corrective feedback in the students' English acquisition. Notably, they both highly valued the use of metalinguistic feedback, prompt feedback for grammatical and lexical errors while explicit correction and recast were preferred for phonological errors. In terms of feedback timing, students were perceived not to be negatively affected by immediate correction, yet expressed their preferences for the delayed corrective feedback, which was compatible with teachers' views. Such findings set practical pedagogical implications for language educators in the language teaching and learning process.
Predictive Power of Five-Factor Mentoring Model on Student Teachers&apos; Teaching Self-Efficacy Beliefs
Author: Nikoçeviq-Kurti, Elmedina
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Teachers,Self Efficacy,Teaching Skills,Self Concept Measures,Practicums,Self Concept,Beliefs,Mentors,Preservice Teacher Education,Foreign Countries

This study investigated student teachers' teaching self-efficacy level and factors that predict it (using five-factor mentoring model). Two hundred and ten third and fourth-year student teachers (N=100/N=110; 93.8% females) were involved in the study and asked to complete a self-report questionnaire. The &quot;Mentoring for Effective Primary Teaching&quot; instrument and &quot;Teachers' Sense of Efficacy Scale&quot; were used to collect the data. Findings indicated that higher levels of student teachers' self-efficacy are positively associated with the level of mentoring experience during the teaching practicum. The results found that fourth-year students reported significantly higher levels of teaching self-efficacy than third-year students. This study reported that there is a significant mean difference in student teachers' self-efficacy beliefs in terms of having parents in the teaching profession. A multiple regression found that mentor teachers' personal attributes are the best predictor of student teachers' teaching self-efficacy beliefs.