ethanporcaro/eric-fulltext-meta huggingface dataset:
The Utilization of Instructional Coaches on the Impact of Student Achievement and Teacher Instructional Practices in Reading and Math in Grades Three through Eight
Author: Offutt, Laurie
Date: 2021-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Instructional Improvement,Academic Achievement,Teaching Methods,Reading Instruction,Mathematics Instruction,Elementary School Teachers,Middle School Teachers,Faculty Development,Reading Achievement,Mathematics Achievement

Instructional coaches may assist teachers in their continued learning by providing embedded professional development in areas of need. In this study, most sub-groups in the school district realized increases in proficiency levels in math and reading after the implementation of instructional coaches. Some sub-groups evidenced significant rates of improvement; however, English Language Learners demonstrated lower levels of achievement in both math and reading throughout the year. Both math and reading proficiency levels remain still low and even with instructional coaches in all schools, student achievement did not reach 50%. These findings suggest that the implementation of instructional coaches did not significantly impact student achievement scores, nor did the implementation of instructional coaches improve teachers' instructional practices. Problems with the successful implementation of instructional coaches are described in an effort to increase the positive impact of instructional coaches in the future.
Santri&apos;s Humility in the Salafiyyah Islamic Boarding School
Author: Syukur Rahmatullah, Azam
Date: 2021-00-00
Type: Journal Articles
Subjects: Islam,Religious Schools,Boarding Schools,Foreign Countries,Values Education

This research belongs to qualitative research, which explored the santri's humility (&quot;tawadhu'&quot;) in the Lirboyo Islamic Boarding School, Kediri. &quot;Tawadhu'&quot; in Islamic boarding school is traditional, rooted, and has become a positive character. Thus, it deserves to be explored and later can be used as a &quot;role model&quot; for other educational institutions to implement, develop and produce individuals with this character. The method used was field research with an ethnomethodological approach, a cluster of qualitative research that focused on reality with practical interpretation. Research results showed that the notion of &quot;tawadhu',&quot; in the kyai's perspective at the Lirboyo Islamic Boarding School, Kediri, was an effort to transfer values and morality to the santri. Thus, they would possess polite behavior, obey goodness and virtue, will be kind to others. Second, &quot;tawadhu'&quot; had several foundational factors at the Salafiyyah Lirboyo Islamic Boarding School, East Java, including (a) spiritual foundations, (b) struggling mental foundations, (c) prosocial foundations. The objectives of &quot;tawadhu'&quot; for the santri at the Salafiyyah Lirboyo Islamic Boarding School, East Java, were: (a) growing value education in the students, (b) Preventing self-deception and misdirection to others, (c) building and instilling muhsin's personality to the students. Creating the teachings of &quot;tawadhu'&quot; at the Lirboyo Islamic Boarding School, Kediri was influenced by several factors: (a) the kyai's charisma, (b) the continuous book learning, and kaffah internalization to students. Many teachings have educated students in the books studied to be humble, obedient, and glorify others.
Flouting of Grice&apos;s Maxims by Jordanian Speakers in Everyday Communication
Author: Al-Shboul, Othman Khalid
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interpersonal Communication,Interaction,Semitic Languages,Language Usage,Pragmatics,Gender Differences,Young Adults,Listening Comprehension

The study utilizes Grice's (1975) conversational maxims (quality, quantity, relation, and manner) which make up the cooperative principle to investigate how and why Jordanians flout the maxims in their everyday conversations. There are many studies that examine speakers' non-observance of the conversational maxims in everyday conversations. However, this study aims to advance pragmatic theory by illuminating the new pragmatic strategies of Jordanian speakers' non-observance of maxims (flouting) and classifying them in accordance with these Grice's maxims for the purpose of developing a framework that can help researchers classify data into pragmatic strategies and linguistic forms based on flouting of these maxims and how this flouting functions. This study also aims to show how nonobservance constitutes an important factor in helping the addressee realize the intended meaning and maintain stronger relationships between Jordanian speakers as well. Furthermore, this study identifies the most prominent maxims that are flouted in such everyday conversations. Among the main findings is that Jordanian speakers flout maxims as an indication or hint for an implicature that the speaker makes for positive purposes that aim to maintain and strengthen social intimacy. Additionally, this study offers more in-depth explanations of the relationships between flouting's dimensions, drawing on micro, meso and macro concepts as one way to depict how implicature is made by the speaker and grasped by the hearer for securing social goals in Jordanian Arabic.
Coding in School Libraries: Considering an Ethical Approach
Author: Kammer, Jenna
Date: 2021-00-00
Type: Journal Articles
Subjects: School Libraries,Ethical Instruction,Programming,Computer Science Education,Elementary Secondary Education,Tutorial Programs,Student Projects,Active Learning,Play,Art Education,STEM Education

This overview demonstrates the need for school librarians to consider supplementing coding instruction with ethical discussions. School librarians are increasingly incorporating coding into library instruction through play, tutorials, collaboration in content areas, and design thinking projects. To enhance students' ethical decision making and empathy for others, school librarians can also incorporate ethical decision-making into coding activities. In this article, the authors explain why this is important, and present an ethical discussion model. These strategies may help school librarians work towards teaching social justice issues as part of coding programming.
Professional Development Activities and Teacher Performance
Author: Padillo, Gengen G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Effectiveness,Foreign Countries,Teacher Attitudes,Teacher Competencies

Learning to teach reflectively is a lifelong process that is strengthened through the active engagement of varied professional development activities inside or outside the school. This study assessed the quality of instruction and professional development activities in a well-known university in Cebu, the Philippines, where it determined teachers' teaching competencies and perception in their professional development activities, issues, and concerns. It utilized a quantitative-descriptive research design where respondents were selected through universal sampling. Findings showed that professional development activities for teachers had achieved mastery in instructional planning, instructional delivery, knowledge of the subject matter, rapport with students, and classroom management. On the other hand, professional development activities were perceived to have little benefit for the teachers. It was also found out that there is no significant relationship between the teaching competencies and professional development activities. Perceived benefits of professional development activities were attributed to personal perceptions and contextual factors. The findings call for strategic professional development planning, implementation, and evaluation for teachers to benefit more. Thus, the conduct of a similar study in a broader parameter is recommended.
Career Development through Children&apos;s Storybooks
Author: Roberts, Lisen C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Career Development,Childrens Literature,Story Telling,Class Activities,School Counseling,Elementary School Students

Professional school counselors have the expectation and responsibility to provide career development to elementary school children. This resource brief presents 13 career-oriented children's storybooks with nine corresponding classroom activity suggestions.
Writing Proficiency of Saudi EFL Learners: Examining the Impact of Lexical Diversity
Author: Alshehri, Ahmad
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Writing Skills,College Students,Vocabulary,Correlation,Instructional Program Divisions

The aim of this study is to investigate the impact of lexical diversity on writing proficiency of Saudi EFL learners. Seventy-five Saudi EFL learners at the tertiary stage took part in this study (39 in level 2 and 36 in level 7). Their writing work is assessed and analysed using &quot;Text Inspector&quot; (a web-based language analysis tool). The results show that the lexical diversity of the participants lies within the normal range of second language learners. The findings also show a significant positive correlation between lexical diversity and writing proficiency. However, significant differences in lexical diversity or writing proficiency attributable to different academic levels could not be established. These results suggest that attention should be paid to vocabulary, as it is crucial to language learning. However, further research is needed to investigate the impact of lexical diversity on writing skill using different measures of lexical diversity.
What Makes a Good EFL Teacher: A Reference for Language Teacher Education
Author: Pham, Anh Tuan
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Instruction,College Faculty,College Students,Student Attitudes,Teacher Attitudes,Foreign Countries,Teacher Competencies,Teacher Characteristics,Knowledge Base for Teaching

The study aims to examine the qualities of a good English as a Foreign Language (EFL) Teacher perceived by English language teachers and EFL students at a Vietnamese university. The study also investigates how teachers and students perceived the qualities of a good EFL teacher and differences in teachers' and students' views on these qualities. Mixed-method research was employed under the participation of 22 teachers of English and 80 English-majored students. The study was based on the English Teacher Competency Framework (ETCF) by the Ministry of Education and Training (MOET, 2008) in Vietnam. The results revealed that both teachers and students perceived knowledge of language teaching as the most considerable (M=4.28/5.0, SD=0.38). Although teachers' and students' perceptions had major similarities, there were some differences between their views from quantitative and qualitative findings. From the findings, it is suggested to provide a reference and standards for language teachers, teacher trainers, and policymakers regarding EFL teacher training programs in every educational institution.
Challenges and Adjustments in Undertaking Teaching Practice across Countries in Disruptive Era of Education
Author: Ratih, Koesoemo
Date: 2021-10-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Student Teachers,Foreign Countries,International Programs,Internship Programs,Teaching Experience,Adjustment (to Environment),Student Teaching

This article disseminates a small part of the result of a research project in relation to teaching practice across countries. Specifically, it investigated the challenges &amp; adjustments of EFL pre-service teachers' experience in undertaking international teaching practice. The empirical research has been conducted in an interpretive qualitative paradigm underpinned by a complexity theory conceptual framework. Convenience sampling has been used in this study. This study employed interviews and questionnaires to collect the data. Pre-service teachers' perspectives offered further depth of understanding and highlighted unforeseen difficulties during international internship. The findings of the study revealed challenges faced by pre-service teachers that ranged from designing - Lesson plans, preparing teaching media, and learning material, managing teaching time allocation, adjusting a new environment and culture, adjusting a new education system, adjusting high demand of teaching material (level of complexity, understanding the new country context) and facing students' criticality. From this study, some meaningful insights are presented that can further provide the discussion of professional practice in the context of teacher preparation, not only nationally but also globally. Field based learning and teaching experience across countries are important components in constructing distinctive English teacher identities and achieving international recognition.
The Case of Culturally Sensitive Topics in the English Language Classrooms: Secondary School Teachers&apos; Perspective
Author: EL-Sakran, Omnia T.
Date: 2021-06-00
Type: Journal Articles
Subjects: English (Second Language),Teacher Attitudes,Controversial Issues (Course Content),Foreign Countries,Cultural Differences,Culture,High School Teachers,Second Language Instruction,Language Teachers,Age Differences,Teaching Experience,Second Language Learning

This study examines secondary school teachers' perceptions towards the discussion of culturally sensitive topics in three private schools in the United Arab Emirates. In light of this, it probes into teachers' perceptions on the relationship between culture and language and whether English can be taught without covering its cultural aspects. It also investigates the implications of discussing such topics on the teachers' career paths. By the same token, it questions whether there are consequences on the students' cognitive skills when teachers cover taboo topics, such as sexuality, alcohol consumption, teen suicide, birth control, superstitions, pork, boyfriends or girlfriends, dating, drugs, gay rights, same sex marriages, and other related issues in classrooms. Data were gathered through questionnaires, semi-structured interviews, and careful examination of the English language teaching materials used in the respective schools. The results indicate general positive teacher attitudes towards the strong connection between language and culture. They also show that the majority of teachers avoid discussing &quot;culturally sensitive&quot; topics in order to avoid creating problems for themselves or the school or because they believe that they have no positive impacts on the students' cognitive skills. The research indicates that the country's overall cultural framework is the determinant behind what to cover in class and what not to cover. The study concludes with some pedagogical recommendations for foreign ELT teachers.
Which Is Worth More? From Non-Native Speakers&apos; Perspective: British or American
Author: Aslan, Fehime
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Language Attitudes,Language Variation,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Linguistic Theory,Metalinguistics,Preferences,Pronunciation,Positive Attitudes,State Universities,Private Colleges,Teacher Attitudes,Correlation,Teaching Methods,Cultural Context

The ownership of English has been hotly debated for a long time by researchers in the field of English Language Teaching (ELT). World Englishes expand the ownership of English from Inner Circle countries to Outer and Expanding Circle countries based on Kachru's (1985) Three Circle Model. In light of this, it can be claimed that World Englishes concept raises awareness about different varieties of English. Therefore, the more widespread the World English concept has now become, the more research is needed to contribute to the field from different contexts. In keeping with this aim, the present study mainly focuses on accent preferences of non-native English instructors from Turkey between the two standard varieties of English, pronunciation teaching, and attitudes towards non-native varieties of English. The questionnaire and interview data collected in this mixed-method design study showed that there was a positive attitude towards adopting British accent among 37 English language instructors working at either state or private universities in Turkey. The study also revealed that there might a relationship among English language instructors' accent preferences, their beliefs about pronunciation teaching and their beliefs about the ownership of English. Taking into consideration these findings, the present study suggests some implications for both teacher educators and curriculum development units.
The Realities of English Medium Instruction in Lebanon: Teachers&apos; and Students&apos; Perceptions of the Place of English Communication Skills in a Cultural Studies Program
Author: Nicolas, Maureen O'Day
Date: 2021-06-00
Type: Journal Articles
Subjects: Language of Instruction,Communication Skills,Foreign Countries,Transfer of Training,English (Second Language),Second Language Learning,Student Attitudes,Cultural Education,College Faculty,Cultural Awareness,Teacher Attitudes,Undergraduate Students

This study investigates the transfer of communication skills acquired in a Lebanese university. All eight professors teaching in the four courses in the Cultural Studies program that are taught in English were interviewed to elicit their beliefs and perceptions about students' communicative skill in English and about their responsibility as Cultural Studies professors to develop the skill. Student focus groups were also conducted to glean insight into students' perceptions of the function of the Cultural Studies courses in their overall academic development and if they were aware of transferring skill in English to the cultural studies context. The results showed that teachers and students do not believe that Cultural Studies courses promote the enhancement of English communication skills. In addition, students do not equate reading in Cultural Studies with communication skill development.
A Model of Family Well-Being for School Counselors
Author: Koltz, Rebecca L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Models,Well Being,Family Environment,School Counselors,Family Programs,Family School Relationship,School Counseling

Collaboration between school counselors and families has increasingly been identified as a benefit to student success and well-being. This expansion of roles is reflected within school counseling standards as families and parents comprise one-third of the types of collaboration promoted by the ASCA National Model. Further, ASCA's program foundation cites the importance of families and parents in the ASCA School Counselor Professional Standards and Competencies. In addition to a family focus within the standards of school counseling, family well-being has been associated with overall student wellness. Therefore, the purpose of this article is to provide school counselors with a model of family well-being that will serve as an organizing framework to help school counselors understand and conceptualize families and their well-being. Additionally, the authors provide strategies for school counselors to implement the organizing framework into the school environment.
Development and Validation of Student&apos;s MOOC-Efficacy Scale: Exploratory Factor Analysis
Author: Ghazali, Norliza
Date: 2021-10-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Self Efficacy,Online Courses,Factor Analysis,Foreign Countries,College Students,Test Reliability

Massive Open Online Courses (MOOCs), the fast developing teaching and learning platforms of global interest, are the product of higher education's expanded usage of e-learning. MOOCs have been heralded as the potential educational breakthrough for the 21st century. A positive attitude toward self-efficacy is essential for successful MOOC implementation. However, only a few studies have been conducted to ascertain a student's MOOC efficacy level, and a very limited scale for assessing a student's MOOC efficacy has been identified in the context of Malaysia. This study aims to develop and validate a student's MOOC-efficacy scale for higher institutions. In this study, students' MOOC-efficacy was conceived in four ways (i.e. information searching, making queries, MOOC learning, and MOOC usability). A descriptive research design with a scale was employed to collect information from 289 students enrolled in higher institutions. The Educational and Psychological Testing Standards were adapted to develop a scale to gauge students' MOOC-efficacy. The scale's appropriate items, as well as its validity and reliability, were determined using Exploratory Factor Analysis (EFA). Significant levels of validity and reliability for the developed scale were found. The scale comprised four dimensions, i.e., information searching (three items), making queries (seven items), MOOC learning (six items) and MOOC usability (seven items), amounting to a total of 23 items. This scale was then used to determine the efficacy of higher institution students in using MOOCs. The eigenvalues of the four MOOC efficacy dimensions were within the range of 1.39 to 8.49. The factor structures explained 63.9% of the total variance. The scores of reliability varied in the range of 0.822 to 0.890. This work produced a psychometrically sound scale to measure students' MOOC efficacy. Students, educators, administrators, and other individuals may benefit from the application of the verified MOOC efficacy scale. The information generated from the scale can be utilized to determine the training needs of students, educators and MOOC developers.
Analytic Rubric in Evaluating the Continuous Assessment in Projects of Civil Engineering Undergraduate Students in Dynamics Subject
Author: Muhammad Noh, Nurbaiah
Date: 2021-10-00
Type: Journal Articles
Subjects: Undergraduate Students,Engineering Education,Civil Engineering,Scoring Rubrics,Student Projects,Formative Evaluation,Foreign Countries,Mechanics (Physics)

This paper presents the assessment of a continuous assessment in a project for the Dynamics subject using an analytic rubric. Dynamics subject should improve the ability of students to evaluate and solve problems using well-understood basic concepts implemented in a simple logical manner. It focuses on the proper interpretation and application of the concepts of mechanics to the solution of engineering problems. To achieve the objective of being able to examine the issue of mechanics, students were asked to prepare a poster that must consist of the real-life application of dynamics, which they must incorporate in the sense of their poster the definition plus the use of basic fundamental principles. An analytic rubric was used as a scaffold in the evaluation of the continuous assessment of undergraduate students of civil engineering in the Dynamics subject. The continuous assessment referred to was the evaluation of a project called 'Poster Dynamics in Life.' Using analytic rubrics, lecturers in this engineering subject (Dynamics) may specifically list evaluation criteria to improve the synchronization of learning, instruction, and assessment. Besides, students may then use the rubric to organize their assigned project, describe goals, define and concentrate efforts where appropriate, identify concerns relevant to the project, and control the process in an attempt to construct a high-quality project. The results from this assessment show that most of the students achieved all the performance criteria at an acceptable level.