ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Merdeka Belajar&quot; in an Online Learning during the COVID-19 Outbreak: Concept and Implementation
Author: Sihombing, Adison Adrianus
Date: 2021-10-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Elementary School Teachers,Foreign Countries,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Barriers,Distance Education,Educational Change,Federal Programs,Teaching Methods,Teacher Attitudes

Nadiem Makarim, the Minister of Education and Culture, released &quot;Merdeka Belajar&quot; (Freedom to Learn) as his revolutionary program by the end of 2019. It aims to make significant changes in the world of education. The current study aims to demonstrate the understanding of primary school teachers' understanding of the concept and implementation of Merdeka Belajar during COVID-19. Data were obtained through surveys via Google-Forms and in-depth interviews via WhatsApp with twenty primary school teachers at private and public schools around DKI Jakarta, Bogor, and Banten. In contrast, secondary data is obtained from previous research and online news directly related to this study. They were analyzed through restatement, description, and interpretation stages. The investigation resulted that the teachers having conceptually understood the program of Merdeka Belajar well. They agreed and accepted the program to reform and improve the education quality and the changes of times. The problem lies in the practical implementation due to the limited number of teacher movers in every school unit as creators, innovators, and role models for the other teachers. Besides, the lack of supporting infrastructure for online learning and the teachers' mastery of technology also hinder the program's success. Finally, this study recommended the need to socialize with the community, hold more teacher training, increase the number and distribution of teacher movers, and improve teachers' skills in using information and communication technology in the learning process.
Towards Inclusive Education for Special Need Students in Higher Education from the Perspective of Faculty Members: A Systematic Literature Review
Author: Zaki, Nur Haziqah Muhamad
Date: 2021-10-00
Type: Journal Articles
Subjects: Inclusion,Special Needs Students,College Students,College Faculty,Teacher Attitudes,Literature Reviews,Barriers

Special need individuals' participation in various sectors including education has gained full attention and support from the government. However, they remain underrepresented in getting access to tertiary education. Higher education is committed in providing inclusive campus environment for special need students. Currently, there are several issues faced by higher education administration in providing inclusive campus. Studies that systematically review the literature on issues and challenge in providing inclusive campus for special need students (SNS) remain insufficient. Hence, this article intends to present a systematic literature review on the challenges in creating inclusive campus environment among higher education administrators. The review was based on the publication standard, namely ROSES (RepOrting standards for Systematic Evidence Syntheses). Two leading databases of Scopus and Web of Science, and five supporting databases were selected. Based on the thematic analysis, this review has four main themes namely 1) special need student; 2) inclusive campus; 3) challenges; 4) faculty member. The study offered several significant contributions for practical purposes. Findings from this review offer an insight for the higher education administrator to strategize in creating an inclusive campus for the SNS. To be more certain, future studies on SNS inclusively especially in Malaysia context are recommended.
Visual Analysis of Local Content in English Elementary Textbook in Surakarta Indonesia: A Focus on Cultural Local Content
Author: Kaltsum, Honest Ummi
Date: 2021-10-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Elementary Education,English (Second Language),FLES,Grade 4,Textbook Content,Culture

English for elementary education policy in Indonesia states that English is categorized as a local content curriculum area. The local content curriculum is an educational program whose content and media (such as visuals) and delivery strategies are linked to the physical environment, social environment, and cultural environment and regional needs. Based on this government policy, some problems are raised. The objective of this research was to investigate the local content represented visually in the textbook (for example illustrations of cultural local contents that are represented in clothing, physical settings, and so on) that are stated and written in the fourth grade English textbook in Surakarta, Indonesia. This research is qualitative research using directed visual content analysis approach. The subject of focus in this research is the fourth grade English Textbook in the district of Surakarta Indonesia and the object is the visual local and cultural content illustrated in the textbook. The data analysis technique is based on Krippendorf analysis, to which the researchers unitized, sampled, recorded, reduced, inferred, and narrated the data from the analysis of the textbook. The validity of the data used in this study is the persistence of observation. The result of the study shows that local visual content found in the textbook which is tailored to the local and cultural characteristics of Surakarta is only found in Lesson 5 or only 10% from the overall content of the textbook. This means that 90% of the content of the textbook does not really cater visually to the local elements that are important for the identity and pride of Indonesian people in the city of Surakarta.
The Disciplinary Differences in the Characteristics and Effects of Non-Tenure-Track Faculty
Author: Xu, Di
Date: 2022-03-00
Type: Journal Articles
Subjects: Teacher Characteristics,College Faculty,Nontenured Faculty,Intellectual Disciplines,Individual Differences,Community Colleges,Public Colleges,Teaching Conditions

Using data with detailed instructor employment information from a state college system, this study examines disciplinary variations in the characteristics and effects of non-tenure-track faculty hired through temporary and long-term employment. We identify substantial differences in demographic and employment characteristics between the two types of non-tenure-line faculty, where the differences are most pronounced in science, technology, engineering, mathematics, and health-related fields (STEM) at 4-year colleges. Using an instrumental variables strategy to address student sorting, our analyses indicate that taking introductory courses with temporary adjuncts reduces subsequent interest, and the effects are particularly large in STEM fields at 4-year colleges. Long-term non-tenure faculty are generally comparable with tenure-track faculty in student subsequent interest, but tenure-track faculty are associated with better subsequent performance in a handful of fields.
Pragmatic Awareness among Saudi EFL Learners
Author: Almegren, Afnan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Pragmatics,Knowledge Level,Gender Differences,College Students

This study investigated the status of pragmatic awareness among Saudi EFL learners and the differences in pragmatic awareness between Saudi male and female EFL learners. The participants in the study consisted of 28 male and 28 female language learners whose proficiency levels ranged from intermediate to advanced. The instrument used for this study had two parts: the first section consisted of demographic questions and the second four sub-sections on language learners; language teachers; classmates; and learning institutes, course books, and exams. The findings of the study revealed that Saudi language learners had an average level of pragmatic awareness. There were no major gender differences in pragmatic awareness. The outcomes of this research will be of use to linguists, curriculum designers for foreign languages, foreign language instructors, and learners. Strengths and weaknesses are highlighted for different stakeholders to take action and create better English as a Foreign Language classroom environment and increase learners' pragmatic awareness.
Metalinguistic Reflective Beliefs of Saudi EFL Teachers in the Content of Grammar Teaching and Learning: A Cross-Sectional Survey
Author: Hassan, Ahdi
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beliefs,Teacher Attitudes,Grammar,Language Teachers,English (Second Language),Second Language Instruction,Metalinguistics,Knowledge Level,Correlation,Reflection,Secondary School Teachers

Teachers' beliefs have been shown to have a significant impact on educational practice, particularly in the domain of grammar instruction, where teachers have strong opinions. Traditional grammar training is sometimes criticized for promoting lower order thinking and relying on rules of thumb rather than new language developments. A rising corpus of research on grammar instruction proposes that linguistics, conceptual knowledge, and introspective or higher-order thinking should be prioritized in grammar training. Generally, this present study explored the metalinguistic reflective beliefs and teachers' beliefs on grammar content knowledge. It hoped to address the gap on this problem of inquiry. This study employed a cross-sectional survey research design for 266 EFL Saudi teachers. A questionnaire was used as an instrument for data gathering in this study. Results showed that Saudi EFL teachers have a positive view of their metalinguistic reflective beliefs. They also have positive beliefs on grammar content knowledge. It also surfaced that there is a positive relationship between the two variables (metalinguistic reflectivity and grammar content knowledge), implying that when teachers have a high level of metalinguistic reflectivity beliefs, they highly manifest acceptable beliefs in teaching grammar content. Implications of this study will strengthen the language teaching skills of teachers to strengthen the grammar curriculum of the Saudi context.
Confident but Lacking Support: School Librarians and Students with Autism
Author: Anderson, Amelia M.
Date: 2021-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Role,Students with Disabilities,Autism,Pervasive Developmental Disorders,Training,Knowledge Level,Self Efficacy,Library Services,Professional Development,Student Needs,Library Education

School librarians work with students across their organizations, including those with disabilities such as autism spectrum disorder (ASD). However, little is known about how prepared school librarians are to serve these students. Using a mixed-methods survey, this study sought to explore training school librarians have completed regarding ASD and students with disabilities, as well as the effects of training on librarian confidence and library services. Based on results, librarians who received training through their school district or professional development outside of coursework reported being more confident in supporting students with ASD in the school library.
Teachers&apos; Views on Citizenship Subjects within the Context of Social Studies Literacy Regarding Identity Formation and Acquisition of Citizenship Awareness of Immigrant Students
Author: Bozkaya, Hasan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Teacher Attitudes,Social Studies,Citizenship Education,Course Content,Identification (Psychology),Secondary School Teachers,Cultural Awareness,Social Responsibility,Individual Characteristics,Citizenship Responsibility,Civil Rights

While immigrant students, who live in Turkey, have their own values at home, they encounter Turkish culture and values at school and in their social life. This situation brings along certain tensions in identity formation processes. Citizenship education aims to prepare students for social life by providing them with the necessary knowledge and skills to grow up as democratic citizens. Therefore, citizenship education has an important function in the identity formation of children. Therefore, citizenship education has an important function in the identity formation of children. The aim of this research is to determine teachers' views about citizenship subjects regarding identity formation and citizenship awareness in the context of social studies literacy. Case study, which is one of the qualitative research methods, was used in this study. Data was gathered via a semi-structured teacher interview form. The data of the research was obtained via Social Studies teachers that work in Secondary Schools in Hatay, Turkey, during 2019-2020 academic year. For this purpose, semi-structured interviews were performed with 15 Social Studies teachers. Descriptive analysis technique was used to analyze the data obtained as a result of semi-structured interviews. The data obtained from the research was evaluated; the findings were defined and interpreted. Accordingly, it was concluded that citizenship issues have a unifying and integrating structure, both individually and socially, in identity formation and realizing citizenship awareness, and also influence the adoption of social rules and transforming them into behavior.
The Correlation between Emotional Intelligence and Academic Listening Skills of Pre-Service Teachers
Author: Altunkaya, Hatice
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Emotional Intelligence,Listening Skills,Preservice Teachers,College Freshmen,Gender Differences,Age Differences,Departments,Foreign Countries

In the present study, emotional intelligence and academic listening skill levels of pre-service teachers and the correlations between these variables were determined. Furthermore, the emotional intelligence levels and academic listening competencies of pre-service teachers were also investigated based on the variables of gender, department, and the preference of the department of study. The study group included 361 freshmen pre-service teachers attending the Faculty of Education and the study was conducted with survey method, a quantitative research method. The study data were collected with the &quot;Academic Listening Skill Competency Scale&quot; and &quot;Rotterdam Emotional Intelligence Scale&quot;. In the study, the regression analysis was conducted to determine the causality between emotional intelligence scores and academic listening skill scores revealed significant findings. The study findings demonstrated that &quot;Total Emotional Intelligence&quot; scores of the students reflected above average emotional intelligence levels. It was determined that the academic listening skill competency scores of the pre-service teachers were above average in both scale sub-dimensions and the total scale score. The results of regression analysis showed that the causality between Total Emotional Intelligence and Total Academic Listening Skills was significant.
Analysis of Grammatical Cohesion in Qira&apos;at Text (the Reading) of Al-Arabiya Baina Yadaik II Book
Author: Ahsanuddin, Mohammad
Date: 2021-00-00
Type: Journal Articles
Subjects: Grammar,Connected Discourse,Form Classes (Languages),Semitic Languages,Textbooks,Second Language Learning

This study aims to describe referential devices, substitution ellipsis, and conjunction in qira'at (the reading) text of Al-Arabiya Baina Yadaik (ABY) II book. This research uses a qualitative method in an appropriate setting with a grammatical cohesion analysis approach to identify the grammatical elements from a reference perspective within the qira'at text in the ABY II book. The obtained data subsists of grammatical cohesion, including referential devices, substitution, ellipsis, and conjunction in qira'at (the reading) text. Due to the limited research time, there were only eight qira'at texts, from wihdah (unit) 1-8 of the ABY II book, explored in this research. The results indicate that (1) the referential devices in the qira'at texts is personal (subsisting of third-person singular 'mufrad', dual 'mutsanna', and plural), demonstrative (the word [Arabic characters omitted]) and comparative (the words that compare sentences); (2) the identified substitution devices are nominal and clause substitution; (3) the discovered ellipsis devices are nominal, verbal and clause ellipsis; and (4) the found conjunction devices are temporal, causal, additive, and adversative.
How We Did It: Academic, Financial, and Community Aspects of Rural School District Consolidation
Author: Mann, Odessa Yanisha
Date: 2021-12-00
Type: Journal Articles
Subjects: Rural Schools,Consolidated Schools,School Districts,Outcomes of Education,Financial Support,Academic Achievement,School District Reorganization,Sustainability,Accountability,Attendance,Courses,School District Spending,Educational Quality,Educational Improvement,Equal Education,Strategic Planning

This study explored the impact of rural school district consolidation in eastern North Carolina. Wilkins County is a low-income, low-performing county with an average daily membership (ADM) of 1,501 students. This case study reviews the process of consolidation one year after the 2017-2018 consolidation in terms of academic, financial, and community. It was determined that academics increased, the need for financial support increased, and the community perceived the event as positive overall. It was also concluded that additional years of data would be needed to determine the long-term effects.
Public and Private Schools: A Study of Teacher Job Satisfaction
Author: Small, Christopher
Date: 2021-12-00
Type: Journal Articles
Subjects: Public Schools,Private Schools,Job Satisfaction,Predictor Variables,Teacher Characteristics,Human Capital,Institutional Characteristics,Differences,Public School Teachers,Elementary School Teachers,Middle School Teachers,Secondary School Teachers

This study aimed to contribute to the empirical literature concerning the factors that contribute to the job satisfaction levels of public and private school teachers. Furthermore, an emphasis was placed on how governmental accountability, school procedures, and workplace characteristics affected levels of job satisfaction. This study focused on other contributing factors of job satisfaction: personal attributes, human capital, occupational characteristics, and school characteristics. Inferential statistics concluded that there was a statistically significant difference between public and private school teachers' job satisfaction levels. Specifically, private school teachers had higher levels of job satisfaction than public school teachers.
Teacher Self-Efficacy and Principal Leadership Behaviors
Author: Winn, Christian Stevenson
Date: 2021-12-00
Type: Journal Articles
Subjects: Self Efficacy,Principals,Leadership,Administrator Behavior,Teacher Effectiveness,Self Concept Measures,Teacher Attitudes,Professional Autonomy

More than 30 years ago, the concept of teacher efficacy, teachers' confidence and belief in their ability to promote students' learning (Protheroe, 2008), was first discussed as an imperative in educational outcomes. The impact of school leadership on teacher efficacy was soon discovered as a component to overall teacher effectiveness (Gallante, 2015). While many studies of each factor have been conducted in isolation, few studies have directly examined the relationship between teacher efficacy and principal leadership behaviors (Blase &amp; Blase, 1999). The purpose of this study was to examine the relationship between principals' leadership practices and teachers' efficacy. In this mixed-methods study, 144 teacher participants from schools located in an urban school district responded to a 36-item survey instrument and participated in an interview to measure and assess teacher effectiveness and efficacy, as well as the leadership behaviors of their principals. The survey instrument administered to teachers included the Teacher Sense of Efficacy Scale--Short Form (Tschannen-Moran &amp; Woolfolk-Hoy, 2001) combined with the Principal Leadership Questionnaire (Jantzi &amp; Leithwood, 1996). Teacher participants completed this questionnaire to measure their respective principals' leadership behaviors. Results revealed a statistically significant relationship between the teachers' efficacy and principals' leadership behaviors. These findings offer new insights to teachers, principals and other school leaders. Additionally, those who support principals will also gain new leadership practices to positively impact teacher efficacy.
Symbiotic Partnership: Using a Virtual Coaching Model to Develop Principal and Teacher Candidates
Author: Jones, Karen D.
Date: 2021-12-00
Type: Journal Articles
Subjects: Principals,Administrator Education,Teacher Education Programs,Coaching (Performance),Educational Technology,Video Technology,Feedback (Response),Self Efficacy

This article reports on a unique collaboration between principal and teacher preparation programs within one college of education at a rural university in southeastern United States. The collaborative project worked to meet both the need of teacher candidates to receive instructional feedback and coaching on their teaching and the need of principal candidates to gain experience giving instructional coaching to novice teachers. Feedback and coaching were provided through video capture and annotation technology (VCAT) allowing the principal candidate to provide specific feedback using evidence from the teaching candidate's teaching video to support their instructional coaching. Researchers explored quantitative and qualitative data of principal candidates' coaching experience to determine the change in their self-efficacy in providing instructional coaching over the course of a semester and their perceptions of their experience using VCAT to facilitate the coaching.
Blended Learning as a Developmental Model Strategy of Teaching and Learning in Islamic Universities in Indonesia
Author: Saleh, Khairul
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Islam,Religious Colleges,College Instruction,College Students,Student Attitudes

Blended learning is a demanding topic nowadays where its existence is possibly enhance lecturers' competencies as well as giving students new experiences from the combination of different platforms of learning i.e. face to face interaction and online class. Since blended learning seems to be relevant topic at the present time, therefore the aim of the study is to explore the implementation of blended learning in Islamic universities in six different cities in Indonesia. Direct observation was conducted in order to map the strategy used by each Islamic university in implementing blended learning method. Other than that, Focus Group Discussion was also held to all Islamic universities in order to dig deeper regarding the policy from the management of the study program of Pendidikan Agama Islam (PAI) as well as confirming to what researchers found on the direct observation to the lecturers related to blended learning employment. Additionally, to support the result, semi-structured interview was conducted to representative of students from each Islamic university in order to highlight their perspectives in the realization of blended learning. As a result, the researchers found that the proportion of having between offline and online learning methods are varied, whether 70:30, 60:40, or 50:50. Additionally, there is no slight difference in terms of conducted activities during the offline session, whereas the use of online platforms with varied e-learning media are found very interestingly. Lastly, interview conducted to PAI students indicate positive attitude towards the implementation of blended learning where it is obviously provide future insight for further researchers. The novelty and pedagogical implications are also highlited in this article.