ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationships among Teacher Leadership, Teacher Self-Efficacy and Teacher Performance
Author: Akman, Yener
Date: 2021-10-00
Type: Journal Articles
Subjects: Correlation,Teacher Leadership,Teacher Effectiveness,Self Efficacy,Job Performance,Organizational Development,Teacher Collaboration,Public School Teachers,Elementary School Teachers,Secondary School Teachers,Professional Development,Learner Engagement,Classroom Techniques,Foreign Countries

This study examined the relationships among teacher leadership, teacher self-efficacy and teacher performance according to teachers' views. The participants of the study were 401 teachers working in the state (K12) schools in Altindag, Ankara, who were determined through a random sampling method. The data were collected through Teacher Leadership Scale, Self-Efficacy Scale, and Job Performance Scale. A relational survey model was adopted in the study. The data were analyzed through quantitative analysis techniques, including descriptive statistics, correlation analysis and multiple linear regression analysis. The findings indicated high levels of perceptions of teacher leadership, self-efficacy, and performance in teachers. Moderate, positive, and significant relationships were observed among teacher leadership, teacher self-efficacy and teacher performance. In addition, teacher leadership was shown to predict self-efficacy and performance significantly. The findings pointed out that teacher leadership behaviors were an important concept involved in teacher self-efficacy and performance.
Effectiveness of Blended Approach in Teaching and Learning of Language Skills in Saudi Context: A Case Study
Author: Ahmad, Jameel
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Blended Learning,Second Language Learning,Second Language Instruction,English (Second Language),Instructional Effectiveness,Learning Processes,Language Teachers,Online Courses,Teacher Attitudes,Technological Literacy,Conventional Instruction,Independent Study,Learning Experience,COVID-19,Pandemics,Case Studies,Foreign Countries

The blended approach serves as an effective interface between web-based and face-to-face teaching and learning of language skills. It offers the best of both and commoditizes broad-based teaching and learning avenues thereby bringing the whole teaching and learning process to life. An empirical study conducted on EFL/ESP teachers and learners of Saudi universities indicates that adopting a fully online or a fully offline approach is not as effective as a blended approach. The overwhelming majority of the respondents illustrate that a blended approach offers a rich variety of alternatives combining both online and offline platforms. It is also evident from the findings of the current study that even a technophobic teacher of the old generation can enrich his pedagogical effectiveness while navigating and integrating a vast variety of authentic online resources in his face-to-face teaching. Nevertheless, a learner can also learn language skills effectively by interacting with the dynamic instructors in a face-to-face environment and by repeatedly using online audio-video learning resources at his convenient time. In fact, modern learners are becoming more tech-savvy owing to an exponential growth of Internet usage during the current pandemic of COVID-19, and hence willing to embrace digital learning to enhance their learning experiences. So, let both get intertwined and go hand in hand to revitalize both teaching and learning activities. The amalgamation of the interactive dynamic environment of offline and individualized/independent learning online offers a rounded learning experience.
EFL Students&apos; Perceptions of the Effectiveness of Virtual Classrooms in Enhancing Communication Skills
Author: Alshumaimeri, Yousif A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Student Attitudes,Virtual Classrooms,Instructional Effectiveness,Females,Majors (Students),Communication Skills,Foreign Countries,Online Courses,COVID-19,Pandemics,Educational Change,Self Esteem,Anxiety,Vocabulary Skills,Barriers,Positive Attitudes,Oral Language,Teaching Methods,Interpersonal Communication,College Students

This study aimed to examine students' perceptions of the effectiveness of virtual classrooms in enhancing their communication skills. Study participants were 43 female English majors at the College of Education at a Saudi Arabian university. This study was conducted during the first semester of the 2020/2021 academic year when COVID-19 restrictions necessitated online learning. The study implemented a mixed methodology approach in which qualitative and quantitative tools were used to collect data. Two data collection instruments were used: a questionnaire and observations. In the questionnaire findings, students identified lack of confidence, anxiety surrounding making mistakes, and lack of vocabulary as their greatest challenges when communicating in English. The questionnaire also revealed that students held positive attitudes towards the effectiveness of virtual classrooms in enhancing their oral communication skills. The observation data revealed that virtual classrooms can play a significant role in enhancing students' communication skills. However, despite their positive views of virtual classrooms, students agreed that the lack of face-to-face communication was a major obstacle in online learning.
Target Language Use in Communicative English Lessons: The Emotional Perspective
Author: Inada, Takako
Date: 2021-00-00
Type: Journal Articles
Subjects: Communicative Competence (Languages),English (Second Language),Second Language Instruction,Second Language Learning,Language of Instruction,Classroom Communication,Anxiety,Student Motivation,Undergraduate Students,Late Adolescents,Peer Influence,Self Efficacy,Private Colleges,Foreign Countries,Emotional Response

Lessons for developing students' communication skills have been recently introduced to university English education in Japan, and the lesson format has become student-centered. As lessons are given in English and students have more opportunities to practice speaking in English, there are likely to be controversies over the proper balance between the use of the target language (TL) and the first language (L1) in EFL classrooms. However, no clear consensus concerning the relationship between these has been reached yet. The present research investigated the factors that were related to TL/L1 use among Japanese university students. A questionnaire containing background information and a five-point Likert scale of anxiety was filled in by 252 students. Following this, individual interviews with five students were conducted. The results revealed that while the advantages of L1 use for the students were reported, the students had negative feelings about their use of the L1 due to decreasing the contact with the TL and/or increasing peer and self-pressure. Therefore, students should gradually become accustomed to English-only instruction in an unthreatening environment.
Inclusive Pedagogical Practice as a Predictor of Quality Early Childhood Education
Author: Viskovic, Ivana
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Education,Preschool Teachers,Teaching Methods,Predictor Variables,Educational Quality,Inclusion,Student Diversity,Parent Teacher Cooperation,Faculty Development,Student Needs,Correlation,Educational Attainment,Foreign Countries,Teacher Attitudes,Classroom Techniques,Teacher Student Relationship,Values

The quality of the educational process within the humanistic concept and holistic-developmental approach is interpreted as the optimal adaptation to the individual needs and abilities of children, while inclusiveness presupposes equal inclusion and participation of all children. This article explores the opinions of teachers as bearers of pedagogical-educational process. The aim of this research was to determine how much importance teachers attach to certain dimensions of the educational process, and the procedures of inclusive practice. Empirical research included teachers in 5 preschool institutions (N=146). The research instrument was constructed based on relevant literature. Teachers in this sample recognize the importance: of individualized support to all children; of respecting the diversity; of collaboration with parents, and personal professional development. At the same time, the level of formal education and in-service teacher training is positively correlated with the assessment of importance towards child-oriented practice, and respect for diversity. Teachers with a higher level of education significantly value the importance of additional vocational training in the field of developmental and social risks, the use of community resources, and involvement of parents in planning individual support for children.
Integration of Learning Management System as an Aid in Teaching: An Assessment
Author: Garcia, Rizaldy E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Educational Technology,Technology Integration,Undergraduate Students,Positive Attitudes,Electronic Learning,Mathematics Instruction,Instructional Effectiveness,Geometry,Pretests Posttests,Scores,Schools of Education,Knowledge Level,Foreign Countries

The research delved into the assessment of integrating Learning Management System as an aid in teaching. Data were collected from 26 students at Rizal Technological University-College of Education, Philippines, through pretest-posttest quasi-experimental and normative survey design of research. Data were statistically tested using the frequency, percentage, mean, standard deviation, t-test for dependent and independent samples, and paired t-test. Results of the research indicate that the respondents have optimistic attitudes towards the integration of learning management system in teaching. The respondents performed poorly in the pretest examination but performed very satisfactorily in the posttest examination. Furthermore, the research found out that there is no significant difference between the performances of the experimental group and control group in pretest and posttest, moreover, there is a significant difference between the pretest and posttest scores of the experimental group and the pretest and posttest scores of the control group.
Inquiry as Occupation
Author: Jordan, Matthew Carey
Date: 2021-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Inquiry,Public Colleges,Social Problems,Teacher Role,Advocacy,Social Justice,Citizen Participation

Honors educators must acknowledge and respect clear boundaries between the work they do in the classroom and the advocacy they support or engage in as private citizens. Public colleges exist to prepare citizens for life in a pluralistic, democratic republic, and few limits should be placed here on what questions may be asked or which views may be expressed. By encouraging a clear delineation of the distinct roles occupied in a discourse community, the author offers a strategy for addressing contentious social issues in a principled manner.
Honors as Gadfly
Author: Frost, Linda
Date: 2021-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Higher Education,Outcomes of Education,Universities,Culture,School Culture,Student Experience,College Students,College Environment,College Curriculum

Although honors populations occupy only a fraction of institutional enrollments, they have undeniably changed the nature of higher education. This essay considers the impact of honors on university culture, processes, and infrastructure. Touted as a &quot;critical element&quot; of the comprehensive college experience for both students and faculty, honors exceeds and outpaces other units within the academy in curricular innovation, cross-functional collaboration, and high-impact practice, and by its example, it continues to provoke others into action by its persistent variation and maturation.
&quot;Mad and Educated, Primitive and Loyal&quot;: Comments on the Occupations of Honors
Author: Keller, Christopher
Date: 2021-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Educational Research,Scholarship,Educational Change,COVID-19,Pandemics,Economic Climate,Power Structure

This essay examines the scope of honors scholarship and its role in creating and contributing to meaningful dialogue among practitioners. The author explores how scholarly contributions of honors educators cross boundaries to occupy the social, cultural, political, and economic conversations that shape lives and transform communities. Pointing to socio-political crises of 2020, the author posits that the conjunctive nature of honors discourse satisfies an expedient need for exploration and questioning, and he further considers how honors scholarship might incite positive change in and beyond honors curricula and scholarly record.
The Effect of Guided Discovery Instructional Strategy on Grade Nine Learners&apos; Performance in Chemical Reactions in Mankweng Circuit, South Africa
Author: Kibirige, Israel
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Science Instruction,Chemistry,Teaching Methods,Discovery Learning,Grade 9,Adolescents,High School Students,Concept Formation,STEM Education,Foreign Countries

Teaching strategies play a vital role in improving learners' performance. This study investigated the effect of Guided Discovery Instructional Strategy (GDIS) on Grade nine learners' performance in chemical reactions and determined the effect of GDIS on gender. A quasi-experimental design with a sample comprising 75 grade nine learners was purposively selected from two schools in Mankweng Circuit based on Grade 12 performance. Learners were randomly assigned to the Experimental Group (EG) (N = 40) and Control Group (CG) (N = 35) taught for two weeks using GDIS for EG and Talk and Chalk Method (TCM) for CG. The results show that there were statistically significant differences in post-test of EG (M = 67.60, SD = 18.70) and CG (M = 37.86, SD = 18.01) (T-test: t(73) = 6.99; p &lt; 0.05) and a Cohen d = 0.6. EG taught using GDIS outperformed CG taught using TCM (ANCOVA: F = 15.93, p &lt; 0.05). GDIS favoured both males and females (Mann Whitney U-test: U = 153.00, p = 0.22, suggesting that GDIS improved all learners' performance in chemistry, but not TCM. The findings provide teachers and stakeholders with empirical evidence on a strategy that improved learners' performance. Also, GDIS did not discriminate against gender, suggesting that the strategy encourages girls to study science, contributing to narrowing the existing gender gap between males and females in Science, Technology, Engineering and Mathematics (STEM) subjects.
The Impact of Developing a Blended Learning Sub-System on Students Online Learning Engagement
Author: Ayub, Mewati
Date: 2021-00-00
Type: Journal Articles
Subjects: Blended Learning,Management Systems,Integrated Learning Systems,Electronic Learning,Computer Software,Learner Engagement,Improvement,Course Evaluation,Student Attitudes,Assignments,Academic Achievement,Undergraduate Students,Attendance

In this research, we show a development process of engagement sub-systems in a blended-learning management system and evaluate the impact of student interaction in the whole system. We develop special sub-systems for engagement purposes via forum, course rating, and class assignment modules. During the system development process, we employ continuous improvement methodology which helps to shorten the software delivery time without disturbing the overall operation. We evaluate the impact of engagement processes in terms of behavioral, emotional and cognitive aspects. Our evaluation results show that by employing the engagement sub-systems we have increased a 0.30 satisfaction point on average (1-5 Likert scale) for 11 evaluation survey questions distributed to 305 students during 2 times evaluation period. Another interesting finding from the surveys is that behavioral (discussion forum and attendance list sub-system) and cognitive (course rating sub-system) aspects have great influences for the students' activities (class assignment sub-system) which finally has a great impact on their cognitive performances.
Keeping the Faith: NCHC&apos;s Readers and Writers
Author: Portnoy, Jeffrey A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Academic Language,Educational Research,Scholarship,Writing for Publication,Bibliometrics,Periodicals,Professional Associations

Honors advocates and scholars should pursue transdisciplinary inquiry to overcome traditional notions of well-defined knowledge boundaries. This essay examines the publication record of the National Collegiate Honors Council beyond its immediate utilitarian value as a means for communication with its members. Citing usage and metrics, the author suggests that current and past literatures that examine the enterprise of honors, its occupation(s), and what occupies its practitioners are being accessed and integrated beyond honors at an exponential rate. As NCHC publications continue to push beyond the boundaries of honors, the author encourages readers to engage more fully in NCHC-sponsored discourse by submitting manuscripts for publication.
Territorial Games: Honors, Outreach, and Collaboration
Author: Martino, Andrew
Date: 2021-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Higher Education,Social Problems,Political Issues,Global Approach,Role of Education,Interdisciplinary Approach,Citizen Participation,Specialization,Cooperation

This essay explores and expands the boundaries by which honors is defined and defines itself. By opening a path toward a more expansive and public perception of honors, the author argues for emphasis on the public good as a key element in honors discourse and the broader dissemination of its theories and practices. Drawing from characteristics of the public intellectual, the author encourages honors practitioners to resist hyper-professionalization and insularity in favor of more open and collaborative practices.
Traveling in Circles: Gatekeeping in Honors
Author: White, Leah
Date: 2021-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Inclusion,Diversity,Equal Education,Social Justice,Whites,Social Bias

This essay challenges boundaries in honors that are both intentional and unavoidable. Reflecting on what appears to be an overemphasis on boundaries and gatekeeping within honors, the author urges practitioners to consider its exclusionary culture and the extent to which it circles around its stated goals of diversity, equity, and inclusion. The current preoccupation of honors with reaching beyond its boundaries to embrace the goals of social justice movements, for example, reveals the extent of its entrenchment with concerns of Whiteness. This essay suggests that until honors practitioners are willing to do the difficult reflective work of understanding why boundaries in honors seem important, little can be achieved to move beyond them.
On Taking Emerson&apos;s Good Advice: &quot;If We but Know What to Do with It&quot;
Author: Herron, Jerry
Date: 2021-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Educational Benefits,Best Practices,Value Added Models

In his 1837 essay &quot;The American Scholar,&quot; Ralph Waldo Emerson offers a challenge that is appropriate for honors practitioners today--namely, to figure out just how good a time this is to be doing the work we do. Honors students, faculty, and staff occupy every part of the institutions we call home, so we should take advantage of our position and of all we know about the measurable value added by our best practices to address the immediate challenges confronting us.
The Recruitment and Retention of Diverse Students in Honors: What the Last Twenty Years of Scholarship Say
Author: Hilton, Jason T.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Recruitment,Academic Persistence,Honors Curriculum,Student Diversity,Best Practices,Educational Strategies,Social Justice,Low Income Students,Minority Group Students,College Admission,Undergraduate Students,Disproportionate Representation,Case Studies,Periodicals,Equal Education,School Holding Power

Common to most colleges and universities across the United States, honors programs are often criticized as havens for academically elite and privileged students. To help address concerns about the recruitment and retention of diverse honors students, this study presents a systematic review (2000-2019, inclusive) of published literature relating to diversity in honors education (n = 66). Identifying six emergent themes, authors examine the types of research presented in the literature; how diversity is defined by scholars; and programmatic best practices for increasing student diversity. A thorough description of one program's flexible, innovative, and adaptive strategies for curricular improvement, recruitment practices, and the admissions process reveals how research-driven initiatives can yield substantial gains in recruiting and retaining students from minority and lower socioeconomic backgrounds. A discussion of inclusive community building and social justice orientation is provided, and ideas for future research are suggested.
Analysing the Writing Skill Self-Efficacy of Students at English and German Language Teaching Departments
Author: Üstün, Bilal
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Efficacy,Second Language Learning,Second Language Instruction,English (Second Language),College Second Language Programs,German,Foreign Countries,Writing Skills,Departments,Undergraduate Students,Student Attitudes,Measures (Individuals),Writing Instruction,Comparative Analysis,Grammar,Gender Differences,Morphology (Languages)

This study set out to examine the writing skill self-efficacy of students studying at English and German Language Teaching Departments in terms of various variables. Survey model, one of the quantitative research methods, was preferred. Participants who study at English and German Language Teaching Departments at a university in Turkey were the samples of the research. 103 students, in total, participated in the research, and 62.1% of them were female and 37.9% of them were males. As the data collection instruments in the research, &quot;self-efficacy scale of writing skills for foreigners learning Turkish as a second language&quot; and &quot;personal information form&quot; were used. The scale had two dimensions as &quot;expression and morphological characteristics of writing&quot; and &quot;using grammar rules in writing&quot;. As a result of the research, there were significant differences only in self-efficacy in using grammar rules dimension. In addition, female participants compared to males; participants studying German Language Teaching compared to English Language Teaching; and the fourth grade participants compared to the third grades were determined to have higher writing skill self-efficacy.
An Investigation on the Part-Time Job Social Behavior of English Majors
Author: Zhou, Zhen
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Majors (Students),English (Second Language),Part Time Employment,Student Employment,Undergraduate Students,Second Language Instruction,Business English,Student Attitudes,Barriers,Student Needs,Safety

The social part-time job is an important social practice, which can make college students integrate into society in advance and lay the foundation for future employment. This article investigates English majors in a normal university in Jiangxi Province via the questionnaire and personal interview. It aims to understand the current situation of college students' part-time work, analyze the problems and difficulties in the process of part-time work, and explore countermeasures, so as to enrich the research on college students' part-time work behavior and improve the safety and effectiveness of college students' part-time work activities, which provides reference for the cultivation of applied talents in colleges and universities.