ethanporcaro/eric-fulltext-meta huggingface dataset:
The Malaysian School Inspectorate as an Institution of Quality Assurance in Education through the Framework of Knowles&apos; Process Enneagram
Author: Kinjawan, Azlin Bt Azlan Philip
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,Inspection,Educational Quality,Quality Assurance,Leadership,Educational Improvement,Evaluation Criteria

This paper uncovers School Inspection as the central measure of quality improvement of education in Malaysia. Undeniably, the Malaysian Education Blueprint 2013-2025 has posed greater demand for quality assurance and monitoring as well as organizational efficiency and accountability. Consequently, the Malaysian Inspectorate of Schools and Quality Assurance which is also known as &quot;Jemaah Nazir Dan Jaminan Kualiti&quot; (&quot;JNJK,&quot; hereafter) is required to be well equipped with the knowledge, skills and also the current concern in education to ensure that a high standard of quality education is achieved and maintained in schools. Therefore, the purpose of this study is to investigate the current practices of school inspection towards leadership performance in the context of Knowles' Process Enneagram ©. The study employed a qualitative research design involving respondents from the top management of &quot;JNJK&quot; in Sabah, Malaysia. The semi-structured interviews were guided by a Self-Organizing Leadership model known as the Process Enneagram developed by Richard N. Knowles (2002) to gain an in-depth understanding of the uniqueness of the leadership practices manifested by the &quot;JNJK.&quot; The Process Enneagram © is a tool used to identify characteristics and traits shaping the organizational performance and it has been successfully used in many Western countries. The findings of these qualitative data are characterized into various domains based on Knowles' framework which see the operation of an organization falling into nine major attributes. The study identified various categories shaping the work of school inspectors, namely The Guardian of Standard Quality in Education (Self-Identification), Evaluation and Data Collection (Fulfillment of Purpose &amp; Role), Standardized Operation Procedure (Self-Organization), Adherence (Self-Principles), Policy Implementations (Result-Oriented), Sufficient Guidelines (Improvement-Oriented), Research-based Approach (Reliability of Methods), Feedback and Guidance (Self-Connection) and Communication and Competence (Challenge-Driven). The findings of this study further indicated that the cycles of work undertaken by school inspectors creates the value for the organization (&quot;JNJK&quot;) as well as successive inspection cycles. This is in tandem to the &quot;JNJK's&quot; obligation and aspiration to promote improvement through school inspection which specifically targets the quality of teaching and learning, leadership and management as well as the overall educational standards across the Malaysian education system.
The Role of Relatedness in Student Learning Experiences
Author: Yusof, Norhafezah
Date: 2020-07-00
Type: Journal Articles
Subjects: Learning Experience,Student Experience,Teacher Student Relationship,Peer Relationship,Self Determination,College Students,Foreign Countries,Student Attitudes,Friendship,Teamwork

Failure in addressing students' needs in the context of student learning experiences may lead to negative impact on the image of higher education. Framed in self-determination theory, this study examined students' relatedness on most satisfying experiences in their respective universities. Participants' (N=1974) responses to open-ended questions were inductively coded to understand relatedness principles of student learning experiences to emerge from the data. The findings revealed that students valued the role of lecturers in professional and personal contexts, peers for friendship and teamwork and academic and non-academic experiences resulted from projects and activities. Given this, to provide a positive learning environment for students, university management needs to address and support lecturers' well-being, pay attention to student relations on campus and support academic and non-academic activities. By understanding the roles of connecting students to lecturers, students to students and students to administrative staff, we could build a dynamic and functional campus environment for each party to live and care about each other.
Perceived Sexualization in Girls&apos; Fashion Stylings: A Spain-China Cross-Cultural Analysis
Author: Díaz-Bustamante-Ventisca, Mónica
Date: 2020-00-00
Type: Journal Articles
Subjects: Sexuality,Females,Clothing,Cross Cultural Studies,Foreign Countries,Mass Media Role,College Students,Student Attitudes,Social Responsibility,Cultural Differences

Many institutions, social and political groups are warning of the risks associated with the early sexualization of childhood. These agents appeal to the responsibility of the media to avoid creating content that may lead to childhood sexualization and that is easily accessible to all audiences. Responding to this demand and through a cross-cultural Spain-China approach, this work focuses on the analysis of the perception of girls' sexualization in the fashion stylings disseminated by the media. A survey of 750 Communication and Advertising university students in Spain (N=449) and in China (N=301) was carried out. Five latent sexualization factors identified confirm that perceived sexualization in girls' fashion styling is a multi-dimensional phenomenon that occurs from the combined use of multiple sexualizing attributes. The country of origin (Spain or China) has been associated with the perception of sexualization and the identified latent sexualizing factors. Finally, an explanatory and highly effective predictive model has been obtained for this type of childhood sexualization in terms of the factors and country of origin. Conclusions suggest that it is necessary to reinforce the training of communication professionals and minors to avoid creating images of sexualized girls through certain styling codes.
Systematic Review of Mixed Methods in the Framework of Educational Innovation
Author: Ramírez-Montoya, María-Soledad
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Research,Mixed Methods Research,Educational Innovation,Periodicals,Citations (References),Geographic Distribution,Authors,Social Science Research

In the field of education research, mixed methods have traditionally referred to the combination of quantitative and qualitative data that brings us closer to 'reality'. However, recent literature on social and educational studies has increasingly incorporated works that integrate digital technologies and mixed methods. This novelty provides an opportunity to re-examine original contributions in the field, particularly in relation to educational innovation. Therefore, the objective of this article is to analyze the characteristics and the trends of new contributions from researchers in education. To achieve this, we carried out a systematic literature review (SLR) of 311 articles published from January 2010 to January 2020 in the Web of Science (WoS) and Scopus databases. We worked with nine questions that explored three key themes: characteristics, technologies and designs within the realm of educational innovation. The validation for this analysis was achieved using a criterion adopted by scholars at York University, which incorporates: inclusion and exclusion, relevance and description of data, as well as peer review in the analysis. Our findings indicate that networks of co-terms, identification of educational innovations and the types of designs --currently applied in educational innovation-- as well as the adoption of a mixed-method approach seem to be much better suited to underpin the required combination of strategies and processes that are interwoven in order to address the complexity of the education phenomenon in our times.
Curriculum Integration: Walking the Walk
Author: Norman, Taylor A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Integrated Curriculum,Middle Schools,Interdisciplinary Approach,Place Based Education,Teacher Educators,Preservice Teachers,Integrated Activities,Field Trips

Curriculum integration is a hallmark of middle level education. This approach to education involves blending topics across content areas as a way of studying topics and problems of interest to young adolescents. Approaches to curriculum integration and interdisciplinary curriculum overlap with concepts like democratic education, place-based learning, student agency, and student-designed curriculum. Here, two teacher educators report on a recent initiative in which we co-designed integrated curriculum along with middle level teacher candidates. We drew on place-based instruction and models of collaboration to develop this project. Candidates then developed integrated units appropriate for middle school classrooms.
We Don&apos;t Teach to the edTPA: Maintaining Authenticity and Attaining High edTPA Scores
Author: Thornton, Holly J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Teacher Certification,Scores,High Stakes Tests,Teacher Education,Middle School Teachers,Instructional Improvement,Preservice Teachers,Academic Standards,Teaching Methods,Student Evaluation

Concerns have been raised about the high-stakes nature of edTPA potentially leading to reductionist, test-driven approaches to teacher preparation. This has come to fruition in practice within many teacher preparation classrooms. EdTPA can devalue anything that is not formally assessed and limit opportunities for faculty and teacher candidates to imagine new possibilities for education (Madeloni &amp; Gorlewski, 2013). In middle level teacher preparation, we can build upon the connections found between AMLE standards (AMLE, 2012) and edTPA. This includes the goal of improving pedagogy through reflection, inquiry, and intentional design to positively impact student learning. As middle level education professors, we can define the language and focus of the edTPA assessment tool for ourselves and our teacher candidates. We can focus on relationships, responsiveness and professionally grounded decision making, instead of the rote procedures of didactic teaching, or the technical steps of &quot;doing&quot; the edTPA. Strategies to accomplish this as related to each of the tasks within edTPA are discussed in this article.
Languaging Network Learning: The Emergence of Connectivism in Architectonic Thought
Author: Dennis, Jeremy
Date: 2020-09-00
Type: Journal Articles
Subjects: Electronic Learning,Language Role,Higher Education,Learning Theories,Educational Philosophy,Dialogs (Language)

As technological advancements and online education transform higher education, the achievement gap among students is widening rather than closing. Critics suggest that we need to reassess the promises of online education and the connectivism or network learning that is sometimes employed as its pedagogical underpinning. As scholars and practitioners struggle to define connectivism as a learning theory, many often exclude language as a feature in its conceptualization. This practice is at odds with architectonic thought, the philosophical tradition in which constructivist theories of learning are rooted. This article reveals the central role that language and texts play in architectonic thought and why they are inseparable from our understanding of knowledge and network learning. When we recognize language as a medium and model for reflection and criticality in the architectonic tradition, we are better positioned to use pedagogy and computer technology to transform online education and reorient our competing views of connectivism.
Learners&apos; Discussion Patterns, Perceptions, and Preferences in a Chinese Massive Open Online Course (MOOC)
Author: Ouyang, Fan
Date: 2020-09-00
Type: Journal Articles
Subjects: Discussion Groups,Student Attitudes,Preferences,Online Courses,Foreign Countries,Computer Mediated Communication,Learning Analytics,Educational Environment,Learner Engagement,Teaching Methods,Social Behavior

The development of massive open online courses (MOOCs) has proceeded through three generations, and in all three, online discussions have been considered a critical component. Although discussions in MOOCs have the potential to promote learning, instructors have faced challenges facilitating learners' knowledge inquiry, construction, and management through social interaction. In addition, understanding various aspects of learning calls for more mixed-method studies to provide both quantitative, generalized analysis and qualitative, detailed descriptions of learning. This study fills these practice and research gaps. We designed a Chinese MOOC with the support of a pedagogical strategy, a learning analytic tool, and a social learning environment in order to foster learner engagement in discussions. Mixed methods were used to explore learners' discussion patterns, perceptions, and preferences. Results indicated that learners demonstrated varied patterns, perceptions, and preferences, which implies a complex learning process due to the interplay of multiple factors. Based on the results, this research provided theoretical, pedagogical, and analytical implications for MOOC design, practice, and research.
Gendered Teaching Identities and Chinese Undergraduate Students&apos; Perceptions of Teacher Efficacy in the English Language Classroom
Author: Lovett, Trevor William
Date: 2020-07-00
Type: Journal Articles
Subjects: Gender Differences,Foreign Countries,Undergraduate Students,Student Attitudes,Teacher Effectiveness,English (Second Language),Second Language Instruction,Teacher Characteristics,Teacher Competencies,Language Teachers

This qualitative narrative study asked Chinese undergraduate students to identify characteristics of teacher effectiveness and whether or not gender affected an individual's teaching performance. The investigation raises questions about ways in which teachers' contemporary classroom practices are evaluated. The research findings not only challenge current market-oriented teacher competency models but also contradict previous studies concerning the effects of gender on teaching efficacy. The study revealed the teacher character traits that this particular cohort of students considered the most influential on their learning.
Strategy Use, Self-Efficacy Beliefs, and Self-Regulatedness in Adult Foreign Language Learning
Author: Saito, Akihiro
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Strategies,Second Language Learning,English (Second Language),Self Efficacy,Student Attitudes,Beliefs,Self Management,Education Majors,Undergraduate Students,Foreign Countries,Language Proficiency

The aim of this study was to understand adult learners' strategy use in foreign language learning. It also explored how such strategy use relates to learners' sense of self-efficacy, self-regulated learning, and language proficiency. Two questionnaires were administered to obtain data from 90 education majors in a Japanese university. Differences in strategy use in relation to self-efficacy, self-regulatedness, and proficiency were examined using Kruskal-Wallis H tests. Whilst some preferred and less preferred strategy items were identified, the findings suggested that possession of a high self-efficacy profile and self-regulatedness related to both greater use of language learning strategies and a higher level of language proficiency. However, a closer look detected a nuanced, important difference in the magnitude of the effect, whereby self-regulatedness may be more yielding than self-efficacy. Namely, self-regulatedness played a substantial role in differentiating use of several strategy items among different proficiency groups, whereas self-efficacy seems to play a smaller part than self-regulatedness in this respect, considering the effect sizes. Thus, this empirical study contributes to the ongoing discussion of the different roles and nature of the self-efficacy and self-regulatedness constructs in the context of language learning and teaching. Implications for language teaching are discussed, and directions for future research are suggested.
Teacher Praxis within the &quot;Communicative Course of Study Guidelines&quot; in Japan: Post-Implementation Pedagogy
Author: Bartlett, Kevin
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,High School Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Teachers,Teaching Skills,Guidelines,Teaching Experience,Curriculum Implementation,Teacher Attitudes,Communicative Competence (Languages)

In this paper, Japanese teachers' experiences under the new communicative course of study guidelines that became fully implemented in April 2016 in the new Japanese high school English Language curriculum, &quot;Communicative Course of Study Guidelines&quot; are examined. The study explored 21 high school teachers from a variety of schools, and with experience ranging from those who have just begun teaching to those who are reaching the end of their careers. It analysed their proficiency and confidence in teaching various skills, the workplace pressures that shaped their pedagogy within the new curriculum guidelines, and whether their implementation of the new curriculum was achieved. Results show that even though there is a willingness among newer teachers to implement communicative approaches within the high school English classroom, the workplace hierarchy and the culture of &quot;senpai-kohai&quot; (senior-junior) influenced the approaches they used within the classroom regardless of what the new curriculum sets out to achieve.
Developing Complex Analysis Textbook to Enhance Students&apos; Critical Thinking
Author: Setyawan, Fariz
Date: 2020-02-00
Type: Journal Articles
Subjects: Textbook Preparation,Critical Thinking,Mathematics Education,Problem Solving,College Students,Foreign Countries,Number Concepts,Textbook Evaluation,Validity,Usability,Textbook Content

Critical thinking skill was needed since problems in daily life required a solution. To solve the problems, the students collect the data as a consideration in making the right decision. Moreover, the students also need good critical thinking skills. To develop a good critical thinking skill, the researcher develops a textbook of Complex Analysis and Application, especially in complex numbers. In this research, a qualitative investigation was carried out in the development of the textbook. This textbook supports the mathematics education students of Universitas Ahmad Dahlan in learning complex analysis course. Researchers did a walkthrough to the expert in assessing the content and construct to validate the textbook. The development model used by researchers is a 4-D model. A 4-D model used in this study is consists of defining, designing, developing, and disseminating. In defining, the researcher adequate materials related to the complex numbers such as the rational number and real number and its properties in addition and multiplication. In designing, some explanation in the textbook is followed by Why and How questions. Open questions are used to stimulate the students' critical thinking. Based on the walkthrough result, some notation in the textbook, especially mathematics symbols, must be revised using a proper mathematics equation. In addition, some concept should be clearly defined such as z[superscript -1] = 1/z where the value of z [not equal to] 0 . As a result of the validity construct, the explanation given in the textbook used a step-by-step exercise. In disseminating, the students can easily access the textbook and answer the questions using their reasoning. The textbook is valid and readable.
A Factor Analytic Structure of the Conceptions of Mathematics Scale among Pre-Service Mathematics Teachers in South-West Nigeria
Author: Awofala, Adeneye Olarewaju
Date: 2020-02-00
Type: Journal Articles
Subjects: Foreign Countries,Factor Analysis,Factor Structure,Measures (Individuals),Knowledge Level,Mathematics,Preservice Teachers,Mathematics Teachers,Psychometrics,Test Validity,Test Reliability,Knowledge Base for Teaching

An exploration of factor analytic structure of the conceptions of mathematics scale among pre-service mathematics teachers in South-West Nigeria was conducted as evidence suggests paucity of research on psychometric properties of the conceptions of mathematics scale in Nigeria. This article through instrumentation research methodology reports the reliability and validity of the Conceptions of Mathematics Scale based on the responses of 228 pre-service mathematics teachers from five public universities in South-West Nigeria. The reliability assessed as internal consistency produced a Cronbach alpha of 0.88. A principal components exploration with varimax gyration established the validity of the scale as two-component archetypal accounting for 48.9% of the total variance. The dimensions were taken as Patchy Formations and Unified Formations of mathematics, as explicated in the original and other replicating studies. The factor solution could be compared to that recounted in the previous studies; hence the outcome showed the need to adopt the scale in the Nigerian context, as the pedagogy implemented during the teaching and learning of mathematics can influence students' conceptions of mathematics. Thus, teaching mathematics with rules-based and algorithm-dependent teacher-centered pedagogies might result into rote memorization thereby leading to patchy formations while teaching mathematics as a meaningful subject full of applications to the real life could engender conceptual understanding leading to unified formations. The implication of this study is that students with patchy formation are connected with surface approaches to learning while those with unified formation of mathematics are connected with deep approaches to learning and engaging mathematics.
The Pattern of a Relational Understanding of Fifth-Grade Students on Integer Operations
Author: Utomo, Dwi Priyo
Date: 2020-06-00
Type: Journal Articles
Subjects: Numbers,Problem Solving,Elementary School Students,Grade 5,Foreign Countries,Private Schools,Number Concepts,Mathematics Skills,Mathematical Logic

Relational understanding constitutes students' awareness of appropriate procedures to solve problems along with logical reasoning. It is pivotal to help students solve problems in mathematics. It is necessary that the teaching of mathematics be directed to achieve relational understanding. Accordingly, students are capable of solving complicated problems in mathematics. This current research aims at analyzing and describing relational understanding and the patterns of answering questions of the fifth graders on integer operation. This study used a qualitative approach with a case study as the research design. Further, three students belonging to the fifth grade of Elementary School in Malang City, Indonesia, were set up as the research subjects. A test was administered to measure the subjects' relational understanding. All collected data were analyzed using an interactive technique. The result has indicated that the highly-proficient student was able to show excellent relational understanding. Besides, it was shown that the fairly-proficient student could show good relational understanding. The lowly-proficient student was shown to be able to achieve only half of the holistic criteria set for relational understanding. The patterns of answering the questions demonstrated by all students in all levels included jotting down the models, completing the models, and answering the questions. The highly-proficient student understood the information and wrote it down. Whilst the fairly-proficient student understood the information without translating it into the written form. At last, the lowly-proficient student did not pronounce any signals of understanding of the information.