ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Leadership Styles and Lecturers' Job Satisfaction in Institutions of Higher Learning in Kenya
Author: Kiplangat, Henry Kiptiony
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Job Satisfaction,Leadership Styles,Correlation,College Faculty,College Administration,Mixed Methods Research,Questionnaires,Interviews,Tables (Data),Teacher Responsibility,Teaching Conditions,Administrator Role,Leadership Responsibility

University management and academic staff have a critical role to diligently play in fulfilling university's mandate. Effective and efficient governance and management of both private and public universities have a direct bearing on the overall quality of the institutions. With management operating under laid down governance structures, it is crucial that specific leadership styles are adopted to make easier their roles. This paper examines the relationship between leadership styles and Lecturers' job satisfaction in higher learning institutions in Kenya. A target population of 2,773 administrators and lecturers in chartered public and private universities in Rift Valley Region of Kenya was considered. A sample of 605 participants was then obtained. The study employed convergent parallel mixed methods design with census, random and systematic sampling techniques to select the respondents. Purposive sampling was also used to select information-rich cases. Questionnaires, interview and document analysis were used for data collection. Both qualitative and quantitative data was analysed. Pearson correlation coefficient, independent-samples t-test, One-way ANOVA and regression coefficients were employed with the use of the Statistical Package for Social Science (SPSS) version 20. It was found out that benevolent authoritarian leadership style was dominantly used. However, the study recommended practice of participative leadership style.
Literature and Critical Literacy Pedagogy in the EFL Classroom: Towards a Model of Teaching Critical Thinking Skills
Author: Bobkina, Jelena
Date: 2016-00-00
Type: Journal Articles
Subjects: Critical Thinking,Teaching Methods,Poetry,Models,English (Second Language),Second Language Learning,Literature,Second Language Instruction,Critical Literacy,Learning Activities,Reader Response,Thinking Skills,Social Environment

Drawing on the numerous benefits of integrating literature in the EFL classroom, the present paper argues that the analysis of a fictional work in the process of foreign language acquisition offers a unique opportunity for students to explore, interpret, and understand the world around them. The paper presents strong evidence in favour of reader-centered critical reading as a means of encouraging observation and active evaluation not only of linguistic items, but also of a variety of meanings and viewpoints. The authors propose a model of teaching critical thinking skills focused on the reader's response to a literary work. The practical application of the method, which adopts the critical literacy approach as a tool, is illustrated through a series of activities based on the poem &quot;If&quot; by Rudyard Kipling.
Effects of the Leadership Roles of Administrators Who Work at Special Education Schools upon Organizational Climate
Author: Üstün, Ahmet
Date: 2017-00-00
Type: Journal Articles
Subjects: Leadership Role,Administrator Role,Special Education,Special Schools,Organizational Climate,Case Studies,Qualitative Research,Rehabilitation,Foreign Countries,School Administration,Data Analysis,Leadership Styles,Semi Structured Interviews

This research aims to determine the effects of the leadership roles of administrators who work at special education schools upon organizational climate. This research has been conducted using the case study technique, which is a kind of qualitative research approach. The study group of this research consists of four administrators including three men and a woman who work in four different special education and rehabilitation centers in Sivas. The data have been collected by semi-structured interview technique. The data have been analyzed by the descriptive analysis technique. It can be suggested that participants mainly display the features of visionary leadership roles and they reflect this to teachers, students and parents.
Critical Thinking in the Intercultural Context: Investigating EFL Textbooks
Author: Sobkowiak, Pawel
Date: 2016-00-00
Type: Journal Articles
Subjects: Critical Thinking,English (Second Language),Second Language Learning,Second Language Instruction,Textbooks,Foreign Countries,Cultural Awareness,Content Analysis,Teaching Methods,Mixed Methods Research,Literature Reviews

The multicultural world has made intercultural teaching necessary. It should focus on students' ability to comprehend quickly and accurately, and then act appropriately and effectively in a culturally complex environment in order to achieve the desired goal. Intercultural competence is important for successful communication across cultures, and so is critical thinking since the two, if they are not &quot;parallel&quot; (Bennett, 2013), at least overlap (Deardorff, 2009). This article tries to shed light on the linkage between intercultural and critical thinking skills and reports on the findings of research done on whether and to what extent EFL textbooks used in Polish schools contribute to fostering critical thinking skills in students. The study analyzed the cultural content of 20 coursebooks to check whether they go beyond merely depicting the target culture, or various foreign cultures, and involve students in practicing critical thinking, that is, prompt them to explore intercultural encounters and processes, and scrutinize how diverse cultures influence their own understanding of reality. The research revealed an insignificant and limited capacity of the textbooks to develop students' critical thinking.
L2 English Derivational Knowledge: Which Affixes Are Learners More Likely to Recognise?
Author: Leontjev, Dmitri
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Morphemes,Vocabulary Development,Morphology (Languages),Secondary School Students,Russian,Finno Ugric Languages,Native Language,Foreign Countries,Second Language Instruction,Teaching Methods,Task Analysis,Statistical Analysis

Knowledge of derivational morphology is considered an important aspect of vocabulary knowledge both in L1 (mother tongue) and L2 (second or foreign language) English language learning. However, it is still not clear whether different derivational affixes vary in their (learning) difficulty. The present study examines whether Bauer and Nation's (1993) teaching order of L2 English affixes can account for the difficulty learners have with recognising the affixes. The participants in the study were L1 Estonian and Russian learners of English at upper-secondary schools in Estonia (n = 62). Their performance was measured on a word segmentation task. There were significant differences in the number of affixes the learners were able to successfully recognise at different levels, as classified by Bauer and Nation (1993). By and large, with the exception of no significant difference between Level 5 and Level 6 affixes, the higher the affix level was, the less likely the learners were to recognise the affixes at this level. I argue that these results can support the order proposed by Bauer and Nation. The implications of the finding for teaching and further research are also discussed.
Validation of a Technological Pedagogical Content Knowledge Instrument in a Malaysian Secondary School Context
Author: Nordin, Hasniza
Date: 2016-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Case Studies,Foreign Countries,Teacher Surveys,Preservice Teachers,Field Experience Programs,Information Technology,Secondary School Teachers,Factor Analysis

Purpose: This study focused on the validation of a Technological Pedagogical Content Knowledge (TPACK) instrument for using ICT in teaching and learning effectively in a Malaysian secondary school setting. The aim of this study was to confirm a seven-factor TPACK model which includes Technological Knowledge, Content Knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Pedagogical Knowledge, Technological Content Knowledge and Technological Pedagogical Content Knowledge. Methodology: This study was designed as a case study situated within a particular context in Malaysia. A survey was administered to 150 pre-service teachers enrolled in a university in Malaysia. Confirmatory factor analysis (CFA) of the adapted TPACK survey was preceded by assessing the fit of the measurement model with the data in the study based on the a priori theoretical model. Findings: The findings revealed that the measurement model adequately fit with the data collected within a Malaysian secondary school context, also lending validity to the adapted TPACK instrument used in this study. Significance: The adapted and translated TPACK survey was found to be a valuable self-report instrument for measuring pre-service teachers' TPACK knowledge. A greater understanding of TPACK may be required for pre-service teachers before adequate gains in using ICT in teaching can be achieved. Thus, it is recommended that this knowledge should be integrated in the Initial Teacher Education curriculum with more attention to improving access to ICT in Initial Teacher Education and the schools.
The Effects of CLIL on Mathematical Content Learning: A Longitudinal Study
Author: Surmont, Jill
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Language of Instruction,Indo European Languages,Mathematics Tests,Foreign Countries,Secondary School Students,Scores,Second Language Learning,Course Content,Longitudinal Studies,Metalinguistics,French,Second Language Instruction,Statistical Analysis,Integrated Activities

Previous research has shown that content and language integrated learning (CLIL), an educational approach that offers content courses through more than one educational language, increases metalinguistic awareness. This improved insight into language structures is supposed to extend beyond the linguistic domain. In the present study, the question whether pupils who learn in a CLIL environment outperform their traditionally schooled peers in mathematics is investigated. In total, 107 pupils entered the study. All participants were in the first year of secondary education at a school in Ostend, in Flanders, the Dutch-speaking part of Belgium. Thirty-five pupils followed CLIL education in a foreign language (French) and 72 followed traditional education that was given in the native language (Dutch). All participants were tested using a mathematical test at the beginning of the year, after three months, and after ten months. The first measurement of the mathematical scores showed that the two groups did not differ. In accordance with our hypothesis, the CLIL group scored higher than the non-CLIL group after ten months. Surprisingly, an effect was also found after three months. To conclude, CLIL appears to have a positive impact on the mathematical performance of pupils even after a short period of time.
An Investigation of the Products and Impact of Graduate Student SoTL Programs: Observations and Recommendations from a Single Institution
Author: Chick, Nancy L.
Date: 2015-01-00
Type: Journal Articles
Subjects: Investigations,Graduate Students,Observation,Change Strategies,Early Experience,Student Projects,Visual Aids,Educational Practices,Instruction,Performance Factors,Research Methodology,Student Surveys,Student Satisfaction,Content Analysis,Student Research,Likert Scales

This study offers an investigation of three graduate-level SoTL programs offered since 2007 at a mid-size, highly selective, private, research-intensive university in the southeastern United States. We identify patterns in these early experiences with the scholarship of teaching and learning, specifically the choices made while carrying out their first SoTL projects and their perceptions of the impact of the program. We analyzed 72 project posters and 39 impact survey responses. Drawn from the rich particularities of a single institution, this study offers insight into novice SoTL work and recommendations for developing introductory SoTL programs on other campuses.
Students' Experiences with Community in an Open Access Course
Author: Blackmon, Stephanie J.
Date: 2016-07-00
Type: Journal Articles
Subjects: Student Experience,Online Courses,Sense of Community,Chemistry,Student Educational Objectives,Preferences,College Students,Student Attitudes,Likert Scales,Mixed Methods Research

Online open access courses have become regular offerings of many universities. Building community and connectedness is an important part of branding and success of such offerings. Our goal was to investigate students' experiences with community in an open access course. Therefore, in this study, we explored the sense of community of 342 participants in an open access chemistry course. We found that participants did not rate a sense of community as important to them, and did not report feeling very connected to the online course. We will discuss opportunities for building community features in such courses in the future.
Increasing Fluency in L2 Writing with Singing
Author: Alisaari, Jenni
Date: 2016-00-00
Type: Journal Articles
Subjects: Language Fluency,Writing Skills,Second Language Learning,Second Language Instruction,Teaching Methods,Singing,Finno Ugric Languages,Intensive Language Courses,Pretests Posttests,Cartoons,Comparative Analysis,Grammar,Statistical Analysis,Foreign Countries,College Students

Fluency is an essential part of a language learner's skills. Despite various studies on fluency, little is known about the effects of different pedagogical methods on the development of written fluency. In this paper, we examine how different pedagogical methods affect the development of second language learners' written fluency. Participants in this study were 51 language learners enrolled in two intensive Finnish courses. The pedagogical methods investigated in the study were singing, listening to songs, and reciting lyrics of songs. Written stories based on cartoon strips were used as a pretest and a posttest. The fluency of written stories was analyzed based on the number of words used in the texts. Differences between the groups taught by different pedagogical methods were analyzed. The results seem to indicate that fluency increased the most in the singing groups compared to the other groups. There was also a statistically significant difference between the singing group and the group reciting lyrics, as well as between the group listening to songs and the group reciting lyrics.
The Effects of an Experiential Service-Learning Project on Residential Interior Design Students' Attitudes toward Design and Community
Author: Gomez-Lanier, Lilia
Date: 2016-07-00
Type: Journal Articles
Subjects: Experiential Learning,Service Learning,Interior Design,Student Projects,Student Attitudes,Undergraduate Students,Mixed Methods Research,Academic Achievement,Active Learning,Student Surveys,Pretests Posttests,Outcomes of Education

This mixed research methods study explores whether project-based service-learning projects promote greater learning than standard project-based projects and whether introduced earlier into the curriculum promotes a greater student understanding of the world issues affecting their community. The present study focused on comparing sophomore and junior residential interior design courses that had project-based service-learning assignments. Both undergraduate sophomore and junior courses developed standard design project assignments in the first half of the academic semester and a project-based service-learning assignment in the second half of the academic semester. Collection of research participants' perceptions was through pre and post surveys and course-required reflection journals. The research findings indicated that the opportunity to work with an actual non-for-profit client and actual building were the most important influence on student learning outcomes. Yet, findings also indicate that on a more personal level students reported experiencing deeper emotional growth due to their knowledge that their design solutions would ultimately improve the lives of others in the community. Furthermore, evidence shows that the service component of the project had no significant influence in student learning, regardless of academic level. Consequently, suggesting that project based service assignments may occur at any point in the curriculum.
The Multiple Intelligence Based Enrichment Module on the Development of Human Potential: Examining Its Impact and the Views of Teachers
Author: Azid, Nurulwahida Hj
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Multiple Intelligences,Foreign Countries,Quasiexperimental Design,Pretests Posttests,Enrichment Activities,Semi Structured Interviews,Boarding Schools,Experimental Groups,Control Groups,Research Design,Statistical Analysis,Qualitative Research,College Students

Purpose: Howard Gardners' concept of multiple intelligence (MI) offers an alternative perspective on intelligence which highlights the importance of acknowledging learner diversity, individual talents and the development of human potentials. MI has been used as a basis for the construction of modular enrichment activities to facilitate the development of human potential among boarding school students. This study examines (1) the effects of such activities on students of different multiple intelligence profiles and (2) the teachers' views of the MI based module and activities. Methodology: The study employs a quasi-experimental design with pre- and post-tests administered before and after treatment of the modular enrichment activities. Two groups of students from two Mara Junior Science Colleges (MRSM) in Malaysia participated in the study as the control and treatment groups. McKenzie's multiple intelligences instrument was used as the pre- and post-test measure. A semi-structured interview protocol was used to obtain teachers' views of the enrichment activities. Findings: The study found that the MI post-test was favourable towards the treatment group. Students in the treatment group improved on each multiple intelligence profile compared with students in the control group. The qualitative analysis of the interview data revealed favourable responses from the teachers towards the modular enrichment activities and the inclusion of MI. Significance: This study highlights the importance of recognising that each student has his/her distinct potential. These differences can be captured through the construction of various enrichment activities that emphasise on the different multiple intelligences. The modular learning experience simplifies the process of teaching and learning. It enables students and teachers to understand the objectives to be achieved through diverse problem solving and creative production activities. It is hoped that through this study, educators and teachers will gain ideas about ways in which a MI perspective can help them to tap student potential.
Empirical Study: Mentorship as a Value Proposition (MVP)
Author: Sams, Doreen
Date: 2016-07-00
Type: Journal Articles
Subjects: Mentors,Undergraduate Students,Student Research,Research Methodology,Inquiry,Interdisciplinary Approach,Value Added Models,Self Efficacy,STEM Education,Mixed Methods Research,Phenomenology,Scaffolding (Teaching Technique),Outcomes of Education,Questionnaires,Likert Scales,Interviews

Greater access to college education, owed in part to technology and globalization, increases opportunities for students to prepare and thrive professionally. Undergraduate education must offer pedagogies of engagement to meet needs of the competitive global workforce and post-baccalaureate programs requiring advanced research and analytical skills. Many universities and colleges recognize the critical need for undergraduate engagement in research and participation in professional world experiences to cultivate aptitudes required in the 21st century. Using a triangulation inquiry methodology, this empirical study contributes to the research on undergraduate research mentorship pedagogy by assessing its merits operationalized across multiple disciplines at a public liberal arts university. Findings support the added value of the pedagogy in its capacity to optimize marketable aptitudes. The study presents participants' unique voices, as their perceptions are significant in identifying the value-added by this pedagogy.
Interaction Effects of Gender and Motivational Beliefs on Self-Regulated Learning: A Study at ICT- Integrated Schools
Author: Abdullah, Melissa Ng Lee Yen
Date: 2016-00-00
Type: Journal Articles
Subjects: Learning Strategies,Questionnaires,Statistical Analysis,Information Technology,Beliefs,Self Efficacy,Gender Issues,Student Motivation,Correlation,Research Design,Student Surveys,Secondary School Students,Anxiety,Gender Differences,Student Attitudes,Foreign Countries

Purpose: This study aimed to examine the interaction effects of gender and motivational beliefs on students' self-regulated learning. Specifically, three types of motivational beliefs under the Expectancy-Value Model were examined, namely self-efficacy, control beliefs and anxiety. Methodology: A quantitative correlational research design was used to achieve the research objectives. Data were collected through the questionnaire survey method from 322 secondary school students (166 males; 156 females). The samples were taken from two ICT-integrated schools located in Peninsular Malaysia. The learning environment in these schools was conducive for self-regulated learning. The Learning Strategies Scale and the Motivation Scale, taken from the Motivated Strategies for Learning Questionnaire (MSLQ) were used to measure the variables of the study. Findings: The findings showed that self-efficacy and control beliefs were positively related to students' self-regulated learning. Anxiety, however, was found to be negatively related to self-regulated learning. The interactions between gender and levels of motivational beliefs on self-regulated learning were also explored in this study. The relationships between self-efficacy and self-regulated learning differed according to gender. However, there were no significant interaction effects between gender and internal control beliefs on self-regulated learning. This implies that gender differences in self-regulated learning were not due to the differences in control beliefs and anxiety. Significance: This study offers insights on the interaction effects between motivational beliefs, and gender and self-regulated learning. It may help to develop effective instructional strategies to enhance students' self-regulated learning skill in ICT-related learning environments.
Student Impressions of Syllabus Design: Engaging versus Contractual Syllabus
Author: Ludy, Mary-Jon
Date: 2016-07-00
Type: Journal Articles
Subjects: Student Attitudes,Course Evaluation,Course Organization,Undergraduate Students,Introductory Courses,Nutrition Instruction,Graphic Arts,Textbook Content,Intermode Differences,Student Interests,Student Motivation,Course Descriptions,Usability,Student Surveys,Statistical Analysis,Qualitative Research

This study compared student impressions of a text-rich contractual syllabus to a graphic-rich engaging syllabus. Students enrolled in sections of an undergraduate introductory nutrition course viewed either a contractual or engaging syllabus and completed a survey regarding their perceptions of the course and instructor. Students perceived both types of syllabus positively, yet the engaging syllabus was judged to be more visually appealing and comprehensive. More importantly, it motivated more interest in the class and instructor than the contractual syllabus. Using an engaging syllabus may benefit instructors who seek to gain more favorable initial course perceptions by students.