ethanporcaro/eric-fulltext-meta huggingface dataset:
The Obstacles on Woman&apos;s Path to School Administration
Author: Güngör, Semra Kiranli
Date: 2020-04-00
Type: Journal Articles
Subjects: Females,Barriers,Principals,Preschools,Elementary Schools,Secondary Schools,Gender Bias,Gender Issues,Gender Discrimination,Foreign Countries,Administrator Attitudes,Assistant Principals

This study aims to determine the reasons why the number of the woman principals in school administration is low. The study was conducted in spring semester of 2016-2017 academic year with the participation of sixteen-man principals and fourteen-woman principals, serving in thirty public pre-schools, primary and secondary schools. The study was carried out by interview technique which is one of qualitative research methods. The content analysis of the data was carried out. The obstacles of woman principals to find place in administration stem from the eagerness of the women to be a principal. The mother roles, the household chores, the idea that the administration is suitable for the men, the women do not support their same gender are some of the obstacles for women not to prefer being principals. Even if women want to be principal, prejudge shown to them and the lack of confidence resulting from the prejudge cause the women work harder and consume away. It has been concluded that the social roles, the social culture, patriarchal structure and society, the queen bee syndrome and the glass ceiling syndrome are the reasons which prevent the women to go forward in administration.
A Scale Development Study to Determine the Self Efficacy Beliefs of University Students for English
Author: Ocak, Gürbüz
Date: 2020-04-00
Type: Journal Articles
Subjects: Self Efficacy,Factor Analysis,Measures (Individuals),English (Second Language),Second Language Learning,College Students,Language Skills,Item Analysis,Validity,Reliability,Foreign Countries

The aim of this study was to develop a self-efficacy belief for English scale for university students. For this purpose, a trial form of 73 items in Likert-type was prepared ant it was applied to a total of 365 university students in the fall semester of the 2016-2017 academic year. Explanatory factor analysis was conducted to prove the construct validity of the developed scale. For the factor analysis of the data, it was shown that the data set was suitable for factor analysis as the KMO value was 0,97 and the Barlett test significance value was 0,000. The analyses showed that the scale items were grouped under 5 factors, namely writing, speaking, reading, ability to learn English and listening, a total of 60 items. The value of Cronbach alpha calculated for reliability study was found as 0.98. In the confirmatory factor analysis study, it was found that the values of the &quot;Self-Efficacy Belief for English Scale&quot; were acceptable (X[superscript 2]/df =5.23; RMSEA =0.10; CFI =0.83; SRMR = 0.085). When the values of the other goodness of fit of the scale were examined, the values were obtained as GFI =0.55, AGFI =0.52; NNFI =0.83 Findings related to the studies of validity and reliability show that the scale has a valid and reliable form.
Attitude of Teachers towards Women Leadership of Secondary Schools in Ilorin, Kwara State
Author: Iyekolo, Alexander O.
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Public School Teachers,Teacher Attitudes,Women Administrators,Preferences,Principals,Assistant Principals,School Administration,Governance,Teaching Experience

The study was a survey of secondary school teachers' attitude towards women leadership of secondary schools in Ilorin Metropolis. The study population comprises all public secondary school teachers in Ilorin Metropolis. From the population, random sampling technique was used to sample a total of 500 secondary school teachers across 20 randomly selected public secondary schools in the metropolis. The samples were further stratified on the basis of gender and year of experience. Data were collected using a researcher-designed questionnaire entitled Women School Leadership Questionnaire (WSLQ) and collected data were analyzed using percentages and t-test statistics. Findings revealed that 35.4% (n=177) secondary school teachers preferred women as principals. 37.4% (n=187) as Vice-Principals and just 9.8% (n=47) never wanted women as school leaders. On the other hand, 81% (n=405) of respondents believed that women school leadership is characterized by financial prudence. 29.8% ( n=149) agreed women school leadership encouraged collaborative approach to school governance. 12% (n=60) believed it led to domination of school activities by the women and 40.2% (n=201) believed having women as principals made schools well organized. At the level of hypotheses testing, it was found that secondary school teacher's preference of women as principals did not differ on the basis of gender of the teachers but differed on the length of teachers' teaching experience. It was therefore, concluded that appointing women as school principals may not be rejected by male and female subordinates as such appointment may even bring about financial prudence and organized school environment at secondary school level. Thus. it was recommended that more women should be encouraged and appointed to become principals in Nigerian secondary schools.
Facilitating the Acquisition of Receptive Vocabulary Knowledge among EFL Undergraduates Using a Cognitive Approach
Author: Albashtawi, Abeer Hameed
Date: 2020-04-00
Type: Journal Articles
Subjects: Receptive Language,Vocabulary Development,Academic Language,Second Language Learning,Second Language Instruction,Undergraduate Students,English (Second Language),Pretests Posttests,Comparative Analysis,Foreign Countries,Teaching Methods,Recall (Psychology),Retention (Psychology),Reading Tests

This current quasi-experimental study examined the effect of the Cognitive Academic Language Learning Approach (CALLA) on Jordanian EFL undergraduate RVK- recall and retention. 122 participants took part in this study. Quantitative data were collected by administering a pre, post and delayed vocabulary-reading test. The respondents were assigned as experimental and control groups of English major, at the Hashemite University in Jordan. While CALLA was used as the method of teaching students in the experimental group, the conventional method of teaching students was used in the control group. The analysis of the quantitative data revealed that the RVK of the participants improved in a significant way, where the experimental group outperformed the students in the control group. Furthermore, the delayed post-test proved to be useful in this study as it helped the researcher to capture the long-term learning. Additionally, the analysis of post-delayed test showed that attrition of academic vocabulary occurred in very small amounts. The implications of this study suggest that CALLA could facilitate learning academic language in an effective way which could help students to acquire and remember new vocabulary.
Grade 12 Students&apos; Proficiency in Solving Probability Problems Involving Contingency Tables and Tree Diagrams
Author: Awuah, Francis K.
Date: 2020-04-00
Type: Journal Articles
Subjects: Probability,Problem Solving,Visual Aids,Grade 12,Secondary School Students,Mathematics Achievement,Foreign Countries,Secondary School Mathematics,Tables (Data)

Knowledge of probability is perceived as valuable in the 21st century. This knowledge enables people to understand and make informed decisions relating to uncertain events that occur in real life. Hence, many educational authorities have considered the inclusion of the teaching of probability important in their school curricula. This study investigated Grade 12 students' proficiency in solving probability problems using contingency tables and tree diagrams as aids. This study employed cross-sectional survey research design, and a mixed method research approach. Data was collected from 342 secondary school students who were conveniently selected from six schools in the KwaZulu-Natal province in South Africa using an achievement test. The study revealed that most of the students (97% and 91%) scored below 50% in solving probability problems involving the use of tree diagrams and contingency tables respectively. The findings show that the students were not proficient in the use of tree diagrams and contingency tables to solve probability problems. The implications of the findings of this study for teacher training and professional development, and textbook publication are discussed and recommendations made.
From Assessment to Action: Lessons from the Development of Theories of Change with the People&apos;s Action for Learning Network
Author: Alcott, Benjamin
Date: 2020-00-00
Type: Journal Articles
Subjects: Low Income Groups,Middle Class,Change Strategies,Educational Change,Theories,Networks,Cultural Differences,Foreign Countries,Educational Assessment,Citizen Participation,Government Role,School Role,Agency Cooperation,Parent Role,Socioeconomic Influences

In recent years, much attention has been given to extremely poor levels of learning outcomes in low-and lower-middle income countries. Citizen-led assessments have played a vital role in highlighting this &quot;learning crisis.&quot; Having developed these citizen-led assessments, members of the People's Action for Learning (PAL) Network are now increasingly devising and implementing actions aimed at tackling the learning crisis in different country contexts. This article documents the process we undertook of developing theories of change with PAL Network members across 10 countries to inform their shift from assessment of children's learning to action aimed at raising learning outcomes. The article highlights, in particular, the importance for theories of change to take account of context in identifying appropriate actions. Based on their country circumstances, the actions identified by PAL Network members vary, for example, from using assessment data to influence national government reform, to more localized activities associated with &quot;teaching at the right level.&quot; For appropriate actions to tackle the learning crisis to be identified and successfully implemented, an important lesson from the PAL Network experience is the need to enable South-to-South learning and adaptation. As such, the article highlights a pressing need for flexible and iterative theories of change that reflect contextual realities.
Influence of Domestic Violence on Girl-Child Academic Performance of Students in Itesiwaju Local Government Area, Oyo State, Nigeria
Author: Okafor, Ifeoma P.
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Family Violence,Females,Secondary School Students,Academic Achievement,At Risk Persons,Safety Education,Coping,Child Abuse

Domestic violence is a purposeful use of force or strength on a person within and outside the house which affects the person adversely or the society at large. Therefore, this study examined the influence of domestic violence among Senior Secondary School Girls in Itesiwaju Local Government Area of Oyo State. Ex-post facto research design was adopted. The population comprised all Senior Secondary School Students of Itesiwaju Local Government Oyo State while the target population was 1,280 of which 32 respondents were chosen from the 40 Senior Secondary Schools used for the study. Simple random sampling technique was used to select the schools while purposive sampling technique was used to select the respondents Stratified random sampling technique was used to select the respondents. Questionnaire on the Influence of Domestic Violence among Senior Secondary School Girls (IDVASSGQ) was used to gather information from the respondents. The instrument was subjected to validation and test re-test reliability of 0.74 was realized. Chi square was used to test the hypothesis at 0.05 level of significance. The findings revealed that the level of domestic violence on girl-child among secondary school students in Itesiwaju Local Government Area, Oyo State was high. Findings further revealed that there was a significant influence of domestic violence on girl-child academic performance. Based on the findings, it was recommended that there should be awareness on dangers of violence on girl-child generally. This will educate, sensitise and eradicate all especially the girl-child on the dangers of violence. This will assist students to cope with the social vices associated with the violence especially the girl-child. The society at large should take responsibility of reporting the suspected abuser to the child protection agency or police; this would reduce the rate of violence. Strict laws should be formulated to protect female children generally from domestic violence.
Should Items and Answer Keys of Small-Scale Exams Be Published?
Author: Selvi, Hüseyin
Date: 2020-00-00
Type: Journal Articles
Subjects: Answer Keys,Tests,Test Items,True Scores,Test Construction,Psychometrics,Medical Education,Higher Education,Electronic Publishing

This study aimed to examine the effect of using items from previous exams on students? pass-fail rates and on the psychometric properties of the tests and items. The study included data from 115 tests and 11,500 items used in the midterm and final exams of 3,910 students in the preclinical term at the Faculty of Medicine from 2014 to 2019. Data were analyzed using descriptive statistics related to the total test scores, item difficulty and item discrimination values, and internal consistency values for reliability. The Shapiro-Wilks test was used to evaluate the distribution structure, and t test were used to analyze the differences between groups. The findings showed that the mean item repetition rate from 2014 to 2019 ranged from 16.98% to 39.00%. The total score variance decreased significantly as the percentage of test items increased. There was a significant, moderately positive relationship between the percentage of repeated test items and the number of students eligible to pass their grades. Item difficulty values obtained from initial item use were significantly lower than those obtained from repeated item use. We conclude that test items and answer keys should not be published by test makers unless they have the means such as the infrastructure, budget, and personnel to develop new items in place of the ones previously published in test banks.
Identity Negotiation in Chinese University English Classroom
Author: Zhou, Nan
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Concept,Foreign Countries,Higher Education,English (Second Language),Second Language Learning,Communities of Practice,Speech Communication,Student Attitudes

Through a theoretical framework that builds on the Community of Practice construct and the concepts of identity negotiation, imagined identity and investment, this case study examines how one English-as-a-foreign-language student negotiated the identity as an English learner in the Chinese university classroom setting. Then the extent that the student's oral communication behaviors in the English classroom community were influenced by the negotiated identity is presented. The analysis shows that a student may have multiple identities in the educational setting. By constantly shifting identities in the English learning process, the focal student struggled with the English learner identity perceived by herself and that identified by her English teacher. As a result, the student's investment in English class oral tasks and communication behaviors in EFL classroom may change with the shift of identities. Suggestions are made for EFL teachers to help students construct desirable identities in order to improve their involvement in English class oral communication activities.
Application of Iconicity to English Teaching
Author: Li, Tinghua
Date: 2020-00-00
Type: Journal Articles
Subjects: Grammar,Teaching Methods,Second Language Instruction,English Instruction,English (Second Language),Vocabulary Development,Phonetics,Translation,Linguistics,Morphology (Languages),Semantics,Word Order,Chinese

The theory of iconicity is widely applied in different fields such as poetry, novel, advertising and English-Chinese comparison but scarcely is it utilized to the combination of English teaching and iconicity theory in cognitive linguistics. This paper discusses how iconicity theory can be used in English teaching by literature research method. Once teachers become familiar with iconicity theory and apply it to their teaching activity, English teaching and learning would be encouraged for they are a rewarding journey, promised with a host of knowledge.
Senior Faculty Opinions on the Significance of Retirement Age -- Employing Natural Language Processing
Author: Davidovitch, Nitza
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Teacher Retirement,Academic Rank (Professional),Teaching Experience,Foreign Countries,Expertise,Older Adults,Knowledge Level,Age,Faculty College Relationship,Productivity

This study is a pioneer study examining the significance of retirement in terms of lost investments and outcomes. Research findings on the output of academic faculty and on measures of excellence in higher education indicate that upon retirement the academic institution as an organization loses not only faculty who are still capable of contributing both to research and to teaching, but rather also two other important products: valuable knowledge and experience accumulated by senior faculty in the academic system in light of the institution's investments in them. 107 questionnaires were collected from senior faculty members in a case study of one academic institution. A combined research method was utilized, consisting of qualitative and statistical analysis, with the aim of exploring the significance of retirement in terms of lost input and output, as perceived by academic faculty members. The research findings indicate that indeed, as perceived by the faculty, academic institutions as an organization lose faculty who are still capable of contributing to both research and teaching, as well as valuable knowledge and experience accumulated by senior faculty members within the academic system, after being nurtured by the academic institution.
Students&apos; Misconception in Concept of Biology Cell
Author: Duda, Hilarius Jago
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Misconceptions,Cytology,Biology,Science Education,Scientific Concepts,Knowledge Level,Error Patterns,Science Instruction,Instructional Effectiveness

Misconception is often experienced by students who study abstract subjects. If this misconception continues to be maintained then the next concept will be wrong and become a difficulty in the learning process, even if a teacher will continue the wrong concept to their students. Therefore, the researchers tried to analyze the misconceptions that occur in students who are already studying cell biology course. The research approach is qualitative with the research method used is descriptive. The study population was students of Biology Education STKIP Persada Khatulistiwa Sintang and the samples used were 30 students who had taken cell biology courses. Data collection techniques are diagnostic tests and interviews. Data analysis using Certainty of Response Index (CRI). The results obtained were misconceptions on the plasma membrane concept of 22.50%, the concept of endoplasmic reticulum at 30.83%, the concept of the golgi apparatus at 17.50%, and the concept of ribosomes at 31.66%. This data is categorized as high enough that students experience misconceptions, the rest is that students do not know the concept and know the concept. From the results of the study it was concluded that there were misconceptions on the four concepts in the cell biology subject.
The Relationship between Iranian Intermediate EFL Learners&apos; Speaking Skill, Self-Actualization and Creativity
Author: Torabi, Saeede
Date: 2020-04-00
Type: Journal Articles
Subjects: Correlation,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Self Actualization,Speech Communication,Creativity,Student Placement,Language Tests,Student Attitudes,Scores,Prediction,Predictor Variables,Psychological Needs

The present study aimed to investigate the relationship between self-actualization (SA) and speaking skill, creativity (C) and speaking skill, and also the interaction of both creativity and self-actualization and speaking skill to find out which of the two variables of SA or C can better predict speaking skill of the intermediate EFL learners. In so doing, after homogenizing the students as Intermediate ones via an Oxford Placement Test (OPT), two questionnaires of SA (Jones &amp; Crandall, 1986) and Creativity (Torrence, 1990) were administered to 72 intermediate students. Having administered the questionnaires, the researcher required the subjects to deliver a lecture on general and controversial topics. The data collected from the questionnaires as well as the scores given to their speaking skill were analyzed through SPSS (21.00). Results indicated that there was statistically significant relationship between SA and speaking skill and between C and speaking skill. Results also indicated that both variables of SA and C can meaningfully predict intermediate English as a Foreign Language (EFL) learners' speaking skill; however, C was a better predictor of speaking skill. The findings of the present study demonstrated that more concentration is needed to be placed on these two psychological factors in order to enhance students' speaking performances.
Draw Me a Shepherd: Student-Teachers&apos; Perceptions and Metaphors on the Image of the &quot;Leader-Teacher&quot;
Author: Nissim, Yonit
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teacher Attitudes,Figurative Language,Teacher Leadership,Personality Traits,World Views,Reflection,Undergraduate Students,Professional Identity,Age Differences,Student Empowerment,Teacher Student Relationship

The current research examined how students participating in professional training in education and teaching characterized the concept of the &quot;teacher leader&quot;. Layered analysis was employed using quantitative data alongside a qualitative examination of metaphorical representations indicating deeper unconscious perceptions. The significance of the investigation lies in revealing the meaning given in the student-teachers' reflective worldview to their future role as teachers and educational leaders. Participants were one hundred twenty-five undergraduate students studying in various stages of their B.Ed. courses in education and teaching at a teacher education college in Israel. The research process identified four key indices, describing the main qualities required for the teacher leader: Personal Relations, Student Empowerment, Personality Traits, and Functional Traits. Key findings indicated that, according to the students' opinions, Personal Attitude received the highest score of the four examined indices. Thus, from the perspective of these future teachers, a clear association was created between Personal Relations and Personality Traits, as the most significant dominant traits in the concept of the &quot;teacher leader&quot;.