ethanporcaro/eric-fulltext-meta huggingface dataset:
Design and Validation of a Questionnaire on Influence of the University Classroom on Motivation and Sociability
Author: González-Zamar, Mariana-Daniela
Date: 2021-00-00
Type: Journal Articles
Subjects: Questionnaires,Test Construction,Test Validity,Classroom Design,Class Organization,Space Utilization,Physical Environment,Environmental Influences,Undergraduate Students,Preservice Teachers,Student Motivation,Perception,Student Attitudes,Classroom Environment,Interpersonal Relationship,Foreign Countries

In recent years, the changes experienced in the educational and social field have been reflected in the growing interest in defining how the attributes of the learning space affect students. This study seeks to determine the influence exerted by the design and organization of the university classroom on motivation and social interaction. The objective was to develop and validate a measurement instrument to evaluate the impact of the university classroom design on the student, considering their physical, environmental, perceptual, and motivational attributes. The questionnaire was applied to a sample of 402 students from the University of Almeria (Spain). The reliability and content validity of the construct were analyzed. Reliability was demonstrated by a Cronbach's alpha of 0.938 for the dimensions with quantitative cut items, being highly satisfactory. The Chi-square goodness of fit test analyzed the qualitative items. Content validity was subject to expert judgment. It is concluded that the presented instrument meets the required technical attributes, to be considered a reliable and valid educational tool for measurement.
Visual Arts in the University Educational Ecosystem: Analysis of Schools of Knowledge
Author: González-Zamar, Mariana-Daniela
Date: 2021-00-00
Type: Journal Articles
Subjects: Aesthetics,Feedback (Response),Visual Arts,Educational History,Universities,Bibliometrics,Research Reports,Educational Philosophy,Scientific Research,Productivity,Music,History,Trend Analysis,Role,Science and Society,Art Education

Throughout history, the visual arts have allowed for a dynamic of aesthetic feedback, cultural plurality, and a standardization of the artistic phenomenon. The objective of this study is to analyze the current lines of research at the international level, during the period 1952-2020, on the visual arts in the university educational ecosystem. Bibliometric techniques were applied to 1727 articles in the thematic area of the &quot;Arts and Humanities&quot; to obtain the findings included in this report. Scientific production has increased mainly in the last decade, making up around 70% of all publications. Five schools of knowledge have been identified that generate articles on this topic related to art, visual culture, modernity, music, and history. The growing trend of scientific production worldwide shows the interest in developing aspects of this field of study. This article contributes to the academic, scientific, and institutional discussion on the role of the visual arts in contemporary society.
Analysing Students&apos; Spatial Abilities in Chemistry Learning Using 3D Virtual Representation
Author: Rahmawati, Yuli
Date: 2021-00-00
Type: Journal Articles
Subjects: Spatial Ability,Chemistry,Science Instruction,Secondary School Students,Secondary School Science,Geometric Concepts,Foreign Countries,Cognitive Processes,Molecular Structure,Visual Aids,Computer Simulation,Teaching Methods,Scientific Concepts,Concept Formation

Students often have difficulty understanding abstract concepts in chemistry and a low spatial ability, especially in visualizing intermolecular interactions at the submicroscopic level. Therefore, this study aims to analyze the spatial ability of students by using a 3D virtual representation as they study the curriculum topic of molecular geometry. The research was conducted with 13 male and 23 female year 10 secondary students in Jakarta, Indonesia. A qualitative methodology was employed to analyze students' spatial abilities while they undertook learning activities using 3D virtual representation. Data collection included a spatial assessment, a quiz about prior knowledge, student worksheets, interviews, observation sheets, reflective journals, and a molecular geometry test. Learning was carried out in three stages; engage, explore, and explain. The results of the research show that students' ability in spatial orientation is low whereas their ability in spatial relationships that involve using mental manipulation and rotation of 2D or 3D objects is more developed. Students employ this approach to develop their understanding of molecular geometry.
Levels of School Administrators Exhibiting Instructional Supervision Behaviors: Teachers&apos; Perspectives
Author: Deniz, Ünal
Date: 2020-12-00
Type: Journal Articles
Subjects: School Supervision,Instructional Leadership,Principals,Teacher Attitudes,Elementary School Teachers,Middle School Teachers,High School Teachers,Age Differences,Teaching Experience,Feedback (Response),Observation,Professional Development,Foreign Countries,Administrator Responsibility

Beginning with the 2015-2016 academic year in Turkey, school principals were given the responsibility of instructional supervisory authority. The purpose of this study is to reveal the level of instructional supervision exhibited by the school principals according to the perceptions of teachers and to examine these perceptions in terms of various variables. In this context, 1237 teachers working in primary, middle and high schools in Balikesir and Bursa provinces were included in the study. In the study, a survey was used to reveal the current situation regarding instructional supervision exhibited by the school principals. The results of the study showed that the instructional supervision exhibited by the school principals occurred at a low frequency. Within the scope of the study, it is recommended that the current practice regarding the instructional supervision should be provided in a way that will recognize the teachers in the process of providing feedback to teaching and teachers and benefit from these teachers in this process.
&quot;Is This a Safe Space?&quot;: Examining an Emotionally Charged Eruption in Critical Language Pedagogy
Author: West, Gordon Blaine
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Justice,Critical Theory,Emotional Response,Homosexuality,Social Bias,Inservice Teacher Education,Feminism,Controversial Issues (Course Content),Power Structure,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Teaching Methods,Foreign Countries,Vignettes,High School Students

Unexpected conflicts, or eruptions, in class during discussions of controversial issues are not uncommon in the field of English language teaching (ELT). This can be especially true for critical English language teachers who hope to address social justice issues in their classrooms. Existing literature of these events often mentions emotional responses of teachers and students, without fully analyzing the ways in which emotions are processed and constrained around these eruptions. This article examines a homophobic incident during an in-service English language teacher course taught by the author to illustrate ways in which emotions shaped the response to the incident, and how social justice aims can be achieved for critical language teachers in emotionally challenging environments, where there may be competing claims of injustice and narratives of oppression. Drawing on feminist theories of emotion, the case is made for a conceptualization of emotions not as private, individual experiences, but rather as public, socioculturally and materially mediated experiences. Social justice is theorized as an active fight against injustices that cannot be seen as an individual, isolated effort. Implications for critical language educators are shared.
Demystifying the Ivory Tower Syndrome in Universities through the Use of Transformational Leadership
Author: Peretomode, V. F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Transformational Leadership,College Administration,Professional Isolation,Teacher Administrator Relationship,Strikes,Leadership Styles

One of the major criticisms of top management in universities in most African countries is arguably the isolation of both top management team and intellectuals from the real problems and issues of the real world and business of universities. This disconnect, often referred to as the Ivory tower syndrome, has become a source of concern. Based on experience, observations over the years on administrative practices of vice chancellors and an extensive review of the literature on the nature of the university, Ivory Tower Syndrome, and transformational leadership, ideas derived therefrom are analyzed and thereafter fine threads are synthesized in this study. The integrated ideas helped to highlight the factors responsible for the persistence of the Ivory Tower Syndrome in universities. How the characteristics of transformational leadership can be used to eliminate, or at least, reduce this isolation from the people - staff and students - at the bottom of the ladder with their problems which often lead to strikes and other crisis situations are discussed. Social connectedness is recommended as a strategy that should be imbedded in university governance in Nigeria.
Equity in Higher Education of Nepal
Author: Gandhari, Yogendra
Date: 2021-00-00
Type: Journal Articles
Subjects: Equal Education,Higher Education,Foreign Countries,Social Class,Economically Disadvantaged,Ethnocentrism,Social Mobility,Barriers,Inclusion,Advocacy,Educational Opportunities,Access to Education

University education enables people to have better socio-economic return, engage in critical reflection of political affairs, social practices, and inequalities which subsequently strengthens democracy. The educational opportunities for disadvantaged people help them to break the vicious cycle of poverty, marginalization, and discrimination by enabling them to improve the social and economic status. The Government of Nepal has enacted the National Higher Education (HE) Policy, but it lags ensuring equitable opportunities for the marginalized community, particularly the Dalit community. Despite the constitutional commitment to provide equitable opportunities for educational development, Dalits who comprise above 13% population have been facing multitudes of exclusion in HE opportunities. Venanzi's social exclusion perspective has been used to analyze the underrepresentation of Dalits in HE. The ethnocentrism-historically developed ethnic perspective manifested by the National Code of Conduct of Nepal in 1854; the discursive formation-micro-stories that explained the derogatory origin of Dalits and the hegemonic discourse-subtle form of power perpetrated by non-Dalit in system implementation curtail Dalit's equitable participation in HE. Consequently, Dalits fail to move upward to the socioeconomic status which has impacted the overall development of the country. Mass advocacy and awareness campaign to deconstruct hierarchy-based caste system, data/evidence-based gender and social inclusion policy, increased participation of Dalits in decision-making positions, exploration of caste-related issues through periodic academic research and enactment of subsequent actions, inclusion of Dalit-related issues in HE curriculum, and arranging alternative education for geographically excluded Dalit community may enable Dalits to get HE.
Factors Influencing the Choice of Higher Education Institutions in Angola
Author: Gaspar, Adília Mendonça da Costa e Silva
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Choice,Student Attitudes,Institutional Characteristics,Student Characteristics,Environmental Influences,Marketing,College Students,Geographic Location,Costs

Higher education (HE) plays a predominant role in the development of any society. The expansion of HE all over the country (Angola) through the creation of new public and private higher education institutions (HEIs), as well as the creation of internal and external scholarships, have been some of the policies aimed at increasing access to HE, especially the increase in women's access to HE. Giving the growing number of HEIs throughout the country, the Government's main concern is their quality. This article aims to assess the factors that lead students to choose a particular HEI. The question raised is whether, the factors influencing the choice of an HEI in a developed country are the same when it comes to a developing country. To obtain the data, focus group was applied, whose answers were the basis for the construction of a survey that was distributed to students As a result, 6 dimensions were obtained: Issues related to scientific activities, such as ranking of research, lectures and location; although the importance in determining the HEI does not carry the same weight in the choice of an HEI by these students.
Exploring the Concept of Teacher Leadership through a Document Analysis in the Australian Context
Author: Kahler-Viene, Nicole
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Leadership,Content Analysis,Accountability,Advocacy,Teacher Collaboration,Educational Practices,Cultural Awareness,Inclusion,Capacity Building,Professionalism,Reflective Teaching,Safety,Trust (Psychology),Risk,Alignment (Education),Educational Objectives,Sustainability,Teamwork,Communities of Practice,Leadership Qualities

This paper focuses on a document analysis for an Australian case study, which contributes to a larger international study on teacher leadership. The aim of this paper is to ascertain how teacher leadership is understood and conceptualised from an Australian documentary perspective spanning the national, state, regional, and local education administrative levels. A document analysis framework stipulated by the larger study identified the attributes of teacher leadership. Twenty-one documents were analysed and the attributes in relation to five considerations impacting teacher leadership are discussed. Results indicated differences of dominant attributes across each of the levels: however, accountability and advocacy are consistently represented. Accountability filters through all four levels. The system is beginning to advocate and acknowledge pathways to leadership. At the state level, teacher leadership is strengthened through professional and collaborative practices. However, this paper suggests this is not consistently evident at the regional and local levels due to a number of pertinent organisational issues.
Mathematics Enrichment Camp Experiences Amid the COVID-19 Pandemic: Teacher Voices and Perspectives
Author: Grossie, Elizabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Education,Camps,Online Courses,Mathematics Teachers,COVID-19,Pandemics,School Closing,Educational Technology,Technology Uses in Education,Middle School Students,Middle School Teachers,STEM Education,Summer Programs,Teaching Methods,Learning Activities,Internship Programs

This article discusses how mathematics teachers seized the opportunity to keep the mathematics component of STEM camp on track by transforming the camp into a virtual camp themed &quot;Out of this World.&quot; Teachers and camp interns encountered technical, social, and instructional challenges in transitioning to a digital platform while preserving the integrity of the prior learning experiences. Such challenges presented opportunities for collaborative and innovative resolutions as well as personal and professional growth. The lived experiences presented a need for a vector from instructional theory to practice and resulted in the development of an authentic professional learning community. The voices of these educators speak hope and promise for mathematics teachers answering the call to remote learning.
Performance Appraisal Training of Employees: A Strategy to Enhance Employees&apos; Performance in Public Teacher Training Colleges in Kenya
Author: Miriti, Justine Majau
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Schools of Education,Personnel Evaluation,Evaluators,Deception,Prevention,Delivery Systems,Conflict Resolution,Career Development,Training

Human Resource (HR) practices like performance appraisal (PA) training are meant to ensure that employees are equipped with the knowledge and skills needed for the attainment of organisational goals. However, gaps still exist on the relationship between PA employees' training and employees' performance. This study aimed to establish the relationship between PA training and employees' performance in Public Teacher Training Colleges (PTTCs) in Kenya. A cross-sectional survey study was conducted among 282 employees comprising 185 appraisee's and 97 appraisers in all the 27 PTTCs. Proportionate stratified sampling technique was used and a self-administered semi-structured questionnaire was used to collect sociodemographic data and PA practices. Linear regression analysis indicated that PA training contribution to employee's performance was not significant (R2 = 0.001). Appraisee's preferred quarterly appraisal trainings and appraisers preferred those conducted twice a year (P=0.0054; P=0.0025), respectively. Personal request (P=0.0086) was the basic selection criterion considered for appraisers to attend PA training whereas for appraisee's, the management considered individual performance (P=0.0011). The PA training among appraisers focused on corruption prevention and service delivery (P=0.0031; P=0.0232 respectively) whereas for appraisee's, it focused on conflict resolutions (P=0.0299). Additional courses besides PA training were intended to enhance employees' personal development (P=0.0002). Appraisers opined that the relevance of PA training on employees' personal development was not relevant at all (P=0.013) and ineffective (P=0.0055). Results suggest well-designed PA programmes that guarantee employees' personal development and career progression enhances their commitment and may positively affect their performance.
Effects of Teaching Lexical Bundles on EFL Students&apos; Abstract Genre Academic Writing Skills Improvement: Corpus-Based Research Design
Author: Birhan, Amare Tesfie
Date: 2021-00-00
Type: Journal Articles
Subjects: Phrase Structure,Teaching Methods,Computational Linguistics,Second Language Learning,Second Language Instruction,English (Second Language),Academic Language,Writing Skills,Writing Instruction,Computer Science,Language Styles,Pretests Posttests,Student Attitudes,Undergraduate Students,Intervention,Foreign Countries

Lexical bundles are two or more string of words that co-occur frequently in a corpus. Hence, this corpus-based research design study examines the effects of lexical bundles on English as a foreign language learner's abstract genre academic writing skills, and it also investigates students' perception towards lexical bundles instruction to enhance their academic writing skills. Hence, frequent lexical bundles were selected from 70 computer science articles. These articles were selected from 7 journals that were published in reputable, indexed, and through representative criteria. Accordingly, sixteen frequent lexical bundles were selected through corpus analysis software (Laurence Anthony's Antconc software) for the purpose of classroom instruction. The bundles are intended to help computer science students to develop their abstract genre academic writing skills. Students have instructed their academic writing through corpus informed instruction for two months, and the data were gathered through pre and post-tests and questionnaire. The findings indicated that lexical bundles have a positive effect on students' academic writing skills, particularly abstract genre writing. Besides, the students have a positive perception of the lexical bundle and the instruction to enhance their academic writing skills. Finally, this research calls attention to discipline-oriented lexical bundles since they are crucial for academic writing.
Video Feature Making in ESP-Based Public Speaking Class: A Student-Centred Learning in Vocational Higher Education Context
Author: Apriyanti, Difiani
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Video Technology,Technology Uses in Education,English for Special Purposes,Public Speaking,Student Centered Learning,Vocational Education,Higher Education,Instructional Materials,Second Language Learning,Second Language Instruction,Writing (Composition),Soft Skills

In Indonesia, English for Specific Purpose (ESP) usually offers to students of non-English Department. It has not been any consideration that it must also be taught to students of English Department, especially for those who are in vocational higher institutions. By facilitating the learning of ESP by the institution, they will fit in any kinds of work fields. Actually, ESP must not always stand-alone to be taught. It can be integrated with the subjects provided by English Department like Public Speaking. For teaching ESP in a Public Speaking class, learning material was developed based on elements of TBL proposed by Martin Bygates which consists of need analysis, the three-phase procedure, the discovery-based element, and the project-based nature of TBLT. Gall and Borg Small Scale Model which has six phases was chosen. They were need analysis, planning objectives, developing preliminary forms of product, preliminary field testing, main product revision, and main field testing. This R&amp;D developed a learning material named Digital Video Feature Project (DVFP) and it was implemented to 25 students who were taking Public Speaking class in English Department of Politeknik Negeri Padang. From the research, DVFP has successfully encouraged the students to be more competent in writing in the context of the chosen ESP, more skillful as a public speaker in a topic related to the chosen ESP, risen their knowledge related to the chosen ESP, and also build their social life with people related to the chosen ESP. In conclusion, DVFP does not influence the students' ESP and Public Speaking skill but also affect their mind and consideration to support any issues related to the chosen ESP.
Benefits of a Multi-Institutional, Hybrid Approach to Teaching Course Design for Graduate Students, Postdoctoral Scholars, and Leaders
Author: Hoffmann, Darren S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Students,Postdoctoral Education,Blended Learning,Intercollegiate Cooperation,Instructional Design,Program Evaluation,Workshops,Program Effectiveness,Student Attitudes,Teacher Attitudes

In this study, graduate students and postdoctoral scholars participated in a hybrid, multi-institutional workshop series about course design. Trainees developed college courses based on their research expertise, posting works-in-progress to a shared, online drive for peer review and collaboration. Learners also met weekly with local facilitators at their institution. The program led to similar learning outcomes as when the program was previously run in a face-to-face only format at one institution. However, the multi-institutional design led to additional benefits, especially for leaders at each institution, who described a rich learning community in their collaborative work.