ethanporcaro/eric-fulltext-meta huggingface dataset:
Response to Stephen D. Brookfield&apos;s &quot;Why White Instructors Should Explore Their White Racial Identity.&quot; Forum: Reflections on White Racial Identity in the ABE Classroom. [Part 3 of 4]
Author: Clemans, Shantih E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Adult Basic Education,Teachers,Whites,Racial Identification,Racial Relations,Racial Attitudes,Advantaged,Multicultural Education,Trust (Psychology),Faculty Development,Ethnic Groups,Minority Groups,Power Structure,Racial Bias,Adult Educators

In this response to Stephen Brookfield's &quot;Why White Instructors Should Explore Their White Racial Identity&quot; (EJ1246146), Shantih Clemans agrees with Brookfield's strong assertion that white teachers need to carefully explore what it means to be white. However, she takes two primary points of departure: (1) she feels Brookfield falls short in offering practical guidance to support the imperative of white exploration; and (2) she takes a contrary view to Brookfield's claim that Adult Basic Education (ABE) teachers need to reject a &quot;color blind view of the world for its seeming emphasis on the universal aspect of humanity.&quot; Clemans says that the more chances ABE teachers take to learn from each other -- teacher, student, black, brown, white (and all) -- the more seeds of empathy are planted, the more commonalities we recognize in each other. Clemans shares her point of view that rather than something to critique, humanness is actually a doorway in, a tool to unlock the gnarly puzzle of privilege and power. [For Part 2, see &quot;'Race'ing White Instructors: Beyond the Black-White Binary. Forum: Reflections on White Racial Identity in the ABE Classroom&quot; (EJ1246147).]
Response to Edith Gnanadass and Shantih E. Clemans. Forum: Reflections on White Racial Identity in the ABE Classroom. [Part 4 of 4]
Author: Brookfield, Stephen D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Whites,Teachers,Adult Basic Education,Teacher Attitudes,Racial Attitudes,Race,Racial Bias,Racial Identification,Minority Groups,Power Structure,Advantaged,Higher Education,Inclusion,Racial Differences,Multicultural Education,Adult Educators

In his rejoinder, Stephen Brookfield, responds to Edith Gnanadass and Shantih E. Clemans for their critiques of his article, &quot;Why White Instructors Should Explore Their White Racial Identity&quot;(EJ1246146). Brookfield thanks his two colleagues for engaging so passionately and accurately with his work and for problematizing all the omissions and blindlesses he carries. Brookfield describes their critiques as &quot;spot on,&quot; and makes the observation that they add nuance and context to his analysis. He notes that he loves how the two critiques illustrate why questions of identity are best addressed in conversations between those representing as much intersectionality as can be arranged. [For Part 3, &quot;Response to Stephen D. Brookfield's 'Why White Instructors Should Explore Their White Racial Identity.' Forum: Reflections on White Racial Identity in the ABE Classroom,&quot; see EJ1246148.]
The Role of Pre-Writing Strategies to Enhance the Students&apos; Idea Generating Abilities: The Case of First-Year Computer Science Students of Haramaya University
Author: Alemu, Melkamu
Date: 2020-01-00
Type: Journal Articles
Subjects: Prewriting,Computer Science Education,College Freshmen,Foreign Countries,Writing Strategies,Brainstorming,Student Attitudes,Writing Skills,Persuasive Discourse,English (Second Language),Basic Writing

This research was aimed at fostering students' idea generating abilities via the implementation of pre-writing strategies. The study adopted an action research design. The first phase involved problem identification and causes of the problems through focus group discussion and classroom observation. After identifying the challenges, systematically planned actions were implemented for eight successive weeks. During the intervention phase, awareness was created among the students on the importance of using idea-generating strategies before starting to write a text. As a result, four idea-generating strategies were employed; brainstorming, clustering, free-writing and questioning. Finally, the results of the actions taken were evaluated via observation, questionnaire, and focus group discussion. The findings reveal that the students showed interest in using idea-generating strategies, and the strategies used helped them to come up with adequate ideas in order to develop a text. The strategy also helped them to think exhaustively about what to write and how to support their argument before starting writing the actual text. Out of the four strategies employed, brainstorming was found to be the most convenient strategy to generate ideas. The strategies used were found to prevent students from unnecessary pen pause and frequent deletion of what they produced. Therefore, it is possible to comprehend from this action research that using idea-generating strategies will ease the practice of developing a text.
The Hiring Process of Principals in Public Schools in the United Arab Emirates: Practices and Policies
Author: AlShehhi, Fatima
Date: 2020-01-00
Type: Journal Articles
Subjects: Principals,Personnel Selection,Administrators,Foreign Countries,Educational Policy,Professional Development,Leadership Training,Instructional Leadership,Educational Change,Recruitment,Elementary Secondary Education

This study aims to explore the current selection practices of school principals in the Ministry of Education in the United Arab Emirates. The study covers three main objectives: to investigate the current practices and policies regarding the recruitment of school principals in public schools in the UAE; to explore how the Ministry of Education equips school principals for leadership positions; and to survey school principals' views on recruitment and training and their ongoing professional development needs. Currently there are three main stages in the recruitment process: the first stage is to submit an online application, the second stage is the interview, and the third stage is undergoing a probation period as a school principal. A significant finding was that school principals at present are not satisfied with the current recruitment process and see it in need of change. The recommendations made as a result of this study as based on the key findings and reflections of the school principals. School principals felt they would benefit from more specialized training in leadership and management skills, as well as, visits to successful schools both in the United Arab Emirates and overseas. One important recommendation was to develop a new academic diploma focusing on management and leadership skills for school principals, a 'Principalship Diploma' which covers the fundamental core content, training and requirements for educational leadership and effective performance. School principals play an imperative role in supporting the school, staff, and student performance, and therefore it is extremely important to create a clear, transparent and effective hiring policies in order to hire the most competent, effective and best performing school principals to lead the educational reform process in the United Arab Emirates.
The Effect of Job Enabling English Proficiency Administration on Philippine Students&apos; English Language Skills
Author: Bawa, Lydia S.
Date: 2020-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,College Students,Correlation,Grades (Scholastic),Foreign Countries,Employment Opportunities,Program Descriptions,Computer Assisted Instruction,Teaching Methods,Outcomes of Education

This study aimed to examine the effect of administrating Job Enabling English Proficiency (JEEP) on the students' English language skills in selected colleges and universities of Region XII, Philippines. The study sought to find out the relationship between the JEEP Program administration for the sustainable operation and the students' English language skills based on their JEEP Start grades. This study utilized the descriptive-correlation design. There were 286 JEEP Accelerate student-respondents from two schools offering the JEEP Program in Region XII. Total/complete enumeration sampling was utilized. The results revealed on the JEEP administration actions for sustainable operation were rated &quot;Highly Evident&quot;. The correlations between administration actions for sustainable operation of JEEP and students' English language skills based on their grades were all found significant.
Students&apos; Attitudes and Perceptions of Reading through Analysis of Their Paintings
Author: Batur, Zekerya
Date: 2020-01-00
Type: Journal Articles
Subjects: Student Attitudes,Reading Attitudes,Painting (Visual Arts),Grade 5,Elementary School Students,Public Schools,Freehand Drawing,Phenomenology,Positive Attitudes

This study investigated the attitudes and perceptions of 5th grade students in terms of reading. The study group consists of 10 participants, 6 girls and 4 boys, attending the 5th grade of a public school. This research is a qualitative study with a descriptive phenomenology design. As a data collection tool, the students' drawings and face to face interviews with the students were used. At the stage of collecting the data, the students were asked the question &quot;Can you draw a picture that reflects your thinking about reading?&quot; Afterwards, face-to-face interviews were made to explain their drawings. The students' attitudes and perceptions about reading were examined through paintings and face-to-face interviews. A total of 3 different themes were created. It is seen that &quot;Dream World&quot; theme is the most drawn with 4 paintings among these themes. According to the results obtained, it is seen that all the students in the study group have a positive perception towards reading.
English Language Learners&apos; and Native English-Speakers&apos; Spelling Growth after Supplemental Early Reading Instruction
Author: Dussling, Tess
Date: 2020-01-00
Type: Journal Articles
Subjects: English Language Learners,Native Speakers,Spelling,Spanish Speaking,Reading Achievement,Grade 1,Elementary School Students,Literacy,Reading Instruction,Phonemic Awareness,Phoneme Grapheme Correspondence,Evidence Based Practice,Phonological Awareness,Intervention,Instructional Effectiveness,Teaching Methods,Native Language,Pretests Posttests,Language Proficiency

English language learners (ELLs) are the fastest growing population of students in U.S. schools, and, unfortunately often experience lower levels of reading and spelling achievement than native English-speaking students. There is growing evidence showing that early reading interventions, which have been effective with native English-speakers, can also be effective with ELLs, although the majority of the research focuses on students who are native Spanish-speakers. Additionally, much less is known about spelling growth for ELLs, especially ELLs who speak a native language other than Spanish. Thirteen first grade students who were struggling with early literacy skills (seven non-Spanish-speaking ELLs and six native English-speakers) were selected for participation. The students were placed in three small reading groups, with four to five students each (at least two of whom were ELLs). The groups met five times a week, for approximately six weeks, for 30 minutes per session (totaling approximately 15 hours of supplemental instruction). The small group instruction was designed to reinforce phoneme awareness skills and help students understand the relationships between spoken sounds and written letters. Analysis of pretest to posttest gain scores showed significant growth in spelling ability. Non-Spanish-speaking ELLs with varying levels of English language proficiency benefitted from the intervention. All students demonstrated growth in their understanding of letter-sound correspondences. Evidence-based practices focusing on phonological awareness and the relationships between written letters and spoken sounds can be effective in terms of spelling ability growth when used in small groups comprised of both non-Spanish-speaking ELLs and native English-speakers.
Measuring Nature of Science Views of Middle School Students
Author: Yalaki, Yalçin
Date: 2019-00-00
Type: Journal Articles
Subjects: Scientific Principles,Scientific Attitudes,Middle School Students,Student Attitudes,Multiple Choice Tests,Test Reliability,Test Items,Scientific Literacy,Science Tests,Item Response Theory,Factor Analysis,Goodness of Fit

Developing scientific literacy for all students is the most often stated purpose of contemporary science education. Nature of science (NOS) is seen as an important component of scientific literacy. There are various perceptions of NOS in the science education community and NOS itself is an ever-changing construct. This makes it challenging to develop instruments for measuring understanding of NOS at different levels. Many instruments have been developed and are being developed to assess NOS learning, which indicates the importance attributed to this subject. In this study, we developed a multiple-choice test to measure NOS understanding of middle school students. The instrument was applied to 1397 middle school students. The 24 item multiple-choice test had KR-20 reliability coefficient of 0.74. A 12 item multiple-choice test created as a subset of the 24 items of the original test. This test was easier and had higher discrimination, which can provide useful measurement data about students' understanding of NOS for diagnostic or formative purposes.
Determination of Sample Size and Observation Units
Author: Acar, Tülin
Date: 2019-00-00
Type: Journal Articles
Subjects: Sample Size,Computer Software,Probability,Statistical Analysis,Mathematics,Programming Languages,Sampling

The purpose of this study was to write programs to define sampling sizes and observation units by probability sampling methods and to provide an idea for software developers. The algorithms of the programs were written in Python 3. The programs may be run by double-clicking on the Windows operating system or by the command prompt of the DOS operating system. Each exe file has a memory space of 5 megabits on average. In this respect, the application files are very useful in terms of sharing by email and mobility by USB memory sticks.
Engagement of Students with Disabilites for Inclusion in Ethiopian Public Higher Education Institutions
Author: Abera, Tadesse
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Students with Disabilities,Learner Engagement,Inclusion,Psychological Patterns,Sense of Community,Teacher Student Relationship,Peer Relationship

The aim of the study was to investigate the extent of engagement, inclusion and influence of engagement on inclusion of Students with Disabilities (SWDs) in Higher Education Institutions (HEIs). Convergent Parallel Mixed research design was employed though only quantitative data presentation, interpretation and discussion was considered in this paper. Student Engagement Scale (SES) and College Student Experience Questionnaire (CSEQ) were used to collect data. Reliability and validity of the instruments was scrutinized properly. For example, pilot study of the instruments was undertaken involving 30 SWDs who were attending their education at Mekelle University. Target population were 773 SWDs from 5 HEIs in the country, yet through Taro (1967) stratified proportionate random sampling technique (deaf, blind and physical impairment strata) 264 SWDs were determined to be sample populations. The data collected by the two questionnaire were analyzed by using one-sample t-test and multiple stepwise regression. Results indicated that SWDs were engaged highly in their sense of valuing (psychological engagement I) and cognitive engagements. However, they have lower sense of belonging, lower relationships with faculty members, peers and behavioral engagements. On the contrary, SWDs were found to be included and this inclusion was influenced by SWDs' engagement. Recommendation was therefore, training about engagement need to be delivered to SWDs at various levels of education before entering to HEIs.
The Impact of Ignoring Multilevel Data Structure on the Estimation of Dichotomous Item Response Theory Models
Author: Lee, Hyung Rock
Date: 2019-00-00
Type: Journal Articles
Subjects: Item Response Theory,Computation,Error of Measurement,Test Bias,Statistical Analysis,Hierarchical Linear Modeling

Applying single-level statistical models to multilevel data typically produces underestimated standard errors, which may result in misleading conclusions. This study examined the impact of ignoring multilevel data structure on the estimation of item parameters and their standard errors of the Rasch, two-, and three-parameter logistic models in item response theory (IRT) to demonstrate the degree of such underestimation in IRT. Also, the Lord's chi-square test using the underestimated standard errors was used to test differential item functioning (DIF) to show the impact of such underestimation on the practical applications of IRT. The results of simulation studies showed that, in the most severe case of multilevel data, the standard error estimate from the standard single-level IRT models was about half of the minimal asymptotic standard error, and the type I error rate of the Lord's chi-square test was inflated up to 0.35. The results of this study suggest that standard single-level IRT models may seriously mislead our conclusions in the presence of multilevel data, and therefore multilevel IRT models need to be considered as alternatives.
Development of Perceived School Counselor Support Scale: Based on the ASCA Mindsets and Behaviors
Author: Karaman, Mehmet Akif
Date: 2019-00-00
Type: Journal Articles
Subjects: Test Construction,Likert Scales,School Counselors,Student Attitudes,High School Students,Foreign Countries,Factor Analysis,Factor Structure,Counselor Role,Career Counseling,School Counseling,Test Validity,Test Reliability,Psychometrics

This study presents a culturally and psychometrically sound instrument of perceived school counselor support among Turkish high school students. The study has been framed using American School Counseling Association's Mindsets and Behaviors for Students Success Model to create a valuable instrument that measures students' perceptions of their school counselors' support in a different culture, society, and education system. The results of this study supported the theoretical based &quot;Perceived School Counselor Support Scale&quot; long and short forms providing initial and strong evidence based on internal structure and relations to other variables. Internal consistency estimates on subscales ranged from good to strong.
The Effect of Using Drama in English Language Learning among Young Learners: A Case Study of 6th Grade Female Pupils in Sakaka City
Author: Alasmari, Nasser
Date: 2020-01-00
Type: Journal Articles
Subjects: Drama,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Learning Processes,Language Proficiency,Language Tests,Communicative Competence (Languages),Native Language,Interference (Language),Barriers,Role Playing,Foreign Countries,Story Telling,Creative Activities,Elementary School Students,Grade 6,Case Studies

English is now the most frequently used language worldwide. In academia, English has become &quot;a hyper central language&quot; millions of students are learning for various reasons. As such, pedagogists, academicians, and language teachers seek new tools and teaching methods to help English language learners reach high proficiency levels. The use of drama as a teaching/learning tool in English language classrooms is one proposed method, justifying this study to investigate the effects of teaching English language through drama, thus deciphering the advantages of this experience and possible challenges it may pose. Data was gathered via an English language test and classroom observations. Results showed that the use of drama develops participants' language skills, especially the communicative ones such as interactions and conversations, and yields higher proficiency levels as it motivates them to become more engaged in the learning process. These participants also displayed more responsibility and self-reliance; thus, much learning took place. These results confirmed the general claim that introducing drama activities in language classrooms positively supports language acquisition. However, introduction of such a tool presented a few challenges as well, such as the learners' problems of L1 interference, embarrassment, and inhibition, as well as issues related to the unpredictable and open-ended nature of drama. This paper presents more implications of the findings that necessitate further research to gain a more comprehensive account of drama use in language classrooms and thus overcome the challenges presented.
The Relationship between Organizational Image and Organizational Citizenship Perception of Academicians
Author: Tanyildiz, Hale Betül Akinci
Date: 2020-01-00
Type: Journal Articles
Subjects: Reputation,Colleges,Institutional Characteristics,College Faculty,Teacher Attitudes,Gender Differences,Foreign Countries,Work Environment,Communication Strategies,Social Responsibility,Employees,Educational Administration,Educational Quality,Citizenship

Today, organizations have to give a positive image to their internal and external stakeholders. There is a need for a positive image for employees to strive for the benefit of the organization. The aim of this study is to determine the relationship between the perception of organizational image and organizational citizenship behavior of academicians. In order to address this objective the organizational image questionnaire which was developed by Uluçay (2012), and organizational citizenship questionnaire which was developed for higher education institutions by Tasçi and Koç (2007) were used. The questionnaire was applied to 340 academicians. The results show that organizational image perception of the academicians differs significantly according to gender and type of university. According to the findings, organizational image perceptions of female academicians are higher than male academicians, and it is found that organizational image of foundation universities is higher compared to state universities. Also, there is a significant relationship between academicians' organizational citizenship behavior and certain variables such as age, vocational seniority and working year in university. As academicians' age, professional seniority and working year in university increase, so does their performance of organizational citizenship behavior. The results show that there is a positive relationship between organizational citizenship behavior and organizational image.