ethanporcaro/eric-fulltext-meta huggingface dataset:
English Medium Publications: Opening or Closing Doors to Authors with Non-English Language Backgrounds
Author: Alsabahi, Randa
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Authors,Writing for Publication,Writing Skills,Writing Evaluation,Publications,Peer Evaluation,Academic Language,Self Concept,Critical Theory,Social Networks,Social Bias,Language Variation,Anglo Americans,Language Attitudes,Editing,Researchers,College Faculty,Gender Bias

This critical exploratory study aims to examine the role academic brokers play in opening (or not) the gates to non-first-language-English (NFLE) scholars to contribute to the global research conversation. For the study, a qualitative research approach was used to collect data; ten emergent and established researchers were interviewed, all of whom originated from non-Anglophone countries. Four academic brokers were also interviewed to further examine the topic from their viewpoints. The findings revealed that revisions recommended by journal editors and reviewers could perhaps diminish the richness of texts and ultimately affect the voices NFLE authors try to project in their papers. Findings also showed that academic brokers are cognizant of the problems NFLE authors face when writing for publication, especially those pertaining to the quality of their writing and to the ways they respond to reviewers' suggestions and handle the review process.
ESP Textbook Evaluation: The Case of Kuwaiti Students of Business Administration
Author: Al-Abdullah, Seham
Date: 2022-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Foreign Countries,Student Needs,Language Teachers,Textbooks,Textbook Evaluation,Business Administration Education,Undergraduate Students,Check Lists,Majors (Students),Curriculum Design,Teacher Attitudes

Textbooks are considered an essential component of classroom materials. Teachers usually examine a wide range of textbooks offered in the book market to determine an appropriate one that fits the pedagogical demands. Textbooks' evaluation is, therefore, important to determine and improve their suitability for students' needs. Specifically, in teaching English for Specific Purposes (ESP), textbooks play a significant role in enhancing students' learning of specialized English skills and using such skills to address occupational needs. This study was undertaken to evaluate the quality of the &quot;Business Result Second Edition&quot; (2017) textbook and its suitability for the needs of students majoring in Business Administration (BA) at the College of Business Studies (CBS) in Kuwait. An evaluation checklist was utilized to examine five factors (subject matter, linguistic issues, exercises and activities, course objectives, and layout of materials and visuals). Participants included 10 English language teachers who taught the ESP course at CBS. Results indicated that despite having some disadvantages, the textbook was relatively suitable for the course. The findings of this study can be adopted by the curricula designers at CBS to improve or modify the textbook in question.
Peoria&apos;s CTE Renaissance
Author: Brix, Michael
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocational Education,Career Pathways,Experiential Learning,Vocational Education Teachers,High School Students,Public Schools,Construction (Process)

A longtime construction industry professional and business owner, the author transitioned to career and technical education (CTE) in 2014. Since becoming a construction trades instructor at Woodruff Career and Technical Center in Peoria, Illinois, he has been central to Peoria's CTE renaissance. Currently, he teaches renewable energy and construction-focused work-based learning. In this article, the author describes becoming a CTE instructor, growing the program through collaboration and relationship building, and some exciting opportunities ahead.
Examining the Interrater Reliability between Self- and Teacher Assessment of Students&apos; Oral Performances
Author: Manzano, Dexter L.
Date: 2022-10-00
Type: Journal Articles
Subjects: Oral Language,Self Evaluation (Individuals),College Students,Interrater Reliability,Correlation,Student Evaluation,Comparative Analysis,Teacher Attitudes,Student Attitudes,Accuracy,Instructional Effectiveness,Tagalog,Rating Scales,Speech Communication,Evaluation Criteria,Scores,Foreign Countries

The increasing popularity of self-assessment prompted several scholars to investigate its effectiveness and accuracy in relation to teacher assessment. However, most of these studies focused only on the consistency estimate perspective. Thus, the current study investigated the interrater reliability between self- and teacher assessment of students' oral performance in Filipino. Specifically, this study used two perspectives (i.e., consistency estimate and consensus estimate perspectives) to see the full picture of interrater reliability between self- and teacher assessment. Fifty (50) college students from various specializations participated in this study. They assessed their respective oral performances using an in-class observation self-assessment with self-viewing. Findings reveal that teacher and students' SA results posted a very strong positive relationship and that their ratings agree with each other. High positive correlations suggest that both the students and the teacher consistently apply the rating scale. These results were attributed to the use of a micro-analytic rating scale, assessment training, and rating procedure used during SA. Implications for classroom assessment and future studies were discussed.
A Systematic Review on In-Service Teachers Experiences of Using ISTE Standards for Educators in the Classroom
Author: Mucundanyi, Gaspard
Date: 2022-10-00
Type: Journal Articles
Subjects: Literature Reviews,Teaching Experience,Technology Integration,Standards,Elementary School Teachers,Secondary School Teachers,Technology Uses in Education,Teacher Attitudes

Integrating technology in k-12 classrooms is still a challenge. However, the International Society for Technology in Education (ISTE) provides standards that can help educators to integrate technology in teaching and learning. The purpose of this study is to share the pillars of the ISTE Standards for Educators that in-service teachers felt comfortable and confident to use in their classrooms. This study used a systematic review to examine the primary research publications on the experience of in-service teachers using ISTE Standards for Educators as a framework or a foundation to create an instrument. The findings showed that the in-service teachers had focused on the pillars of Designer, Analyst, Facilitator, Citizen, and Learner in their teaching and learning activities. These five pillars may serve as a foundation for in-service teachers to fully implement the seven pillars of ISTE Standards for Educators in the classrooms. The authors also recommend the instructors at a postsecondary level to use the ISTE Standards for Educators in their teaching and learning activities.
Implementing Emotional and Social Intelligence Competencies in an Educational Business Service
Author: Winter, Renee
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Emotional Intelligence,Interpersonal Competence,Higher Education,College Administration,Leadership Styles,Metacognition,Self Control,Interpersonal Relationship,College Faculty,Videoconferencing,Video Technology,Instructional Leadership,Administrator Behavior,Coaching (Performance),Faculty Development,Empathy,Administrator Attitudes

The purpose of this study was to understand how knowledgeable higher education leaders are about the competencies of emotional and social intelligence. The perceived need to utilize these competencies with subordinates was also explored. The theoretical frameworks of emotional intelligence and social intelligence support this study and consist of four competencies: self-awareness, self-management, social awareness, and relationship management. The questions that drove this study were &quot;How knowledgeable are leaders about the competencies of Emotional Leadership Theory and Social Leadership Theory?&quot; and &quot;How do leaders in an educational business service perceive the need to utilize emotional and social intelligence with followers?&quot; The sample consisted of six online faculty leaders from an education business service. Participants were interviewed and videotaped using Zoom. Data were obtained through semistructured interviews with open-ended questions that focused on online faculty leadership knowledge and perception. The interviews were transcribed and coded to identify themes. The findings showed that promoting the four competencies should be done through modeling effective behaviors and efficient coaching while supporting and encouraging each of the team members. Future research should focus on the emotional-social intelligence model from the perspective of the full-time online faculty members and other operational environments.
An Examination of Servant Leader Faculty Chairs Empowering Faculty during a Crisis
Author: Neel, Megan K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Leadership Styles,Department Heads,College Faculty,Teacher Empowerment,COVID-19,Pandemics,Self Efficacy,Crisis Management,In Person Learning,Electronic Learning

The ability to flourish during a crisis requires a unique skill set focused on emotional, psychological, and social well-being. As COVID-19 swept the nation, academic administrators faced many difficult decisions surrounding emergency remote learning as well as the health and safety of students and faculty. While some leaders found themselves able to guide their teams and lead them to success despite the pandemic that surrounded them, others stumbled. This quantitative study surveyed traditional full-time faculty (FTF) (n = 29) and online full-time faculty (OFTF) (n = 51) at a Southwestern university to examine the relationship between faculty self-empowerment, faculty flourishing, and faculty chair servant leadership during the COVID-19 pandemic. An analysis of all faculty found a significant correlation between all variables. An examination of just the FTF respondents found a significant correlation between chair servant leadership and faculty flourishing as well as between faculty self-empowerment and flourishing, but it did not find a correlation between chair servant leadership and faculty self-empowerment. An analysis of the OFTF respondents found a significant correlation between all variables. These results indicate that higher levels of faculty chair servant leadership are linked with faculty self-empowerment and faculty flourishing. As such, promoting a servant leadership mindset in faculty chairs may be pivotal in promoting faculty effectiveness via increased self-efficacy (which may be of increased importance during times of educational turmoil such during the pandemic). Notably this relationship may be even more important in the online context, while outside sources may play a greater role in empowering faculty on campus.
Being a Teacher without Entering Classrooms: Pre-Service Teachers&apos; Experiences in Online Teaching Practicum
Author: Bayir, Özge Öztekin
Date: 2022-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Practicums,Electronic Learning,Distance Education,Pandemics,COVID-19,Student Experience

To prevent the disruption of education and training activities during the COVID-19 pandemic, distance education was started, and applied courses were continued with online methods. The aim of this study was to do in-depth examination of the experiences of pre-service teachers regarding the online Teaching Practicum course they took during the COVID-19 pandemic. For this purpose, the phenomenological design was adopted in the study. The study group consisted of 15 pre-service teachers determined with maximum variation sampling and three different focus group interviews were conducted. Content analysis was used to reveal the experiences of the preservice teachers. The views of the participants were grouped under three themes: (1) benefits of online teaching practicum, (2) limitations of online teaching practicum, and (3) ways to deal with difficulties. [Paper presented at the International Conference on Lifelong Education and Leadership for ALL (7th, Sarajevo, Bosnia and Herzegovina, Aug 24-26, 2021).]
Educators and Their Role in Contributing to the Self-Esteem of Adolescent Middle School Girls: A Qualitative Study
Author: Pleas, Garnita L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Role,Middle School Students,Females,Self Esteem,Middle School Teachers,Teacher Student Relationship,Interpersonal Communication,Student Empowerment,Empathy,Altruism,Role Models,Mentors,Transformational Leadership,Trust (Psychology),Youth Programs

The purpose of this qualitative descriptive study was to explore how educators describe strategies used in contributing to the self-esteem of adolescent middle school girls. It was not known how educators describe strategies used in contributing to the self-esteem of adolescent middle school girls. The theoretical framework for this study was the Transformational Leadership Theory, which is an inspirational and motivational theory, promoting encouragement and trust. The research question for this study was &quot;How do educators describe strategies used in contributing to the self-esteem of adolescent middle school girls.&quot; A purposeful sampling approach was used to recruit participants for this study. Data was collected through the use of an online questionnaire and one-on-one interviews. The sample size for this study was 25 participants for the online questionnaire and 10 participants for the one-on-one interviews. Four themes emerged from the analysis supported by the data sources: (a) Educators engage in building relationships through communication, the foundation of building, (b) Educators empower through affirmations, inspiration, empathy, and compassion, (c) Educators enhance self-esteem through programming, helping adolescent girls work through challenges, and (d) Educators encourage through leadership practices of being a role model, mentor, or supporter. The study findings revealed strategies that educators use with adolescent middle school girls in contributing to their self-esteem and align with the tenets of transformational leadership.
Iranian EFL Teachers&apos; Assessment Literacy Knowledge: The Impact of the Educational System on Teachers&apos; Classroom Assessment Practices
Author: Rezagah, Karim
Date: 2022-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Evaluation Methods,Student Evaluation,Foreign Countries,Literacy,Classroom Techniques,Faculty Development,Cheating,Language Tests,Testing,Teacher Characteristics,Professional Autonomy,High Stakes Tests,College Entrance Examinations,High School Students,Item Analysis,Feedback (Response)

English language teachers' assessment ability to assess all areas of pupils' learning is important for comprehending how learners advance across the curriculum and guiding them in their development (Livingston &amp; Hutchinson, 2016). The educational system of Iran decided to shift from traditional teaching methodologies toward communicative approaches. This conversion would not turn into reality unless teachers could apply it in practice. However, teachers have certain needs such as expanding and broadening contextual-related knowledge, cooperating with their colleagues, and developing their assessment literacy (Coombe, Vafadar, &amp; Mohebbi, 2020). To identify the teachers' understandings of, practices in, and challenges of assessment, 15 English language headteachers (English language teachers who are responsible for moderating the group of the teachers' activities) participated in the interviews of this study, followed by questionnaires for exploring teachers' needs. The interviews were coded and content analyzed independently by the researcher and an expert in assessment. The main themes and needs were derived from the interview analyses and are presented in eight pivots. The findings of the questionnaires manifested the priorities that teachers felt concerning assessment literacy and classroom-based assessment needs. The paper will discuss the findings concerning assisting teachers' professional development in assessment literacy. Implications are also provided.
Chinese Speaking Strategies as a Foreign Language: Success Stories from Thai Higher Education
Author: Sae-thung, Jirachai
Date: 2022-10-00
Type: Journal Articles
Subjects: Second Language Learning,College Students,Foreign Countries,Speech Skills,Mandarin Chinese,Learning Strategies,Memory,Cognitive Processes,Affective Behavior,Social Behavior

Chinese has become a prime foreign language in the educational policies of many nations, including Thailand. However, strategies for Thai students to successfully improve their Chinese, especially speaking skills, remain understudied. To minimize the knowledge gap, this quantitative study investigated Thai students' speaking strategies when studying Chinese, which provided successful outcomes. Data were collected from questionnaires administered with 114 students in four universities across Thailand. Results revealed that the most frequently employed from the six strategies were Compensation (direct, [x-bar]=3.94) and Social (indirect, [x-bar]=3.81). The remaining strategies were ranked in order as Memory ([x-bar]=3.78), Metacognitive ([x-bar]=3.72), Cognitive ([x-bar]=3.71), and Affective ([x-bar]=3.54), respectively. The results indicated that all strategies played crucial roles in learning to speak Chinese. The knowledge obtained in this study was projected to benefit educational stakeholders in Chinese language teaching (CLT), including teachers, learners, policymakers, and curriculum designers, when planning or designing teaching and learning activities for Chinese speaking in Thai contexts.
Online Assessment in Times of COVID-19 Lockdown: Iranian EFL Teachers&apos; Perceptions
Author: Momeni, Ali
Date: 2022-10-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Computer Assisted Testing,English (Second Language),Second Language Instruction,Language Teachers,Teacher Attitudes,Barriers,Foreign Countries

The COVID-19 pandemic revolutionized the world's status quo to transition from face-to-face into online E-learning. However, this unexpected transformation in teaching-learning approaches necessitates teachers to teach while frequently assessing students' performance through online assessment, which has been substantiated to expose teachers to an array of unanticipated challenges. To this end, the current study was a bid to unearth the Iranian EFL teachers' perceptions of online assessment and illustrate the challenges encountered through adopting a sequential mixed-methods design. For the quantitative phase of the study, one hundred EFL teachers submitted responses to an online questionnaire constructed in Google Forms. The researcher recruited twelve teachers for the qualitative phase of the study from a pool of one hundred participants who completed questionnaires to participate in a semistructured interview protocol. The findings from the descriptive statistics of the questionnaire revealed that Iranian EFL teachers had either a negative or a neutral attitude toward online assessment. In addition, the results of the interview offered more insight into the challenges that teachers encounter during online assessment. In this light, the three most frequent challenges were the high risk of students cheating and plagiarism, the issue of internet connectivity, and poor technological infrastructures. The findings of this study bear witness to the voices of a group of Iranian EFL teachers about their perceptions and challenges of online assessment during the COVID-19 epidemic. In the spirit of the findings, the recommendations and suggestions for further investigations are discussed.
Classroom Assignments for Fostering Resilience--An Instructional Design Model on Affective Personality Development
Author: Astleitner, Hermann
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Personality Traits,Resilience (Psychology),Instructional Design,Assignments,COVID-19,Pandemics,Learning Processes,Affective Behavior,Problem Solving,Individual Development,Task Analysis,Self Concept,Well Being,Futures (of Society),Adjustment (to Environment),Self Control

There is a long tradition in the research about how to design classroom assignments to foster cognitive learning. However, especially since the COVID19 crisis, an affective turnaround that focuses on strengthening personality and personal development has increasingly broken new ground in teaching and learning. The resulting question is whether affective learning can also be supported through classroom assignments. In this paper, we present an instructional design framework for stimulating research and practice on assignment-based affective learning. We selected the resilience of students as a focus on affective personality development and generated a systematic set of classroom assignments for supporting resilience. Based on a comprehensive review of the literature, we started by building a theoretical model of goal areas for supporting resilience concerning control, problem solving, and personal growth. We then proposed different types of classroom assignments that might facilitate the acquiring of resilience within classroom settings. Finally, open questions are discussed that need to be addressed in future research and practical implementations.
Effect of Video Announcements on Instructor Presence and Student Engagement in the Graduate Online Classroom
Author: Hilton, Jessica R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Video Technology,Instructional Effectiveness,Teacher Student Relationship,Learner Engagement,Graduate Students,Online Courses,Nutrition,Introductory Courses,Multimedia Instruction,Student Attitudes

Online learning has become a common method of course delivery in higher education. Instructor presence and student engagement are critical to quality education but can be difficult to achieve in the asynchronous online learning environment. The use of video has been highlighted as one method to improve instructor presence and student engagement; however, research is limited on the most efficient ways for instructors to incorporate video into their courses. This research study examined the effect of instructor-created video announcements on perceived instructor presence and self-reported student engagement. Students enrolled in two sections of an introductory graduate nutrition course received specifically crafted announcements based on the Community of Inquiry Framework (COI). The control group received text-based announcements and the experimental group received video announcements. Both groups completed surveys to assess student engagement pre- and postintervention and instructor presence postintervention. Overall, the findings showed there was no effect on perception of instructor presence or student engagement between the control and experimental groups. However, insights for improving teaching strategies were gleaned.