ethanporcaro/eric-fulltext-meta huggingface dataset:
Ethical Leadership Practices and Trust among Public School Leaders in Malaysia
Author: Siva Vikaraman, Sharmini
Date: 2021-07-00
Type: Journal Articles
Subjects: Ethics,Leadership Qualities,Leadership Styles,Trust (Psychology),Public Schools,School Administration,Principals,Elementary School Teachers,Secondary School Teachers,Teacher Administrator Relationship,Correlation,Values,Teacher Attitudes,Foreign Countries

Integrating values in managing a school is crucial to balance the role of school leaders as leaders and managers under one roof. This study highlights the practice of ethical leadership (branch of value-based leadership) based on seven dimensions. Using a mixed method (QUAN-qual) approach, this study: (1) identifies the level of principal's ethical leadership practices and trust in leader as perceived by primary and secondary school teachers of Malaysia; (2) explores the relationship between both variables and classifies accordingly the subconstructs of ethical leadership practices that significantly contribute to developing trust in their leaders; and (3) ascertains the understanding and practices of ethical leadership style among the principals as perceived by the principals themselves. The quantitative data were collected via Ethical Leadership at Workplace (ELW) and Trust in Leader (TL) questionnaire. A total of 438 public school teachers nationwide responded to the questionnaire. Data were analyzed using descriptive and inferential statistical method. The findings show that principals throughout the country practiced high ethical leadership. The level of teacher's trust in principals was also high. The inference analysis found very strong significant relationship between ethical leadership and teachers' trust on their principals. A semi-structured interview with three school principals was conducted to collect the qualitative data revealed that the Malaysian principals lacked the understanding of ethical leadership style, nevertheless practiced several dimensions of ethical leadership in their school administration. The study suggests ethical leadership to be integrated into current school leadership practices to further understand its impact.
Exploring Movies for Language Teaching and Learning at the Tertiary Level
Author: Roslim, Norwati
Date: 2021-07-00
Type: Journal Articles
Subjects: Films,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Undergraduate Students,Late Adolescents,Student Attitudes,Learning Motivation,Linguistic Input,Media Selection,Speech Skills,Vocabulary Development,Anxiety,Foreign Countries

The increasing importance of using movies to enhance second language teaching and learning has been addressed by researchers and educators. A few scholarly studies have effortlessly put forward significant findings on using movies in the area of theoretical bases, pedagogical aspects and learners' perspectives. However, more studies need to be explored further as proposed by many scholars in their suggested future research. Hence, this study aims to investigate perceptions and experiences among university undergraduate students in exploring English language movies of their own choice for their oral commentary presentations. A corpus of English movies selected by students was used to assist students in their presentations. A total of 77 university undergraduates took part in the study. The data was collected through an online survey which consisted of a three-section questionnaire: demographic profile, learners' perceptions and learners' experiences. The data were analysed descriptively using SPSS version 20. The results revealed that using movies has helped students mainly, in improving their oral skills, vocabulary, interest and motivation as well as decreasing their anxiety and tension. This study adds to the body of knowledge and benefits educators and instructors on using movies for language teaching and learning.
Improvement of Pre-Service Teachers&apos; Practical Knowledge and Motivation about Artificial Intelligence through a Service-Learning-Based Module in Guizhou, China: A Quasi-Experimental Study
Author: Pu, Song
Date: 2021-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Knowledge Level,Student Motivation,Artificial Intelligence,Service Learning,Foreign Countries,Elementary School Students,Student Attitudes,Grade 6

The purpose of this study is twofold: (1) to develop a service-learning-based module training artificial intelligence (AI) subject (SLBM-TAIS); and (2) to evaluate the effect of SLBM-TAIS on preservice teachers' (PSTs') practical knowledge and motivation, as well as primary school students' attitude towards AI in China. Participants of this study comprised 60 PSTs and 107 primary school students. The experimental research in this study followed the quasi-experimental non-randomized pretest and post-test control group design. The PSTs were divided into experimental and control groups, and the primary school students followed the same grouping. The PSTs in the experimental group taught AI subjects to the primary school students in the experimental group, while the PSTs in the control group taught AI subjects to the primary school students in the control group. The results of the study showed that SLBM-TAIS was effective in training PSTs to teach AI subjects to primary school students. Furthermore, the SLBM-TAIS developed in this study offered a unique technique for training PSTs and primary school students that could increase PSTs' practical knowledge and motivation, as well as primary school students' attitudes toward AI. The findings from this study are important in the field of educational psychology, and its contribution has several theoretical and practical implications.
Perceived Social Support and Psychological Well-Being of International Students: The Mediating Effects of Resiliency and Spirituality
Author: Qi, Li Yue
Date: 2021-07-00
Type: Journal Articles
Subjects: Social Support Groups,Well Being,Mental Health,Foreign Students,Undergraduate Students,Asians,Resilience (Psychology),Coping,Student Adjustment,Correlation,Religious Factors,Foreign Countries

International students are a significant resource for many host countries because they increase cultural diversity within the community, offer talent and innovation to universities, and make notable economic contributions. Many studies, however, have shown that international students have lower psychological well-being. Thus, this study aimed to evaluate the associations between psychological well-being as a dependent variable and perceived social support as an independent variable, and test the mediating roles of resiliency and spirituality in the link between perceived social support and psychological well-being. This is a cross-sectional study with a random sampling method. A total of 300 Chinese international students in Universiti Putra Malaysia (UPM) participated in this study and completed four questionnaires, namely the Perceived Social Support scale, Psychological Well-being scale, the Spiritual Values scale, and Connor-Davidson Resilience scale. The results from PLS-SEM showed that greater levels of social support are associated with greater levels of psychological well-being. Resiliency and spirituality partially mediated the relationship between social support and psychological well-being. The findings of this study not only revealed an association between perceived social support and psychological well-being among Chinese international students in Malaysia but also expanded our knowledge of the mediating roles of resilience and spirituality in the relationship.
Motivational Orientations of Learning Japanese as a Foreign Language among Undergraduates in a Public University in Malaysia
Author: Singh, Kuldip Kaur Maktiar
Date: 2021-07-00
Type: Journal Articles
Subjects: Learning Motivation,Japanese,Second Language Learning,Second Language Instruction,Language Teachers,Undergraduate Students,Student Attitudes,Public Colleges,Instructional Effectiveness,Foreign Countries

Motivation is a key factor in learning a foreign language. This study investigated the instrumental, integrative and attitudinal motivation level of students learning Japanese as a FL in a public university in Malaysia. A survey questionnaire based on Gardner's (1985) AMTB (Attitude/Motivation Test Battery) and Dornyei's (1994) Attitudinal Motivation was given to 171 undergraduates. Descriptive and Inferential statistics were used to analyse the data. The results of the study indicated that the foreign language learners were generally highly motivated to learn Japanese as a foreign language. Moreover, their integrative and attitudinal motivational levels were similarly high and slightly higher than their instrumental motivation. There were also statistically significant differences among the three subscales of attitudinal motivation viz. teacher-specific, course-specific and group-specific. They were more oriented towards teacher-specific and course-specific attitudinal motivation than group-specific attitudinal motivation. The implications for EFL teachers and curriculum developers are that it would improve foreign language learning courses in future by designing suitable lessons and preparing appropriate materials and activities.
Malaysian Tertiary ESL Students&apos; Writing Errors and Their Implications on English Language Teaching
Author: Mehat, Siti Zawani
Date: 2021-07-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Writing Instruction,Writing Skills,Error Patterns,Academic Language,Grammar,Semantics,Punctuation,Interference (Language),Indonesian Languages,Undergraduate Students,Young Adults,Public Colleges,Foreign Countries

Errors, either in writing or speaking, are common in second language production. Researchers have long been investigating English as Second Language (ESL) learners' errors because they may produce different kinds of errors than native speakers. The purpose of this study was to identify errors made by adult ESL learners and to examine the L1 interference in writing errors. Writing samples were collected from 30 students enrolled in the academic writing class in Universiti Putra Malaysia, and the errors were identified, recorded, and analyzed to determine whether they were intralingual or interlingual ones. The study results showed that most of the errors were in subject-verb agreement and verb tenses, which could be caused by first language (L1) influence. The findings of this study would shed light on the types of errors these ESL learners make and their weaknesses in using the English language. Besides, the findings could support instructors, curricula creators, and textbook writers to create and offer materials that could help learners enhance their command of the English language.
Micro-Credentials in Higher Education Institutions: Challenges and Opportunities
Author: Ahmat, Nur Hidayah Che
Date: 2021-07-00
Type: Journal Articles
Subjects: Higher Education,Barriers,Credentials,Foreign Countries,COVID-19,Pandemics,Teaching Methods,Learning Processes,Access to Education,Distance Education,Online Courses,State Universities,Private Colleges,Educational Technology,Employment Qualifications,Employment Potential,Employers,Program Descriptions,Program Implementation

The COVID-19 pandemic has changed the education sector locally and globally especially in teaching and learning delivery methods as most universities have adopted online platforms. The present situation is not only challenging but also tests the flexibility of the existing education system. With the help of technology, the existing traditional education system could be more flexible to enable more individuals from around the world to access education. The latest revolution in online education, micro-credential, is growing interest among public and private universities worldwide, including Malaysia. However, to date, little scholarly work is found related to micro-credentials in higher education. This conceptual paper presents an overview of micro-credential and the challenges and opportunities of offering micro-credential certification in the form of digital badges to the national and global market. Recommendations are made to multiple stakeholders (e.g., higher education providers, employers) to enhance the use of certifications for graduate employability. Ideas for further research are also presented.
Interactive Craft Activities -- Elevating Special Needs Education Learning Tools with &quot;Craft Interactive Teaching Approach&quot;
Author: Maaruf, Siti Zuraida
Date: 2021-07-00
Type: Journal Articles
Subjects: Handicrafts,Special Education,Teaching Methods,Foreign Countries,Visual Arts,Interaction

The aim of this study is to determine the Expert Panels agreement and consensus on the suitable items for the development of the Craft Interactive Teaching Approach (CiTA). A purposive sampling consisting of 12 Expert Teachers with more than ten years of experience in the field of Special Education were used in this research to measure their consensus on the design and development of the CiTA video module. The &quot;CiTA&quot; video module was developed using the ADDIE Model that is supported by the Delphi Technique. This study utilised the Design Development Research (DDR) approach that consisted of three phases. However, for the purpose of this article, the researchers will only discuss Phase 2: Design and Development in developing the Interactive Teaching Approach Video module. The responding twelve VAE teachers provided positive feedback towards learning and teaching using the tutorial module. With the interquartile range of 0 to 1.00 for all items included in the activities, all Expert Teachers in the field of Special Education approved with the content of the CiTA video module from the two rounds of Delphi surveys performed. The CiTA video module was developed with the inclusion of all items that were highly approved by the participating Expert Teachers in the Special Needs Education. Since the two rounds of item evaluation demonstrated a significant relationship between Round One and Round Two, the development of the video module could improve inclusive learning in the Malaysian classroom.
Examining How Biology Teachers&apos; Pedagogical Beliefs Shape the Implementation of the Omani Reform-Oriented Curriculum
Author: Ambusaidi, Intisar
Date: 2021-08-00
Type: Journal Articles
Subjects: Biology,Science Teachers,Beliefs,Pedagogical Content Knowledge,Secondary School Science,Grade 12,High School Students,Public Schools,Single Sex Schools,Curriculum Implementation,Educational Change,Academic Achievement,Student Centered Learning,Constructivism (Learning),Learner Engagement,Misconceptions,Active Learning,Inquiry,Cooperative Learning,Problem Solving,Teacher Role,Role Perception,Foreign Countries

Research on science-education reform affirms the importance of taking into consideration teachers? pedagogical beliefs in relation of the constructivist perspective to ensure successful implementation of a reform-oriented curriculum. In addition, prominent studies pinpoint the need for teachers to have sufficient pedagogical content knowledge (PCK) to adapt a reform-oriented science curriculum to meet students' abilities and interests. This study focused on the reform-oriented science curriculum in Oman, and in particular, the grade 12 biology curriculum. The new biology curriculum emphasizes constructivism and encourages student-centered instruction, inquiry-based learning, cooperative learning, problem-solving, and critical thinking. However, since its implementation in 2008, various obstacles and challenges have been reported by teachers. These include a mismatch between the planned curriculum and the implemented curriculum. This mismatch has been attributed to a lack of motivation and PCK among teachers that would allow them to shift their teaching practices. Consequently, the purpose of this study was to understand how teachers' pedagogical beliefs about student-centered learning have shaped their implementation of the curriculum. The study also sought to identify how biology teachers perceive the relationship between their PCK and their pedagogical decisions. An ethnographic approach to data analysis was employed, with multiple data sources including classroom observations, learning artifacts, reflections, and semi-structured interviews used. The findings of this ethnographic study indicate that Omani teachers' beliefs and PCK shape the implementation of the reform-oriented curriculum by influencing their conceptualization of the curriculum, their identification of students' misconceptions, their decisions about classroom teaching practices, and the level of their students' engagement. The results of this study corroborate and expand upon previous research that suggests that teachers' beliefs and PCK should be taken into consideration when designing and planning for new curriculum materials, teacher-education programs, and professional development opportunities. [Note: The page range (263-304) on .pdf is incorrect. The correct page range is p263-303.]
Postgraduate Students&apos; Perceived and Actual Performance in Critical Reading Skills
Author: Shamida, Arieff
Date: 2021-07-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Reading Skills,Performance Factors,Critical Reading,Thinking Skills,English (Second Language),Academic Persistence,Private Colleges,Reading Tests,Reading Achievement,Foreign Countries

The democratisation and commodification of education has witnessed an increase in postgraduate education as it is one of the main sources contributing to the advancement of knowledge, technology, and innovation. However, despite the significant rise in numbers, the returns at both the global and national levels have been low due to high attrition and low completion rates among the students. One among the numerous factors cited has been the postgraduate students' limited competencies in language and research skills. In terms of language, postgraduate students are expected to possess good working knowledge of the English language and be able to read academic literature and write their thesis with acceptable standard of English. Therefore, the main aim of this paper was to assess postgraduate students' perceived and actual performance in critical reading skills. This study involved a total of 50 postgraduate students from a private university in Malaysia. Data for this study were collected using a questionnaire and a reading test based on the Malaysian University English Test (MUET) Reading Examination Paper. The findings revealed that there was a significant difference between the two performances. Students held a higher perception of their ability when compared to their actual performance in critical reading skills. These results indicate that there is a need for innovative approaches to develop postgraduate students' critical reading skills so that they can successfully complete their studies within the given duration and graduate on time.
Citizenship, Social Change, and Education
Author: Sardoc, Mitja
Date: 2021-00-00
Type: Journal Articles
Subjects: Citizenship,Citizenship Education,Social Change,Educational Philosophy,Public Schools,Educational Change,Political Attitudes,Foreign Countries

In recent decades, discussions regarding citizenship and citizenship education have evolved from a marginal issue in political philosophy and the philosophy of education to one of the most pressing topics in contemporary discussions about the civic aims of public schooling. The place and contribution of citizenship education in public schools have become central points of discussion and debate in terms of theory, research, policy, and practice. Yet, existing conceptions of citizenship education differ considerably over various issues, including the basic motivational impulses associated with the civic aims of public education. In particular, the recent upsurge of phenomena as diverse as hate speech, populism, the shrinking civic space, radicalisation, and violent extremism have shifted the main justificatory impulse from consequentialist to urgency-based arguments. This shift of emphasis has had some unreflected consequences related to the justification for citizenship education in public schools. The central purpose of this article is to expound on the two main impulses associated with the civic aims of public schools and their interrelationship with social changes. The main part contrasts these two opposing motivational impulses associated with the justification of citizenship education. Each of the two impulses is presented and then clarified with an example to shed light on the basic justificatory procedure associated with it. The concluding part of this paper sketches the most distinctive challenges of the alternative conception of justifying citizenship education and its interplay with social change.
The Use of &quot;Scratch and Challenge Board&quot; as an Alternative Assessment Tool to Enhance University Students&apos; Skills
Author: Sulaiman, Tajularipin
Date: 2021-07-00
Type: Journal Articles
Subjects: Alternative Assessment,Student Attitudes,Student Evaluation,21st Century Skills,Skill Development,Visual Aids,Foreign Countries,Undergraduate Students,Active Learning,Technology Integration,Educational Environment

In the teaching and learning process, assessment can be applied in various ways. In order to ensure the quality of education, assessment should be performed as a platform to support student learning. The role of assessment also ensures that students' learning outcomes meet the needs of the 21st century skills. &quot;Scratch &amp; Challenge Board&quot; (SCB) can be used to support the 21st century teaching and learning environment through focus group discussions. Therefore, the aim of this study was to explore the perspectives of university students on the use of &quot;Scratch &amp; Challenge Board&quot; as an alternative assessment tool in enhancing students' skills. This study applied the qualitative research approach. Data were collected through focus group interviews and related documents such as students' assignments. A total of 10 focus group were obtained, with 3-4 students in each group, and each discussion was moderated by an experienced moderator. Collected data were analysed using constant comparative data analysis methods to obtain the themes. Four (4) themes emerged in this study: (i) alternative assessment encourages active participation in learning, (ii) integrating technologies in assessment tools, (iii) relevant with 21st century skills, and (iv) improvement in learning environment. In conclusion, the &quot;Scratch and Challenge Board&quot; is an assessment tool that not only supports face-toface teaching and learning, but can also be integrated with technological devices and social media platforms. The &quot;Scratch and Challenge Board&quot; also enhances students' 21st century skills.