ethanporcaro/eric-fulltext-meta huggingface dataset:
Indicators of Sustainable Leadership for Secondary School Principals: Developing and Testing the Structural Relationship Model
Author: Paweenwat, Warada
Date: 2019-00-00
Type: Journal Articles
Subjects: Sustainability,Models,Secondary Schools,Principals,Foreign Countries,Secondary Education,Leadership Training,Leadership Effectiveness,Leaders

The objectives of this study included to study the appropriateness of indicators for selection in the developed model, to examine the fitness of the developed model, and to verify the factor loading value of major components, sub-components, and indicators, respectively. Sample included 2,359 secondary school principals under the jurisdiction of the Office of the Basic Education Commission. Collecting data using a set of rating scale questionnaires were derived from 860 randomly selected proportional random sampling. Data were analyzed by using statistical program and AMOS program. The findings were corresponded to the following hypotheses: (a) The 62 indicators were suitable for the criteria as average equal to or higher than 3.00 and distribution coefficients equal to or less than 20% which were selected in the model, (b) The developed models were fitted with empirical data according to the value of relative Chi-square (CMIN/DF), root mean square error of approximation (RMSEA), goodness-of-fit index (GFI) adjusted goodness-fit index (AGFI), comparative fit index (CFI), and normed fit index (NFI) in accordance with the criteria from first and second order of confirmative factor analysis, and (c) the major components had factor loading ranged from 1.00 to 1.28, which were higher than the criterion at 0.70. The minor components had factor loading between 0.83 and 1.28. The indicators had factor loading ranged from 0.88 to 1.16, which are higher than the criterion as 0.30, respectively.
The Community of Inquiry Model Training Using the Cognitive Apprenticeship Approach to Improve Students&apos; Learning Strategy in the Asynchronous Discussion Forum
Author: Junus, Kasiyah
Date: 2019-01-00
Type: Journal Articles
Subjects: Learning Strategies,Metacognition,Cooperative Learning,Critical Thinking,Online Courses,Asynchronous Communication,Computer Mediated Communication,Communities of Practice,Skill Development,Electronic Learning,Mathematics Instruction,Computer Science Education,Mathematics Tests,Instructional Effectiveness,Teaching Methods,Foreign Countries,College Freshmen,Student Characteristics,Comparative Analysis

An online discussion forum has the potential to facilitate collaborative learning that improves students' critical thinking. To explain the collaborative online learning experience, the Community of Inquiry (CoI) model has been proposed by a group of researchers. The model captures an in-depth and meaningful collaborative online learning process as the dynamics of social presence, cognitive presence, and teaching presence. Experts agree that collaborative learning using an online discussion forum requires different skills as compared to face-to-face learning activities. Currently available research on how to develop e-learning skills is still limited. This study aims to propose a training strategy of the CoI model by using the cognitive apprenticeship approach. The training is integrated with Linear Algebra classes involving 89 first-year Computer Science students at a large public university in Indonesia. The students were divided into two classes, each designed with a different learning experience. The metacognitive ability of students with the CoI training increased. They were exposed to the different learning strategies of other participants, which encouraged them to change their own strategy if needed. There was no significant change of metacognitive ability in the students who did not participate in the training. The average scores of the midterm and final exams of both classes did not differ significantly; however, students with the CoI training gave better answers to open questions that required them to argue their answer.
The Impact of Using Brainstorming in the Development of Creative Thinking and Achievement in the English Language of the 10th Grade Students at King Abdullah II Schools of Excellence in Amman
Author: Al Masri, Amaal
Date: 2019-00-00
Type: Journal Articles
Subjects: Brainstorming,Creative Thinking,Academic Achievement,Grade 10,Foreign Countries,Instructional Effectiveness,Achievement Tests,Experimental Groups,Control Groups,Pretests Posttests,Test Validity,Test Reliability,Teaching Methods,English (Second Language),Second Language Learning,Creativity

This study aimed to identify the effect of using brainstorming in the development of creative thinking and achievement in the English language among 10th grade students at King Abdullah II School of Excellence. The study sample consisted of (168) students. The problem of the study was to answer the main question: What is the impact of using brainstorming strategy in the development of creative thinking and achievement in English language of 10th grade students at King Abdullah II School of Excellence in Amman? To answer this question and the sub questions, the researcher built the study tools, which were: 1) A test for creative thinking in English, prepared by the researcher. 2) Achievement test of English language prepared by the researcher and consisted of (30) multiple choice questions. The validity and reliability of the tools were verified. The researcher used the semi-experimental method according to the nature of the study. The researcher applied the pre and post study tools to the two groups (experimental and control), Where the students of the control group were taught using the normal way, while the experimental group was taught using the brainstorming strategy. The study was conducted in the second semester of the academic year 2017/2018. The results of the study showed that there were statistically significant differences at (a=0.05) between the mean scores of the experimental group (taught using the brainstorming strategy) and the control group (taught in the usual way) in the pre/posttest of creative thinking. Results also showed there were statistically significant differences at (a=0.05) between the mean scores of the experimental group (taught using the brainstorming strategy) and the control group (taught in the usual way) in each skill of creative thinking (fluency, flexibility, and originality) in the pre/posttest of creative thinking. And also there were statistically significant differences at (a=0.05) between the mean scores of the experimental group and the control group in the achievement test of English language. In light of the results of the study, the researcher proposed some recommendations such as: English language books in the educational stages should include some creative thinking skills, such as fluency, flexibility and originality, and the use of modern methods and strategies in teaching English in different educational stages, such as the use of brainstorming.
The Impact of Text-Based and Video Discussions on Student Engagement and Interactivity in an Online Course
Author: Swartzwelder, Kay
Date: 2019-01-00
Type: Journal Articles
Subjects: Adult Students,Nursing Education,Nursing Students,Video Technology,Learner Engagement,Online Courses,Teaching Methods,Graduate Students,Nursing,Course Content,Electronic Learning,Student Attitudes

Learning in an online classroom can be optimized when teaching methods focus on student engagement with course content and student-student interactivity. Social learning is a challenge in any online learning environment, but it is realistic with the appropriate selection of discussion modalities. Text-based discussions have been traditionally used, but is this the most effective format to enhance learning outcomes? Video-based discussions have been utilized to supplement the traditional discussion, but the true impact of this newer format has not been explored. Online graduate students enrolled in a nursing ethics course were exposed to both discussion formats during their academic term and were subsequently surveyed on their perceptions of each modality in terms of engagement and interactivity. Students felt that the text-based discussions were more engaging and interactive than the video-based discussions, although the results could have been skewed based simply on a student preference for the familiar format. Keeping in mind the practical applicability of video-based discussions and the potential benefits to the students with this teaching method, it is in the best interest of student learning to continue using this modality moving forward. As online educators strive to optimize learning outcomes for students, it is imperative that social learning through engagement and interactivity is considered when implementing new teaching methods into the virtual learning environment.
A Comparison between Teacher-Led and Online Text-to-Speech Dictation for Students&apos; Vocabulary Performance
Author: Chiang, Hui-Hua
Date: 2019-00-00
Type: Journal Articles
Subjects: Assistive Technology,Computer Assisted Instruction,Verbal Communication,Vocabulary Development,Second Language Learning,English (Second Language),College Students,Scores,Grades (Scholastic),Computer Assisted Testing

Researchers have long supported the use of dictation as a test for language learners (Fountain &amp; Nation, 2000), and dictation has been used as a test for learners of English as a foreign language (EFL). With the advantages of productive learning and reinforcing short-term memory, dictation is a commonly used technique to develop language skills, and it can be considered to be an assessment of foreign language learning (Kazazoglu, 2013). However, the previous research has not fully explored how technology, such as text-to-speech (TTS), can be used in EFL classrooms. To address this issue, the researcher explored the use of traditional teacher-led dictation (TLD) and TTS dictation to compare the vocabulary performance of EFL learners. Forty-two college students participated in the study. The results indicated a significant difference between TTS and TLD on the participants' vocabulary performance. Additionally, there was a correlation between the scores with TTS and TLD: the students who performed better with TLD also obtained higher grades with TTS. Based on the results, future studies and pedagogical suggestions are presented.
Validation of the Teacher Stress Inventory (TSI) in a Multicultural Context: The SABPA Study
Author: Boshoff, Susanna M.
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Stress Variables,Teacher Burnout,Measures (Individuals),Test Validity,Test Reliability,Mental Health,Well Being,Physical Health,Psychophysiology,Factor Analysis,Scores

The aim of this study was to validate the Teacher Stress Inventory (TSI) for use in a South African context. The process of scale validation also sheds significant light on this culturally diverse group of participants' levels of psychological wellbeing and physical health, and its association with the level of stress that teachers reported. Using a cross-sectional survey design, Caucasian (n = 209) and African (n = 200) educators' subsiding in the North-West Province of South Africa, completed the TSI, together with a number of self-report and physiological measures of stress and well-being. In contrast to the five factors of the TSI identified in US samples, statistical analysis yielded a two-factor model (i.e. &quot;General circumstance-related stress and Learner-related stress&quot;) with satisfactory reliability indices. Significant correlation with measures of psychological and physiological health also reflected positively on the criterion-related validity of the scale. The TSI proved to be a useful, brief self-report questionnaire for the assessment of teacher stress in this cohort of South African teachers.
Schools as Legal Persons: Implications for Religion in Education
Author: Nthontho, Maitumeleng Albertina
Date: 2018-12-00
Type: Journal Articles
Subjects: Religious Education,Educational Policy,Leadership Training,Court Litigation,School Administration,Foreign Countries,Principals,Administrator Attitudes,Administrator Role,Administrator Education,Conflict Resolution,Civil Rights,Cultural Pluralism,Prosocial Behavior,Graduate Study,Christianity,Social Change,School Segregation,Religious Factors,Parent School Relationship

Implementation of religion policy in schools has provoked contradictions and contestations in South Africa and across the globe. Reports on costly and protracted court cases and legislative battles between schools and parents as well as between schools and departments of education over religion in schools have been increasing at an alarming rate. In this article, I highlight some of the school management issues involved in the implementation of religion-in-education policy in some selected South African schools. Based on mediation theory, the study used individual interviews to gather data from 12 school principals, who were purposively selected regarding their experiences on the implementation of the religion-ineducation policy in their schools. The study revealed that, despite the challenges raised by the implementation of the religion-in-education policy, the majority of the participating school principals displayed the qualities of a transformative mediator. I therefore recommend that school leadership programmes for school leaders offer mediation, and transformative mediation in particular, as a leadership and management course. Additionally, the teaching should focus on transformative mediation as a strategy that school principals can use to solve problems and handle disputes in schools. This is important because transformative mediation has potential benefits to the field of education.
Signposting Foundation Phase Teachers&apos; Professional Identities in Selected Western Cape Primary Schools, South Africa
Author: Vuyokazi Nomlomo
Date: 2018-12-00
Type: Journal Articles
Subjects: Professional Identity,Elementary School Teachers,African Languages,Foreign Countries,Teaching Experience,Teacher Qualifications,Knowledge Base for Teaching,Faculty Development,Language of Instruction,Literacy Education,Slums,Primary Education,Teaching Methods

The aim of this article is to report on the Foundation Phase (FP) teachers' professional identities in two primary schools in the Western Cape. This is meant to serve as a basis for understanding teachers' identities with regard to their teaching experience, qualifications, specialised knowledge base, and ongoing professional development. The article is based on data collected by means of a questionnaire and semi-structured interviews with the FP teachers in two township schools where isiXhosa is used as the medium of instruction in the Foundation Phase (Grades R to Three). We argue that while teacher identity research has received attention across the globe in the past four decades, little is known about the implications of teacher professional identity for literacy teaching in South African classrooms, especially where an African language is used as a language of learning and teaching. Our findings reveal the pluricentric nature of the FP teachers' qualifications and backgrounds. We conclude that FP teachers' professional identity (TPI) cannot be conceptualised in a simplistic and unidimensional way, but can be viewed as an intersectional construct that impacts on literacy instructional practices.
South African Teachers&apos; Perspectives on Support Received in Implementing Curriculum Changes
Author: Govender, Samantha
Date: 2018-12-00
Type: Journal Articles
Subjects: Teacher Attitudes,Foreign Countries,Educational Change,Faculty Development,Social Change,Curriculum Development,School Districts,Elementary School Teachers,Sustainability,Mathematics Instruction,Language Teachers,Mathematics Teachers,Guidance,Curriculum Implementation,Teaching Methods,Educational Improvement,Workshops,State Departments of Education

South African education has experienced significant curricular reform since the mid-1990s, but its implementation has not matched expectations. This study explores teachers' perspectives on implementing these reforms in schools, with the aim of ascertaining the challenges they faced in the process, and the kind of support, guidance and professional development programmes they received from the Department of Basic Education to facilitate the changes. This article focuses on their experiences of the government-based Foundations for Learning Campaign in schools in the uThungulu district, KwaZuluNatal, South Africa. Teachers from grades One to Six teaching languages and Mathematics were targeted, and a sample of 20 was purposefully selected. Using an interpretive qualitative research approach, data was collected by means of in-depth interviews, with open-ended questions, and classified by themes. The findings revealed that teachers felt inadequately provided with sustainable professional development programmes, and had minimal meaningful opportunities for classroom support, guidance and monitoring to assist in implementing the changes required. This small-scale investigation offers a stepping-stone for further analysis of assistance being offered to teachers across the country in times of curriculum reform, and thereby contributes towards preparing the ground for a new and integrated framework offering much-needed effective, systematic, ongoing professional development programmes that translate into improved teaching practice and learning success.
Teachers&apos; Perceptions of Learners Who Are Street Children: A South African Case Study
Author: Dladla, Jacob
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Homeless People,Teacher Attitudes,Teacher Student Relationship,Educational Experience,Case Studies,Elementary School Teachers,Secondary School Teachers,Physical Characteristics,Student Behavior,Supervision,Living Standards,School Culture,Disadvantaged

Children living in the streets are a global phenomenon and the concept street children have multiple definitions. Yet little is known about what it means to be a street child attending school in South Africa. The focus of this paper is on how teachers conceptualise learners who are street children. Data was generated from interviewing 15 teachers from two primary schools and one secondary school with learners who are street children. The findings of the study show that teachers identify such learners by their physical appearance, their behaviour at school, the lack of care and supervision, and their portrayed living conditions. From the findings of this study, it seems that learners who are street children are conceptualised by the teachers as unable to &quot;fit in and function&quot; in the school environment since they cannot adjust to the norms and culture of the school. There is also need for surrogate parents to fill in the parental gap that poses challenges in the educational experiences of the learners. This creates a gap in the relationship between the learners and the teachers, which need to be addressed through policy, training and practice.
Exploring Sustainability as a Frame of Mind: A Multiple Case Study
Author: Ontong, Krystle
Date: 2018-12-00
Type: Journal Articles
Subjects: Case Studies,Sustainability,Foreign Countries,Secondary School Students,Urban Schools,Social Sciences,Environmental Education,Institutional Characteristics,Secondary School Teachers,Socioeconomic Status,Teacher Attitudes,Poverty,Teaching Methods,Child Rearing

In this article we discuss a multiple case study, which investigates the frames of mind on sustainability of six Grade Nine Natural Sciences and Social Sciences teachers at three different urban schools in Stellenbosch, South Africa. The article consists of a theoretical and empirical component. Regarding the former, we firstly discuss contestations around sustainability as a policy, and secondly what sustainability as a frame of mind entails. This is followed by the empirical component, which enabled us to: firstly, determine the existing frames of mind of teachers concerning sustainability; and secondly, explore implications of viewing sustainability as a frame of mind for education. In conclusion, we open up possibilities that sustainability as a frame of mind has for taking us beyond the discourse that informed the United Nations Decade of Education for Sustainable Development (UN-DESD).
Digital Reading Habits of Pre-Service Turkish Language Teachers
Author: Maden, Sedat
Date: 2018-12-00
Type: Journal Articles
Subjects: Reading Habits,Turkish,Language Teachers,Preservice Teachers,Teacher Education Programs,Reading Interests,Anxiety,Reading Motivation,Reading Processes,Information Technology,Information Seeking,Information Sources,Internet,Telecommunications,Handheld Devices,Computer Mediated Communication,Social Media,Rating Scales,Student Attitudes,Foreign Countries

The present study aimed to determine the digital reading habits of pre-service Turkish language teachers. The study was conducted with relational screening model. The study sample included pre-service Turkish language teachers (n = 140) who were faculty of education students at a state university. To determine the digital reading habits of pre-service teachers, a digital reading habits scale was developed by the author based on the field literature. The developed scale was individually delivered to pre-service teachers in the sample to collect the study data. The obtained data were analysed using arithmetic mean, independent samples t-test and one-way analysis of variance (Anova) statistical techniques. The study findings demonstrated that psychological factors associated with reading (interest, anxiety, motivation, etc.) were occasionally influential on the reading process using digital media, and pre-service teachers mostly utilised digital media on a daily basis. It was observed that digital media manuscripts were read to obtain information, for entertainment and to chat with others. Furthermore, it was determined that Internet use on a mobile phone, as well as owning a web page and a social media account, were effective on digital reading habits.
Technology-Aided Learning Environment: An Investigation into Electrical/Electronics Students&apos; Instructional Preferences, Attitude and Approaches to Learning
Author: Ogbuanya, Theresa Chinyere
Date: 2018-12-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Student Attitudes,Teaching Methods,Electronics,Electronic Equipment,Preferences,College Students,Cooperative Learning,Conventional Instruction,Self Esteem,Correlation,Foreign Countries,Teacher Guidance

Technology-aided learning environment is replacing the popular teacher-dominated teaching-learning process. This study investigated electrical/electronics students' instructional preferences for technology-aided learning environment in relation to their approaches and attitudes to learning. A total of 339 third- and final-year electrical/electronics technology students from 18 universities participated in the study. A questionnaire package comprising of three adapted scales (students' instructional preference, approaches to learning and students' attitude) was used to collect data for the study. Results showed that students preferred teacher-directed technique, followed by knowledge construction, and finally cooperative learning. Students adopted deep approach to learning rather than strategic and surface approach. Students' attitude reflected a very good subject confidence, fairly good behavioural engagement, but poor confidence with technology, use of technology for learning, and affective engagement. There were significant relationships found between students' instructional preferences and approaches to learning; instructional preferences and students' attitude; and approaches to learning and students' attitude towards learning. The study recommends intensive use of technology facilities in the training of electrical/electronics technology students to aid their interest and participation in knowledge construction, and their relevance in the 21st century workplace.