ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Existence of Mentoring Support to School&apos;s New-Entrant Substitute Teachers in the Greek Educational Context: The Role of School Leadership
Author: Michopoulou, Sotiria
Date: 2020-09-00
Type: Journal Articles
Subjects: Mentors,Beginning Teachers,Beginning Teacher Induction,Substitute Teachers,Social Support Groups,School Administration,Leadership Styles,Leadership Role,Principals,Guidance,Collegiality,Peer Relationship,Teacher Attitudes,Elementary School Teachers,Public Schools,Correlation,Foreign Countries,Organizational Climate

Teacher mentoring is one of the most well-known and widespread methods of personalized guidance and support for school's new-entrant substitute teachers (Bezzina, 2006; Andrews &amp; Quinn 2005; Moyles, Suschitsky &amp; Chapman, 1999; Nemser-Feiman, 1996), providing multiple benefits (Ingersoll, 2003; Ingersoll &amp; Kralik, 2004; Lambeth, 2012). However, in the Greek context, teacher mentoring as a practice, although it is institutionalized in 2010, has not been yet implemented. For that reason, the purpose of this study is to investigate whether school's new-entrant substitute teachers receive mentoring support and guidance, even informally, from their colleagues (peer mentoring) and their principal. Additionally, it explores the role of leadership in mentoring support as described above. A quantitative research approach has been adopted. Self-administered questionnaires were completed by 120 school's new-entrant substitute schoolteachers using the convenience sampling technique. The questionnaires included a Likert type scale with 51 items measuring different aspects of teachers' views about their informal peer mentoring support (Huling-Austin &amp; Murphy, 1987) and leadership style of their principal (Organizational Climate Descriptive Questionnaire- Hoy &amp; Clover, 1986). According to the results, school's new-entrant substitute teachers seem to receive in a small extent informal mentoring support and guidance from their colleagues and principal. However, colleagues provide to a greater extent mentoring support than school principals. In addition, school leadership, especially supportive leadership style is positively correlated with mentoring support.
Mentoring and Role Modelling through the Perspective of Academic Intellectual Leadership: Voluntarily and Institutionally
Author: Uslu, Baris
Date: 2020-09-00
Type: Journal Articles
Subjects: Mentors,Role Models,College Faculty,Leadership,Teacher Attitudes,Researchers,Novices

With their traditional roles as being knowledge producers and public intellectuals, the intellectual leadership of academics is formed jointly of responsibilities regarding emerging expectations such as income generation, international networking, external collaboration, interdisciplinary research, disciplinary/institutional representation, and guidance/supervision of younger colleagues' studies. While academic intellectual leadership basically includes six dimensions, Mentor and Role Model are the two core dimensions that intertwine around the others; namely, Acquisitor, Steward, Ambassador, and Advocate. Therefore, the purpose of this research is to compare the rationales and outcomes of voluntary mentoring-role modelling behaviours and institutional mentoring-role modelling programs through the perspective of academic intellectual leadership. In the research, a systematic review of the literature was employed to examine mentoring-role modelling components in the peer-reviewed articles on academic intellectual leadership, following the five essential steps of systematic review methodology: i) formulating research question(s), ii) setting inclusion-exclusion criteria, iii) establishing a systematic search protocol, iv) apprising the quality of individual studies, and v) integrating prominent findings. Results of the analysis revealed that the personal and economic rationales behind the voluntary mentoring-role modelling behaviours of senior academics are largely consistent with the organisational goals of institutional mentoring-role modelling practices. Further, the symbiotic nature of the mentor-mentee relationship generates a huge potential to enrich the scientific productivity of both senior and junior academics. However, cultural and political reasons largely shape the international practices of mentoring-role modelling in higher education, both at individual and institutional level.
Averting the Crisis in Trainee Teacher Well-Being -- Learning Lessons across European Contexts: A Comparative Study
Author: Thompson, Shaun
Date: 2020-00-00
Type: Journal Articles
Subjects: Well Being,Cross Cultural Studies,Preservice Teachers,Comparative Analysis,Teaching Experience,Communities of Practice,Interpersonal Competence,Best Practices,Teacher Education Programs,Foreign Countries,Student Attitudes,Teacher Student Relationship,Faculty Workload,College Faculty,Social Networks,Guidance

Teacher well-being is frequently high-lighted as a significant contributor to poor retention rates. Whilst there remains a focus on the well-being of serving teachers and pupils, there is a paucity of research directly focusing on the well-being of trainee teachers. This pilot study sought to compare the experiences of trainee teachers from three European countries, in an attempt to identify the resources and challenges faced by teachers during their training. Through the use of interviews and visual approaches, key factors, which appeared to influence trainee teachers' well-being, were identified. Through shifting the focus of training onto the development of communities of practice, the development of interpersonal skills, and supporting the development of strong relationships, it is hoped that Initial Teacher Training (ITT) programmes in England can draw on some best practice from other European contexts to better support trainee teachers' well-being.
An Exploration of EFL Teachers&apos; Experience with Learning Disability Training
Author: Sowell, Jimalee
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,English (Second Language),Language Teachers,Learning Disabilities,Students with Disabilities,Academic Accommodations (Disabilities),Faculty Development,Identification,Teaching Methods,Teacher Attitudes,Self Efficacy,Knowledge Base for Teaching,Graduate Students,Doctoral Students,Masters Programs,Teacher Education Programs,Applied Linguistics,Literature,Foreign Countries

Approximately ten percent of learners have some sort of learning disability. This means that all English language instructors will encounter students with learning disabilities and could encounter students with learning disabilities in each class. Research has shown that different countries have varying degrees of infrastructure for identifying and accommodating learning disabilities. However, little research on the degree to which English language teachers in English as a Foreign Language (EFL) contexts have received training for learning disabilities has been carried out. This study had three goals: first, to identify whether the participants in the study, all of whom were EFL instructors, had received training for identifying and accommodating students with learning disabilities; second, among the teachers who had received training, to find out specifically the types of training they had received; and finally, to find out whether training had helped these teachers develop competence in assisting students with learning disabilities. The data were collected through a survey of past and current EFL teachers. Overall, the findings revealed that the majority of English language teachers surveyed had little to no training for accommodating learning disabilities, and the majority indicated that they did not feel confident assisting students with learning disabilities. Recommendations from this study include creating greater awareness for identifying and accommodating learning disabilities in EFL contexts among administrators and teachers as well as suggestions for EFL teachers to improve their knowledge of learning disabilities independently.
International Students on U.S. College Campuses: Building up or Tearing down Cultural Walls?
Author: Karkour, Islam
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Students,Undergraduate Students,Asians,Public Colleges,Campuses,Student College Relationship,Social Isolation,Cultural Differences,Cultural Awareness,Student Experience,Student Development,Measures (Individuals),Second Language Learning

This study uses qualitative and quantitative methods to explore the intercultural sensitivity (IS) of international students at an American university--specifically, whether international students' IS improved over the course of a semester on campus. The findings indicate that the participants did not, on average, achieve progress in their levels of IS as measured by the Intercultural Development Inventory (IDI) during the semester they were surveyed. Per qualitative interviews, the students came to the U.S. full of curiosity, ready to explore the country and make friends. However, they were disappointed to find &quot;intangible walls&quot; separating them from their American classmates. The students felt isolated and disconnected from the domestic student body and described their struggle to connect with American students. Lacking opportunities to engage in deep personal conversations with peers from different backgrounds and cultures, the international students, on average, did not improve their levels of IS and described an unsatisfying experience studying on an American college campus.
Internationalizing a Broader View of Scholarship: An Exploratory Study of Faculty Publication Productivity in Boyer&apos;s Four Domains of Scholarship in English-Speaking Universities
Author: Heuser, Brian L.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Faculty Publishing,Productivity,Cross Cultural Studies,English,Language of Instruction,Tenure,Teacher Characteristics,Institutional Characteristics,Universities,Scholarship,Comparative Analysis,Intellectual Disciplines,Periodicals,Reputation,International Education

Boyer's four domains of scholarship provided the basis for a comparative investigation of the scholarly output of faculty members in 14 countries and at 100 English-speaking universities on the Times Higher Education World University Rankings (2013-2014) top-400 institutions. Full-time university faculty members who held tenured, tenure-track, and non-tenure-track academic appointments across three high-consensus and three low-consensus academic fields were the population of interest. The findings revealed that faculty members in US Research I and doctoral-granting universities and their international faculty counterparts in English-speaking universities publish relatively similar levels of scholarship directed toward application and discovery and have similar levels of inactivity in their publication of teaching-oriented scholarship. Tests for academic discipline-specific differences revealed little variation except for the finding that academic chemists tend to produce more publications in the application domain. Cross-national variation was also found in the publication of application-oriented scholarship. Suggestions for further research are proposed.
Challenge, Change and Response: Research into Education in a Globalized Perspective
Author: Xiang, Jing
Date: 2020-00-00
Type: Journal Articles
Subjects: Global Approach,Economic Climate,Barriers,Role of Education,Equal Education,Sustainable Development,Information Technology,Educational Change,Knowledge Economy,Lifelong Learning,Virtual Classrooms,Educational Development,Futures (of Society),Inclusion,Educational Opportunities,Educational Quality,International Education,Educational Trends

Economic globalization not only brings opportunities to all countries in the world, but also brings crises and challenges. The solutions to crises and challenges also entrust education different missions. To this end, there is an urgent need to re-examine the purpose of education, to update the means of education and to change the role of education in order to respond to the logic of history, cultural orientation and the demands of the times, in accordance with the concept of equitable, viable and sustainable human and social development. Mainly from the 1970s, the education concept changes from lifelong education to the learning society. In the 1980s, the educational means from information technology into the virtual class, and then in the 1990s, the educational role with the economic globalization to the trade of educational service. Entering the 21st Century, the mode of educational development was from the Millennium goals to the sustainable development. The goal of sustainable development of human society depends on the sustainable development of education. The sustainable development of future education rests on the implementation of comprehensive, inclusive, just and quality education to ensure that all people have the opportunity to learn for life.
Higher Education in the Midst of a Pandemic: A Dean&apos;s Perspective
Author: Rowley, William J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Change,COVID-19,Pandemics,Social Change,Futures (of Society),Guidelines,Crisis Management,Educational Administration,Institutional Mission,Educational Finance,Delivery Systems,Information Technology,Student Personnel Services,Library Services,Teaching Methods,Deans,Administrator Attitudes,Virtual Classrooms,Distance Education,School Closing,Declining Enrollment,Educational Experience,Colleges,Universities

This paper suggests changes that are likely to occur in higher education resulting from the coronavirus pandemic from a retired dean's perspective. Global events like the Great Depression and World War II led to significant societal and cultural changes. This global pandemic will have the same impact. Higher education will not be the same in the future. What makes it difficult to predict its future is the fact that colleges and universities have no predetermined guidelines for how to offer an entire academic program during a worldwide health crisis. Administrators are having to figure out how to respond on the fly. This isn't to say there is no future for higher education. However, no colleges or universities will be able to conduct business as usual. For those who survive this changed environment, a significant re-assessment of every aspect of its enterprise will be required. This will include financial viability, mission, academic programs, program delivery, technology, library and student services.
Experiences of a German Girl Growing up during the Nazi Regime, the End of World War II, and Coming to &quot;Amerika&quot;: An Oral History Narrative
Author: Kirkwood-Tucker, Toni Fuss
Date: 2020-00-00
Type: Journal Articles
Subjects: Oral History,War,Females,Death,Jews,European History,Personal Narratives,Military Personnel,Food,Immigration,Racial Bias,Racial Discrimination,African Americans,Foreign Countries,Authoritarianism,Churches,Family Relationship,Political Attitudes,Activism,History Instruction

This oral history describes the memories of a young German girl growing up during the Nazi Era and the end of World War II in a village in the Bavarian Alps of southern Germany. The narrative is based on her lived experiences and stories shared by her father about the horrors of the Nazi regime. Her memories include shrieking bells and imminent bombing attacks, boy soldiers inducted in the &quot;Wehrmacht,&quot; the sabotage activities of her dissident father, and the despair of villagers when death notices came for sons and husbands killed at the front. She also describes the white-flag welcome her father and grandfather gave troops from General Patton's Third U.S. Army 10th Armored Division when they arrived at the edge of their village, and her experiences meeting White and Black soldiers who threw fruit and candy to the village children from their tanks. Concluding with her immigration to the United States at the age of 22 and her discovery of profound racism and discrimination against African Americans, this oral history gives teachers and teacher educators a rich, personal resource to use as an adjunct or alternative to textbook readings about a devastating time in Germany history.
Teachers&apos; Perspectives on Global Citizenship Education in Central Appalachia
Author: Moffa, Eric D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Global Approach,Social Studies,Rural Areas,Decision Making,Teaching Methods,Citizenship,Social Isolation,Barriers,Citizenship Education,High School Teachers,Sustainability,Civil Rights,Peace,Diversity,Individualism,Social Justice,Geographic Regions

This paper reports on a sequential mixed-methods (quan [right arrow] QUAL) study that explored rural Appalachian teachers' perspectives and pedagogical decisions about Global Citizenship Education (GCE). In phase one, a questionnaire was completed by social studies teachers (n=19) from remote and distant rural high schools located in Central Appalachia across two states. Closed-ended items were analyzed through descriptive statistics. Open-ended items were coded to elicit themes that helped to answer the research questions. In phase two, two participants from the original sample were interviewed to uncover their experiences navigating GCE in their unique community contexts. Findings suggest social studies teachers in rural Appalachia, while not using the exact terminology of global citizenship, support multiple types of global citizenship aims. They tend to perceive their communities as homogenous, isolated, and conservative, which presented both challenges to and stimuli for teaching global curricula. Participants tend to perceive much of their global curricula as contrarian in their communities and, therefore, rely on professional tact and community-based knowledge as rural natives to inform their pedagogical decisions.
Institutional Mentorship in West Africa: Comparing Government-Regulated and University-Led Models
Author: Mino, Takako
Date: 2020-09-00
Type: Journal Articles
Subjects: Mentors,Comparative Education,Accreditation (Institutions),Private Colleges,Universities,State Universities,Comparative Analysis,Role,International Cooperation,Leadership Styles,Program Effectiveness,Case Studies,Foreign Countries,College Faculty,Interpersonal Relationship

This paper compares two institutional mentorships in the West African context: one is an institutional affiliation required by the National Accreditation Board (NAB) between a mentor public university and mentee private university in Ghana; the second one is a university-led mentorship between a mentor private university in Ghana and a mentee private university in Niger. The research questions are the following: How do the two models of institutional mentorship contrast? What is the role of the mentor and mentee in ensuring the effectiveness of institutional mentorship? To investigate these questions, qualitative data was collected through document analysis and interviews of key informants, who were involved in the mentoring relationship across the three institutions. Goleman's (2000) leadership styles theory was applied as the theoretical framework in analyzing the case studies. The NAB institutional affiliation was coercive and created a disempowering and constraining effect upon the mentee, whereas the university-led mentorship displayed an authoritative leadership style and empowered the mentee through the inspirational example of the mentor. The understanding of responsibilities of the mentor and mentee in ensuring effective mentoring was regulations-driven under the NAB affiliation model and values-driven under the university-led model. The study showed the importance of the sense of agency of both the mentor and mentee in contributing to the mentoring relationship and what both forms of institutional mentorship could learn from each other. The findings of this study are important and relevant in informing the NAB to improve its institutional affiliation program and for new universities that are seeking models for building mentoring relationships with other institutions to expand their potential and impact.
An Exploration of How Teachers&apos; Attitudes to Global Learning Can Be Used to Inform Primary Science Education
Author: Strachan, Amy
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Elementary School Science,Elementary School Teachers,Science Education,Global Approach,Knowledge Level,Change Agents,Empowerment,Sustainable Development,Professional Development,Positive Attitudes,Teacher Role,Self Efficacy,Foreign Countries

This article contends that in England, where the status of science as a core subject has been weakened due to a focus on high-stakes accountability testing, a global learning approach reignites science as a subject that can nurture active global citizens. It argues that teacher knowledge and teachers' personal and professional commitment to global issues can inform a more relevant and purposeful primary science education, empowering both them and those they teach to become agents of change. It suggests that by exploring Sustainable Development Goals (SDGs) and their relation to the primary science curriculum in England, as well as developing a series of pedagogical strategies in line with global learning, teaching and learning in primary science can become more engaging and purposeful beyond fulfilling an assessment framework. A mixed-methods research design was used to explore and inform the Global Learning in Primary Science (GLPS) project. The findings suggest that while practitioners shared a positive attitude to a global learning approach, without being explicitly indicated in curriculum policy, its integration will continue to be left to chance. This global learning approach provides an opportunity for primary science education to become valued as dynamic process which supports sustainable development rather than remaining a static body of knowledge.
Infusing the UN Sustainable Development Goals into a Global Learning Initiative
Author: Mitchell, Sommer
Date: 2020-00-00
Type: Journal Articles
Subjects: Sustainable Development,International Education,Citizenship Education,Undergraduate Students,Interdisciplinary Approach,Workshops,Cooperative Learning,Blended Learning,Student Attitudes,Cultural Awareness

The Global Citizens Project (GCP) is a university-wide global learning initiative at the University of South Florida, aimed at enhancing undergraduate students' global competencies through curricular and co-curricular experiences. The GCP uses the United Nations Sustainable Development Goals (SDGs) as a framework for these experiences. Understanding the SDGs allows students to expand their ideas on issues that exist in the world and how we might respond to the challenges. The purpose of this article is to provide a case study showing how the GCP has introduced students from all disciplines and undergraduate degree programmes to the SDGs through interdisciplinary workshops, with the aim of helping them to better understand the SDGs and connect global issues to their academic goals, professional objectives and everyday experiences. To determine whether the aims of the workshops were met, qualitative content analysis is employed to analyse the constructed responses of students who attended them. The results of the study suggest that the SDGs provide a relevant and sufficiently robust framework for guiding undergraduate students in their thinking about global issues as well as their relationship with these issues.