ethanporcaro/eric-fulltext-meta huggingface dataset:
Excellent Teachers&apos; Strategies in Managing Students&apos; Misbehaviour in the Classroom
Author: Sueb, Rosilawati
Date: 2020-04-00
Type: Journal Articles
Subjects: Classroom Techniques,Student Behavior,Behavior Problems,Teacher Competencies,Learning Activities,Planning,Interaction,Interpersonal Relationship,Standards,Discipline,Foreign Countries,Secondary School Teachers,Muslims,Classroom Environment

The study explores Excellent Teachers' strategies in managing students' misbehavior in the classroom. Students' misbehavior are escalating and getting more variant and serious. The need to investigate how teachers manage the students' behavior in the classroom is deemed important. In this study the participants are Excellent Teachers or &quot;Guru Cemerlang&quot; who earned their title as &quot;Guru Cemerlang&quot;, based on promotional basis, due to their expertise in their teaching areas, exhibition of exceptional qualities in their personality and leadership and accumulation of vast teaching experiences. This is a qualitative study utilized semi-structured interviews and email interviews as its data collection method. The interviews were conducted on nine (9) Malay Muslim Excellent Teachers; seven (7) females and two (2) males from nine different schools of nine different school districts in Selangor. Their age ranges from thirty seven (37) to fifty three (53) years with teaching experiences ranging from ten (10) to thirty one (31) years. The strategies that Excellent Teachers utilize could be categorized into three higher categories: the first category pertaining to the preparation and activities that excellent teachers carried out in the classroom, the second category is interaction, which is the communication and reaction of excellent teachers towards student misbehavior and the third category is the presentation of treatment pertaining to pleasant or unpleasant consequences. In this article only discussion on the first category of the strategy which pertain to preparation and activities that excellent teachers carried out in the classroom will be highlighted. The sub- strategies are recognized as early year preparation, conducive learning environment, and classroom activities.
The Peer Tutor Experience: Tutor Perceptions of Academic Performance and Skillset Gains
Author: Cofer, Rebecca
Date: 2020-00-00
Type: Journal Articles
Subjects: Peer Teaching,Student Attitudes,College Students,Skill Development,Self Esteem,Interpersonal Competence,Experience,Academic Achievement,Achievement Gains,Student Characteristics,21st Century Skills

Although the research on the effects of peer tutoring is not in short supply, there is limited research on the effects of this experience for the peer tutor. Using a researcher-created survey based on themes in the literature, this study explored the perceived gains of peer tutors through their tutoring experience. Participants were recruited from tutors who worked for the past seven years at a small state college in Georgia. All subcategories showed a significant difference in the perceived skillset gains. Overall, these findings support the thesis that peer tutoring is an impactful experience not only for the tutee but also for the tutor.
STEM Integration: Factors Affecting Effective Instructional Practices in Teaching Mathematics
Author: Rasid, Nor Syazwani Mohd
Date: 2020-04-00
Type: Journal Articles
Subjects: STEM Education,Teaching Methods,Mathematics Instruction,Foreign Countries,Lesson Plans,Planning,Discussion (Teaching Technique),Program Implementation,Classroom Environment,Teacher Attitudes,Student Attitudes,Gender Differences,Secondary School Students,Secondary School Teachers,Problem Solving

Malaysian Ministry of Education (MOE) has created initiatives in the Malaysian Education Blueprint (2013- 2025 that aim to increase teachers' and students' competencies in Science, Technology, Engineering and Mathematics (STEM) subjects and create learning experiences that will prepare students for the considerable array of STEM career fields. There are so many effective instructional practices suggested in integrating STEM education for teaching Mathematics. However, there are some factors that need to be concerned in producing effective instructional practices in teaching Mathematics. This study investigated the factors affecting instructional practices of mathematics since the implementation STEM education. Using a descriptive design method, a questionnaire was administered to 100 students and 50 mathematics teachers in Klang Valley. The overall mean score of all four factors (Lesson plan and implementation, Mathematical discuss and sensemaking, task implementation, and classroom culture) measured in this study is moderately high based on students' and teachers' perspectives. Teachers rated all factors higher than students' rate. Both teachers and students agreed that classroom culture is the important factor. There are no significant differences in the mean score of factors among gender of students and teachers. There is significant difference in the mean score of factors among the achieving abilities among the students.
Reading Habit and Students&apos; Attitudes towards Reading: A Study of Students in the Faculty of Education UiTM Puncak Alam
Author: Baba, Jamiah
Date: 2020-04-00
Type: Journal Articles
Subjects: Reading Habits,Reading Attitudes,Preservice Teachers,Foreign Countries,Positive Attitudes,Recreational Reading,Printed Materials,Nonprint Media,Reading Materials,Teacher Influence,Family Influence,Academic Achievement,Public Libraries

Ability to read is crucial as reading affects intellectual and emotional growth of an individual. Those who read well have more chances in widening their mental horizons and better opportunities of success. Hence, this paper is an attempt to understand the reading habits and attitudes of the students in the Faculty of Education in Universiti Teknologi Mara, Puncak Alam. To collect the relevant data, a questionnaire was designed and distributed to 80 students. The questionnaire investigated the students' reading habit, preferences, and attitudes towards reading. The research findings through quantitative analysis revealed that the students had an overall positive attitude towards academic and leisure reading as they read academically and leisurely daily or at least once a week. Apart from that, digital materials are considered better compared to printed texts when it comes to the students' preference and its availability. Based on the findings, several recommendations were made to help improve students' reading habits and attitudes. Having a national survey on Malaysian students' reading habits is deemed necessary as it can document current trends (including the use of digital materials as a form of reading) and factors affecting students' reading habits and attitudes so that more fruitful actions to improve students' reading habits can be taken. Finally, teachers should also play a more significant role in motivating students to read as the findings yield that teachers are shown to have an impact on students' reading habits and attitudes.
Mediating Communication -- ELF and Flexible Multilingualism Perspectives on the Common European Framework of Reference for Languages
Author: Leung, Constant
Date: 2020-00-00
Type: Journal Articles
Subjects: Multilingualism,Benchmarking,Rating Scales,Guidelines,Emotional Intelligence,Second Language Learning,English (Second Language),Transfer of Training,Semantics,Intercultural Communication,Official Languages,Foreign Countries,Language Usage,Translation,Language Proficiency,Native Language,Code Switching (Language)

The Common European Framework of Reference for Languages (CEFR) is a major international benchmarking resource used for curriculum development and assessment. The elaboration of the concept of multilingual mediation in the 2018 Companion Volume of the CEFR is a timely addition to the original publication in 2001. Amongst other things, it acknowledges an important aspect of contemporary language communication. In this article we examine the ways in which multilingual mediation is characterized and operationalized in the rating scales and the associated descriptors. We argue that some significant dimensions of mediation, such as emotional intelligence, can only be understood in context and they cannot be easily rated on any exonormative scale. Drawing on data from English as a Lingua Franca research, we show that the tendency to portray mediation as largely concerned with cross-lingual information transfer is a partial capture; it misses the agentive richness in multilingual communication that can dynamically open up semantic spaces and generate fluid discourse interactions. We suggest that there is room for more flexible reckoning of mediation to allow for situated language sensibilities and practices in discourse interaction.
Investigating Teachers&apos; Implementation and Strategies on Higher Order Thinking Skills in School Based Assessment Instruments
Author: Wilson, Diana Marie
Date: 2020-04-00
Type: Journal Articles
Subjects: Thinking Skills,Educational Strategies,Foreign Countries,Barriers,Secondary School Teachers,Teacher Attitudes,Program Implementation,Educational Assessment

Higher Order Thinking Skills (HOTS) among students is crucial to be developed in the education system as to prepare students to face the 21st century situations as well as to develop students to reach their full potential. In Malaysia, the integration of HOTS in the new School Based Assessment is a move towards realizing the government's aspiration of achieving a quality education system. The study seeks to investigate teachers' challenges and their strategies on integrating Higher Order Thinking Skills (HOTS) in School Based Assessment (SBA). This study was conducted at three Secondary schools in Tawau, Sabah, Malaysia. This study has been conducted using the descriptive quantitative research design. The instrument used is questionnaire and 68 teachers who are teaching Form One, Form Two and Form Three students at the schools participated in this study. Data is analysed using descriptive statistic and frequency, percentage, mean and standard deviation are analysed by using SPSS package (version 22). The results of the finding outlined several challenges faced by the respondents during the integration of HOTS in SBA instruments. The findings in this study also highlight the strategies employed by teachers to integrate HOTS in SBA.
M-Track: Progress Tracking System for MOOC Development
Author: Noor, Harrinni Md
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Large Group Instruction,Educational Technology,Technology Uses in Education,Higher Education,Program Development,Program Implementation,Reports

In 2014, the Ministry of Education initiated Massive Open Online Course (MOOC) pilot project at public universities in Malaysia. Universiti Teknologi MARA (UiTM) was selected among three public universities to develop the university's own MOOC. This pilot project is one of the initiatives by the Malaysian government to support the ninth shift of Malaysia Education Blueprint 2015-2025 (Higher Education): Globalized Online Learning, which is introduced to achieve the desired outcomes set by the National e-Learning Policy (&quot;Dasar e-Pembelajaran Negara&quot; or DePAN). All MOOCs are now available on the Open Learning platform and offered throughout the year. It is a huge task indeed to manage and monitor simultaneous MOOC development in all UiTM faculties and state campuses. Thus, a tracking system to monitor the progress of MOOC development by lecturers called the MTrack System was designed. This paper explains how the system was developed and implemented. The system facilitates e-learning administrators to monitor the quality of MOOC at all 26 faculties and 12 UiTM campuses throughout Malaysia before there were offered to the public. The system can generate several types of report and this ensures the duration of MOOC development is adhered to. The target users of the system are the MOOC developers, MOOC Coordinators, MOOC Managers at the institution and anyone who wishes to develop MOOC.
Fixing the Plane While It&apos;s in the Air: Managing a Principal&apos;s Energy
Author: Briscoe, Patricia
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,Administrator Responsibility,Graduate Study,Administrator Education,Professional Development,Family Work Relationship,Well Being,Emotional Response,Time Management,Physiology,Coping,Fatigue (Biology),Energy

In this case narrative, Peter, an experienced principal in a new school board and school, is struggling to keep up with the day-to-day challenges at his school and to achieve work--life balance. Challenges include: (a) small changes in the school can that demand some of his time; (b) daily unintended interruptions that are draining his time and energy; (c) feeling overwhelmed, which causes feelings of hopelessness and despair; and (d) the demands of long daily work hours that are affecting his family life and his ability to maintain a healthy lifestyle. The case includes teaching notes and two activities--exploring the difference between time and energy management, completing an energy management audit, and devising a plan and strategies to restore and replenish energy--that instructors can use in graduate-level courses and professional development workshops.
Managing Emotions and Coping in a Context of Work Intensification
Author: Hauseman, Cameron
Date: 2020-00-00
Type: Journal Articles
Subjects: Emotional Response,Self Control,Principals,Urban Schools,Coping,Leadership Responsibility,Role Playing,Reflection,Foreign Countries,Work Environment

Work intensification has heightened and accelerated the need for Canadian school principals to manage their emotions. This case explores the emotional aspects of a contemporary principal's work in a large urban school and highlights effective coping strategies and approaches used to regulate her emotions. The teaching notes describe several activities that can strengthen leadership capacity and ensure that participants engage with current research on emotions and work intensification. Activities include identification and evaluation of coping, emotional regulation strategies, scripted and improvisational role play, and structured reflection
Promoting Equity in Contexts of Work Intensification: A Principal&apos;s Challenge
Author: Tuters, Stephanie
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Women Administrators,Administrator Role,Administrator Responsibility,Barriers,Social Justice,Work Environment,Administrator Attitudes,Leadership Responsibility,Diversity,Social Bias,Homosexuality,Elementary Schools,Inclusion,Role Playing

This case describes the experience of a principal named Jade working in a diverse school in South Central Ontario. A teacher in Jade's school had been confronted by parents and a school board trustee for reading a book to their class about a family with two moms. The teacher, no longer feeling safe or welcome, eventually decided to switch schools. Jade would have liked to be more involved in the issue, but given her mounting workload, found it difficult to devote as much time as she would have liked. This case is a starting point for discussion with educational leaders and teachers about the challenges of leading and teaching for social justice in a context where many are experiencing work intensification. The teaching notes are designed to help the readers understand the micro and macropolitical context in greater detail including perspectives and values of the key actors, particularly that of the principal. The role of the principal is underexplored and therefore often misconstrued or misunderstood. The principal of a school is expected to be an instructional leader, a human resources manager, and a leader for students and the broader community. They are primarily and ultimately responsible for too many aspects of the day-to-day operations and the lives of staff and students. This case raises important questions about the role of schools and the roles of principals within those schools.
Learner Autonomy in the Vietnamese EAP Context: A Literature Review
Author: Roe, Jasper
Date: 2020-04-00
Type: Journal Articles
Subjects: Personal Autonomy,English for Academic Purposes,Foreign Countries,Educational Research,Vietnamese People,Definitions,Student Attitudes,Instructional Effectiveness,Second Language Instruction,Second Language Learning,Cultural Context,Confucianism,Teacher Role,College Students

This literature review explores the current body of research pertaining to learner autonomy in the Vietnamese English for Academic Purposes (EAP) context, investigating themes and research methodologies, conclusions drawn, limitations and possible avenues for further study and new research directions in the future. We demonstrate that although there are many studies exploring the concept of learner autonomy, the definitions as to how this term is described is not clear throughout the literature, and this is a limitation in the current research field. In addition to this, there is significant evidence suggesting that Vietnamese EAP learners are keen to engage in autonomous learning practices and can demonstrate the self-regulation required to do so, which disagrees with traditional conceptions of Confucian heritage culture learning approaches.
Rural Teaching Principal: Leadership with Precious Few Minutes
Author: Jutras, Mickey
Date: 2020-00-00
Type: Journal Articles
Subjects: Rural Areas,Case Studies,Principals,Elementary Secondary Education,Kindergarten,Small Schools,Faculty Workload,Foreign Countries,Administrator Attitudes,Declining Enrollment,Time Management,Educational Quality,Burnout,Extracurricular Activities,Teaching Methods,Teaching Load,Administrator Role,Assignments,Work Environment

This case examines a rural teaching principal in a small K-12 school in a prairie province. The case examines the work intensification of Mrs. Hayes, whose school has been affected by reductions in student enrolment, staffing, and administrative time. Overwhelmed by myriad responsibilities, the principal feels inadequate as both a teacher and a leader. She is exhausted in her efforts to provide quality learning and extra-curricular opportunities for students, as her workload continues to grow. Teaching activities examine the uniqueness of the rural teaching principal role and possible solutions that may support leaders as they manage work intensification in order to accomplish the responsibilities of this dual role.
The Impact of Quality Assurance Policies on Curriculum Development in Ontario Postsecondary Education
Author: Liu, Qin
Date: 2020-00-00
Type: Journal Articles
Subjects: Quality Assurance,Curriculum Development,Postsecondary Education,Foreign Countries,Accountability,Educational Policy,College Administration,Outcomes of Education,Educational Quality,Public Colleges,Standards,School Culture,Technical Institutes,Community Colleges,Leadership Effectiveness

Two trends in the evolution of quality assurance in Canadian postsecondary education have been the emergence of outcomes-based quality standards and the demand for balancing accountability and improvement. Using a realist, process-based approach to impact analysis, this study examined four quality assurance events at two universities and two colleges in Ontario to identify how system-wide quality assurance policies have impacted the curriculum development process of academic programs within postsecondary institutions. The study revealed different approaches that postsecondary institutions chose to use in response to quality assurance policies and the mechanisms that may account for different experiences. These mechanisms include endeavours to balance accountability and continuous improvement, leadership support, and the emerging quality assurance function of teaching and learning centres. These findings will help address the challenges in quality assurance policy implementation within Canadian postsecondary education and enrich international discussions on the accountability-improvement dichotomy in the context of quality assurance.
The Professional Learning Community to Implement the Results-Based Management Approach (RBM) in Québec
Author: Bouchamma, Yamina
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,Communities of Practice,Educational Policy,Foreign Countries,Change Agents,Case Studies,Accountability,Educational Change,Educational Administration,Teacher Supervision,Administrator Attitudes,Teaching Methods,High Schools,Teacher Administrator Relationship

School principals are agents of change in the implementation of education policies as they oversee accountability actions that serve to monitor and evaluate student achievement and identify the measures required. In Québec, where &quot;results-based management&quot; (RBM) is encouraged, the &quot;professional learning community&quot; (PLC) approach ensures this accountability by enabling members to gather, manage, and analyze student data. This case study pertains to the experience of one principal who sought training on how to integrate a PLC in his school. In the context of RBM, characterized by an increase in administrative tasks, this principal ultimately experienced a low sense of effectiveness regarding his supervision practices by having few legal structures to support this supervision. Two series of teaching activities are proposed related to prioritization tasks and the role of PLCs in a context of work intensification and RBM.
Teaching Excellence and How It Is Awarded: A Canadian Case Study
Author: Miller-Young, Janice
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Educational Quality,Awards,Professional Recognition,Higher Education,Student Centered Learning,Teaching Methods,College Faculty,Instructional Leadership,Standards,Student Attitudes,College Students,Foreign Countries,Evaluation Criteria,Comparative Analysis,Case Studies

Quality teaching and how to assess and award it, continue to be an area of scholarship and debate in higher education. While the literature demonstrates that assessment should be multifaceted, operationalizing this is no easy task. To gain insight into how teaching excellence is defined in Canadian higher education, this empirical study collected and analysed the criteria, evidence, and standards for institutional teaching awards from 89 institutions and 204 award programs across Canada. The majority of awards included criteria such as specific characteristics of teaching performance and student-centredness; while activities that had impact outside an individual's teaching practice were also prevalent, including campus leadership, scholarship of teaching and learning, and contributions to curriculum. Lists of potential sources of evidence were heavily weighted towards student perceptions and artefacts from instructors' teaching. Recommendations for individuals and institutions wanting to foster excellence in teaching are offered along with suggestions for future research.