ethanporcaro/eric-fulltext-meta huggingface dataset:
Lecturer&apos;s Perspective on Talent Management in Private Higher Learning Institutions in Kuala Lumpur, Malaysia
Author: Selvanathan, Mahiswaran
Date: 2019-00-00
Type: Journal Articles
Subjects: Career Development,Organizational Culture,Correlation,College Faculty,Private Colleges,Teacher Attitudes,Information Technology,Technological Literacy,Faculty Mobility,Human Resources,Foreign Countries,Talent,Teacher Effectiveness,Teacher Persistence,Social Theories,Computer Science Education,Teacher Motivation,Family Work Relationship

Talent management has been an ongoing focus in teaching and career development among lecturers in universities. However, this effective practice lies in the conduct of certain factors in an organisation. Some of the important factors that contribute to talent management of an organisation are; the ability of lecturers to perform, organizational culture and retention practice of an organisation. Hence, this paper took a milestone in explaining the relationship among talent management and three antecedent factors; performance, organisational culture and retention. Importantly, the research focuses on academicians who are teaching Information Technology related subjects. The leading universities in Malaysia have a tendency to lose competent academicians thus creating a gap in the organisational outcome. Thus, respondents were sampled from Private Higher Learning Institutions in Kuala Lumpur, Malaysia. The data was collected from 133 respondents who have been teaching in IT related modules. Hypotheses were built based on the relationship between variables and analysed using Pearson Correlation in via the SPSS software. The results show that two hypotheses are not supported except for one of the hypothesis on retention has indicated a significant relationship with the talent management practice of the university. Information Technology is a fast growing industry as lecturers in this field need to be constantly updated in their knowledge, skills and ability. This requires talent management. Academicians who are unable to do this with the support and motivation of an organisation may not be able to offer their services in the university. Consequently, this can lead to poor outcome on knowledge delivery to students or the turnover rate may be affected. Overall, this paper has called for good human resource practices for lecturers in the teaching profession.
E kore au e ngaro he kakano i ruia mai i rangiatea: Literacy Policy for the Survival of Maori as a People
Author: Rawiri, Aneta Hinemihi
Date: 2016-00-00
Type: Journal Articles
Subjects: Malayo Polynesian Languages,Pacific Islanders,Ethnic Groups,Literacy,Indigenous Knowledge,Foreign Policy,Correlation,Neoliberalism,Age Differences,Language Maintenance,Cultural Maintenance,Foreign Countries,Adult Literacy,History,Public Policy

Literacy holds very little positive meaning or experience for Maori and indigenous peoples. It has, instead, played a significant role in the breakdown of rich and cherished ancestral ways of life. This has resulted in a general, intergenerational resistance to literacy participation among adult Maori. Research findings reveal the nexus between literacy, colonialism and imperialism. This critical link is the key determinant of significantly high levels of adult Maori dis-engagement with literacy. Yet, research has also found that adult Maori willingly engage with literacy when it is grounded within a fundamental aspiration of indigenous peoples: to live our ancestral heritage and pass it on to future generations in its full richness and vitality. These insights challenge the neo-liberal values that dominate international and national adult literacy policy. Maori and indigenous peoples' resistance to literacy participation is not an outright rejection of literacy. They seek, instead, to engage in literacy practice in self-determining ways that restore and strengthen, rather than deny, their ancestral heritage within day-to-day whanau life. Incorporating this aspiration into tertiary literacy policy would shift it away from a position of entrenched neocolonialism, towards truly post-colonial approaches that promote pluralistic, mutually respectful relationships with Maori and indigenous peoples.
Emotional Intelligence and Its Relationship to Academic Performance among Saudi EFL Undergraduates
Author: Saud, Wafa Ismail
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Emotional Intelligence,Undergraduate Students,English (Second Language),Second Language Learning,Language Proficiency,Academic Achievement,Emotional Response,Self Control,Student Attitudes,Self Management

The purpose of the present study was to describe the emotional intelligence level of Saudi EFL undergraduate students, as well as to examine the effect of emotional intelligence on success in foreign language learning. A total of 80 Saudi undergraduate students from the English Department at King Khalid University participated in this study. Data was collected by means of Schutte Self Report Emotional Intelligence Test (SSEIT), and by an English achievement test. SSEIT questionnaire data was matched with the students' academic scores in the English language achievement test, and was analysed using SPSS. The findings indicated that Saudi EFL students scored a high level of emotional intelligence. The most popular intelligence subscales they used were &quot;Utilization of Emotion&quot; followed by &quot;Management of Others Emotion&quot; and &quot;Management of Self Emotion&quot; and finally, &quot;Perception of Emotion&quot;. Another finding indicated that two of the four subscales, &quot;Utilization of Emotion and &quot;Management of Others Emotion&quot; were significantly associated with their English achievement level. The implications of the value of emotional intelligence in fostering academic achievement were considerable for both EFL teachers and academic policymakers.
Psychosocial Factors and Burnout Syndrome in Academics of a Public University from Mexico
Author: Sánchez, Daniela Villamar
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,College Faculty,Teacher Burnout,Psychological Patterns,Teacher Attitudes,State Universities,Work Environment,Measures (Individuals),Gender Differences,Age Differences,Marital Status,Predictor Variables,Incidence,Higher Education,Educational Policy,Quality of Life,Well Being,Prevention,Stress Variables,Mexicans,Foreign Countries

The objective of the study was to identify the relationship between psychosocial factors of academic work and Burnout Syndrome in a public university in Mexico. In a sample of 247 academics from a public university in Mexico, an online battery was applied that was made up of an adaptation of the questionnaire Psychosocial Factors of Academic Work (FPSIS), the Questionnaire for the Evaluation of Burning Syndrome by Work for Educational Professionals (CESQT-PE) and a section on sociodemographics The high and/or critical prevalence of Burnout dimensions was around 30% at the same time as more than 90% showed high levels of illusion at work. Multivariate linear regression models showed a statistically significant relationship between all psychosocial factors and most Burnout dimensions independent of sex, age or marital status, reaching explained variances between 16% and 43%. The most reliable predictors were &quot;social and organizational problems&quot; and &quot;problems with students&quot;, which also had higher prevalence (40.9% and 34.8% respectively). Negative dimensions of burnout and Illusion for work seem to coexist to some extent. The psychosocial factors found are clearly linked to the new higher education policies. It is recommended to implement actions at the institutional level that contribute to improving working conditions and well-being, as well as preventive programs to reduce work stress and improve the quality of life of academics.
Ethical Living and Work Self Efficacy Beliefs of Academicians of Higher Education in Asia: A Key Determinant of One&apos;s Belief in One&apos;s Ability to Achieve the Desired Result in a Precise State of Affairs
Author: Sivarethinamohan, R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Ethics,Self Efficacy,College Faculty,Moral Values,Foreign Countries,Teacher Attitudes,Emotional Intelligence,Job Performance,Performance Factors,Positive Attitudes,Teacher Student Relationship,Behavior Standards,Social Behavior

Ethical academicians are perfectly virtuous. They always strive for greater virtue and follow strictly the moral stands of their profession. The ethical living and self-efficacy are important to them because of being fair and honest in their academics. Determinants of ethics include knowledge, values, attitude and intention. The domain-specific framework developed by Verbeke et al. (2004) has been considered as fundamental for identifying the dimensionality of work Self-efficacy and ethical challenges of academicians. A comprehensive literature review is undertaken regarding the concept of work Self-efficacy to assess workers' confidence and their ethical living in the workplace. This article examines theoretically and analytically the antecedent processes and information cues involved in the formation of work self-efficacy. Theoretical and numerical analysis of the key determinants of work self-efficacy increases the understanding of moral values, truthful fair and honest. Factors which decisively affect ethical living were identified from literature collected from the academicians who are working in the Five Regions of Asia - Central Asia (Tajikistan, Uzbekistan, Kazakhstan, Turkmenistan, Kyrgyzstan) East Asia (China, Mongolia, North Korea, South Korea, Japan, Hong Kong, Taiwan, Macau) South Asia (Sri Lanka, Bangladesh, India, Afghanistan, Pakistan, Bhutan, Nepal, the Maldives) through Google classroom. Methods of Statistical Analysis of self-efficacy data are descriptive statistics, Pearson Correlation Coefficient and Kolmogorov-Smirvnos normality test and Kruskal-Wallis one-way analysis of variance and Principal Component Analysis. Positive, mastery experiences give academicians a sense of accomplishment when they have faced a challenge ethically. Positive Zeal during Academic interaction, vicarious experiences that occur when academician see others succeed and feel an increased sense of their own ability to succeed. Sincere &amp; deeper self, mingling with students, Social persuasion increase a teacher's sense of confidence and ability to succeed. A proper plan of action has drawn special attention, and inferences pertaining to future research are discussed at the end of the critique.
An Investigation into Educational Decision-Making in a Centralized Education System: Governance Principles and the Case of National Education Councils (Sûras)
Author: Toprak, Mustafa
Date: 2019-00-00
Type: Journal Articles
Subjects: Governance,Centralization,Educational Policy,Voting,Educational Planning,Foreign Countries,Stakeholders,Selection Criteria,Participative Decision Making,Meetings,College Faculty,Power Structure

This study aims to investigate how national education councils are organized in Turkey, shed light on their voting procedures, and examine their perceived challenges, based on data from eight participants of the 18th National Education Council. A qualitative research design was adopted and data were collected through semi-structured interviews. By scrutinizing a particular decision-making convention in a centralized system, the study offers significant evidence on education decision-making and contributes to the existing body of literature on education decision-making in accordance with governance principles.
An Alternative ESL/Dual-Language Approach: Narrowing Achievement Gaps for Newly-Arrived Hispanic Students?
Author: Cardoza, José A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Hispanic Americans,English Language Learners,Grade 4,Grade 5,Language of Instruction,Elementary School Students,Spanish,English (Second Language),Mathematics Instruction,Urban Schools

This study investigated the extent to which Hispanic newcomer ELLs in grades 4 and 5, who received math instruction in Spanish, improved their math scores in district and state tests as compared to ELLs who received math instruction in English only. Descriptive and inferential statistics such as frequency distribution, variability, and ttests informed the analysis. Cummins' (1981) Common Underlying Proficiency Theory served as the conceptual framework. Results indicate that the treatment group exhibited higher gains (7%) than the comparison group (&lt; 3%). Those interested in closing achievement gaps may consider adding dual-language alternatives to their ESL programs.
An Urban-Defined School Implements a Grassroots Oral History Course and Study Abroad Program for Social Justice Equity, Social Consciousness, and Student Advocacy
Author: Griffen, Aaron J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Justice,Disadvantaged,African Americans,Advocacy,Urban Schools,Oral History,Poverty,Critical Theory,Race,Lobbying,Educational Legislation,Minority Group Students,Study Abroad,Guidelines,Program Development,Equal Education,Cultural Awareness,Racial Bias,Standards,Principals,Undocumented Immigrants,Foreign Countries

This paper conceptualizes the practices of one urban-defined school's development of two uniquely designed student-led advocacy and research initiatives to promote social consciousness and student advocacy among the school's faculty, staff and community. This paper considers urban-defined to be any school, system, or teaching force that operates in a suburban populated city or area that carries the socially constructed and political descriptor of &quot;urban&quot; because the school demographics are characterized as including a majority of children of color (Black and Brown) and/or children with low socioeconomic/high poverty status. Two tenets of Critical Race Theory as a theoretical framework are identified: (1) racism as an invisible norm and (2) the use of counter narratives to provide voice to historically marginalized groups. In addition, the grassroots frameworks for African American educational lobbyists to enact African American legislative voice (Griffen, 2015, 2017, 2018) were used to as a way to mobilize community interests through youth advocacy and voice, which resulted in a collaboration of this urban-defined school's leaders and teachers to empower students to (1) conduct grassroots oral history research and (2) propose an accepted study abroad program. Recommendations for replication include frameworks for developing a grassroots Oral History and Study Abroad course in order to promote social justice equity, social consciousness, and student advocacy.
Teaching Teachers for Brazilian Universities: A Content Analysis of Scientific Publications Focused on the Sustainability of Stricto Sensu Programs
Author: Gavioli, Lilian
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Masters Theses,Doctoral Dissertations,Health Sciences,Program Content,Scientific Research,Doctoral Programs,Masters Programs,Didacticism,College Faculty,Teaching (Occupation)

After more than four decades of post-graduate programs in Brazil focused on the preparation of teachers -- the Stricto and Lato Sensu programs -- we have verified a gearing frequency of academic works that reflect on these programs. Through a bibliometric analysis and a content analysis of scientific publications focused on the Stricto Sensu programs we conclude that the current stage of research development shows that these programs are associated with a concentrated focus on research and that pedagogical preparation is being made secondary. The methodology used was qualitative, data from the Brazilian Platform for Higher Education Personnel Improvement Coordination (CAPES) and the Scientific Electronic Library Online (Scielo) were used and analyzed using the Iramuteq software. The results showed that since the 2000s the number of doctoral theses and master's dissertations has grown and the area with the most publications refers to the health sciences. This bias motivates an accessory debate as well as revealing the implications of the focus of these programs.
Aspiring Administrators&apos; Knowledge and Leadership Capacity to Mitigate Issues of Poverty and Homelessness in Schools
Author: Von Dohlen, Heidi B.
Date: 2019-00-00
Type: Journal Articles
Subjects: Poverty,Homeless People,Masters Programs,School Administration,Administrator Education,Instructional Leadership,Social Justice,Reflection,Teaching Methods,Self Evaluation (Individuals),Principals,Administrator Role,Federal Legislation,Knowledge Level,Graduate Students,Student Attitudes

This study identified Masters of School Administration (MSA) students' knowledge and understanding of poverty and homelessness in schools and sought to increase leadership capacity to mitigate issues of homelessness and poverty in schools. This study provided targeted instruction, an opportunity for school leaders to engage in self-assessment and reflection of their knowledge of poverty and homelessness, and led participants to create school and school district plans to support homeless students. Findings indicate through focused online sessions, reflection in discussion boards, videos, experiential learning, and written assignments that participants reported increased leadership capacity to mitigate issues of homelessness and lead more socially just schools.
Chinese Characteristics and International Standards: Study on Evaluation System of Scientific and Technological Innovation Capacity of &quot;Double First-Class&quot; Universities
Author: Huang, Xiaoping
Date: 2019-00-00
Type: Journal Articles
Subjects: Universities,Institutional Characteristics,Innovation,Capacity Building,Scientific Research,Evaluation Methods,Research Problems,Cross Cultural Studies,Technological Advancement,Educational History,Asian Culture,Standards,Classification,Foreign Countries

In the construction of &quot;Double First-class&quot; universities, how to establish an evaluation system of universities' scientific and technological innovation capacity with Chinese characteristics and international standards will determine the direction and level of improvement of Chinese university?s technological innovation capacity. The system of scientific and technological innovation in university is a complex system, and the existing evaluation index and evaluation system may be difficult to meet the actual needs of the national construction of &quot;Double First-class&quot; universities in the new situation, so the evaluation index should be a breakthrough and innovation. This paper probes into the existing problems in the evaluation system of scientific research in China, systematically investigate the common and different features of scientific research evaluation in Britain, America, France and Australia, puts forward the new connotation of the structure dimension of Chinese universities 'scientific and technological innovation capacity, and points out the basic criterion of constructing the evaluation system of university scientific and technological innovation capacity: First, design of indicators should reflect the development trend of the world, and reflect the cultural characteristics and historical background of Chinese universities. Second, it is necessary to according to the &quot;world standard&quot;, reflect the value orientation and practice standard of Chinese university construction. Third, taking differentiated design and establishing a classification evaluation standard. Fourth, the evaluative dimension should reflect the diversification of the evaluation's content, especially considering to optimize overall scientific research ecology.
LGBT Educators&apos; Perceptions of Safety and Support and Implications for Equity-Oriented School Leaders
Author: Wright, Tiffany
Date: 2019-00-00
Type: Journal Articles
Subjects: LGBTQ People,School Safety,Democratic Values,Social Justice,Administrator Responsibility,Teacher Attitudes,Social Bias,Administrator Attitudes,Educational Environment,Institutional Characteristics,Geographic Location,Kindergarten,Elementary Secondary Education,At Risk Persons,Teacher Characteristics

Equity is desirable in all aspects of our democracy. Public schools, in particular, are essential to that enterprislse. Unfortunately, lesbian, gay, bisexual and transgender (LGBT) educators have often not experienced equity in our schools. Equity-oriented school leaders, however, can make schools more equitable for LGBT teachers while increasing student achievement. The research reported here examines LGBT teachers' perceptions of equity in their workplace--our schools--and, particularly, their sense of safety. Implications for equity-oriented school leaders are discussed.
How Well Does Undergraduate Education Prepare College Students for the Employment Outlook? A Secondary Data Analysis of Baccalaureate and beyond Longitudinal Study (B&amp;B)
Author: Wu, Liyun
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Study,Employment Opportunities,Immigration,Gender Differences,Race,Disabilities,College Graduates,Outcomes of Education,Educational Attainment,Graduate Study,Longitudinal Studies,Bachelors Degrees,Comparative Analysis,Employment,Academic Degrees,Competency Based Education,Labor Market,Work Experience,Educational Finance

The trajectory of successfully completing an undergraduate educational program, attaining postgraduate employment, and beginning advanced degree programs was examined using the Baccalaureate and Beyond Longitudinal Study (B&amp;B: 2008/2012), a large U.S. nationally representative longitudinal sample survey of college graduates who completed the requirements for a baccalaureate degree. The third cohort of this longitudinal study was used to compare participants' status at the time of graduation and four years post-graduation. It was hypothesized that graduates whose post baccalaureate employment experiences related to their baccalaureate majors would be more likely to enroll in additional advanced degree studies, and that the post-baccalaureate field of study would be similar to the undergraduate major among those who pursued a graduate degree. Race, gender, disability, and immigration status were entered as control variables. Findings show that within two years, 42.1% of graduates had initiated postsecondary education. These data indicate that graduates were more likely to pursue degrees which were similar to their baccalaureate degree majors. If their bachelor degree majors were health professions, the likelihood that they pursued graduate-level health professional training and related sciences were highest (p&lt;.001). By attending and finishing college, baccalaureate degree recipients heavily invest in their career by using their financial and non-financial resources. College students with fewer resources are less likely to successfully graduate, attain post-graduate employment in their field, and pursue post-baccalaureate studies. Instituting a competency-based curriculum in baccalaureate programs may improve opportunities for students to gain successful employment experiences, increase labor market outcomes, thus narrowing the divide between students with and without financial and non-financial resources.