ethanporcaro/eric-fulltext-meta huggingface dataset:
Clan Culture in Organizational Leadership and Strategic Emphases: Expectations among School Teachers in India
Author: Chennatuserry, Joseph Chacko
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Culture,Educational Policy,Teacher Attitudes,Preferences,School Administration,Administrative Organization,Teacher Administrator Relationship,Human Capital,Trust (Psychology),Participative Decision Making,Secondary School Teachers

Understanding the current and preferred organizational culture among school teachers in India is a primary requirement, particularly when the National Educational Policy (NEP) is being implemented. Measuring the competing values using the Organizational Culture Assessment Instrument (OCAI) provides information about the dominant characteristics of the organizational culture and the school teachers' preferences. We surveyed school teachers and received 273 responses. Research revealed that clan culture is the overall current and preferred organizational culture type. Many of the results are not a surprise. However, we found that organizational leadership is currently in the hierarchy culture and strategic emphasis is on adhocracy, whereas teachers prefer a clan culture on these dimensions. Teachers expect school leaders to be the ones who facilitate the path to achieve, provide mentoring, and are instrumental in team building. They prefer a culture that provides for the development of human capital, promotes high trust and transparency among teachers, and offers an opportunity to participate in decision-making. This study is unique as it measures schools' organizational culture that has not been done earlier in the Indian context. The results suggest implications on the leadership practices and the strategic emphasis that need to change, in order to facilitate the implementation of the National Education Policy (NEP).
Contribution of Job Satisfaction to Organizational Citizenship Behavior: A Survey of the School Teachers of Nepal
Author: Shrestha, Milan
Date: 2022-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Citizenship,Organizational Culture,Social Capital,Social Theories,Job Performance,Productivity,Teachers,Foreign Countries

Job Satisfaction (JS) and Organizational Citizenship Behavior (OCB) are both considered crucial in an organizational setting. The association between JS and OCB promotes school effectiveness on multiple levels. With this consideration, this research aimed to examine the relationship between them, following a post-positivist philosophy with a cross-sectional survey design. The data collected randomly from 345 respondents were analyzed using correlation and regression analysis and finally interpreted with the social capital and social exchange theory. The results confirmed the positive relationship between job satisfaction and organizational citizenship behavior, which further supports teachers' high job performances and work productivity. Likewise, the relationship between job satisfaction and organizational citizenship behavior supports organizational commitment and effectiveness among teachers to promote better educational achievement in schools.
Identifying the Needs of Intern Teachers in High Needs Areas of the Profession: District &quot;Must Knows&quot; for Providing Supports and Closing the Hiring Gap
Author: Maruca, Patricia
Date: 2022-00-00
Type: Journal Articles
Subjects: Faculty Mobility,Internship Programs,Teaching Experience,Teacher Shortage,Teacher Recruitment,Teacher Persistence,Educational Needs,Teacher Attitudes,Educational Technology,Special Education,Classroom Techniques,Individualized Education Programs,Self Esteem,Positive Behavior Supports,Teacher Collaboration

The pandemic has exacerbated teacher attrition in California with 88% of the hiring demand in high needs areas of education (Darling-Hammond et al., 2018). The shortage of credentialed teachers has increased the need to fill positions with intern teachers who have limited or no teaching experience. This is most prevalent in special education, mathematics, and science. Many intern teachers will leave the profession within the first two to five years of service. The impact will take its toll on the students with the greatest needs. This study explored the support and training needs of intern teachers in high need areas; critical components support systems needed to recruit, retain, and increase intern teacher longevity; and the existing systems of support for the intern teacher's success and retention. The findings may assist school administrators and university faculty in designing support systems for preparing, coaching, and supporting intern teachers to ensure their success in the profession.
Efficiency of Public and Private Service Delivery: The Case of Secondary Education
Author: Halásková, Renata
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary Education,Public Schools,Private Schools,Religious Schools,Foreign Countries,School Effectiveness,Efficiency

A current issue is the evaluation of the efficiency of various types of education service providers. This paper aims to evaluate the efficiency of the services of secondary education provided by a variety of types of providers. The evaluation of secondary education is performed on a sample of 26 grammar schools in the Prešov region of the Slovak Republic. The method of data envelopment analysis (DEA) is used. The results of the efficiency of 26 grammar schools in the period 2012- 2013 to 2016-2017 showed that grammar schools from the sample established by all providers (public, private, church entity) reached the full efficiency score. By contrast, six grammar schools were evaluated as the least efficient. The evaluation of the set of grammar schools based on the average efficiency score also showed that, from the viewpoint of the types of providers, public grammar schools reach higher efficiency scores, in comparison with church and private grammar schools. These findings expand on the theory of public goods with respect to their production and render valuable information for not only education providers but also creators of regional strategic plans in education policies.
Evaluation of Final Examination Performance at Czech University of Life Sciences during the COVID-19 Outbreak
Author: Moravec, Lukáš
Date: 2022-00-00
Type: Journal Articles
Subjects: Tests,Scores,Foreign Countries,College Students,Biological Sciences,COVID-19,Pandemics,Distance Education,Regression (Statistics),Computer Assisted Testing

The COVID-19 pandemic outbreak has upended the educational system worldwide, possibly with severe long-term consequences as most training institutions were forced to move to an online environment. Given the sudden transition to remote education, the main objective of this contribution is to evaluate the impact of distance education on examination results. We investigated the examination results of tax related subjects collected at the Czech University of Life Sciences in Prague during the period from 2014 to 2020. The sample consists of examination results of 120 different classes within 6 years with a total amount of 7268 observations. Firstly, we pivoted the data into the long format and performed binary logistic regression. Our findings suggest that the odds that student successfully passes the exam increases if the student was examined online compared to in-person. Additionally, we used KNN regression which enables us to predict success rate for an upcoming semester. According to our analysis, it is expected that on average 82 students out of 100 will successfully pass the exam. The model was calibrated using cross-validation to choose optimal K.
Exploring the Teachers&apos; Perception towards Educational Inclusion: A Study of Teachers&apos; in Pune, India
Author: Sharma, Ambuj
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Inclusion,Foreign Countries,Students with Disabilities,Public Colleges,Private Colleges,College Faculty,Gender Differences,Teaching Experience

In India, changes in legislation and policy have increased the number of students with disabilities enrolled in higher education. The purpose of this study was to investigate university teachers' perceptions towards inclusion of students with disability public and private universities in India. The study examined how age, gender, educational levels, years of teaching experience, and frequency of interaction with a person with a disability influence instructors' views about people with disabilities and their inclusion at public and private academic institutions. Data was collected through a digital questionnaire from private and public universities in Pune, India. The population of the study comprised of full time University teachers' (under-graduate, post-graduate and doctoral courses) in Pune. The survey was completed by 309 university teachers. Descriptive statistics, independent sample t-test and ANOVA were used to examine the data. The researchers found no statistically significant relationships between teachers' perceptions of inclusion in regards to degree level, gender and years of experience. The study did, however, discover a statistically significant relationship between teachers' perceptions of inclusion and their interaction with students with disabilities. Academic and social outcomes of students with disabilities are significantly enhanced when inclusive approaches are used. Goals for future research are discussed.
The Relationship between Secondary School Teachers and Students&apos; Readiness of Using Flipped Classroom
Author: Kazu, Ibrahim Yasar
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Readiness,Secondary School Students,Flipped Classroom,Foreign Countries,Teacher Attitudes,Student Attitudes

The emergence of instructional technologies has made inevitable changes in educational settings. The flipped classroom that integrates education with technology has grown in popularity in recent years. This study intends to investigate the relationship between secondary school teachers' and their students' flipped classroom readiness. Data were collected through a scale for flipped classroom readiness of teachers and their students. There were 745 participants randomly selected from 5th and 8th grade students and 233 teachers from five different secondary schools in Elazig, Turkey. It is concluded that teachers and students are generally ready to apply this model. Additionally, there is a positive relationship between teachers and their students' technology self-efficacy. Also, the students whose teachers are open-minded have more positive opinions on the flipped classroom. The study hopes to contribute to the increase in the usage of the flipped classroom in educational settings regarding both teachers' and their students' readiness. It has pedagogical implications for teachers to be trained and given more knowledge about the model so that the more the teacher is informed with the flipped classroom the more students can benefit.
Work Ready Graduates for Australian Small and Medium Accounting Firms
Author: Hayes, Sharon
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Career Readiness,College Graduates,Accounting,Small Businesses,Knowledge Level,Computer Software,Business Skills,Taxes,Communication Skills,Interpersonal Competence,Employment,Computer Literacy,On the Job Training

Approximately 40% of accounting graduate recruitment in Australia is by small and medium accounting (SMA) firms, firms which can face different constraints compared to their larger counterparts. Given the characteristics of SMA firms it is important to appreciate what they consider makes a work ready graduate. This article reports the findings of a study that explores what makes a graduate work ready when commencing employment within an Australian SMA firm. The findings suggest that a work ready graduate for an SMA firm has a working knowledge and understanding of business accounting software programs, taxation and tax software. Additionally, there is a high emphasis on communication and interpersonal skills. This raises the question as to what extent should current university degrees provide adequate technical knowledge and generic skill development for those graduates seeking employment with SMA firms, and who should be responsible for it?
Engineering Design-Based Activities: Investigation of Middle School Students&apos; Problem-Solving and Design Skills
Author: Uzel, Lütfi
Date: 2022-00-00
Type: Journal Articles
Subjects: Engineering Education,Design,Learning Activities,Middle School Students,Problem Solving,Grade 6,Foreign Countries

The purpose of this research is to examine the effects of engineering design-based activities carried out in the sixth-grade Matter and Heat unit on the problem-solving skills of students, and the changes in the designing skills of students during these activities. This research, conducted by following the one-group pre-test -- post-test quasi-experimental design, was carried out with 23 students enrolled in a public school. Within the scope of the research, activities structured in line with the Matter and Heat unit learning outcomes were carried out for five weeks. The effect of the activities on the problem-solving skills of students was evaluated with the 'problem-solving skills test'. During the activities, 'worksheets' and 'design products' were used to evaluate the designing skills of students. The data obtained from the problem-solving skills test were analyzed using the Wilcoxon signed-rank test. The engineering design process rubric was used to evaluate the changes in students' design skills during the engineering design-based activities. The results showed that there is a statistically significant difference between students' pre-test and post-test scores in the problem-solving skills test. It has been determined that engineering design-based activities carried out within the framework of the real-world problems contribute to the increase of engineering design skills of middle school students.
Enhancing Students&apos; Understanding and Motivation during COVID-19 Pandemic via Development of Virtual Laboratory
Author: Sasmito, Agung Panji
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Science Instruction,Chemistry,Science Laboratories,Computer Simulation,Educational Technology,Technology Uses in Education,Student Motivation,Program Effectiveness,Thermodynamics,High School Students,Secondary School Science,Knowledge Level

One of the obstacles that occur in Chemistry learning is low student motivation due to monotonous media. Another thing that currently becomes an obstacle is the COVID-19 pandemic which limits face-to-face learning. However, Chemistry practicum learning in the laboratory is difficult to carry out at students' homes. The purpose of the study is to develop a virtual laboratory, the validity and effectiveness of which are measured, to increase students' understanding and motivation in Chemistry, the topic of exothermic and endothermic reactions. The 4D model is used in the development of learning media in the form of a virtual laboratory. The validity of virtual laboratory products is confirmed by media experts and material experts in their fields. Product effectiveness was measured using a posttest-only control group design with two groups of students involving 63 students. Data collection was carried out through questionnaires, tests, and interviews, with descriptive analysis for the results of validation of the learning media and pilot test and t-tests for testing the effectiveness of virtual laboratories. The results showed that the virtual laboratory is easy to use and has feedback at the end of the practicum simulation so that the virtual laboratory can be applied as a valid and effective learning media in increasing student understanding and motivation.
Flipped Classroom--Digital Game-Based Learning (FC-DGBL): Enhancing Genetics Conceptual Understanding of Students in Bilingual Programme
Author: Ristanto, Rizhal Hendi
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Educational Technology,Technology Uses in Education,Flipped Classroom,Biology,Game Based Learning,Video Games,Secondary School Students,Grade 9,Bilingual Education,Genetics,Scientific Concepts,Concept Formation,Instructional Effectiveness,Foreign Countries

The learning process with modern technology is an absolute requirement in the digital age. As a science subject with unique characteristics, biology also requires a unique and technology-based learning process. Flipped Classroom--Digital Game-Based Learning (FC-DGBL) is a learning model that combines flipped classrooms and evaluations using digital game-based learning Kahoot. This study on the effect of the FC-DGBL learning model on the conceptual understanding of Genetics was conducted on secondary school students in the grade nine bilingual program. The research was located at Penabur Christian Secondary School Kelapa Gading Jakarta, Indonesia. This study used a quasi-experimental design; the students involved were 46 students, and data on understanding genetic concepts were collected using a 12-question essay test that refers to Bloom's taxonomy. The analysis was performed by ANCOVA testing at the significance level a = 0.05. The results showed that FC-DGBL had a significant effect to enhance the conceptual understanding of the Genetics of bilingual secondary school students. Students who obtained the Flipped Classroom--Digital Game-Based Learning (FC-DGBL) significantly understood the Genetics concept than students with traditional learning models. Based on the dimensions of conceptual genetics understanding in the aspect of applying genetic knowledge, analyzing the concept of genetics, and proposing new ideas about genetics FC-DGBL had a higher increase, whereas the evaluating aspect of ideas related to genetics was lower than that of the control group. FC-DGBL is a good learning design for learning genetics in bilingual learning programs.
Experiences and Practices of STEM Teachers through the Lens of TPACK
Author: Morales, Marie Paz E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,STEM Education,Pedagogical Content Knowledge,Technological Literacy,Teaching Methods,College Faculty,Technology Integration,Technology Uses in Education,Teacher Attitudes,Faculty Development,Quality Assurance

The study used the TPACK (Technological Pedagogical Content Knowledge) framework to determine the STEM (Science Technology Engineering Mathematics) teachers' experiences and practices. Data were sourced through interviews, classroom observations and document analysis from purposively selected 106 STEM teachers (from randomly identified universities/colleges of the 17 regions of the country). Three frameworks: Policies Standards and Guidelines (PSGs), Philippine Professional Standards for Teachers (PPST) and TPACK guided the analysis of the qualitative data. Exploratory design developed the visualization for the three education domains (pedagogy, assessment and technology integration) that represent teachers' experiences and practices. Findings revealed that teachers characterized the unique attributes of the domains defining the individual visualizations of these education domains. Re-thematization provided an image for the Philippine Higher Education Responsive Model (PHERM) which showed that STEM teachers develop one knowledge construct of TPACK at a time, the last being integrating technology. The developed model of STEM teachers' experiences and practices is envisioned to track and enhance the competencies of teachers to deliver 21st century-skilled STEM workforce for the Philippines. [Note: The page range (237-256) shown on the PDF is incorrect. The correct page range is 233-252.]
Aoristic Drift and Narrative Perfect in Early Modern English: A Functional Approach
Author: Bondar, Vladimir
Date: 2021-00-00
Type: Journal Articles
Subjects: Computational Linguistics,English,Form Classes (Languages),Pragmatics,Language Usage,Generalization,Syntax,Guidelines,Dialogs (Language),Grammar,Semantics,Foreign Countries,Language Variation,Standard Spoken Usage,Old English,Diachronic Linguistics,Drama,Court Litigation,Fiction,Literary Genres,Nonstandard Dialects

In the current study, data from A Corpus of English Dialogues (1560-1760) are used to consider contexts with the have-perfect and temporal adverbs of the definite past time such as yesterday, last night, ago. Data analysis is conducted within the framework of a usage-based approach, which gives evidence to the hypothesis that in Early Modern English the have-perfect in spoken register was gradually developing perfective semantics and that it followed the stages of generalization of meaning depending on the degree of event remoteness. Investigation of the instances where the have-perfect is used in narrative passages shows that the have-perfect in such contexts does not lose its pragmatic component of current relevance but is employed to highlight a crucial event out of a chain of past events. The paper proposes the hypothesis that the main mechanism preventing the have-perfect from further aoristicization is the operation of syntactic analogy within the syntactic paradigm of the present perfect, which had already fully developed by the time of Early Modern English.
Influence of Cognitive Ability on Students&apos; Conceptual Change in Particulate Nature of Matter in Physics
Author: Ezema, Marcus Jideofor
Date: 2022-00-00
Type: Journal Articles
Subjects: Cognitive Ability,Scientific Concepts,Concept Formation,Science Instruction,Physics,Secondary School Students,Psychological Patterns,Foreign Countries,Logical Thinking,Teaching Methods

When students were exposed to cognitive conflict and 5E teaching models, this study looked at the impact of cognitive ability on their conceptual change in the particulate nature of matter in physics. With a sample of 195 first-year upper secondary school students, the study used a quasi-experimental design with non-equivalent groups. The data were collected using the Conceptual Change Test (PNMCCT) and the Test of Logical Thinking (TOLT). Through the process of test-retest utilizing the split-half approach, a reliability coefficient of 0.79 was achieved for PNMCCT, and Cronbach's alpha reliability index of the TOLT was found to be 0.81. The TOLT was used to divide the respondents into three levels of cognitive ability: low, average, and high cognitive capacity. Analysis of variance and analysis of covariance were used to analyze the data. When students were exposed to two conceptual change instructional methods, the results demonstrated that cognitive capacity had a substantial impact on conceptual change. It was suggested that students be encouraged to think critically and rationally about physics issues.