ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;I AM TIRED&quot; - Job Burnout and Citizenship Behaviour in an Organization: Occupational Commitment as a Mediator in a Malaysian Private University
Author: Chen, I-Chi
Date: 2020-00-00
Type: Journal Articles
Subjects: Burnout,Citizenship,Organizational Culture,Foreign Countries,Private Colleges,Work Attitudes,Predictor Variables

Today, academics are under high pressure to equip themselves to satisfy various demands. The aim of this study is to investigate the relationship between job burnout, occupational commitment, and organizational citizenship behaviour (OCB) among academics at a private university in Malaysia. The present study was applied on the basis of PLS-SEM analysis. A total of 620 academics from two campuses of a private university participated in the study. The results indicate that emotional exhaustion is the most stressful indicator of job burnout. Secondly, job burnout was found to exert a significant negative influence on OCB as well as occupational commitment. Finally, occupational commitment was found to be a mediator between job burnout and OCB. In summary, this study aims to improve the professional commitment and OCB of academic staff by addressing job burnout.
Finding the Right Fit: Exploring ESL Teachers and Students&apos; Perceptions of iLit ELL, a Technology-Based Literacy Program&apos;s Use with High School English Language Learners
Author: Shahbazi, Sara
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,English Language Learners,Second Language Instruction,Technology Integration,Instructional Effectiveness,High School Students,Teacher Attitudes,Language Attitudes,Student Motivation,Individualized Instruction,Personal Autonomy,Scaffolding (Teaching Technique),Professional Development,Foreign Countries

The purpose of this interpretative phenomenological study was to explore the lived experiences of ESL secondary teachers and their perceptions towards the use, effects, and integration of iLit ELL, a technology-based language program designed for English language learners, as well as the perceived effects the program had on students' motivation and attitudes towards learning English. Data were collected using teacher interviews, student focus groups, and final reflections, as well as researcher observations and field notes. The collected data were analyzed through the steps of Interpretive Phenomenological Analysis to broaden the breadth and depth of the content and complexity of each narrative independently. Data were then compared across individual experiences and interpreted in a dynamic and active process that involved double hermeneutics. Based on the data collected throughout the study, findings indicated that technology integration is affected by teachers' adaptability to change; teacher mindset affects teachers' acceptance, integration, and effective use of technology; when applied purposefully, technology and differentiated instruction increases student motivation and teachers' efficiency; and technology with embedded scaffolds can enhance student autonomy and motivate student learning. From the emerging themes, the following recommendations are suggested for stakeholders and future research: differentiated professional development for teachers; applying consistent school and system-wide supports and beliefs on technology; adopting a universal designs method to teaching; further exploring teacher perceived efficacy and actual performance of technology integration; and a comparative study exploring best instructional models.
Disability Policy Representation in African Higher Education Research: Implications for Disability Policy Framing in African Higher Education
Author: Maruza, Fadzayi Marcia
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Students with Disabilities,Educational Policy,Higher Education,College Students,Misconceptions,Access to Education,Definitions,Educational Research,Social Influences,Cultural Influences,Policy Formation

This paper sets out to critically explore the way disability policies are framed in African higher education. Presented in this paper is a review of published studies that detail the dominant framing perspectives that have influenced disability policies in African Higher Education (HE). Review of literature was done using the Yair Levy and Timothy J. Ellis (2006) systems approach to conducting an effective literature review. The paper has three sections and these include: (1) an introduction; (2) dominant policy framing perspectives; and (3) and a discussion on exploring possibilities for an expansive disability policy framing for Higher Education in Africa. This paper argues for nuanced ways to expand our understanding of the current and emerging issues pertaining to the study of policies on disability in the field of HE in Africa.
Higher Education Funding and Student Access in the Global South
Author: Kwasi-Agyeman, Fredua
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Finance,Public Support,Public Colleges,Access to Education,Foreign Students,Nontraditional Students,Comparative Education,Educational Research,Fees,Expenditures,Distance Education,Enrollment Trends,Developing Nations,Foreign Countries

Globally, the increasing cost of university education, growing student enrolments and weak economic of nations have caused a reduction in public funding for university education. This decline in public funding seems to have increased tuition fees, caused deterioration of infrastructure, thereby affecting student access to university education. In the Global South particularly, Ghana and South Africa, there is the quest for universities to widen access. This is as a result of the perceived association of the activities of universities to socio-economic development. However, funds allocated by these governments to the sector is woefully inadequate. The study reveals that public universities in South Africa and Ghana rely on alternative sources such as fees of international students and non-traditional learners to enhance their fiscal strength but this seems inadequate owing to the financial strain that comes with the growth in domestic student numbers.
School Choice and Hope Interrupted: COVID-19 and the Case of Pre-K Programs Housed in Catholic Schools
Author: Kotok, Stephen
Date: 2020-00-00
Type: Journal Articles
Subjects: School Choice,COVID-19,Pandemics,Preschool Education,Catholic Schools,Enrollment,Student Recruitment

Our essay examines the challenges and opportunities for the New York City Universal Pre-K program in Catholic Schools. We review the impact of the program before and during the COVID-19 pandemic. These Pre-K programs have brought much needed revenue for Catholic Schools and provide a pipeline for prospective Catholic K-12 school students. Specifically, we discuss the school choice context in New York City with attention to the Catholic school sector and how Universal Pre-K fits into it. We then make recommendations on how the Archdiocese of New York and the Diocese of Brooklyn can utilize their resources, maintain enrollment, and support the broader community during this challenging time. We base our recommendations on our various roles as researchers of school choice, professors of Catholic K-12 school faculty, and personal involvement of one of the authors on Catholic school boards. Although our essay focuses on New York City, the implications apply to the Catholic school sector in many metropolitan areas.
Lessons From the Field: Catholic School Educators and COVID-19
Author: Giunco, Kierstin M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Catholic Schools,COVID-19,Pandemics,Planning,Lesson Plans,Urban Schools,Distance Education,Online Courses,Educational Technology,Electronic Learning,Faculty Development,Crisis Management

Teachers are regularly tasked with planning for long-term academic and formative goals for entire classes and individual students. This planning involves designing and developing effective routines, creating detailed lesson plans, and tracking authentic assessment of students. Skilled teachers are accustomed to predictable expectations and outcomes in the familiar contexts of classrooms; yet, COVID-19 undermined the ability of teachers to plan. Using a case study and narrative analysis approach, this paper examines how 32 urban Catholic school teachers experienced the transition to remote instruction. Data analysis produced a template broadly aligned with Rush et al's (2014) framework for effective, emergency, online school professional development curriculum during an emergency. A key aim of this paper is to provide some concrete recommendations for school level crisis preparation planning, implementing online learning platforms, matching needs and resources, communicating with parents, and using social media during this pandemic.
Service-Learning in Catholic Higher Education and Alternative Approaches Facing the COVID-19 Pandemic
Author: Tian, Qianhui
Date: 2020-00-00
Type: Journal Articles
Subjects: Service Learning,Church Related Colleges,COVID-19,Pandemics,Catholics,Electronic Learning

Drawing on a review of the literature on service-learning in Catholic higher education and the development of online service-learning, as well as an empirical case study of 2020 Vincentian Service Day at DePaul University, this article examines an alternative way to develop service-learning in Catholic schools in response to the reality and needs of the world in front of us. Service-learning is widely practiced in higher education institutions and plays an essential role in Catholic schools as it integrates students' faith, morals, and spiritual growth with social justice commitments. School closures due to COVID-19 significantly impede service-learning. However, a successful case of virtual service-learning design and practice at DePaul University in May 2020 can provide insights and prospects of developing service-learning during and beyond the pandemic. This article highlights the importance of service-learning in Catholic higher education and explores the feasibility of developing virtual service-learning during this unprecedented time and moving forward.
Catholic School Educators as Adaptive Leaders: A Structure for Prophetic Action in Response to COVID-19
Author: James, John T.
Date: 2020-00-00
Type: Journal Articles
Subjects: Catholic Schools,COVID-19,Pandemics,Religion,Teacher Role,Teacher Leadership,School Closing,Online Courses,Electronic Learning,Catholic Educators,Leadership Responsibility

This article shares the perspectives of Catholic educational practitioners in the United States as they responded to the challenges of COVID-19. The article then turns to the challenges for practitioners ahead and suggests a prophetic response utilizing the adaptive leadership framework. It outlines some of the issues and questions that must be addressed for the Fall semester. It concludes with references to scripture, Pope Francis, and others regarding a prophetic response to COVID-19 as a tempestuous sea.
In This Spirit: Helping Preservice Teachers Thrive during the Pandemic through Adaptation and Change
Author: McIntosh, Novea A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Pandemics,COVID-19,Culturally Relevant Education,Minority Group Teachers,College Faculty,Teacher Educators,Catholic Schools,Student Needs,Social Justice,Teacher Characteristics,Educational Technology,Technology Uses in Education,Coping

&quot;New times demand new methods,&quot; William Joseph Chaminade. These words reflect the lived experiences of two faculty women of color, identified as Afro Caribbean and African American scholar practitioners in education at a Marianist university. We share our different narratives of the experience from the dual lens of social emotional learning and culturally responsive pedagogy with our classes and students as they thrived during a pandemic. Included in these narratives will be a discussion of the continued community building process, exploration of efforts to learn more about the teaching profession, social justice and advocacy as we learn about others, and challenges encountered in creating virtual learning environments, as spaces to express themselves and dig deeply into their experiences as pre-service teachers. This essay gives voice to the work of two faculty of color who found their work more valuable and accessible to students during these tough times.
Gather Us In: Building Meaningful Relationships in Catholic Schools amid a COVID-19 Context
Author: Fussell, Ronald D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Catholic Schools,COVID-19,Pandemics,Distance Education,Teaching Methods,Online Courses,Self Concept,Guidelines,Instructional Innovation,Churches,Interpersonal Relationship,Spiritual Development,Elementary Secondary Education,Kindergarten

During the COVID-19 pandemic, Catholic schools in the United States pivoted from traditional learning to a remote learning model to maintain continuity of instruction for students. This pivot has served as a catalyst for academic innovation in many Catholic schools. As Catholic schools turn their attention to the possibility of remote learning in the fall of 2020, it is important now to consider how remote learning impacts interpersonal relationships within the school community. This reflective essay examines implications of relationship building in a remote learning context using Cook and Simonds's (2011) framework for relationships for Catholic schools as a lens. By attending to the various relationships within the Catholic school community in a remote learning context, teachers and leaders together can take steps to ensure that the distinctive Catholic identity of the school community remains intact.
Navigating the Uncharted Pandemic Waters: An Examination of the Role of the Catholic School Superintendency in Response to COVID-19
Author: Miller, Andrew
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Catholic Schools,Superintendents,Administrator Attitudes,Decision Making,Instructional Leadership,School Closing,Expertise,Kindergarten,Elementary Secondary Education,Administrator Role,Barriers,Conflict,Educational Change,Distance Education,Educational Quality,Guidelines,Teaching Methods,Online Courses,Innovation,State Legislation,Federal Legislation,Salaries

The management of multiple dilemmas became a norm overnight for Catholic school superintendents navigating the COVID-19 pandemic as they quickly moved to making decisions that would have long-term effects on the system of schools they led. This paper attempts to make sense of the new educational dilemmas that have confronted Catholic school superintendents during these past several months. Utilizing the 2019 framework for navigating and managing professional dilemmas in educational leadership (Spillane &amp; Lowenhaupt), we explore educational dilemmas Catholic school superintendents face during this pandemic. We show in this paper that Catholic school superintendents have drawn on their professional expertise and tailored their responses to these COVID-19 dilemmas in illustrative and instructive ways for considering how the U.S. Catholic school system may better respond as the pandemic continues.
Social-Emotional Learning in a Time of Chaos
Author: Bond, John B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Academic Achievement,Pandemics,COVID-19,Elementary Secondary Education

Over the last generation public schools in the United States have strongly emphasized student achievement as measured by standardized tests. In this paper the role Social-Emotional Learning (SEL) can play in improving student success is emphasized. Research on SEL has shown that student achievement is positively affected by SEL programming. Yet, an argument continues over how the limited time in the classroom is used. As the world faces a pandemic during which students are often not attending school in person, their social-emotional health is of increased concern.
Scrutinizing Values-Based Education in Secondary Grade EFL Coursebooks
Author: Ertürk, Gülsah Tikiz
Date: 2020-00-00
Type: Journal Articles
Subjects: Values Education,Social Values,Moral Values,Secondary School Curriculum,High Schools,Textbook Content,National Curriculum,English (Second Language),Second Language Instruction,Foreign Countries,Instructional Materials

The study aims to expand the understanding of values and values-based teaching in the English language teaching community by scrutinizing English as a foreign language (EFL) coursebooks and the secondary grade curriculum. This is a qualitative study with a document analysis design. The data in the form of EFL coursebooks were examined, interpreted and coded to elicit meaning and gain understanding about the presentation of values residing in four coursebooks. The results of the study indicated that the values presented in secondary level EFL coursebooks do not show an equal distribution and the target values serve the purpose of raising awareness of learners about different values rather than allowing them to understand, internalize and discuss these values at higher levels of learning, which makes the process only superficial. Integrating the teaching of values into the curriculum of language learning classes has been an area of interest in recent years and the Turkish Ministry of Education (MoNE) revised its curriculum in 2018 and textbooks were written in 2019 in accordance with the requirements of the national curricula. Detailed analysis of the teaching of values and their distribution in these coursebooks might help curriculum planners and coursebook writers as well as teachers.
Why Can&apos;t We Learn Foreign Languages in Turkey? Some Psychological Reasons behind It
Author: Yigit, Ecenaz
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Second Language Instruction,Student Attitudes,College Students,Anxiety,Helplessness,Student Experience,Language Skills,Student Characteristics,Instructional Materials,Educational Environment,Language Teachers

Foreign language learning is one of the most significant endeavours for people in all countries in the world. Turkey has given importance to foreign language learning for years. Nevertheless, it has been an unresolved problem for Turkish people. The purpose of the present study is to determine why people fail to learn foreign languages in Turkey and the psychological reasons behind it by focussing on perception, foreign language anxiety and learned helplessness. The participants were 100 volunteer students (56 female, 44 male) who were selected randomly from different faculties and departments at Bursa Uludag University. The data were collected from a questionnaire, which consisted of five main sections to identify participants' background, perception of foreign language learning, level of foreign language anxiety, and level of learned helplessness. Both quantitative and qualitative data were collected. The data were analysed in relation to the research questions that guided the study. The results indicated that the participants' perceptions of foreign language learning were positive owing to past positive experiences, but their level of foreign language anxiety was high due to lack of practice in language skills in the past; and their level of learned helplessness was low because of the positive perceptions they possessed. In addition, the findings suggested that the four language skills should be taken into consideration when the contents of foreign language lessons at schools and foreign language courses at universities are prepared and determined.
Make Healing, Not Performance, the Goal for K-12 Schools amid This Global Pandemic
Author: Shea, Munyi
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Elementary Secondary Education,Trauma,Trust (Psychology),Resilience (Psychology),Interpersonal Relationship,Social Justice,Student Needs,School Closing,Economic Factors,Stress Variables,Grief,Interaction

The novel coronavirus (COVID-19) has had far reaching implications on every aspect of human life -- from where we work, to where we feel safe to grocery shop, to how we greet friends. At the same time, the pandemic has exposed long-standing issues of structural racism, xenophobia, social and economic inequities, precipitating multiple large-scale social justice movements and demonstrations in the United States, culminating in &quot;dual public health emergencies.&quot; As Kindergarten through Grade 12 (K-12) students slowly return to school, educators are grappling with how to support their students amid these overlapping crises. In this paper, we discuss the relevance of trauma-informed pedagogy, with a specific focus on 3Rs -- relational connectedness, restored trust, and contextualized resilience. We urge educators to keep the whole child at the center of their curriculum, and to make healing -- not performance -- the priority for K-12 schools amid and following the global pandemic.
Driven to Teach, Compelled to Learn: A Review of the Role(s) of Storytelling in Education
Author: Niedermeyer, W. Jason
Date: 2020-00-00
Type: Journal Articles
Subjects: Story Telling,Personal Narratives,Classroom Techniques,Instructional Effectiveness,Culturally Relevant Education,Elementary Secondary Education,Children,Indigenous Knowledge,Intergenerational Programs

Humans have an instinct not only to tell stories but also to listen to them. When the message is passed from storyteller to audience, lessons are frequently transmitted. The stories serve as vessels for cultural transmission. Yet there is a gap in the research evaluating how their effectiveness in teaching informally might be leveraged in a classroom to achieve similar pedagogical ends. The aim of this interdisciplinary review is to formally evaluate the ways in which stories are used to transmit information between people and across generations and the degree to which these capacities have been used in classrooms.
A Provincial University at the Times of the World Pandemic: Preservation or Development?
Author: Mikhailov, Alexey
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Coping,College Faculty,College Students,Barriers,School Closing,Distance Education,Online Courses,Educational Technology,Electronic Learning

The authors describe the issues a Russian provincial university has attempted to adjust during the COVID-19 pandemic, and the significant challenges as well as the opportunities that faculty members and students continue to encounter during these times of uncertainty.
Effects of the COVID-19 Pandemic on Students and Their Parents
Author: Graumann, Olga
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Equal Education,Access to Computers,Educational Technology,Online Courses,Distance Education,Internet,Barriers,Teacher Student Relationship,Computer Mediated Communication,Parent Role,Blended Learning

The COVID-19 pandemic resulted in school closures in spring 2020 in many countries, including Germany, to stem the spread of the virus. From one day to the next, school learning became the responsibility of parents, and school administrators expected teachers in all types of schools to switch from almost exclusively analogue teaching to distance learning - in particular to digitalized teaching - from one day to the next. In this article we analyze what this means for families. It is shown that the inequality of opportunities in education is increased when schools and families lack digital equipment and expanded Internet connections. It describes the problems that parents and children have had and will continue to have with immature and unproven concepts of distance learning, since schools in Germany are far from making up for the deficit in the area of digitized instruction. The state of emergency in the time of a pandemic also clearly shows the limits of innovative teaching with the new media and raises awareness of the importance of an intensive analogue pedagogical teacher-pupil relationship.