ethanporcaro/eric-fulltext-meta huggingface dataset:
A Proposed Ranked-Based Ranking Model on the Impact of International Ranking of Higher Education Institutions on Higher Education Reform in the Kingdom of Saudi Arabia
Author: Alduais, Ahmed
Date: 2019-10-00
Type: Journal Articles
Subjects: Reputation,Higher Education,Foreign Countries,Educational Change,Models,Content Analysis,Fuels,Educational History,Institutional Evaluation,Educational Objectives,Comparative Education

To measure the impact of international ranking of higher education institutions on higher education reform in the Kingdom of Saudi Arabia and to propose a ranked-based ranking for the Saudi higher education institutions in addition to a ranking development model. A non-experimental study based on the quantitative data retrieved from five types of rankings (Webometrics, Shanghai, QS, Times Higher Education and Leiden) and qualitative data from the Ministry of Education, in addition to the measure proposed by the researcher (Ranked-based ranking)--are all analysed using descriptive statistics and content analysis. The big gap between the establishment of the Kingdom (1932), the the discovery of the oil (1939) the first established higher education institution (1957), realising the importance of higher education internalization after (2000) and first inclusion of Saudi higher education institution(s) in international rankings (2006)--all indicate a slow progress on educational sector in the Kingdom, especially when compared to the the many pluses the country have. However, the achievements of the Kingdom since the launch of King Abdullah's Education Reform and Development programme have made a minor difference and resulted into having the Kingdom being ranked among the top Arab countries and mong the international higher education rankings. Yet, when comparing this to the new vision 2030--new challenges are rising and this progress seems to be turtling again. What has been achieved so far is a big plus in the history of the Kingdom; what is being intended to be achieved seems to be a shy step and a minor objective; the proposed ranked-based ranking model could be developed towards a comprehensive ranking system; and the proposed model for improving ranking is country specific and might not work for other countries.
A New Way Forward for Social Justice Researchers: Development and Validation of the Social Justice Behavior Scale
Author: Flood, Lee D.
Date: 2019-12-00
Type: Journal Articles
Subjects: Attitude Measures,Social Justice,Test Construction,Test Validity,Test Reliability,Factor Analysis,Test Items,Leadership,Principals,Administrator Attitudes

Despite social justice leadership receiving an increasing amount of attention by researchers, a methodological imbalance with qualitative inquiries dominating the existing empirical literature base persists. Compounding this issue is the lack of a discipline-specific, quantitative instrument made for the exact purpose of exploring the nature of social justice leadership. This study aimed to answer the calls of a number of scholars (Jean-Marie, Normore, &amp; Brooks, 2009; Nilsson, Marszalek, Linnemeyer, Bahner, &amp; Misialek, 2011; Otunga, 2009) by developing and validating a scale. The Social Justice Behavior Scale (SJBS) was developed through the creation of items based on a literature review, informed directly by a meta-analysis, and refined through the Delphi Technique. Surveys were digitally distributed to principals in the United States. The final dataset consisted of 227 principals from 27 states. Following a principal components analysis with oblimin rotation, the SJBS was found to have three components made up of 23 items that accounted for 62.16% of the total variance. Cronbach's alpha for the entire instrument was 0.933. The SJBS shows promise as a quantitative research instrument moving forward. Future recommendations include collecting additional data for confirmatory analyses, distributing the instrument in additional contexts, and bolstering future investigations into social justice leadership through the use of the SJBS as a research tool.
An Overview of Practical Experiences in the Process of Leadership Learning of Elementary Principals in Mexico
Author: Loya, Cruz Argelia Estrada
Date: 2019-12-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Elementary Schools,Leadership Training,On the Job Training,Mexicans,Foreign Countries,Administrator Education,Case Studies,Biographies,School Administration

The educational system in Mexico has allowed teachers without preparation and training in leadership to pursue leadership positions. This paper presents the findings of a study aimed at analyzing the processes of leadership learning experienced by school principals in the course of their leadership practice. The methodology used was a qualitative multiple case study using a biographic narrative interpretative method. Findings show that principals experienced challenges throughout their practice and that these role experiences enabled leadership learning and improvement of their leadership practice. Their learning is contextualized and shaped by the practical experiences that are not only unique but they also enable on-the-job leadership learning.
Exploring the Values of Educators in Greek Schools
Author: Lazaridou, Angeliki
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Ethics,Leadership Styles,Values,Gender Differences,Age Differences,Teachers,Centralization,School Administration,Teacher Student Relationship,Economic Climate,Leadership Effectiveness

Among the factors that determine an organization's effectiveness, values are critical elements. However, little is known about the values of those who work in schools. The research reported here is an initial step in exploring the value orientations of educators in Greece. The findings are used to formulate recommendations for extended investigations of Greek educators' values and the implications for school administration and leadership.
The Relationship between Followership Styles and Leadership Styles
Author: Essa, Eman Bani
Date: 2019-12-00
Type: Journal Articles
Subjects: Leadership Styles,College Faculty,State Universities,Private Colleges,Correlation,Validity,Reliability,Goodness of Fit,Comparative Analysis,Democracy,Authoritarianism,Empowerment,Teacher Attitudes,Teacher Administrator Relationship,Foreign Countries

This study aimed at identifying patterns of the followership styles and their relation to the leadership styles of academic leaders as perceived by faculty members in public and private universities in northern Jordan. The researchers used the descriptive correlation approach. The Kelley's scale was adopted for the followership styles, and stellar's leadership scale for leadership styles. The study instruments were administered to a stratified random sample of 304 faculty members at (Yarmouk, JUST, Al-Bayt, Philadelphia, Ajloun Private University, Jerash Private University and Irbid Private University). The validity and reliability of the study tools have been verified. Chi-Square Goodness of Fit was employed to compare the expected with the observed distribution of frequencies. The results showed that the Exemplary followership type was the highest observed, followed by the pragmatic pattern and finally the Alienated and the Passive pattern. The results showed that the most prevalent leadership styles are the empowering, democratic, and autocratic. Study results also showed that there were no statistically significant differences between the leadership and the followership styles.
Socialization at the University: A Qualitative Investigation on the Role of Contextual Dynamics in the Socialization of Academics
Author: Kondakçi, Yasar
Date: 2019-12-00
Type: Journal Articles
Subjects: Socialization,College Faculty,Context Effect,Beginning Teachers,Public Colleges,Foreign Countries,Vocational Adjustment,Work Environment,Power Structure,Role Models,Trust (Psychology),Faculty College Relationship,Interpersonal Relationship,Information Seeking,Teacher Participation,Social Networks

This study investigates the role of content, context and process variables in the socialization of new faculty members. The study was designed as a phenomenological study and utilized interview as the data collection technique. A total number of 40 new faculty members working in 12 different public universities in Turkey participated in the study. The results of the study suggest that culture, power dynamics, reward and remuneration systems, social interaction, role models, organizational trust and trust in top management as contextual factors; knowledge sharing, networking and participation as process factors playing role in the socialization of the new faculty members. When the institutions provide the conditions for context and process factors, the new faculty members express positive statements about their adaptation to the new work setting while negative statements are evident in the opposite case. It is argued that the context and process dynamics are critical in reaching affective outcomes, which are basic to ensure productive behaviors (e.g., positive attitudes toward work, high level of motivation, and job involvement) and eliminating unproductive behaviors (e.g., turnover intentions).
The Teacher Professional Development Student Assessment Scale: A Tool for Principals
Author: Bozkus, Kivanç
Date: 2019-12-00
Type: Journal Articles
Subjects: Faculty Development,Foreign Countries,High School Students,Student Attitudes,Student Surveys,Principals,High School Teachers

This research aims to develop a teacher professional development assessment scale based on the dynamic professional development approach. The resulting Teacher Professional Development Student Assessment Scale is a data collection tool consisting of 27 items under 7 factors and can explain 62.90% of the total variance. The items have a five-point Likert scale ranging from never (1) to always (5). The Cronbach alpha reliability coefficients of the factors range from 0.66 to 0.83. The factor loads of the items ranged from 0.47 to 0.82. The construct validity of the scale was confirmed by confirmatory factor analysis. The criterion validity of the scale was tested using a parallel scale. The scale measures the teaching-related characteristics that can determine the professional development level of the teachers from all branches. It is concluded that the scale developed in this research can be used to assess teacher professional development according to student perceptions. School principals can use the scale to determine the professional development levels of teachers and can make necessary interventions to achieve better quality in teaching.
Towards School Leadership Development: The Essence of Working with Culturally and Linguistically Diverse Newcomer Families in Saskatchewan
Author: Okoko, Janet Mola
Date: 2019-12-00
Type: Journal Articles
Subjects: Instructional Leadership,English (Second Language),Second Language Learning,Stereotypes,Cultural Differences,Barriers,Cultural Pluralism,Parent Role,School Community Relationship,Partnerships in Education,Minority Groups,Immigrants,Psychological Patterns,Foreign Countries,Administrator Attitudes,Phenomenology,Cultural Awareness,Culturally Relevant Education,Principals,Elementary Secondary Education,Learning Experience,Student Needs

The article is based on a study whose purpose was to examine the lived experience of school leaders in Saskatoon with newcomers to whom English is an additional Language (EAL). Phenomenology as a methodological approach was used to gather and analyze data from leaders representing two school divisions. What was common in their accounts was synthesized to establish the essence of the leaders' experience with EAL newcomers. Findings revealed that the nature of the experience manifests as a celebration, a learning opportunity and as a challenge. Its essence requires school leaders to have knowledge, skills and dispositions for acknowledging and responding appropriately to difference and the associated stereotypes, cultural diversity with its infinite variations, relations between dominant and minority cultures, the role of parents, communities and inter-organizational partnerships in school leaders-newcomer relationship. The essence also calls for school leaders to have self-knowledge, to be more reflective, and to embrace cognitive dissonance as learning opportunities.
A Plot for the Visualization of Missing Value Patterns in Multivariate Data
Author: Valero-Mora, Pedro
Date: 2019-11-00
Type: Journal Articles
Subjects: Data,Multivariate Analysis,Visual Aids,Statistical Analysis,College Entrance Examinations,College Students,Graduation Rate

Missing data patterns are the combinations in which the variables with missing values occur. Exploring these patterns in multivariate data can be very useful but there are few specialized tools. The current paper presents a plot that includes relevant information for visualizing these patterns. The plot is also dynamic-interactive; so, selecting elements in it permits the highlighting of those that are more relevant according to certain criteria. An example, based on college data, is used for the purposes of illustrating the capabilities of the plot.
Contextualising School Readiness in South Africa: Stakeholders&apos; Perspectives
Author: Munnik, Erica
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Grade 8,Grade 9,Grade 10,English (Second Language),Second Language Learning,Reading Habits,Student Motivation,Student Attitudes,Reading Attitudes,Reading Motivation,Foreign Countries,Secondary School Students,Secondary School Teachers

Background: Preparing children for mainstream school occurs in systems that act as an overarching context. The perspectives of stakeholders influence how they prepare children for mainstream education. Aim: The aim of this study was to develop an understanding of the contextual factors that affect school readiness as identified by stakeholders. School readiness was conceptualised as a function of contextual influences and connections between individual and systemic factors enabling the child to benefit from the curriculum. Setting: This exploratory study was conducted in the Metro North Education District in Cape Town. Methods: Five focus group interviews were conducted with a snowball sample of 35 stakeholders including parents (n = 9) and professionals from education (n = 17) and health (n = 9) systems. Transcriptions were thematically analysed. Resultant themes were summarised to reflect stakeholders' perceptions. Results: The results showed four major groups of factors that affect school readiness: community, adverse experiences, educational and familial factors. Firstly, community factors thematically identified were unemployment, socio-economic status (SES) and culture as impacting school readiness. Secondly, adverse experiences included violence, trauma and substance abuse that affect school readiness. Thirdly, educational factors identified are lack of stimulation, barriers to learning, teacher support and cooperation between stakeholders that influence readiness. Fourthly, familial factors such as parental support, variation in child-rearing practices and caregiver literacy exert influence on school readiness. Conclusion: Acknowledgement of and engagement with the above-mentioned four factors could result in a nuanced and contextual understanding of school readiness and might foster cooperation between stakeholders.
Contradictions within an Activity of Second Language Reading Literacy
Author: Brink, Sonja
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,African Languages,Native Language,Indo European Languages,Language of Instruction,Literacy,Reading Tests,Social Systems,Parent Attitudes,Teacher Attitudes,Parent Child Relationship,Foreign Countries,Phonemic Awareness,Reading Instruction,Elementary School Students,Elementary School Teachers,Student Centered Learning,Teaching Methods

Background: In investigating the early reading literacy of a group of Setswana-speaking children who learnt to read in Afrikaans, cultural historical activity theory (CHAT) was chosen as a conceptual framework because of its proven utility value in helping researchers make sense of complex social systems. Aim: The application of this heuristic not only proved valuable as organising principle but also unexpectedly revealed the situation with a clarity that brought about a richer understanding of the intricate dynamics underlying reading literacy in a second language. Setting: The study was conducted at a small-town Afrikaans medium school. Methods: In this mixed method inquiry, qualitative data was collected through interviews with parents and educators, classroom observations and document analysis. The quantitative data was obtained through the administering of an early reading literacy assessment. Results: The overarching finding of this study was that the Setswana-speaking children developed early reading literacy skills at a rate and level commensurate with that of their Afrikaans-speaking peers. Where the application of CHAT as heuristic proved invaluable was in bringing to light a pattern revealing the agency which was exercised by parents and educators to support the children's reading literacy learning. Conclusion: Despite various obstacles and tensions, parents and teachers exercise considerable agency in supporting the children's early reading literacy. Although the empirical aspects of the study are described, it is a conceptual gaze of the situation, employing CHAT as a lens, which is the focus of this article.
Measuring the Outcomes of a Literacy Programme in No-Fee Schools in Cape Town
Author: Zuma, Mlungisi
Date: 2019-00-00
Type: Journal Articles
Subjects: Literacy Education,Program Effectiveness,Program Evaluation,English (Second Language),Second Language Learning,Language of Instruction,Reading Programs,Standards,Grade 1,Elementary School Teachers,Elementary School Students,Foreign Countries,Reading Achievement,Teacher Attitudes,Reading Improvement,Reading Tests

Background: Most funders require non-governmental organisations to evaluate the effectiveness of their programmes. However, in our experience, funders seldom fund evaluation endeavours and organisational staff often lack evaluation skills. Aim: In this outcome evaluation of Living through Learning's (LTL) class-based English-medium Coronation Reading Adventure Room programme, we addressed two evaluation questions: whether Grade 1 learners who participated in the programme attained LTL's and the Department of Basic Education's (DBE) literacy standards at the end of the programme and whether teacher attributes contributed to this improvement. Setting: The evaluation was conducted in 18 different no-fee schools in Cape Town. Participants comprised 1090 Grade 1 learners and 54 teachers. Methods: We used Level 2 (programme design and theory) and part of Level 4 (outcome) of an evaluation hierarchy to assess the effectiveness of the programme. Results: Evaluation results showed that most schools, except three, attained the 60% performance standard set by the LTL on all quarterly assessments. Most schools, except two, attained the 50% performance standard of the DBE for English first language on all quarterly assessments. We also found that in terms of teacher attributes, only teacher experience in literacy teaching was significant in predicting learner performance in literacy in the first term of school. Conclusion: We explain why our results should be interpreted with caution and make recommendations for future evaluations in terms of design, data collection and levels of evaluation.
Teaching Science in the Foundation Phase: Where Are the Gaps and How Are They Accounted For?
Author: James, Angela A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Instruction,Curriculum Implementation,Elementary School Teachers,Foreign Countries,Hands on Science,Teacher Student Relationship,Teacher Competencies,Pedagogical Content Knowledge,Scientific Literacy,Science Curriculum,Natural Sciences,Scientific Concepts,Classroom Techniques

Background: Foundation phase teachers are not science specialists; however, they are expected to teach science. It is important that research determines where teachers face challenges in teaching science in order to assist them to bridge the gaps and to improve their competence in teaching science. Aim: The aim of this research was to explore teachers' implementation of the science curriculum. Setting: The research was conducted in a primary school in a province of South Africa. Four foundation phase teachers participated in the study. Methods: This interpretative, qualitative study used classroom observation, learners' workbooks and post-observation interviews to develop an understanding of teachers' science knowledge, their facilitation of hands-on science investigations as well as the nature of their interaction with learners in the science classroom. Results: The findings revealed that teachers were not competent in teaching science and when rated according to their profiles of curriculum implementation all four were allocated low scores. However, in-depth observations revealed that while teachers generally had poor science knowledge, they were competent in engaging learners through questions and activities. This pedagogic knowledge could have translated into pedagogic content knowledge should the teachers have attempted to spend more time preparing their science lessons to ensure that they mastered the necessary science content and science knowledge, as well as appropriate methodologies to teach science. Conclusion: Science education should be in the foreground in the foundation phase curriculum to encourage teachers to teach science as an integral part of the curriculum.
A Comparison of Perceived Social Anxiety among Individual and Team Sports Participant High School Students
Author: Üstün, Ümit Dogan
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Anxiety,Interpersonal Relationship,Team Sports,Student Attitudes,Adolescents,Gender Differences,Foreign Countries,Objectives,Athletes

This paper aimed to investigate individual or team sports participant high school students' perceived social anxiety levels according to their sports branch, the weekly duration/day of doing sports, the aim for doing sports and gender. Two hundred high school students (Mage=16.29 ± 1.11) participated in the study. The study designed as a cross-sectional study and the Turkish version of Social Anxiety for Adolescents (SAS-A) used as the data gathering tool. In the evaluation of data independent samples t-test and one-way ANOVA statistical methods used as the hypothesis tests. According to the study findings, there was not any significant difference in the variable social anxiety according to the sports branch and the weekly duration/day of doing sports. However, significant differences were found between individual sports participants' social anxiety according to aim for doing sports and gender. As a result, this paper showed that professional individual sports participants had higher perceived social avoidance and distress for general and new situations. Also, male individual sports participants reported a higher fear of negative evaluation than females.