ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Principals&apos; Conflict Management Styles: A Study of Turkish Administrators
Author: Ilgan, Abdurrahman
Date: 2020-04-00
Type: Journal Articles
Subjects: Principals,Conflict Resolution,Leadership Styles,Foreign Countries,Individual Differences,Administrator Characteristics,Elementary Secondary Education,Interpersonal Competence

This research is aimed to examine principals' conflict management styles and comparing these styles in terms of demographic variables. Descriptive survey design was used to describe the frequency of principals' conflict management styles and comparing these styles under different boundary conditions. The target population of the study comprised 156 school principals. Rahim organizational conflict management scale was used. Organizational conflict management scale to describe conflict styles used by principals included 28 items 5-point Likert-scale. It was found that the most frequently used styles by the principals were integrating and compromising; the least frequently used styles were forcing and avoiding respectively. Integrating style was the most frequently used style compared to the other ones; compromising style was used more frequently than obliging, forcing and avoiding; obliging was used more frequently than forcing; avoiding was used more frequently than forcing. Primary and middle school principals used obliging style more frequently than general high school principals; middle school and K-8 principals used avoiding style more frequently than general high school principals. Frequency of the use of conflict management styles did not differ based on principals' total seniority in school administration, seniority as an educator, and gender.
Relationship of Work Engagements and Job Performance of University Teachers
Author: Sittar, Khadija
Date: 2020-04-00
Type: Journal Articles
Subjects: College Faculty,Job Performance,Correlation,Work Attitudes,Public Colleges,Private Colleges,Foreign Countries,Teacher Characteristics,Gender Differences,Performance Factors

The research was conducted to find out the relationship of work engagement and job performance of university teachers. Quantitative approach was selected and correlation research design was used. The sample of the study was four hundred teachers of public and private universities of Central Punjab. Data were collected through questionnaire. Pearson product moment was applied to examine the correlation between work engagements with job performance at university level. Mean and standard deviation was calculated. One-way analysis of variance (ANOVA) and independent samples t-test were used to find the significant difference among demographic variables. The findings of the study indicated that there was a weak positive correlation between work engagements with job performance of university teachers.
Dyslexia as a Learning Disability: Teachers&apos; Perceptions and Practices at School Level
Author: Kalsoom, Tahira
Date: 2020-04-00
Type: Journal Articles
Subjects: Dyslexia,Learning Disabilities,Teacher Attitudes,Secondary School Teachers,Knowledge Level,Secondary School Students,Teacher Student Relationship,Students with Disabilities,Attitudes toward Disabilities

The study explored teachers' perceptions and practices at school level with special reference to dyslexia. Being deprived of proper learning environment learning difficulties are multiplied for dyslexic students. Poor reading skills are the reason of low vocabulary. The study was quantitative in nature. It was conducted in the secondary schools of Lahore city. The sample was selected conveniently. T-test and analysis of variance (ANOVA) were applied to analyze the data. It was concluded from the study that majority of the teachers were aware of the term dyslexia. Students suffering from Dyslexia took more time than their peers to understand as well as to complete the task. Teachers faced difficulties while teaching dyslexic students along with other students as they cannot complete their task in one setting. They help the students to boost their confidence as well as self-esteem.
A Study of the Organizational Stress in Public and Private Sector Secondary School Teachers
Author: Gulzar, Faheem Huma
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Public School Teachers,Private Schools,Stress Variables,Teacher Effectiveness,Teaching Conditions,Physical Environment,Faculty Development,Faculty Workload

The aim of the study was to determine the nature of the organizational stress being encountered by school teachers and the effect of stress on the performance of school teachers. The study was related to the secondary schools of both public and private sector in Punjab which comprises nine divisions. The study delimited to private and public secondary schools of Lahore division. The study adopted the descriptive survey design using a sample of 1000 teachers drawn from 100 secondary schools from both public and private sector in Lahore division. From each school 10 teachers were randomly selected. Two rating scales were developed to collect data for the study. The percentage, mean, standard deviation and t-test were applied as descriptive and inferential statistics were used to analyze the collected data. Based on the study, it may be recommended that unwanted sounds and noise may be minimized in the school environment, training be imparted to the staff, workload should be equally distributed and necessary facilities should be provided at the schools.
A Study of the Significant Factors Affecting Pre-Service Teacher Education in Turkey
Author: Tasdemir, M. Zeki
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Preservice Teachers,Teacher Education Curriculum,Educational Improvement,Secondary School Teachers,Student Attitudes,Practicums,Theory Practice Relationship,Teacher Education Programs,Program Effectiveness

Pre-service teacher education (PTE) is vital because adequately-prepared teachers positively add to student performance, school effectiveness, and the efficiency of an entire system of education in a country. This study aimed to examine the current pre-service teacher education (PTE) practices in Turkey by identifying the significant factors of pre-service teacher education to provide suggestions for the improvement of PTE. Therefore, the findings of this study will provide a reasonable basis for strengthening the quality of pre-service teacher education, which will, in turn, contribute positively to the quality of teachers. The present study is designed to examine Turkish secondary school teachers' perceptions of their preparation for the teaching profession. The sample of this study was selected by random cluster sampling as 800 teachers from 14 different cities located in seven geographical regions -- two cities in each region. AMOS 20.0 was used for the testing of the pre-service teacher education model through path analysis. Attitude towards pre-service teacher education in general, curriculum, practice, proficiency, and relevance of theory with the practice was considered as endogenous variables, and preparedness was considered as an exogenous variable. Data obtained from quantitative results have shown that teacher preparedness as a dependent factor consistently relates to independent factors that are inter-related; i.e., teaching practice has a significant impact on the relevance of teaching practice, the relevance of teaching practice has a significant impact on proficiency and proficiency has a significant impact on curriculum, and curriculum has a significant impact on PTE in general. Future research would be conducted on the factors affecting the in-service teacher training programs.
Emotional Intelligence as a Predictor of Teacher Engagement in Classroom
Author: Abiodullah, Muhammad
Date: 2020-04-00
Type: Journal Articles
Subjects: Emotional Intelligence,Predictor Variables,Secondary School Teachers,Teacher Student Relationship,Interpersonal Relationship,Emotional Response,Academic Achievement,Teacher Influence,Educational Environment,Foreign Countries,Teacher Behavior,Teacher Attitudes,Teacher Characteristics,Teacher Burnout,Classroom Techniques

This study aimed at predicting the teacher engagement level in classroom through emotional intelligence in government secondary schools. Emotional intelligence helps to know emotions which are helping to spend life more easily and happily and such type of people are more satisfied than other people. This study was quantitative in nature and correlational research method was used. Three hundred twenty secondary school teachers were selected through stratified random sampling from five tehsils of Lahore, Pakistan. Data were collected from secondary school teachers by closed-ended questionnaire. Results of the study indicated that emotional intelligence level of the teachers was average and most of the teachers in secondary schools possessed average level emotional intelligence and they engaged students effectively in the classrooms. Perceptions of teachers how they engaged the students in classrooms and to what degree they were emotionally attached with students were identified. Teachers were asked about emotional engagement with school environment, colleagues, students, emotional level in student teacher interaction and impact of the teacher engagement on student achievement. It was concluded that teachers had moderate attachment with school climate, colleagues and students. As a result, these factors led teachers to classroom engagement. It is recommended that government should recruit teachers of high emotional intelligence as a result teachers' classroom engagement can be improved.
Engagement in Pakistani Academic Research Discourse: A Cross-Disciplinary Analysis of PhD Theses in Natural and Social Sciences
Author: Malik, Moazzam Ali
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Discourse Analysis,Academic Language,Doctoral Dissertations,Graduate Students,Natural Sciences,Social Sciences,English for Special Purposes,Form Classes (Languages),Reader Text Relationship

This study investigates the rhetorical choices of the engagement features in Pakistani Academic Research Discourse (PARD) of natural and social sciences. Using the 'Interaction Model' (Hyland, 2005), it explores how the writers of different disciplinary cultures employ engagement features to define and maintain their knowledge territories in their respective fields. Hyland's (2005) typology of engagement features includes; &quot;reader pronouns,&quot; &quot;directives,&quot; &quot;questions,&quot; &quot;shared knowledge&quot; and &quot;personal asides&quot; as linguistic elements of engagement. The corpus data for this study comprised 120 PhD theses produced by Pakistani scholars in the domains of natural and social sciences. This data was accessed from Pakistan Research Repository (www.prr.hec.gov.pk ); and after cleaning, it was transferred into the text-file format. Corpus analysis tool AntConc 3.4.4w was used for generating Word-lists, Keywords, and Concordances to explore engagement features from PARD. The findings reveal that, in PhD theses of the social sciences, authors make more use of &quot;reader's pronouns,&quot; &quot;directives,&quot; &quot;questions,&quot; and &quot;appeal to shared knowledge&quot; than in the natural sciences. The study concludes by emphasizing the need for more research to understand how, discursively, knowledge communities of natural and social sciences are established. The findings of the study may be used to develop English for Specific Purposes (ESP) courses and resources aimed at improving the academic writing skills of new researchers.
Social Connectedness, Life Contentment, and Learning Achievement of Undergraduate University Students--Does the Use of Internet Matter?
Author: Sultan, Sarwat
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Internet,Interpersonal Relationship,Life Satisfaction,Academic Achievement,Gender Differences

This study was conducted to (a) examine the correlation, coefficient matrix of internet usage with social connectedness, life contentment and learning achievement of undergraduate university students, (b) evaluate the impact of internet usage on social connectedness, life contentment and learning achievement of undergraduate university students, and (c) determine the gender differences in internet usage, social connectedness, life contentment and learning achievement of undergraduate university students. It was a descriptive study and adopted a survey approach. Its population consisted of undergraduate university students of the Departments of Social Sciences of the Bahuddin Zakariya University Multan, Pakistan. A sample of 300 students evenly divided into gender (150 male students &amp; 150 female students) was taken conveniently from the population. The data were collected by using Internet Usage Scale (Wanajak, 2011), Social Connectedness Scale (Lee and Robbins, 1995), Contentment with Life Assessment Scale (Lavallee, Hatch, Michalos and Mckinley, (2007); whereas, learning achievement was measured through CGPA obtained by students. Results indicated significant correlations of internet usage with social connectedness, life contentment and learning achievement. Findings also demonstrated that internet usage has a significant impact on social connectedness, life contentment and learning achievement of undergraduate university students. The significant difference appeared regarding gender of the respondents in the level of internet usage and social connectedness, whereas no gender differences were found regarding life contentment and learning achievement of the undergraduate university students.
Orientation and Mobility Practices within the Expanded Core Curriculum with Effective Parental Involvement of Visually Impaired Learners in Pakistan
Author: Malik, Shazia
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Participation,Core Curriculum,Visual Impairments,Visually Impaired Mobility,Orientation,Secondary School Students,Skill Development,Assistive Technology

The aim of this study was to observe Orientation and Mobility (O&amp;M) with effective parental involvement within the Expanded Core Curriculum (ECC) for visually impaired learners (VILs) to make them independent in their environment in Pakistan. O&amp;M practices have become significant as these are essential in independence and one of the main components of the ECC for VILs. This research explores O&amp;M practices within the ECC from the perspectives of the teachers by using a qualitative approach and semi-structured interviews of O&amp;M teachers were conducted from two public secondary level institutes of VILs Lahore, Pakistan. This paper endeavors to answer the question: What are the O&amp;M practices within ECC that needed for VILs to enhance their independence in classroom settings? The findings of the study indicate that VILs need to use the knowledge of O&amp;M practices to get their independence in their environment. Therefore, it is appropriate for O&amp;M teachers to add the skills of mobility techniques under the subsection of O&amp;M practices within the guidelines of ECC. The VILs seemed to benefit from immediate instructions from their O&amp;M teachers. However, the VILs still need more help in O&amp;M practices with effective parental involvement under the guidance of ECC. So, in the context of the study, it is the urgent need of VIL to align their O&amp;M practices with mentioned instructions in ECC.
To Evaluate Preference of Parents Sending Their Children to Public or Private Schools in District Karak
Author: Ullah, Shafqat
Date: 2020-04-00
Type: Journal Articles
Subjects: Parent Attitudes,Preferences,Private Schools,Public Schools,School Choice,Educational Quality,Educational Facilities,Academic Standards,Cost Effectiveness,High Schools,Teacher Effectiveness,School Effectiveness,Educational Environment,Foreign Countries

The study focused on evaluating preference of parents sending their children to public or private schools in District Karak. Objective of the study was to find out parental preference for the areas of academic standard, quality of staff, physical facilities, curriculum, cost-effectiveness, and quality of output. All the parents whose children were studying in private or public schools in District Karak were included in the population. There are three tehsils in District Karak. A total of 900 parents (300 from each tehsil) were included in the sample. Data was collected through a self-developed questionnaire. Content validity of the questionnaire was obtained through experts' judgement and reliability through Cronbach Alpha formula which was 0.75. The data was obtained in three categories, Public School, Private School, Don't know and was analyzed through statistical technique of Chi-square. Findings of the study were: parents of public schools' children favored public schools whereas parents of private schools' children favored private schools for areas of academic performance, quality of staff, commitment of staff, standard of curriculum, and confidence level of students; parents of both public and private schools' children favored public schools for teachers qualification, and physical facilities; parents of both public and private schools' children favored private schools for the area of expensiveness of education. Recommendations of the study were: the government may prepare fee and admission policy, and availability of physical facilities in private schools; the government may provide financial assistance to private schools for monthly salaries to teachers; modalities may be prepared to make teachers of public schools more punctual and regular.
Tracing the Effects of Teachers&apos; Centered Teaching Methods on Students&apos; Achievement Scores: Secondary Level Study
Author: Hassan, Mehboob Ul
Date: 2020-04-00
Type: Journal Articles
Subjects: Academic Achievement,Secondary School Teachers,Secondary School Students,Grade 10,Foreign Countries,Instructional Effectiveness,Demonstrations (Educational),Discussion (Teaching Technique),Lecture Method,Questioning Techniques

Teaching is a profession that requires commitment to make difference in the lives of human beings. This prophecy profession is accompanied through nation builders and architecture of societies; teachers. Teachers bring into play different teaching methods to meet educational objectives to foster learning for students' achievement scores. Current study was conducted to explore the effect of teachers' teaching methods on students' achievement scores. Study was quantitative in nature and researchers applied &quot;ex-post-facto&quot; research design. Sample of the study consisted of 800 randomly selected tenth grade students enrolled in public-sector schools of District Kasur of Lahore Division. Data were collected by self-constructed questionnaire having fifteen items mode of 5-point Likert type options. Students' achievement scores were obtained from Gazette Notification of Board of Intermediate and Secondary Education, Lahore. Content validity of self-constructed questionnaire was ensured from experts and Cronbach's Alpha reliability was censured in SPSS; 0.864. Researchers personally collected data from respondents after ensuring ethical consideration prior to collect data. Results of linear and multiple regression analysis report that overall secondary schools' teachers teaching methods have affected 52% on students' achievement scores whereas lecture method 65.6%, question answer 49.2%, discussion 49.5% and demonstration method have affected 39.6% on students' achievement scores. On the basis of results, it is recommended that heads of public sector educational institutions and secondary schools teachers make sure to apply teaching methods as their continuous usage indulged students towards effective learning that put significant effect on students' achievement scores.
Relationship of Work-Family Conflict with Job Demands, Social Support and Psychological Well-Being of University Female Teachers in Punjab
Author: Akram, Mahvish Fatima
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Family Work Relationship,Females,Women Faculty,College Faculty,Teacher Responsibility,Social Support Groups,Well Being,Conflict,Faculty Workload,Mental Health,Stress Variables

The purpose of this study was to explore the relationship of work-family conflict with job demands, social support and psychological well-being of female teachers in universities of Punjab. All female teachers from the public sector universities of the Punjab were the population of the study. Stratified random sampling technique was used to select the sample from female teachers of co-education universities of the Punjab province. Four hundred and ten female teachers were selected from the total number of 1021 teachers. Four questionnaires were used to collect data. For the analysis of the data, Structural Equation Modeling, and t-test were used. Results showed that job demands and social support significantly related with the work-family conflict and the work-family conflict has significant relationship with psychological well-being. It was recommended that teachers and administrators might be introduced to individual and organizational strategies through trainings to reduce the conflict faced by the female university teachers.
&quot;I Have Never Had a PBL Like This Before&quot;: On Viewing, Re-Viewing, and Co-Design
Author: Gomoli, Andrea
Date: 2020-03-00
Type: Journal Articles
Subjects: Problem Based Learning,Technology Uses in Education,Video Technology,Robotics,Curriculum Design,Transformative Learning,Instructional Design

Video and co-design can be powerful tools to enrich problem-based learning experiences. We explore how a teacher and researcher engaged in co-design of a PBL experience focused on human-centered robotics as well as the resulting design. They explored the question &quot;How can we design a robot that serves a need in our local community?&quot; We highlight three aspects of the most recent iteration of our PBL curriculum that we have identified as central to its success. These three elements include: (1) co-design experiences that occurred before and during unit implementation, (2) the use of shared video viewing and analysis both in co-design and with student groups in the classroom, and (3) the bringing of local stakeholders into the classroom to work closely with students. These three aspects of our curriculum are positioned here as takeaways for researchers and educators working to design, implement, and study PBL.
The Unintended Effects of Policy-Assigned Teacher Observations: Examining the Validity of Observation Scores
Author: Hunter, Seth B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Policy,Observation,Classroom Observation Techniques,Validity,Teacher Evaluation,Evaluation Methods,Teacher Effectiveness,Multiple Regression Analysis,Bias

Several state policies link high-stakes consequences to teacher evaluations, which tend to be heavily weighted by observation scores. However, research has only recently investigated the validity of these scores in field settings. This study examines the sensitivity of teacher observation scores to the number of observations assigned by state policy and the assignment of prior-year composite measures produced by the evaluation system. Regression discontinuity and local regression designs exploit discontinuities in both assignment processes. The evidence suggests that assignment to a lower prior-year composite score does not bias observation scores, but the assignment to more policy-assigned observations introduces substantial negative bias. The degree of negative bias is most pronounced among early-career teachers, as suggested by theory. Implications are discussed.