ethanporcaro/eric-fulltext-meta huggingface dataset:
EFL Teachers&apos; Need of Language Proficiency Professional Development: When Policy and Practice Collide
Author: Nugroho, Him'mawan Adi
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Teachers,Second Language Instruction,English (Second Language),Language Proficiency,Faculty Development,Teacher Attitudes,Pedagogical Content Knowledge,Teaching Skills,Professional Continuing Education

Align with the increasing demands of qualified and professional English as Foreign Language (EFL) teachers the need of improving the capabilities of the EFL teachers, both pre-service and in-service teachers is unavoidable. In-service EFL teachers still have to update, upgrade and refresh their competences in ELT which include their pedagogical competence (teaching skill) and professional competence (subject matter) through professional development (PD). As one of the four competencies that a teacher should have, professional competence holds an important role in helping the students to learn English well. Therefore, it is obvious that EFL teachers' PD is essential for the teachers to support their learning leading to their empowerment as professional English teachers. This qualitative study tried to see the phenomenon of the EFL teachers' need for language proficiency professional development by using interview as the main data collection instrument to get the information. The participants of the study were EFL teachers who joined professional teacher training program (PLPG) at Universitas Negeri Surabaya (Unesa) in 2017. The findings showed that most of the participants were very confident with their English mastery. However, they stated that they needed regular and continues PD activities specifically for their language proficiency. The activities range from maintaining the four micro skills, provide scholarship for teachers to have short course program abroad to maximizing the function of subject teacher association (MGMP).
Attitude of Higher Secondary Students to Flipped Classroom
Author: Manoharan, C.
Date: 2019-12-00
Type: Journal Articles
Subjects: Student Attitudes,Blended Learning,Secondary School Students,Chemistry,Instructional Effectiveness,Science Instruction,Student Characteristics,Academic Achievement,Electronic Learning

Educational Technology is an applied study which aims at maximizing learning by making use of the scientific and technological method and concepts developed in other social service. &quot;Educational technology is the application of scientific knowledge about learning and conditions learning to improve the effectiveness and efficiency of teaching and learning.&quot; Four Pillars of Flipped Learning Flipped Learning Consists of Four Pillars: Flexible Environment, learning the culture, intentional content, and Professional educators. Flipped Learning F-L-I-P Flexible Environment Learning Culture Intentional Content Professional Educators. Flipping a classroom is one of the recent methods which requires teachers' recording the lesson and students' watching the recordings before coming to the classroom to spend the class time with the activities. As teachers do not deliver the lecture in the class, more time can be allocated to active learning activities. The flipped classroom is &quot;a teaching method that delivers lecture content to students at home through electronic means and uses class time for practical application activities, may be useful for information literacy instruction.&quot; That means that there is much more use of technology for Flipped Learning. The objectives of the study were: to study the effectiveness of Flipped classroom instruction upon the teaching of Chemistry at the Higher secondary level. Findings: The means of pre-test scores and post-test scores of experimental groups differ significantly (0.01 level) with the post-test mean being higher than the pretest mean. The implication of that is that the level of acquiring of the basic skills in Chemistry has not increased due to the traditional method in the Control group and the Flipped classroom Instructional Method in Experimental group. The post-test scores of the control and experimental group differ significantly. The means score of the experimental group is greater than of the control group.
Academic Clickbait: The Arcane Art of Research Article Titling
Author: Moore, Tim
Date: 2020-00-00
Type: Journal Articles
Subjects: Journal Articles,Faculty Publishing,Writing for Publication,Periodicals,Audience Response,Punctuation,Form Classes (Languages),Semantics,Humor,Online Searching

The research is complete, the article written, there's just one last job-think of a great title, one that not only elegantly summarizes your research, but that is also going to grab the attention of a fickle and perpetually time-poor readership. Article titling is a challenge for experienced researchers, and even more so for young academics seeking to get a toe hold in the tough and unforgiving world of academic publishing. In Tim Moore's work as a writing and communications lecturer in the arts faculty of an Australian university, he spends some time in classes talking about research article titles, and which assemblages of words might help students get the right exposure for their work. Here he provides some insight into how to come up with a perfect title. He also provides some dos and don'ts for article titling.
&quot;Constantly, Excessively, and All the Time&quot;: The Emotional Labor of Teaching Diversity Courses
Author: Miller, Ryan A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Emotional Response,Diversity,College Faculty,Teacher Attitudes,Teacher Responsibility,Teacher Characteristics,Identification (Psychology),Minority Group Teachers,Diversity (Faculty),Whites,Gender Differences,Racial Differences,Ethnicity,Undergraduate Study

Emotional labor accompanying academic work is often gendered and racialized, and such labor may be heightened for those teaching diversity courses. This article reports on interviews with 38 faculty members teaching diversity courses required as part of general education programs at three predominantly White liberal arts colleges in the Southeastern U.S. Findings detail the types and examples of emotional labor performed, as well as faculty members' rhetorical framing of the concept as either an expectation or choice and their attempts to set boundaries around emotional work or opt out of performing it altogether. This study leads to implications for faculty and graduate student training and socialization, as well as implications for institutional leaders to acknowledge, value, and limit emotional labor.
Numeracy and Adults&apos; Learning Readiness and Commitment: Results from a Large National Random Sample of Participants
Author: Hollinger, Jennifer
Date: 2019-00-00
Type: Journal Articles
Subjects: Numeracy,Learning Readiness,Correlation,Informal Education,Educational Attainment,Academic Persistence,Decision Making,Motivation,Adult Learning,Dropouts,Adults

The rapid changes in our society have amplified the need for adult learning opportunities. However, adults often make decisions not to persist in formal learning experiences in a smooth, linear fashion. The decision to pause or terminate formal learning is a complex behavioral decision that includes knowledge, the cognitive process, personal belief, and environmental context. Because the construct of numeracy also necessitates the use of content, cognitive processes, dispositions, and context, this study examined the link between adults' numeracy abilities and learning readiness and commitment. This study analyzed the program for the International Assessment of Adult Competencies (PIAAC) Survey Adult Skills which was collected via a representative national random sample. The findings suggest numeracy abilities have a small, positive relationship to readiness to learn and learning persistence.
Progress of Nursing Students&apos; Motivation Regulation Profiles and Affiliations with Engagement, Burnout and Academic Performance
Author: Mäenpää, Kati
Date: 2019-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Nursing Education,Burnout,Undergraduate Students,Student Motivation,Blended Learning,Teaching Methods,Metacognition,Student Attitudes,College Entrance Examinations,Scores,Foreign Countries,Academic Achievement,Psychological Patterns,Learner Engagement,Professional Education

This longitudinal study explored the development of Finnish undergraduate nursing students' motivation regulation profiles during two years in traditional and blended learning environments. Also, the association between the profiles and experienced study engagement, burnout and academic performance was investigated. The data were collected with a survey and included motivation regulation, study engagement, and burnout scales that were combined with students' entrance examination scores, study credits, and grade point averages. Regardless of the learning environment, a majority (62.3%) of the students showed a sustainable, highly developed motivation regulation profile over time. They reported strong study engagement, higher academic performance, and reduced susceptibility to cynicism when compared to the students with less-developed motivation regulation profiles. However, individual reciprocal transitions between motivation regulation profiles over time were found with a group of students. As such, motivation regulation is changeable and influenced by situational components in learning. This aspect should be emphasized in developing professional higher education and teaching.
Contextualisation of the Information Literacy Environment in the South African Education Sector
Author: Durodolu, Oluwole O.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Literacy,Educational Technology,Electronic Learning,Access to Computers,Racial Discrimination,Equal Education,Racial Differences,Civil Rights,Internet,Costs,Energy,Educational Policy,Labor Force Development,Teacher Competencies,Educational Finance,Educational Facilities,Technological Literacy

This study embarked on an in-depth content analysis of the information literacy environment in the South African education sector. The review of literature encompasses a comprehensive critical analysis of available appropriate and contemporary literature, which further expounds the research problem. This research adopted the qualitative method of data collection; hence, policy documents, conference proceedings and journal articles about the subject matter were analytically evaluated to identify whether there is a research gap that may have remained unanswered in previous studies. The study emphasises various ICT tools and techniques that will promote e-learning in South African educational sector; this was done in recognition of its essential role. South Africa struggles with challenges associated with the digital divide, a result of the inability of many to access ICT tools capable of enhancing their performance, particularly in a racially divided country such as South Africa, where a separate educational development policy was pursued during the apartheid era, in favour of the white minority. The trends in information literacy and essential issues regarding information literacy skills in South Africa are highlighted. The challenges associated with information literacy in South Africa are presented, and different opportunities in information literacy are also discussed. The paper concludes with the gaps and options in information literacy in South Africa. Finally, this paper offers a comprehensive review of the information literacy development in the South African education sector, which constitutes an essential perspective in the understanding of the global information literacy development.
Examining Factors for the Academic Motivation Based on the Confirmatory, the Exploratory and the Bifactor Exploratory Structural Equation Models
Author: Kartal, Seval Kula
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Motivation,Measures (Individuals),Undergraduate Students,Foreign Countries,Structural Equation Models,Factor Structure,Models,Correlation,Scores,Academic Achievement,Goal Orientation,Maximum Likelihood Statistics,Goodness of Fit,Self Determination

One of the aims of the current study is to specify the model providing the best fit to the data among the exploratory, the bifactor exploratory and the confirmatory structural equation models. The study compares the three models based on the model data fit statistics and item parameter estimations (factor loadings, cross-loadings, factor correlations) provided by the models. The second aim of the study is to examine correlations among the factor scores, the academic achievement and the goal orientations to provide criterion validity for the person parameter estimations of the best-fitting model. The Academic Motivation Scale was conducted on 1,858 junior and senior students. The three measurement models were compared based on the model data fit and parameter estimations. All estimations were done on the Mplus 6.0 statistical program using the Maximum Likelihood method. It was found that the bifactor exploratory structural equation model provided only trivial improvement on the model data fit relative to the exploratory structural equation model. However, the results of the study revealed that including a general factor in the model achieved a decrease in item cross-loadings. In addition, items could lie along the relative autonomy continuum in a consistent way with the Self-Determination Theory according to their general factor loadings estimated by the bifactor model. The model data fit statistics, parameter estimations and correlation coefficients indicated that the bifactor exploratory structural equation better fit to data than the other two models both theoretically and statistically.
How Can Manifesting Leadership Skills Infused with Ethos, Empathy, and Compassion Better Prepare Students to Assume Leadership Roles?
Author: Grigoropoulos, Jenny E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Ethics,Empathy,Altruism,Leadership Role,Student Leadership,Leadership Qualities,Student Development,Teacher Role,Service Learning,Modeling (Psychology),Foreign Countries,21st Century Skills,Holistic Approach,Elementary Secondary Education

Many definitions and theories of leadership focus on the innate traits that leaders must possess from birth, others on the characteristics acquired throughout adult life and the processes the individual is exposed to. It is also widely believed that leadership is solely exercised at positions of higher authority in institutions and organizations. Students who are sufficiently fortunate, are exposed to leadership practices during their formal higher and academia education, yet the plethora of leadership educational programs available globally have limited adaptation and applicability to real-world cases, as well as limited foundations and preparation of the prospective leaders for the societies of the future and community needs. Leadership entails essential elements based on awareness; historical awareness, awareness of self and others, awareness of logical distinctions, and awareness of one's capacity for discrimination (Barrow, 1981). These features are necessary for students to become educated individuals capable to behave and act responsibly while assuming leadership roles in tomorrow's world. Scholars state that students benefit from exposure to leadership models and practices regardless of the career paths they undertake. Theorists have further posited that educational institutions preparing students to assume leadership roles should focus their instructional methodologies on the early stages of the educational process. Additionally, approaches such as the &quot;morfosis paradigm&quot; give substantial promise to educational institutional leaders, educators, and their students when education emerges through its lens. Approaches such as these provide students with the best chance to gain skills and capacities enriched with ethics, empathy, and compassion in becoming effective leaders of tomorrow. Moreover, teaching them the significance of accountability, the importance of service learning, and the necessity for demonstration of ethos, compassion and empathy, cultivate the sense of belonging while building on awareness, interaction, and leadership mindsets. Furthermore, implementing SEL methodologies in teaching and learning builds on leader and leadership development.
Growing Teacher Leaders from the Ground Up
Author: Bennett, Brian
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Faculty Development,Urban Schools,School Districts,Technological Literacy,Technology Integration,Coaching (Performance)

Until recently, Elkhart Community Schools lacked formal teacher leadership district-wide. The closest implementation historically was department chairs and/or school improvement team members, whose main responsibility was to transfer information between the teaching faculty and administration. In this article, the authors, who are district technology coaches, share their process for creating and adapting professional development in a large urban district facing significant technological and instructional changes. Through an iterative process, the authors developed their own leadership capacity and ultimately advocated for building-based teacher leaders to help support and coach staff members in their use of technology in instruction. The success of the initial teacher leader program has led to an expansion of building level committees across the district's 19 schools.
Inspiring Inclusion in Your Classroom and Beyond
Author: Donnelly, Alice
Date: 2019-00-00
Type: Journal Articles
Subjects: Inclusion,Foreign Countries,Teacher Leadership,Communities of Practice,Action Research,Participatory Research,Barriers,Equal Education,Elementary School Teachers

This article reflects upon teachers' engagement in a Leadership for Inclusion Community of Practice (LIn-CoP), which utilised the Participatory Action Learning Action Research (PALAR) strategy. The study explored if and how engagement could support teachers to develop and exercise leadership for inclusion, using Grudnoff, Haigh, Cochran-Smith, Eil and Ludlow (2017) six facets for equity. Data were drawn from seven early career elementary teachers in the Republic of Ireland over a three-year period. The teachers sought successfully to: 1) develop six facets of equity and, 2) overcome barriers to applying their learning in their contexts. Analysis unveiled many examples of inclusive practices for promoting equity, thus narrowing the values practice gap related to inclusion. The findings also highlight for researchers and professional learning facilitators the potential of the PALAR LIn-CoP model for applying teacher learning in situated environments, in the face of organisational barriers.
Codifying Game-Based Learning: Development and Application of LEAGUÊ Framework for Learning Games
Author: Tahir, Rabail
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Games,Game Based Learning,Instructional Design,Instructional Material Evaluation,Evaluation Criteria,Student Educational Objectives

Educational games are now seen as effective learning tools. However, there is a gap in the literature regarding the core dimensions of Game-based learning (GBL) for comprehensive design, analysis, and evaluation due to inconsistent use of elements. The literature on GBL reports an extensive diversity of elements used for the design and evaluation of GBL without any categorization of micro and macro-level elements. Hardly any studies systematically decompose these aspects to derivate factors/sub-factors, obstructing identification of any clear pattern. The problem is not the scarcity of GBL research but inconsistency in terminology, scope, definition, and usage of elements leading to the absence of a holistic view of GBL for effective design and evaluation. This study bridges the gap by outlining terminology and scope with four conceptual levels and then systematically categorizing GBL elements by scope, definition, and usage. The methodology used is directed content analysis of GBL literature collected through a previous systematic literature review. Dimensionalization of GBL and further decomposition into factor/sub-factors based on theoretical constructs, has resulted in a consistent and clear pattern delineating the structure of the educational game design, analysis, and evaluation. Further codifying metrics and mapping the relationship among GBL dimensions deduce into a conceptual framework (called LEAGUÊ) that facilitates greater insight into the process of learning with educational games, where to focus and what to evaluate. The LEAGUÊ framework can be applied for the analysis, design and evaluation of learning games. The framework is put in practice by utilizing the framework components (dimensions, factors/sub-factors and relations) to develop three items: 1) an analysis instrument, 2) a card-based ideation and design toolkit, and 3) an evaluation guide that can assist educational game designers, researchers, educators and evaluators for the analysis, design and evaluation of learning games respectively. This paper exemplifies the application of framework for the analysis of learning games using the analysis instrument (developed using LEAGUÊ framework) with one case study as an example.
Future-Proofing Accounting Professionals: Ensuring Graduate Employability and Future Readiness
Author: Bowles, Marcus
Date: 2020-00-00
Type: Journal Articles
Subjects: Accounting,Employment Potential,Career Readiness,Foreign Countries,Minimum Competencies,Standards,Job Skills,Relevance (Education),Skill Development,Sustainability,Long Range Planning,Professional Associations,College Graduates

Key international and Australasian bodies have reported research suggesting the accounting profession is one of the most vulnerable to disruption through automation and changed business models. But research discussed in this paper confirms that while component parts of an accounting 'job' will be replaced by technology, the capabilities required to perform remaining accounting and finance activities would not only endure, they would spread across many non-accounting roles. This report presents the findings from the final stage of a validation process that was conducted by Chartered Accountants Australia and New Zealand (CA ANZ) across Australia and New Zealand. The report confirms 24 capabilities, including six considered essential requirements for every professional seeking to work in accounting, finance, and related work roles. The findings provide evidence that these capabilities, in contrast to recent reports suggesting employment opportunities for accounting graduates are in decline, can create opportunities for sustainable careers. The validation project and survey results provide unexpected insight into the capabilities of different age groups and professionals at different career stages that are considered important. The research outlined in this paper will not only inform continuing professional education for members but also help refine the design of post-graduate curriculum and continuing professional development.