ethanporcaro/eric-fulltext-meta huggingface dataset:
Development and Validation of the Teacher Leadership Competency Scale
Author: Yuet, Fanny Kho Chee
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Teacher Competency Testing,Rating Scales,Program Validation,Program Development,Secondary School Teachers,Structural Equation Models,Factor Analysis,Goodness of Fit,Teacher Surveys,Test Reliability,Test Validity,Foreign Countries,Statistical Analysis

Purpose: The main purpose of the study was to develop an empirically validated Teacher Leadership Competency Model (TLCM) which would enhance teacher leadership competencies in Malaysian secondary schools. There is currently no established instrument that measures teacher leadership competency, particularly in the Malaysian context. Methodology: Structural equation modeling (SEM) utilizing AMOS Version 22 was employed to develop the model. Exploratory factor analysis was utilized to identify the underlying factors, whereas confirmatory factor analysis was employed to test the construct of the TLCM. The study particularly targeted a total of 928 trained teachers from 58 high-performing secondary schools in Malaysia. It explored their perception of the notion of teacher leadership competencies and their commitment to change their initial role as classroom leaders to teacher leaders in their respective schools. Findings: The Teacher Leadership Competency Model (TLCM) was found to be a fit and reliable model with all fit statistics set well above the threshold level. The Teacher Leadership Competency Scale (TLCS), which comprised 21 items, would also benefit school principals in assessing the effectiveness of teacher leadership and teacher commitment in assuming new leadership roles in school change initiatives. The finding has also encouraged a fresh look at the implementation of teacher leadership programmes aimed at successful change in schools. Significance: This study has pioneered research in the measurement of teacher leadership competency, the first of its kind, in the Malaysian context. Teacher leadership is a critical component in shifting the paradigm of teacher isolation to one of collaboration in the Malaysian school context. The findings of the TLCM will also benefit educational practitioners in designing a Teacher Education Model for Malaysia.
Validation of &quot;Teaching and Learning Guiding Principles Instrument&quot; for Malaysian Higher Learning Institutions
Author: Rahman, Nurulhuda Abd
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Teaching Methods,Factor Analysis,Online Surveys,Statistical Analysis,Correlation,Content Validity,Factor Structure,Construct Validity

Purpose: This study was aimed at establishing, through the validation of the &quot;Teaching and Learning Guiding Principles Instrument&quot; (TLGPI), the validity and reliability of the underlying factor structure of the Teaching and Learning Guiding Principles (TLGP) generated by a previous study. Method: A survey method was used to collect data through the 67-item TLGPI. The TLGPI was hypothesised to measure the six constructs of the TLGP. The TLGPI was administered online to all academicians from 20 public universities in Malaysia. In total, 284 responses were received from a population of 31,608 academicians. The collected data were subjected to a Confirmatory Factor Analysis to test for construct reliability, model fit, and convergent validity of each contruct's measurement model. The CFA was also used to test the model fit and the discriminant validity of the pooled measurement model. Findings: The CFA supported a finalised measurement model of six constructs for the TLGP. The TLGP was found to have reliable and valid constructs that represented the aspects of teaching and learning that are important in Malaysian higher learning institutions. Significance: This pioneer study is vital in the Malaysian higher education context since the development of teaching and student learning can benefit from a set of empirically validated teaching and learning principles. The TLGP are statements on the scholarship of teaching and learning and can be a reference guide to good practice that can help set the pathway to a high-quality learning environment for students in the Malaysian higher learning institutions and the wider Asian context.
Experienced Primary School Teachers' Thoughts on Effective Teachers of Literacy and Numeracy
Author: Md-Ali, Ruzlan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Experienced Teachers,Elementary School Teachers,Primary Education,Teacher Attitudes,Teacher Effectiveness,Literacy Education,Numeracy,Qualitative Research,Questionnaires,Focus Groups,Teacher Characteristics,Pedagogical Content Knowledge,Teaching Skills

Purpose: This paper presents the characteristics of effective literacy and numeracy teachers within the current context of teaching in Malaysia from the viewpoints of a sample of trained and experienced primary school teachers of literacy and numeracy. The characteristics were established based on what the teachers perceived as important in guiding their pupils, to equip themselves with the necessary literacy and numeracy skills in order to cope with imminent educational demands and challenges. Design: In this exploratory qualitative study, the data were collected in two phases. In Phase-1, the literacy and numeracy teachers individually responded to the Literacy Teacher Questionnaire (LTQ) and the Numeracy Teacher Questionnaire (NTQ) respectively. Both these questionnaires comprised open-ended questions. In Phase-2, focus-group discussions and reflection sessions, which focused on the teachers' experiences in the primary schools' literacy and numeracy teaching and learning processes, were carried out. The fully transcribed data from both the phases were thematically analysed. Findings: The findings indicated notable skills and characteristics of effective literacy and numeracy primary school teachers from the viewpoints of the teachers in the study. These characteristics were distinctively categorized into four main themes, namely (a) structure, (b) knowledge and understanding, (c) strategies and skills, and (d) values. Significance: The characteristics of effective literacy and numeracy primary school teachers that emerged from this study would serve as a frame of reference for education policy-makers and curriculum developers in determining the directions and plan of actions towards enhancing effective teaching and learning of literacy and numeracy in primary schools. The frame can also be adapted by teacher educators in aligning the training and learning activities with their literacy and numeracy trainees within their training institutions. Additionally, the findings of the study would serve as a flexible and adaptable foundation for improving the literacy and numeracy education of the Malaysian primary school pupils.
Speaking Anxiety in English Conversation Classrooms among Thai Students
Author: Akkakoson, Songyut
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Second Language Learning,English (Second Language),Speech Communication,Anxiety,Communication (Thought Transfer),Measures (Individuals),Likert Scales,Semi Structured Interviews,Language Attitudes,Classroom Communication,Oral English,Test Anxiety,Communicative Competence (Languages)

Purpose: This paper reports on a part of a larger research project concerning the conceptualisation of English language speaking-in-class anxiety, attitudes to speaking English in class and self-ratings of English-speaking ability, and perceived sources of this situation-specific anxiety. Methodology: The participants in this study were 282 Thai university students of English as a foreign language (EFL) studying English Conversation courses at a university in Thailand. Levels of anxiety (on average and by dimensions) were investigated through questionnaires adapted from the Foreign Language Classroom Anxiety Scale (FLCAS). Attitudes towards oral English, self-ratings of English-speaking ability and sources of speaking anxiety were collated through semi-structured interview forms. Findings: The quantitative analysis indicated the existence of speaking-in-class anxiety among Thai EFL students at a moderate level. Levels of anxiety by dimensions, namely test-anxiety (TA), fear of negative evaluation (FNE) and communication apprehension (CA), were found to be moderate as well. However, TA and FNE were significantly dominant performance anxieties. Qualitatively, students' positive attitudes towards speaking English in the classroom were reflected, whereas a negative rating for their spoken English ability was reported. Finally, the limited repertoire of students' vocabulary was found to be their major source of speaking anxiety. Significance: This research urges awareness of anxiety-provoking factors in the EFL classroom as learners' ability to communicate satisfactorily is both the learners' goal of learning and the instructor's goal of teaching. The findings have pedagogic implications in terms of affective aspects of learning, for students when making an effort to overcome speaking-in-class anxiety and for instructors when attempting to create a low-anxiety classroom.
Investigating Learning Space for Research Workspaces in Higher Education in Malaysia
Author: Yusof, Norhafezah
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,School Space,College Students,Questionnaires,Educational Facilities Design,School Buildings,Space Utilization,Research,Universities,Interviews

Purpose: The purpose of this paper is to investigate learning space for research workspaces in Higher Education Institutions (HEIs) in Malaysia based on the evaluations by experts and university research workers on a practical model for creating an effective research learning space. It examines expert analyses of the notion of a suitable research learning workspace and explores worker viewpoints on this issue. Method: Experts from business (n = 2), education (n = 2) and architectural (n = 2) backgrounds were interviewed and a survey was conducted on research workers from selected universities in Malaysia (n = 222). Findings: A research learning workspace model is proposed based on evaluations by workers and experts on what was needed in a research-based working space to make it more work-friendly and intellectually stimulating for researchers. Significance: This research attempts to understand research learning space problems in institutions of higher learning and proposes one possible model for future research learning workspace planning. It also contributes to the literature on research learning workspace and its management in developing countries, especially when Asia is positioning itself today as a competitive global educational hub.
Implementation of Lesson Study as an Innovative Professional Development Model among Malaysian School Teachers
Author: Mon, Chiew Chin
Date: 2016-00-00
Type: Journal Articles
Subjects: Program Implementation,Faculty Development,Qualitative Research,Training Methods,Pedagogical Content Knowledge,Teacher Improvement,School Support,Performance Factors,Case Studies,Secondary School Teachers,Observation,Group Discussion,Mathematics Teachers,Transcripts (Written Records),Reflective Teaching,Collegiality,Student Participation,Active Learning,Foreign Countries,Semi Structured Interviews

Purpose: This qualitative study explored the implementation of Lesson Study, a kind of teacher-directed and bottom-up approach of the Japanese model of teacher professional development in the Malaysian education context. It seeks to answer the question of how implementation of lesson study as an innovative professional development model among Malaysian school teachers influences teachers' pedagogical content knowledge, and what school-based factors support or hinder the implementation of lesson study in the Malaysian context. Methodology: The case study method was employed involving two secondary schools in the state of Kedah. Each school set up a lesson study group as a case. Case A had 9 teachers while case B had 8. The participants of both cases engaged themselves in the lesson study process for a period of 12 months. Each lesson study cycle required the participants to collaboratively plan, discuss, teach, observe and reflect on a particular lesson. Due to various constraints, at the end of this study, case A conducted three lesson study cycles while case B conducted only two cycles. Multiple data sources were gathered through in-depth interviews, observations, group discussions and reflections as well as participants' journal writing. Findings: The analysis of the qualitative data indicated that the lesson study group setting provided an encouraging opportunity and venue for the participants to collaborate, discuss and share their teaching knowledge and experiences. Consequently, the participants expressed that their content knowledge and pedagogical content knowledge were enhanced. They became more reflective and keener in promoting active student participation in their lessons. Significance: This study revealed that the degree of knowledge enhancement was dependent upon each participant's attitude and commitment towards the teaching profession. However, when provided with sufficient supporting factors such as positive support from the school administrators, committed and dedicated group leaders and strong collegiality among the lesson study team, lesson study could be successfully implemented as an effective and innovative mode of teachers' professional learning.
Varied Responses as a Means to the Richness of Discourse: Reading Tough Texts through Speaking and Writing
Author: Thompson, Carol L.
Date: 2016-01-00
Type: Journal Articles
Subjects: Metacognition,Reading,Heuristics,Learning Strategies,Reader Response,Writing (Composition),Speech Communication,Discussion (Teaching Technique),College Faculty,Reading Material Selection,Communication Strategies,College Students,Grading,Scoring Rubrics,Writing Assignments

New scholarship advocates that students should learn deeply and well. Little information exists on exactly how to get students deeply into material so that they understand it inside and out, backward and forward and in a way that enables them to construct knowledge schemas. The authors have developed a heuristic list of communication response styles that enrich understanding of complex ideas and works and promotes students to use metacognition to reflect deeply about what they are learning.
Exploring the Interactions on an Online Narrative Writing Platform
Author: Annamalai, Nagaletchimee
Date: 2015-00-00
Type: Journal Articles
Subjects: Writing Skills,Writing Processes,Narration,Foreign Countries,Teacher Student Relationship,Information Technology,Communities of Practice,Constructivism (Learning),Online Courses,Electronic Learning,Case Studies,Qualitative Research,Teaching Methods,Writing Instruction,Secondary School Teachers,Secondary School Students,Essays

Purpose: This paper reports a study that investigated the interactions of six students learning to write narrative essays on an online narrative writing platform (ONWP). Participants were six students and a teacher from an urban Chinese Secondary School in the northern region of Malaysia. Methodology: The qualitative data used in this study were online interaction archives and narrative essays collected from an ONWP used by the teacher to teach narrative writing. The student-teacher interactions were coded based on the categories related to cognitive, teaching and social presences as suggested by the Community of Inquiry Model (Garrison, Archer &amp; Anderson, 2000). Findings: Findings indicated that the cognitive, teaching and social presences suggested by the CoI model were present in the interactions while students were engaged in the ONWP. However, certain descriptors of the CoI were not found in the study. The major contribution of this study is the single, dual and triple phases which emerged from this study. The essays' scores revealed that the students improved in their narrative writing ability after engaging in the ONWP. Significance: The findings have placed the model in a new environment involving the application of CoI model in a Chinese Secondary School. Being online to fulfil wide-ranging tasks does not only involve critical thinking but also creative writing. Teachers involved in online teaching and learning activities need to encourage students to be involved in critical thinking. Students should also realise that there is more to learn in writing than just making corrections based on the comments.
Uncertainty Management and Sensemaking as Precursors to Transformative Learning in an International Immersion Service-Learning Experience
Author: Larson, Jan M.
Date: 2016-01-00
Type: Journal Articles
Subjects: Transformative Learning,Immersion Programs,Service Learning,Questionnaires,Foreign Countries,Study Abroad,Phenomenology,Journalism Education,Comprehension,Beliefs,Decision Making,Interviews

This study is based on an international immersion service-learning/research experience in a remote village in Moldova that provided faculty and students an opportunity to teach journalism and help local students and community representatives create their own online news outlet. Students' existing conceptions were challenged, they experienced uncertainty and struggled to make sense of both their environment and experience. These were the processes through which we observed transformative learning occur. Using a phenomenological approach, this research grounds the IISL experience in varied disciplines that reveal possible approaches to helping students manage uncertainty, make sense of their circumstances and achieve transformative learning outcomes when facing unexpected challenges beyond student experience.
Promoting Strategic Readers: Insights of Preservice Teachers' Understanding of Metacognitive Reading Strategies
Author: Iwai, Yuko
Date: 2016-01-00
Type: Journal Articles
Subjects: Metacognition,Reading Strategies,Scores,Preservice Teachers,Student Attitudes,Measures (Individuals),Teaching Methods,Reading Instruction,Teacher Education,Statistical Analysis,Multivariate Analysis,Online Surveys,Qualitative Research

This study focuses on preservice teachers' metacognitive reading strategies, in particular their awareness of such strategies as a reader and future teacher in three different stages (initial, middle, and final stages) of the teacher education program. The study had two research questions: (1) Are there any significant differences between metacognitive awareness and preservice teachers' academic stages? and (2) What are preservice teachers' perceptions of metacognitive awareness at the three different academic stages? One hundred sixteen preservice teachers participated in the study. Data included the Metacognitive Awareness of Reading Strategy Inventory (MARSI) and open-ended questions. While the results indicated no significant differences between preservice teachers' stages and the scores in the MARSI, they indicated significant differences among the mean scores for the sub-scores in the MARSI. Preservice teachers also viewed themselves as high-achieving readers, used various metacognitive reading strategies, and understood the importance of teaching these strategies to children.
Measuring Students' Motivation: Validity Evidence for the MUSIC Model of Academic Motivation Inventory
Author: Jones, Brett D.
Date: 2016-01-00
Type: Journal Articles
Subjects: Student Motivation,Measures (Individuals),Test Validity,Undergraduate Students,Questionnaires,Likert Scales,Item Response Theory,Factor Analysis,Correlation,Scores,Learner Engagement,Beliefs

This study provides validity evidence for the MUSIC Model of Academic Motivation Inventory (MUSIC Inventory; Jones, 2012), which measures college students' beliefs related to the five components of the MUSIC Model of Motivation (MUSIC model; Jones, 2009). The MUSIC model is a conceptual framework for five categories of teaching strategies (i.e., eMpowerment, Usefulness, Success, Interest, and Caring) that were derived from research and theory as ones that are critical to students' motivation ( Jones, 2009). Participants included 338 undergraduate students who provided questionnaire responses in reference to 221 different courses at a large public U.S. university. Our analyses included classical item analysis, confirmatory factor analysis, the calculation of Rasch measurement scales, and Pearson's correlation coefficients. Results support the validity of scores produced by the MUSIC Inventory for use with college students. This inventory could be useful to instructors and researchers interested in assessing the effects of instruction on students' motivational beliefs.
The Effects of Diversity Training on Faculty and Students' Classroom Experiences
Author: Booker, Keonya C.
Date: 2016-01-00
Type: Journal Articles
Subjects: Intercultural Programs,Multicultural Education,Teaching Experience,Student Experience,Focus Groups,Faculty Development,Classroom Environment,Instructional Effectiveness,Group Dynamics,Institutes (Training Programs),Skill Development,Individual Development,Educational Benefits,Semi Structured Interviews,Participant Satisfaction,College Programs

In response to the changing face of postsecondary education, efforts have been made to provide faculty and staff with training in multicultural and diverse perspectives. The purpose of this study was to examine the effects of faculty participation in a Summer Diversity Training Institute. Focus group interviews were conducted with both faculty participants and the students of faculty attendees to determine the impact of the Institute on classroom dynamics, instruction, and assessment. Findings revealed that faculty participation in the Institute was beneficial in the sense that instructors' personal growth was most frequently evidenced through attitudinal and curricular changes. Students experienced a greater sense of community, personal growth, and conflict resolution skills by being in the classes taught by faculty trained in multicultural course development. As the demographics of higher education change to include more diverse populations, research must determine the effects of multicultural programming and training on both faculty and student participants.
Troublesome Knowledge of SoTL
Author: Manarin, Karen
Date: 2016-07-00
Type: Journal Articles
Subjects: Online Surveys,Teacher Attitudes,Learning Experience,Followup Studies,Action Research,Scholarship,Higher Education,Relevance (Education),Educational Methods,Educational Change,Foreign Countries,Semi Structured Interviews

This study explores the Scholarship of Teaching and Learning (SoTL) as a form of troublesome knowledge (Perkins 1999) that continues to trouble its practitioners. Forty-eight higher education professionals from six countries described their understanding of SoTL in an online survey; ten individuals participated in follow-up interviews to consider how SoTL experiences shape, support, or hinder academic identity and knowing. We categorize our findings according to the dynamic factors--personal, relational, and contextual--identified by Lieff et al (2012); we argue that SoTL serves to illuminate and expose tensions created by competing values and that these values can lead to, or create, a troublesome space wherein promoting SoTL can be enabling and disabling.