ethanporcaro/eric-fulltext-meta huggingface dataset:
An Exploration of Individual, Job, and Organizational Characteristics Associated with District Research Leaders&apos; Knowledge Brokering Work
Author: Shewchuk, Samantha
Date: 2022-10-18
Type: Journal Articles
Subjects: School Districts,Central Office Administrators,Leadership Role,Research Utilization,Knowledge Management,Decision Making,Coordination,Occupational Information,Facilitators (Individuals),Individual Characteristics,Leadership Qualities,Job Skills

The role of district research leaders (DRLs) in central offices has emerged as a strategy for improving the creation, flow, and use of research knowledge in decision-making. However, there is limited information about the responsibilities, opportunities, and challenges inherent in these roles. This exploratory qualitative study features document analysis to examine the individual backgrounds, job demands, and organizational contexts of DRLs. The result of this study suggest that multiple pathways to the DRL role exist, but few include formal training in knowledge brokering. Further findings suggest that DRL jobs are complex and entail diverse tasks, but share a focus on research leadership and coordination, identifying and obtaining relevant research information, and facilitating evidence -informed change. Moreover, organizational contexts varied in supportiveness for knowledge brokering work. Overall, there was limited evidence of alignment across individual, job, and organizational characteristics, signaling an opportunity to better define and support those in DRL roles.
A Genre-Based Approach to Teaching Descriptive Report Writing to Japanese EFL University Students
Author: Nagao, Akiko
Date: 2022-11-00
Type: Journal Articles
Subjects: Writing Instruction,Literary Genres,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Course Content,Essays,Linguistics,Undergraduate Students,Course Descriptions,Scoring Rubrics,Writing Evaluation,Power Structure,Authors,Comparative Analysis,Connected Discourse,Language Usage,Verbs,Form Classes (Languages),Phrase Structure,Teaching Methods,Foreign Countries

This mixed-methods study explored the effects of employing a genre-based approach (GBA) to descriptive report writing on the understanding of text structure and ideational, interpersonal and textual meanings among Japanese university students of English as a Foreign Language (EFL) over a 15-week course divided into three units. Applied within a systemic functional linguistics (SFL) framework, the GBA allowed micro- and macro-analyses of essays from 23 first-year university students with low/high proficiency in English and limited/extensive second-language writing experience. Quantitative analysis collected general impression scores from all students' essays at three time points using the SFL rubric. Qualitative investigation applied clause structure annotations to identify and analyse the functional parts of the clause from three metafunctional perspectives--ideational, interpersonal and textual--on descriptive genre essays by EFL learners. Lower-proficiency and novice EFL students demonstrated an improved understanding of the content, events and background information of the essay topics (ideational), and the social and power relationships between readers and writers (interpersonal). By comparison, high-proficiency and experienced students demonstrated a better understanding of the structure and coherence of the essay. This study was limited in developing an understanding of the use of pronouns and auxiliary verbs, which should be addressed in future studies.
An Investigation into the Roles of Guessing and Partial Knowledge in the Vocabulary Size Test
Author: Asquith, Steven
Date: 2022-11-00
Type: Journal Articles
Subjects: Guessing (Tests),English (Second Language),Second Language Learning,Language Tests,Vocabulary Development,Accuracy,Language Proficiency,Multiple Choice Tests,Scores,Protocol Analysis,Taxonomy,Test Construction,Test Validity,Second Language Instruction,Test Items,Foreign Countries,Adult Education,Cognitive Processes

Although an accurate measure of vocabulary size is integral to understanding the proficiency of language learners, the validity of multiple-choice (M/C) vocabulary tests to determine this has been questioned due to users guessing correct answers which inflates scores. In this paper the nature of guessing and partial knowledge used when taking the Vocabulary Size Test (VST) is examined. The analysis evaluates the thought processes of test takers through think-aloud protocols and self-reports. This provides a taxonomy of seven types of guesses used by learners while taking the VST and measures the frequency of their occurrence. Based on qualitative coding, guesses are investigated to determine if they exhibit partial word knowledge which is relevant to the test construct. The findings suggest that both guesses resulting from the use of partial knowledge and random guesses are included in estimates and this has a detrimental effect on test accuracy. The paper concludes that the VST does not provide an accurate measure of the vocabulary necessary for reading due to guessing and the meaning-recognition format. It also suggests that the role of partial knowledge should be considered when producing more sophisticated vocabulary tests in the future.
Digital Learning Measures in Honduras during the COVID-19 Pandemic
Author: Pineda Munguia, Judith
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Educational Policy,Electronic Learning,Access to Education,Educational Quality,Socioeconomic Status,Educational Technology,Social Media,Internet,Access to Computers,Disadvantaged,Public Schools,Private Schools,Elementary Secondary Education

This exploratory study aims to understand how learning policies and digital learning measures implemented in Honduras during the COVID-19 pandemic impacted access to education, quality of education, and socio-economic gaps. The study involved semi-structured interviews providing a valuable window into the perspectives of individuals across different educational strata in the country. First, the report outlines demographics in Honduras and actions at the start of the COVID-19 pandemic while considering preexisting socio-educational and socio-economic conditions of the country. Next, the study explores accessibility to education opportunities during the pandemic, quality of education opportunities for students of various socio-economic status, and possible concerns for society emerging from a limited access to quality education. Findings indicate that the socio-economic gap is fueling inequalities in access and quality to education opportunities more than in the past with potential negative effects in society at large.
Commonalities and Conflation of Global Englishes and Translanguaging for Equitable English Language Education
Author: Fang, Fan
Date: 2022-11-00
Type: Journal Articles
Subjects: Code Switching (Language),Global Approach,Second Language Learning,Second Language Instruction,English (Second Language),Language Variation,Native Speakers,Language Attitudes,Correlation,Postcolonialism,Civil Rights,Native Language Instruction,Language Planning,Critical Theory,Applied Linguistics,Multilingualism,Diversity,Inclusion,Language Usage,Language Minorities,Classroom Communication,Teaching Methods

This conceptual paper aims to review some commonalities between two paradigms: Global Englishes and translanguaging. It does so by considering the postcolonial varieties of English, the challenge of native speakerism ideology and the inclusion of multiple discursive practices in classroom discourse. This paper argues that both paradigms should be recognised and incorporated into current English language education. It further asserts the need to regard the two paradigms as complementary but possibly conflated in future English language education. If the notion of Global Englishes aims to incorporate some issues in English language education, including linguistic imperialism, language policy and planning, translanguaging brings that aspiration into classroom discourse. Both policy makers and language practitioners should recognise the commonalities of Global Englishes and translanguaging to be conflated in current English language education. This paper discusses some proposals for how these two paradigms can be incorporated into English language education from the perspectives of (1) critical pedagogy in applied linguistics and (2) decolonising pedagogy for the inclusion of minority/indigenous languages in language education. This paper concludes that English language education, as well as language education in general, has the multilingual and translinguistic opportunity to promote diversity and inclusion of language use. The field of teaching English as a second/foreign/additional language should address the need for diversity and inclusion in language education from the perspective of Global Englishes and translanguaging not as lip service but by implementing these proposals into practice.
Impacts of Remote Learning Measures on Educational Access and Quality in Ecuador
Author: Stinson, Hannah
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Access to Education,Educational Quality,Electronic Learning,Socioeconomic Status,Disadvantaged,Rural Schools,Elementary School Teachers,Teacher Attitudes,Administrator Attitudes,Student Welfare,Holistic Approach,Educational Policy,Technology Uses in Education,Access to Computers,Teacher Responsibility,COVID-19,Pandemics

This analysis explores the ways in which the digital measures taken by Ecuador's MINEDUC affected the access and quality of education in Ecuador, as well as impacts of these changes on existing socioeconomic gaps in the country. The exploratory study was based on two semi-structured interviews, one with an educational practitioner and one with a policymaker. The first interviewee was the director and sole multi-grade teacher of a public IBE elementary school in a rural zone of Ecuador. This interview took place in December, 2020. The second interviewee had served in a high rank position in the MINEDUC during the pandemic, and this interview was carried out in August, 2021. The analysis of the data indicated that participants conceptualized academic quality as care for the holistic wellbeing of students as well as taking opportunities provided by remote learning for innovation in education. Educational policy, curriculum, and practitioners emphasized these forms of quality education during the pandemic. Another finding was the roles of technology and teachers as educational gatekeepers. Educational access was mediated by access to technology, and/or teacher responsibility to deliver other forms of remote learning. Teacher responsibility was especially high in rural areas where access to technology is scarcer. Finally, digital divide is a term used in recent decades to describe the gap between those who are able to access and effectively use new technologies, and those who cannot (Van Dijk, 2012). Social distancing highlighted the digital divide in Ecuador, but the diversity of measures offered helped to mitigate adverse effects of the digital divide. Even where technological access was limited, the wealth of digital resources developed in response to the pandemic provided professional support to teachers.
The Provision of Learning in Mexico during the COVID-19 Pandemic: Defining the Digital Divide
Author: Quezada Morales, Romina
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Electronic Learning,Access to Computers,Disadvantaged,Access to Education,Administrator Attitudes,Public Schools,Private Schools,Government Role,Technology Uses in Education,Barriers,Internet,Socioeconomic Influences,Elementary Secondary Education

To understand how Aprende en Casa contributed to the spread of digital learning and the implementation of the Educational Digital Agenda in Mexico, this report presents the analysis of an exploratory study that consisted of three semi-structured interviews. The interviewees for this inquiry were a leader of the Aprende en Casa strategy at SEP, the director of a basic education public school in Tijuana, northern Mexico, and the director of a private pre-school establishment in Mexico City. The interviews were conducted from February to August 2021 and centered on each interviewee's perspectives according to their professional standpoint. This report presents the results according to three topics that complemented each other among the interviews: the duty of the State as the main provide of education, the progress and setbacks in the use of technologies for educational purposes, and the factors that define the digital divide in Mexico. Findings suggest that the digital divide in Mexico cannot be merely understood as the access to devices and the Internet that the US National Telecommunications and Information Administration (NTIA) defined in 1999, but as a holistic set of factors that intervene in the use of technologies: Internet and mobile, social class, economic capital, emotions and perceptions, and public policy, results which are very much in line with Robinson et al. (2015). These factors interact within an already unequal society whose educational backbone is its Secretary of Education, but whose implementation burden ultimately lies on the teaching staff.
The Relationship between School Principals&apos; Personality Traits and Spiritual Leadership Level
Author: Günay Süle, Gizem
Date: 2022-12-00
Type: Journal Articles
Subjects: Principals,Personality Traits,Spiritual Development,Employment Level,Altruism,Beliefs,Objectives,Leadership Styles,Gender Differences,Age Differences,Educational Environment,Institutional Characteristics,Educational Attainment,Foreign Countries,High Schools

The research was designed in the relational survey model to reveal the relationship between school administrators' personalities and their spiritual leadership levels. The study was conducted with 160 school administrators. The Spiritual Leadership Scale and Five Factor Inventory were used. The data were analyzed using descriptive and inferential statistical techniques. School administrators showed personality traits related to the highest conscientiousness and the lowest neuroticism. School administrators exhibited the highest level of altruistic love, the lowest level of vision and faith in spiritual leadership. The spiritual leadership levels of school administrators on the basis of dimensions and in general were relatively high. The spiritual leadership levels of school administrators differed according to seniority and managerial position in the vision and faith dimensions. Positive and negative relationships at low and medium levels were found between the personality traits of school administrators and their spiritual leadership levels. Personality traits of school administrators affect their vision and faith, altruistic love and general spiritual leadership.
Fiscal Cuts in Education and Their Effects: Politicising Learned Helplessness as a Disciplinary Technology in Education Leaders in Catalonia. An Exploratory Research Study
Author: Collet-Sabé, Jordi
Date: 2022-11-01
Type: Journal Articles
Subjects: Foreign Countries,Educational Finance,Retrenchment,Budgets,Educational Policy,Professional Identity,Instructional Leadership,Principals,COVID-19,Pandemics,Self Efficacy,Resistance (Psychology),Politics of Education,Outcomes of Education,Attitude Change,School Administration,Teacher Attitudes,Fatigue (Biology)

The paper aims to explore how head teachers and other education service leaders and their teams have been experiencing shifts in their identities during the last decade of education cuts in Catalonia (Spain), and the possible effects during the current COVID-19 crisis on educational leaders. Our exploratory hypothesis covers the crisis years (2008-2015) and on into the nonrecovery years (2015-2020) until the onset of the COVID-19 pandemic. During these years, through what Ball (2008) describes as a &quot;ratchet effect,&quot; education cuts and their everyday effects in schools produced learned helplessness (LH) in head teachers and leaders. Theoretically, we propose to examine this malaise from a political angle, seeing it as a disciplinary technology to transform education leaders' identity and practices. To corroborate this, we conducted four interviews with head teachers of different public primary, secondary, and special education schools, and a psychopedagogical service leader in the same semi-rural area in Catalonia. The exploratory results show that the incremental and selective cuts soon became a new normal and created feelings of (political) learned helplessness that may be seen not as negative side effects but as a disciplinary technology that reshaped leaders' subjectivity. At the same time, education leaders carried out some (ir)responsible practices of resistance that can be understood as care of the self and others. More research needs to be done with different agents to capture the complexity and ambiguity of cuts and LH as a political phenomenon.
Trends of Virtual Reality for Learning Empirical Evidence from Different Fields
Author: Sulistyaningrum, Siti Drivoka
Date: 2022-11-00
Type: Journal Articles
Subjects: Computer Simulation,Technology Uses in Education,Educational Research,Educational Trends,Educational Technology,Internet,Online Searching

Virtual reality (VR) has been shown to be beneficial for educational purposes and has emerged as a prevalent topic for teaching and learning. However, there is very little that is currently known about VR in the context of learning from different fields. This research is a systematic literature review which intends to investigate the future trends of virtual reality for learning by analyzing real-world data obtained from Google Scholar, Crossref, and Google Trends; the first pertinent publication discovered in the database is included as the data of this study. In total, 451 relevant publications from Google Scholar and 999 relevant publications from Crossref have been identified by utilizing content analysis. Based on the findings, VR is an immensely new and emerging worldwide topic that involves authors and connections from various countries. Overall, the significant increase in publications on &quot;virtual reality for learning&quot; (as a source of knowledge) in recent years corresponds to the growing trend of Internet searches on &quot;virtual reality for learning&quot; (as a practical demand). These findings contribute to a reference, to promote, to adjust and re-align VR in workplace learning. This study only covers publication trends, including the number of publications per year and the source types of publications, as well as internet search trends from 2004 to 2022.
Mission, Money, and Membership: An Institutional Perspective on Teacher Preparation at New Graduate Schools of Education
Author: Cochran-Smith, Marilyn
Date: 2022-11-29
Type: Journal Articles
Subjects: Institutional Mission,Schools of Education,Teacher Education Programs,Graduate Students,Graduate Study,Commercialization,Educational Finance,Social Networks,Marketing,Institutional Characteristics,Organizational Change,Partnerships in Education,Case Studies,Tuition,Group Membership,Accreditation (Institutions),Professional Education

This article explores how teacher education operates within market-organized environments. We argue that the forces of the market have acted &quot;against institutional isomorphism&quot; in teacher education, as evidenced by the emergence of new graduate schools of education (nGSEs), which are a new population of teacher preparation providers. We suggest that nGSEs are animated by logics based on highly-specialized missions, alternative funding models, and membership in powerful networks that set this population apart from others within the organizational field of teacher education. We also argue that there is remarkable variation and diversification &quot;among&quot; nGSEs, which has resulted in highly specialized &quot;teacher preparation niches&quot; that distinguish each nGSE from other members within the same population through mission-specific branding, publicity, and funding, which in turn prompts increased demand for specialized programs. Finally, we suggest that although nGSEs have been shaped in many ways by the forces of the market, most of them are &quot;not completely dominated by market logics.&quot; Rather, most combine elements of the logic of markets with elements of other powerful logics, forming &quot;hybrids&quot; that create tensions, some of which are highly productive, prompting rapid organizational evolution, including name changes, reorganizations, and new partnerships.
The Review of the Effects of Realistic Mathematics Education on Students&apos; Academic Achievement in Turkey: A Meta-Analysis Study
Author: Öksüz, Cumali
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Mathematics Instruction,Teaching Methods,Problem Solving,Mathematics Achievement,Effect Size,Educational Research,Age Differences,Elementary Secondary Education

Realistic Mathematics Education (RME) includes identifying and solving problems. Besides, it is an effort to organize a case, reorganize it according to new ideas, and concretize and rediscover the case to understand it better. This research aims to determine the effect of RME-based teaching against traditional methods, develop a general opinion, and contribute to the literature. In the study, the meta-analysis method was used to synthesize the results of independent experimental studies examining RME's effect on academic achievement. The data set of the research was created in September 2022. Necessary searches were carried out within the ULAKBIM TR Index, YÖK Thesis, ERIC and Web of Science databases. As a result of these searches, 54 studies met the selection criteria to be included in the meta-analysis. The random-effects model was used in the research. As a result of the analysis, the calculated effect sizes were all positive. In the light of this finding, it has been concluded that in all studies, RME-based teaching was more effective than traditional methods on students' academic achievement in mathematics. A moderator analysis was also carried out to determine whether the effect sizes differed statistically significantly according to the variables &quot;publication type, sample size, and educational stage.&quot; As a result of the moderator analysis, it was concluded that all moderator variables obtained from the GME-based teaching practices significantly affected the combined effect size.
School Turnaround Lessons for Policy and Practice: A Systematic Review of Research and Evaluation
Author: Husain, Aliza N.
Date: 2022-10-11
Type: Journal Articles
Subjects: School Turnaround,Educational Policy,Educational Practices,School Policy,Theory Practice Relationship,Instructional Leadership,Principals,Academic Achievement

While there currently exists a vast body of research around school turnaround policies, few studies speak to why they have or have not worked. This paper undertakes a systematic review of research literature on school turnaround policies to explore why this lack of understanding prevails in the field. We find key disconnects between &quot;policy&quot; and &quot;practice&quot; research on the topic of school turnaround. We contend that this divide negates the potential to learn from school leadership policy and practice in turnaround settings. We offer implications of these findings within turnaround research and policy while pointing out that this apparent divide seems to extend beyond the example of turnaround.