ethanporcaro/eric-fulltext-meta huggingface dataset:
From Democratic to &quot;Need to Know&quot;: Linking Distributed Leadership to Data Cultures in the Florida College System
Author: Brower, Rebecca L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Community Colleges,College Administration,Participative Decision Making,Data Use,State Colleges,Educational Policy,Leadership,School Culture,Information Dissemination,Access to Information

This multiple case study examines the extent and ways in which leaders and administrators in Florida College System (FCS) institutions engage in distributed leadership through data sharing with frontline staff. Based on focus groups and individual interviews with administrators, faculty, and staff (659 participants) from 21 state colleges, we found a continuum of three data cultures ranging from democratic data cultures to blended data cultures to &quot;need to know&quot; data cultures. We triangulate these results with survey data from FCS institutional leaders and find considerable variation in the extent of data sharing and perceptions of effectiveness of institutional data use. Institutions with democratic data cultures tended to have distributed leadership that encouraged information sharing and collaboration among staff to use data to inform change. Need-to-know institutions faced challenges, including weak data quality, concerns about adequate time and resources among staff for reviewing data, and perceptions that staff lack data literacy skills.
Interactive E-Texts and Students: A Scoping Review
Author: Spencer, Rebecca
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Textbooks,Electronic Publishing,Interaction,Instructional Effectiveness,Learning Experience,Academic Achievement,Adoption (Ideas),Postsecondary Education,Usability,Costs,Teacher Role,Educational Benefits,College Students

The purpose of this article is to explore the scope of available evidence regarding the use of interactive e-texts and their relationship to student learning experiences in post-secondary education. Following the framework of Arksey and O'Malley, this scoping review identified and reported on 33 articles. Study characteristics are presented alongside four themes that were found across the included articles: (1) the effect of interactive e-texts on student learning experiences; (2) the relationship between interactive e-texts and academic performance; (3) factors influencing student adoption and experience of interactive e-texts; and (4) roles, responsibilities, and recommendations. While the adoption of interactive e-texts is becoming increasingly common in post-secondary education, their effect on student learning experiences remains complex. This review emphasizes the importance of user-friendliness, affordability, accessibility, portability, and the role of educators. Using interactive e-texts shows promise, though future research should explore how barriers might be minimized and benefits might be maximized to have the strongest impact on student learning experiences.
Tertiary Anatomy and Physiology, a Barrier for Student Success
Author: Vitali, Julian
Date: 2020-00-00
Type: Journal Articles
Subjects: Anatomy,Physiology,Undergraduate Students,Barriers,College Science,Health Sciences,Academic Failure,Gender Differences,Educational Background,Secondary Education,Academic Achievement,Student Adjustment,Science Instruction,STEM Education

Anatomy and physiology courses are a foundation for numerous degrees, but experience some of the highest failure rates of all undergraduate health science programs (Higgins-Opitz &amp; Tufts, 2014). While interventions have been developed in an attempt to remediate this concerning phenomenon, there is a paucity of evidence to determine the reason anatomy and physiology courses pose such an obstacle to students, and whether there are reliable early determinants for student success in these courses. This review will discuss why this obstacle exists, and the factors that contribute to success and failure in undergraduate anatomy and physiology courses.
Internationalizing Teachers&apos; Preparedness: The Missing Link in Ontario&apos;s Strategy for K-12 International Education?
Author: Trilokekar, Roopa
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Global Approach,Elementary Secondary Education,Educational Strategies,Educational Policy,Public Agencies,Schools of Education,Boards of Education,College Faculty,Public Education,Inclusion,Equal Education,Cultural Awareness,Foreign Students,Study Abroad,Immigrants,Cross Cultural Training,Cultural Pluralism,Educational Objectives,Teacher Competencies,Program Implementation,Professional Development,Diversity

While the need to internationalize teacher education is recognized by scholars and practitioners, little attention is paid to the role of policies and policy makers in supporting this endeavour. This study focuses on the enactment of Ontario's K-12 international education strategy by examining four key policy actors--the Ontario Ministry of Education, the Ontario College of Teachers, school boards, and Faculties of Education--and their role in realizing (or not) the internationalization of teachers' preparedness. A siloed approach, conflict in policy messaging, overlooked policy alignments, and weak policy framing result in weakening the relevance and importance of the internationalization of teachers' preparedness to meet Ontario's objectives of inclusivity, diversity, and equity in its public education.
Virtual Classroom: To Create a Digital Education System in Bangladesh
Author: Chowdhury, Faieza
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Web Based Instruction,Educational Technology,Technology Uses in Education,Student Attitudes,Higher Education,Teaching Methods,Undergraduate Students,Program Effectiveness,Online Courses

The use of web-based tools for educational purposes is a rapidly growing trend in Bangladesh. Most of the academic institutions in Bangladesh have decided to develop academic portals where teachers can create online versions of their courses. This paper addresses students' opinions on the use of virtual classroom from their own personal experiences and identifies features of virtual classroom that are vital to create an interactive student-centered learning environment. We try to understand whether the use of virtual classroom can bring improvement in students' learning and performance in the class. The results from binary logistic regression indicate that most of the participants have positive opinions regarding the usage of virtual classroom for learning purposes. As the present Government of Bangladesh (GOB) has urged all higher education institutions (HEIs) to take effective measures in order to implement 'Integrated University Information Management Platform', the findings from this study will help educators and administrators to understand how to construct an interactive student-friendly academic portal that will fulfill all the needs of the customers and to assess whether the features of the existing portals that they are currently using need any further improvements.
A Criss-Cross of Forces: The Power Relationship in the Process of Creating the Citizenship Curriculum in Taiwan
Author: Hung, Cheng-Yu
Date: 2019-00-00
Type: Journal Articles
Subjects: Curriculum Development,Citizenship Education,Authoritarianism,Educational History,Nationalism,Political Attitudes,Socialization,Social Structure,Power Structure,Critical Theory,Ideology,Educational Attitudes,Teaching Methods,Foreign Countries,Content Analysis,Discourse Analysis,Educational Change,Elementary Secondary Education

The citizenship curriculum used in Taiwan during the authoritarian period from 1949 to 1987 sacrificed the individual for the national interest as a tool for political socialisation. In the wake of democratisation since 1987, the curriculum has gradually been stripped of its nationalist overtones which were designed to foster 'informed citizens' to facilitate those in power. The increased stress on the reflective and critical capabilities of the individual reminds pupils to examine their positions and roles in society instead of mechanistically accepting the existing social structure. This article sheds light on the intricate internal-external power relationships and differing views on critical pedagogy among curriculum designers. Interviewed curriculum designers hold that pluralistic ideologies should be presented in the curriculum and then room should be left for students to deliberate or judge for themselves. As the gatekeepers tasked with deciding which information to include and being faced with the intervention of numerous internal and external forces, the Curriculum Committee sided with the critical theory and aimed to break the unreflective social reproduction.
The Effect of Inductive and Deductive Teaching on EFL Undergraduates&apos; Achievement in Grammar at the Hashemite University in Jordan
Author: Obeidat, Mohammad M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Grammar,Undergraduate Students,Logical Thinking,Teaching Methods,Academic Achievement,Universities,Literature,Departments,Pretests Posttests,Comparative Analysis,Scores

This current study aims at investigating the impact of using inductive and deductive teaching upon EFL undergraduate students' achievement at the Hashemite University. More specifically, the study attempts to explore the effect of using inductive and deductive approach on students' achievement in some grammatical issues included a book adopted for teaching Grammar 2 in the Department of English Language and Literature. The research instrument used is a pre-post-test developed by the researchers. Two groups of students are chosen for the purpose of the study. Whereas the experimental group was taught through inductive approach, the controlled group was taught through the deductive approach. Results show significant differences between the means of students' scores in the two groups on the post-test, in favor of the experimental group. Results also reveal no significant differences according to study-year, the type of school they graduated from, and gender. In light of these results, the researchers suggest some recommendations for TEFL researchers and EFL instructors.
The Use of a Multidimensional Support Model to Examine Policies and Practices for Immigrant Students across Canada
Author: Volante, Louis
Date: 2020-00-00
Type: Journal Articles
Subjects: Immigrants,Public Education,Social Integration,Educational Policy,Content Analysis,Models,Policy Analysis,Academic Achievement,Kindergarten,Elementary Secondary Education,Student Needs,Socioeconomic Influences,Barriers,Agency Cooperation,Public Agencies,Foreign Countries

In the larger context of migration, the education and integration of immigrant children within Canadian school systems has become a pressing concern for education policy makers. Through a systematic content analysis, this study developed a Multidimensional Support Model to examine education policies and support measures that have been articulated by Ministries and Departments of Education across Canada to facilitate the integration and success of immigrant students in K-12 public education systems. The discussion underscores the timeliness and rationale for Ministries and Departments of Education to develop a stand-alone policy document to address all of the unique needs of immigrant students comprehensively and devote greater attention to the socio-economic challenges immigrant students disproportionately face. Developing this document would also address the importance of greater policy coherence and collaboration among ministry sectors. The utility of the proposed support model, which drew on the existing literature, is also discussed in relation to future research studies.
The Reality of Strategic Planning in the Faculties of Educational Sciences in Jordanian Private Universities, and Its Relation to Academic Excellence
Author: Al-Mawdieh, Reda. S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Strategic Planning,Private Colleges,Schools of Education,Educational Quality,College Faculty,Teacher Attitudes

This study aimed at finding out the reality of strategic planning in the faculties of educational sciences in Jordanian private universities. A questionnaire was distributed to the study population of (84) faculty members. A total of (67) questionnaires were retrieved, seven of which were excluded. The results of analysis of the remaining (60) questionnaires indicated that the level of strategic planning in Jordanian private universities was high. Also, the level of achieving academic excellence in Jordanian private universities was high. Furthermore, there was a positive significant correlational relationship at (a [less than or equal to] 0.05) between the level of the reality of strategic planning and the level of achieving academic excellence in Jordanian private universities. The recommendations of this study included providing rewards to distinguished teaching staff at Jordanian private universities and the commendation of their efforts.
Examining Studies on the Factors Predicting Teachers&apos; Job Satisfaction: A Systematic Review
Author: Polatcan, Mahmut
Date: 2019-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Well Being,Foreign Countries,Prediction,Teacher Attitudes,Databases,Ethics,Justice,School Culture,Organizational Communication,Professional Identity,Self Efficacy,Teacher Administrator Relationship,Individual Characteristics,Institutional Characteristics,Principals

This study focuses on the factors that predict teachers' job satisfaction. Twenty-seven out of 206 studies were examined based on various criteria. The studies were synthesised in accordance with systematic review methods. The studies that investigated teachers' job satisfaction and were conducted in the Turkish context were retrieved from WOS, ERIC, SCOPUS and ULAKBIM databases, and then the selected studies were analysed. In the analyses, themes and subthemes related to the predictive variables were formed. As a result, three themes that positively predicted teachers' job satisfaction were highlighted. These themes were administrators' behaviours, individual variables and organisational variables. The results showed that a strong school culture in which support, trust, justice and communication are established is a decisive factor in ensuring teachers' job satisfaction. Additionally, teachers' beliefs in their professional competence and having psychological well-being were found to be important factors for their job satisfaction.
Graduate Students&apos; Perspective about the MA TEFL Program at Hashemite University in Jordan
Author: Obeidat, Mohammed M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Masters Programs,English (Second Language),Student Attitudes,Teacher Education Programs,Second Language Instruction,Program Attitudes,Outcomes of Education

This current study aimed to investigate MA students' perspectives about the English as a foreign language (EFL) curriculum and methods of teaching program employed in the Department of Curriculum and Instruction at the Hashemite University. More specifically, the study attempted to explore the students' perspectives of the program in terms of strengths and weaknesses. Data was collected through a questionnaire interview from 9 students who were about to finish their study. Findings showed that students highlighted the instructional and research-skill benefits for the program. They also revealed that the main weak points of the program were related to theory or theoretical orientation, statistics, the professor's behavior, and research project. The findings can be valuable for teaching English as a foreign language (TEFL) syllabus designers, TEFL instructors, instructors of other subject areas, and researchers in higher education.
Connections and Capacity: An Exploration of Preservice Teachers&apos; Sense of Belonging, Social Networks, and Self-Efficacy in Three Teacher Education Programs
Author: Bjorklund, Peter, Jr.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Sense of Community,Social Networks,Self Efficacy,Teacher Education Programs,Correlation,Graduate Students,Undergraduate Students,Social Support Groups,Peer Relationship

Learning to teach is rife with challenges. Preservice teachers' self-efficacy can potentially mitigate the stress of these challenges, and teacher education programs are fundamental in helping them build this important resource. As such, understanding the foundations of self-efficacy is important for researchers and teacher educators alike. Grounding our study in social network theory, we explored the relationship between sense of belonging to a teacher education program, network centrality, and self-efficacy. Our sample included 245 preservice teachers in three university teacher education programs. We found that sense of belonging to the program and network centrality (in-degree and out-degree) were significantly and positively related to preservice teachers' self-efficacy beliefs. This study builds on a growing literature that explores the relationships between preservice teachers' social networks and their beliefs and practices.
The Emotional Impact of Social Media in Higher Education
Author: Iwamoto, Darren
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Media,College Students,Social Support Groups,Social Networks,Correlation,Self Esteem,Self Concept,Depression (Psychology),Anxiety,Stress Variables,Measures (Individuals),Video Technology

College and university students have been observed increasing their usage of social media applications as it has become central to everyday life. Students can use different forms of social media to connect, share, and view a myriad of content. When influenced by posts, social media can have a significant impact on their lives. Social media can be a form of social support, but it can also have a negative effect on mental health. With the increase in use, social media can provoke individuals to begin self-comparing or gain an unrealistic expectation of themselves and other individuals. This can lead to lower self-esteem, self-confidence, and self-worth. This exploratory study attempts to determine the relationship between social media use and its impact on depression, anxiety, and stress amongst students in higher education.
Naturalistic Observation of Engagement and Disengagement within Professional Development in Education
Author: Ryan, Thomas G.
Date: 2019-00-00
Type: Journal Articles
Subjects: Conferences (Gatherings),Learner Engagement,Attitudes,Behavior Problems,Foreign Countries,Faculty Development,Naturalistic Observation

The purpose of this naturalistic observation study was to observe, in a natural setting, the actions of attendees at educational professional development conferences. In doing so, it was hoped that numerous behaviors could be observed that would indicate a level or extent of engagement or disengagement within presentations. It was found that the observed sample was often communicating with others or looking around the room while the presentation was unfolding. Fiddling with objects was common since arriving at a presentation takes time to settle. Overall, the audience was mostly distracted and not engaged which would logically diminish the utility of the professional development.
Taking a Closer Look at Blended Learning Activities in a Paragraph Writing Course
Author: Muhtia, Anggri
Date: 2019-00-00
Type: Journal Articles
Subjects: Blended Learning,Learning Activities,Writing Instruction,Paragraph Composition,Synchronous Communication,Electronic Learning,Cooperative Learning,Active Learning,Foreign Countries,Undergraduate Students,Integrated Learning Systems,Lecture Method,Positive Attitudes,Student Motivation,Process Approach (Writing)

Blended learning has been talked about a lot in contemporary higher education and seen as the perfect solution for improving the quality of learning. In spite of the widespread support of acceptance this approach has gained, it is admitted that there is no single standard formula for a successful blended learning program, and thus more cases of blended learning need to be reported. This paper reports a study of the implementation of blended learning in a paragraph writing course with the aims of taking a closer look at the blended learning activities carried out in the course and revealing the responses of the students about the activities. This case study involved one lecturer and six student participants from the paragraph writing class, which were selected purposively. Data were collected through interviews, observations, and document analysis. The findings showed that there were five main learning activities in face-to-face instructions and five activities online. These activities were intended to maximize the use of classroom time for active and collaborative learning activities, supplemented with online activities to reinforce learning undertaken in the classroom. In general, student responses to blended learning activities in the paragraph writing course were positive.
Non-Native English Teachers&apos; Perceptions about Using Turkish (L1) in EFL Classrooms: A Case Study
Author: Kaymakamoglu, Sibel Ersel
Date: 2019-00-00
Type: Journal Articles
Subjects: Native Language,Language Usage,Turkish,Teaching Methods,English (Second Language),Second Language Learning,Educational Philosophy,Teacher Attitudes,Second Language Instruction,Language Teachers,Teacher Characteristics,Foreign Countries,Educational Benefits,Language of Instruction,Work Environment,College Preparation

This study investigated 5 non-native English teachers' perceptions on Turkish (L1) use in English language (L2) classrooms in the English Preparatory School context of European University of Lefke in the Turkish Republic of Northern Cyprus (TRNC). The participants were interviewed by using a semi-structured interview and observed by administering a predetermined observation checklist. Gathered data were analyzed to explore the participants' beliefs and classroom practices regarding the necessity of using L1. The participant non-native English teachers' views regarding the reasons of using Turkish (L1) were also explored. The results of the study revealed that the teachers had neutral perceptions about benefiting from Turkish (L1) in their foreign language classes and underscored a place for Turkish (L1) in English (L2) classrooms. In other words, the majority of the participants did not reject Turkish use; however, due to some restrictions such as English medium education system in the teachers' workplace, nationality factors, and teachers' own teaching philosophy brought some different dimensions to this process. Overall, the majority of the teachers supported the use of Turkish whereas only one teacher had the opposite view emphasizing that students can become dependent on L1 help which has a high possibility of inhibiting learners from target language acquisition.