ethanporcaro/eric-fulltext-meta huggingface dataset:
Magnitude of COVID-19 on Rural Universities in the Eastern Cape Province: Lessons Learnt
Author: Newlin, Marongwe
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Geographic Regions,Universities,Electronic Learning,Access to Computers,Disadvantaged,Internet,Crisis Management,Foreign Countries,College Students,Rural Areas

This research paper aims at assessing the impact of the COVID-19 pandemic on rural institutions of higher learning in South Africa. It further explores lessons learnt from the magnitude of the pandemic. COVID-19 does not discriminate -- it spares no institution, no organisation, and no country but infects and affects everyone. Some institutions of learning, when hit by COVID-19 were better prepared to fight it because their alert levels were higher than that of African countries. This study adopted a desktop approach which relied on published data. The paper concludes that the impact of COVID-19 on institutions of higher learning was catastrophic. The magnitude of the COVID-19 pandemic on rural institutions of higher learning in South Africa was devastating because some universities had no strategy to counter the challenge. One of the lessons learnt was that the universities' think-tanks should plan in advance, be proactive, and be ahead of any challenge.
Investigation of the Environmental Problems Attitudes of the Undergraduate History Student
Author: Duran, Volkan
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Student Characteristics,Majors (Students),History Instruction,World Problems,Conservation (Environment),Correlation,Gender Differences,Foreign Countries

This research aims to investigate the students' affective domain and attitudes and their perceptions about environmental problems by providing strength formula and significance formula. This research is based on a mixed research design where both qualitative and quantitative data were used. The sample of this research consists of 236 students using the convenience sampling method at Ibrahim Chechen University, Igdir University, Gaziosmanpasa University, and Kafkas University in Turkey. The measurement tool of this study is 45-item having five dimensions Environmental Problems Attitude Scale which provided validity and reliability was developed as a result of the study conducted by Güven (2013). In the analysis of the quantitative data, the strength and significance of strength values show that all dimensions of the affective domain are too weak according to the equations proposed there. Therefore, we can conclude that students' inconsistent and low-level environmental problems attitudes seem to show that they are actually at receiving/attending level. When the sentiment analysis was conducted on the qualitative data, we got a neutral tone regarding the formation of environmental understanding in the Ottoman Empire and the Turkish Republic.
Mentoring for School-Based Teacher Education
Author: Margevica-Grinberga, Ieva
Date: 2021-00-00
Type: Journal Articles
Subjects: Mentors,Teacher Education Programs,College School Cooperation,Faculty Development,Cooperating Teachers,Feedback (Response),Teacher Shortage,Career Change,Workplace Learning,Educational Environment,Student Attitudes,Teacher Attitudes,Guidelines,Program Descriptions,Foreign Countries,Teaching Experience

Due to the shortage of teachers at schools, the Ministry of Education and Science in Latvia has devoted special attention to fast track of teachers to teaching starting new teacher education project to attract capable and motivated professionals from various fields to the work of a teacher. This also raised the necessity for the development of programme and training competent teachers to act as mentors in school-based teacher education programme. The study aimed to explore and evaluate mentor education in the context of work-based (school-based) initial teacher education. The research sample consisted of 55 participants of mentor professional development programme and 2 mentor trainers. The data analysis of participants' questionnaires, reflections, mentor trainers' self-evaluations and feedback on participants' assignments led to the guidelines for building partnership between schools and universities to promote a common understanding of school-based teacher education.
Distributed Leadership and Administrative Processes as Determinants of Public Universities&apos; Effectiveness
Author: Kayode, David Jimoh
Date: 2021-00-00
Type: Journal Articles
Subjects: Leadership Styles,Participative Decision Making,College Administration,College Faculty,Teacher Attitudes,Public Colleges,Leadership Effectiveness,Organizational Effectiveness,Foreign Countries

The quality of students who graduated from Nigerian universities and the role played by universities in the growth of society is a significant concern to every stakeholder. This study examined the impact of distributed leadership on the effectiveness of public universities and the mediating role of the quality administrative process. A correlational survey research design was adopted. A total of 450 lecturers were sampled and were given questionnaire of which 346 questionnaire were returned and, only 305 questionnaires were usable after the data cleaning. The results of the analysis showed that distributed leadership does not directly connect to institutional effectiveness. Furthermore, it is evident that administrative process intervenes in the correlation between distributed leadership and public university effectiveness. The findings imply that the various leaders at the unit level, departmental, faculty, and university-wide must ensure quality administrative processes to bring about the desired University system in the country.
The Frequency of Emotions and Emotion Variability in Self-Regulated Learning: What Matters to Task Performance?
Author: Li, Shan
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Emotional Response,Independent Study,Medical Education,Medical Students,Task Analysis,Clinical Diagnosis,Patients,Hospitals,Simulated Environment,Computer Simulation,Predictor Variables,Cognitive Processes,Reflection

Emotion variability and its relationship to performance is an underexplored area of research both inside and outside the realm of medical education. We address this gap by examining the relative importance of the frequency of emotions and emotion variability that occurred in specific phases of self-regulated learning (SRL) in predicting students' performance. Specifically, 23 medical students were recruited to complete the task of diagnosing a virtual patient in a hospital-simulated environment. Students' facial expressions were video-recorded and were classified into basic emotions. We calculated the frequency of emotions and emotion variability at each SRL phase: forethought, performance, and self-reflection. Findings revealed that both the frequency of emotions and emotion variability influenced clinical reasoning performance, but they functioned differently in different SRL phases. Moreover, emotion variability negatively predicted performance regardless of which SRL phases it was tied to. This study helps shift the focus of research from the effect of emotions on performance to the joint effect of emotion and emotion variability, which has the potential to address the inconsistency in emotion-related research findings. Although we situate the study in the context of clinical reasoning, findings from this research inform the research of emotion in learning and instruction for other domains. Furthermore, this study lays the foundation for future advances in emotion-related study designs since the introduction of emotion variability leaves many questions unanswered and shows promise for new research directions.
Unravelling the Interplay of Primary School Teachers&apos; Topic-Specific Epistemic Beliefs and Their Conceptions of Inquiry-Based Learning in History and Science
Author: Koutsianou, Athina
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Beliefs,Inquiry,Active Learning,History Instruction,Science Instruction,Epistemology,Foreign Countries

Inquiry-based learning remains both an important goal and challenge for primary school teachers within and across different subjects, such as history and science. By addressing primary school teachers, for the first time, as both learners who deal with controversial topics and teachers who have significant teaching experience, this study aims to unravel the interplay between teachers' topic-specific epistemic beliefs and their conceptions of inquiry-based learning in history and science. Fifteen primary school teachers from Greece participated in this exploratory study through scenario-based semi-structured interviews. Data were analysed through a qualitative content analysis by applying both deductive and inductive approaches. The results of this study revealed the complex nature of teachers' epistemic beliefs and the necessity of using a nuanced approach to elicit their epistemic belief patterns in the context of working on a task. Further, this study revealed an overview of teachers' conceptions of inquiry-based learning in both history and science, by giving voice to teachers' thoughts and reasoning. But most importantly, the interplay between the two constructs was unravelled, indicating a complex connection between teachers' epistemic belief patterns and their conceptions of inquiry-based learning. Overall, it could be argued that the more availing the teachers' epistemic beliefs, the more thoroughly they conceive inquiry-based learning. Similarities and differences between history and science were also detected. Theoretical, empirical, and educational implications are discussed in an attempt to support primary school teachers involve themselves, and then their students, in an active process of knowing by applying helpful epistemic criteria.
Educational Innovation as One of the Drivers of Human Evolution
Author: Guzman, Catalina Urrea
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Innovation,Evolution,21st Century Skills,Technological Advancement,Educational Change,Soft Skills,Inclusion

Educational innovation is presented as a dynamic within the school that enables development, transcending and breaking paradigms in pedagogical practices and in the types of relationships that converge within it, aspects that shape and materialize the evolution of human development. To understand how educational innovation becomes one of the engines of human evolution, this study was carried out under a qualitative methodology, which allowed the analysis of a social phenomenon, in order to interpret the object of study, its constructions, relationships, and synergies From the results, it can be concluded that the challenge faced by the school is to embrace and incorporate the innovation trends that mark the current society, which will allow the gap between the vertiginous change that impacts it and its educational function to be closed.
Valences and Sense of Personal Autonomy with Regard to Professional Development in Dutch Primary Teachers: Do Decision Contexts and Age Make a Difference?
Author: Glastra, Folke J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Autonomy,Professional Development,Decision Making,Context Effect,Team Teaching,Boards of Education,Elementary School Teachers,Value Judgment,Teacher Motivation,Teacher Participation,Teaching Experience,Age Differences,Foreign Countries,Personal Autonomy

In this study on motivations concerning professional development (PD) we interviewed 95 primary school teachers in the Netherlands. We coded these data using the Unified Model of Task-specific Motivation (de Brabander &amp; Martens, 2014) in different decision contexts concerning who decides about teacher participation in PD: school board, teacher teams, or individual teachers. We analysed the valences that teachers associated with PD activities, their experiences of autonomy, and whether and how these variables were affected by decision context and teacher age. Results show that decision contexts relate differently to valences and autonomy experiences. Positive autonomy and positive valences increased going from school board to team to individual decision contexts. Whereas the literature on effective teacher PD stresses the importance of PD design features, our study is the first to empirically demonstrate the crucial influence of decision contexts. Among older teachers, teaching experience informed the selection of PD content to transfer to their classrooms. Younger teachers tended to first explore whether PD worked in their classrooms before deciding about adoption. Direct applicability emerged as a dominant criterion for evaluating PD. Decision context and autonomy regarding PD programmes play important roles in ensuring applicability. Our research revealed that the dominance of the direct applicability criterion was not motivated by student benefits alone. It was also based on an attitude of efficiency among primary teachers, reflecting growing work pressures and a general prioritisation of classroom teaching above all other tasks, including PD.
Grammar Translation Method: Current Practice in EFL Context
Author: Milawati
Date: 2019-00-00
Type: Journal Articles
Subjects: Grammar,Translation,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Vocabulary Development,Case Studies,Native Language,Video Technology,Instructional Effectiveness,Scaffolding (Teaching Technique),Verbs,Nouns

This paper reports the findings of a case study investigating Grammar Translation Method (GTM) through mother tongue, much-isolated words, and putting words together in grammar class to scaffold students' learning. Mixed methods, classroom observations, field-notes and videotape recording, were employed to collect the data. The data gained, then, transcribed and classified by using code. The selected data is displayed into table and analyzed descriptively. While validating data is done by crosschecking the result of data analysis of each methods. The data is reported in regard with the result of findings and discussion to answer the research questions of this study. Findings indicate that among three types of GTM, the use of mother tongues was frequently used to give instruction. Other findings show that much-isolated words were used to introduce new vocabulary, and putting words together were used to explain topic discussion. Some changes to create effective GTM through other types of GTM was also discussed.
The Influence of Hypnoteaching Method on Students&apos; Reading Motivation and Achievement in Secondary School
Author: Lismalinda
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Hypnosis,Relaxation Training,Reading Instruction,Reading Motivation,Reading Achievement,Instructional Effectiveness,High School Students,Boarding Schools,Religious Schools,Islam,English (Second Language),Second Language Learning,Foreign Countries

This pre-experimental research was aimed to examine the influence of hypnoteaching method toward students' reading motivation and achievement. The sample was 40 students with purposive sampling technique. Motivation for Reading Questionnaire (MRQ) and test were the research instruments to gain the data quantitatively. Motivation for Reading Questionnaire (MRQ) adopted from Wigfield and Guthrie (1997) to examine students' reading motivation levels. For reading achievement, pre-test and post-test were distributed to assess the students' reading outcome about Narrative Text before and after applying hypnoteaching method. The results of this research showed that the implementation of hypnoteaching method affected students reading motivation and learning outcome. The mean score of pre motivation for reading Questionnaire (MRQ) was 40.2 indicated poor reader and it raised to be 81.1 showing good reader after the implementation of hypnoteaching method. Furthermore, hypnoteaching method also affects English reading result which the mean of pre-test was 45.30 indicating poor score criterion of English subject, meanwhile, after being taught applying hypnoteaching method, the score inclined to 90.25 which asserted good score criterion of English subject. The value oft test was 14.88 from data of pre-test and post-test, however the value of t table was 1.99. It represented that the alternative hypothesis (H1) was accepted and revealed that hypnoteaching method can influence students' reading achievement. Finally, it was suggested that English teacher should implement this method in teaching English for secondary school students and can be conducted for further research.
A Conceptual Continuous Improvement Framework to Examine the &quot;Problems of Understanding&quot; Applied Research
Author: MacLean, Silvie
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Foreign Countries,Research,Improvement,Barriers,Politics of Education

Objectives: Improving performance to meet strategic priorities, such as teaching balanced with increased applied research activities, has developed into a central, though contentious, discourse for faculty in Ontario colleges. The aim of this article is to analyze and better understand why faculty are not engaged in applied research practices. Method: This article draws from social cognition theory and a social constructivist perspective. The literature review examines the evolution of colleges in Ontario, including the political factors and symbolic artifacts that shape values and organizational practices. This study sought to explore how a conceptual continuous improvement (CI) framework might advance our understanding of the policy shifts between applied research discourses within Ontario colleges in Canada and barriers that faculty face to enact applied research practices. Results: Underpinned by a set of simple principles, including improving through communication, learning through collaboration, and changing through coordination, the conceptual CI processes and systematic method provide opportunities to bridge the different contexts and unveil the varied on-the-ground realities of faculty teaching and research tasks. Conclusions: The findings reveal developmental needs and adaptive institutional challenges related to applied research practice changes have been influenced by political, cultural, and socio-cognition contexts and tasks. Implication for Practice: The inventive conceptual CI framework provides a viable means to analyze the fragmented state of applied research practices across Ontario colleges, which may ignite conversations and inform decision-making as well as suggest approaches to change at other global postsecondary education institutions. The innovative conceptual CI framework analysis tool will be of interest to faculty, institutional leaders, faculty unions, and policymakers.
Online Adjunct Faculty Perceptions of Professional Development to Support Personal and Professional Academic Growth during COVID-19
Author: Burleigh, Cheryl
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Faculty Development,Adjunct Faculty,College Faculty,Proprietary Schools,Value Judgment,Expectation,Mental Health,Collegiality,Teacher Student Relationship,Faculty College Relationship,Relevance (Education),Self Actualization,COVID-19,Pandemics,Synchronous Communication

Objective: The purpose of this study was to understand what online adjunct faculty value as support services, specifically professional development opportunities, provided by their respective higher education institutions. Method: This qualitative narrative inquiry study centered on exploring perceptions and experiences of online adjunct faculty members from higher education institutions and their experiences and expectations of professional development (PD), prior to and during COVID-19. Results: The study resulted in the identification of possible improvements and enhancements to existing PD content that would further support faculty personal development, mental health, wellbeing, and academic growth. Conclusions: This study reminds us that there are numerous variables, including unforeseen crises such as the COVID-19 pandemic, that need to be considered when developing, implementing, and presenting PD for online adjunct faculty professional and personal growth. Because faculty want to be listened to and heard, the PD development and implementation process needs to be interactive to support online adjunct faculty, regardless of whether the university is for-profit or not-for-profit. Implication for Practice: The results based on online adjunct faculty experiences could lead to updating professional development opportunities employed in different higher education institutions to promote faculty self-actualization and ultimately, student success.
Metaphorical Perceptions of High School Students about Pop Music
Author: Gürler, Demet Aydinli
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Popular Culture,Music,Figurative Language,High School Students,Student Attitudes,Gender Differences,Musical Instruments

The purpose of this research is to examine the pop music metaphors developed by high school students. In this study, the phenomenology model, which is one of the qualitative research methods, has been used. A total of 650 students from a public school in Province Ankara, District Mamak, attended the study during the spring semester of the 2020/2021 academic year. The data were collected through a form containing the question 'Pop music is like... because...'. The data were analysed through content analysis. Based on the 324 different metaphors created by high school students, these metaphors are classified into 13 categories based on their shared characteristics. Students' gender and their conditions whether they play an instrument or not were considered when categorising them. According to the findings of the study, high school students described pop music as the most energising/friendly genre. The study also demonstrates that metaphors can be an effective tool for eliciting students' perceptions of pop music.
Recruitment and Selection of School Leaders in Saudi Arabia
Author: Ahmed, Eman
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,High Schools,Recruitment,Personnel Selection,Administrators,Public Schools,Educational Administration,Administrator Qualifications

The success of schools depends on effective recruitment and selection of school leaders. The present study sought to understand the processes of recruiting and selecting public school leaders in Saudi Arabia from their perspectives. Interview data were collected from 39 high school leaders in the Eastern province in Saudi Arabia. The results of the study indicated that the school leadership recruitment and selection processes in Saudi Arabia consist of few linear steps where the ministry engages in an effort to attract candidates from internal resources, followed by initial screening, and a formal interview to select the candidate from the pool. The analysis also revealed several challenges involved in the recruitment and selection processes of prospective candidates. Based on the findings of this study, schools are currently struggling to recruit qualified candidates that commensurate the mission and the needs of our schools. Therefore, we recommend providing appropriate budget, resources, and training to human resource staff to effectively communicate with prospective candidates, identify the type of candidates and design recruitment and selection strategy accordingly.