ethanporcaro/eric-fulltext-meta huggingface dataset:
Training Middle Managers of South African Public Schools in Leadership and Management Skills
Author: Mampane, Sharon Thabo
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,Middle Management,Management Development,Public Schools,Leadership Training,Leadership Qualities,Department Heads,Leadership Role,Training Methods,Educational Practices

The purpose of this conceptual explanatory research is to highlight the importance of training of Middle Managers or Heads of Department (HoDs) in leadership and management in South African public schools. Leadership responsibilities in schools are becoming more complex to the extent that principals can no longer be sole leaders in schools. The achievement of effective teaching and learning through leadership and management generally requires middle-level leaders such as heads of departments or subject leaders, to be trained. It focuses on &quot;why&quot; or &quot;what caused&quot; HoDs in schools to be trained in leadership and management. HoDs are former class teachers promoted to the role of supervising other teachers so their training and guidance about leadership and management skills by more experienced facilitators, may equip them with updated abilities, interests and knowledge for teacher leadership. Training facilitators guide HoDs who may not possess such skills, through formal training. The identified topics, aims and objectives, content regarding theoretical knowledge, practical skills to be acquired, attitude towards work and the necessary support materials were used in the presentation and these encouraged an interactive participation and engagement throughout the training process. The leadership and management programme was helpful in identifying what should be taken into consideration for leading and managing teachers and learning tasks. The skills developed by HoDs would assist them in producing a pool of highly qualified and committed teaching workforce in the field of education. A number of approaches were suggested for HoDs to increase their ability to act effectively and authoritatively based on ability and competence. [For the complete Volume 15 proceedings, see ED574185.]
Experience of Teaching Drawing in German Schools by A. Ažbe and S. Hollósy (On the Example of the Image of Human Head)
Author: Melnikova, Svetlana
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Freehand Drawing,Studio Art,Teaching Methods,Educational History

The main aim of the paper is to analyze and disclose the methods for teaching drawing of the human head in foreign schools at the end of the 19th and beginning of the 20th centuries for further application in modern Russian methodology of art education. The relevance of the problem under investigation is due to the structuring and disclosure of the specificity of teaching methods in foreign schools of A. Ažbe and S. Hollósy. The main advantages and disadvantages of these schools are considered. It is stated that modern Russian teaching methodology focuses on the methods of drawing, built on the influence of the German school and applied directly to the tasks of art and art and architectural education. As a result of the research, organizational and content characteristics of the educational process in contemporary art education in accordance with foreign experience, German art studios, pedagogical and creative practice are determined. [For the complete Volume 15 proceedings, see ED574185.]
Academic Promotion in Malaysia: Meeting Academics&apos; Expectation and Institutional Needs. RIHE International Seminar Reports. No. 23
Author: Yunus, Aida Suraya Md.
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Faculty Promotion,College Faculty,Public Colleges,Expectation,Faculty Mobility,Job Satisfaction,Compensation (Remuneration),Faculty Evaluation,Teacher Surveys

In Malaysia, criteria and processes for promotion or even confirmation vary greatly between public universities. However, the use of one remuneration scheme with a common grade and salary system across all public universities may be considered unfair by some academics because it is not commensurate with their effort. The objectives of this paper are: (1) To identify the gap between what academics expect to be emphasized and what is actually assessed in promotion; (2) To determine if there is a difference in job mobility according to: (a) Expectation of emphasis to be assessed in each of the four aspects of academic positions; (b) Actual assessment emphasis in each of the four aspects of academic positions; (3) To determine if there is difference in job satisfaction according to: (a) Expectation of emphasis to be assessed in each of the four aspects of academic positions (b) Actual assessment emphasis in each of the four aspects of academic positions; and (4) To identify the important considerations for staying or leaving an institution.
Strategic Performance Management: Organizing People and Their Work in the SEA of the Future
Author: Redding, Sam
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: State Departments of Education,Strategic Planning,Job Performance,Personnel Management,Educational Administration,Administrative Organization

A State Education Agency (SEA), whether in a large state or small, is responsible for a complex education system, responsive to a host of stakeholders, and charged with advocating for a multitude of students of all ages attending schools of every description. Much of what an SEA is tasked with accomplishing is set by external entities, from the federal government to the state legislature, state board, and governor's office. Other responsibilities of the SEA arise from SEA personnel's estimation of what is needed by districts and schools to best serve students. Each SEA leader struggles to find the right balance in their attention between competent execution of responsibilities that are externally determined and visionary leadership. All of these considerations come together in the work that must be performed by the many people in the agency. Strategic Performance Management (SPM) is a way to mix the injection of vision with the routine fulfillment of duties in a dynamic organization in which innovation to meet and exceed expectations thrives. The SPM process requires a considerable amount of time from busy people, but this time devoted to organizing the people and their work returns efficiencies in time saved down the road. SPM engages everyone in the agency in a process that draws on the expertise of each person and amplifies the benefits of that individual's competency to the organization. The greatest investment in time to move the SEA to performance management is in the beginning to set the purpose and direction for the agency. Often, much of this work on vision, mission, values, and goals has been done before, but a reconsideration of each of these elements is worthwhile. It is less likely that the agency has conducted a thorough examination of its functions and structures before organizing people to most productively do their work. SPM includes processes for functional and structural analysis that lead to more enlightened personnel decisions. Finally, SPM puts in place an ongoing process of units, collaborating teams, and coordinating teams efficiently managing the work and finding better ways to achieve organizational ends. The time taken for these groups to &quot;work on the work&quot; is valuable time that keeps the work on track and aimed at the most significant outcomes. This document describes the key features of SPM and provides a synopsis of the modules and steps. Appendices include: (1) Strategic Performance Management Self-Assessment; and (2) Performance Cycle Reporting. A glossary of terms is also provided.
Academic Ranking of World Universities and the Performance of East Asian Universities. RIHE International Seminar Reports. No. 24
Author: Liu, Nian Cai
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Universities,Reputation,Institutional Evaluation,Educational Quality,Competition,Standards,Publications,Periodicals,Evaluation Criteria,Global Approach,Higher Education,Educational Change,Comparative Education,Commercialization,Educational Administration,Foreign Countries

The first multi-indicator ranking of world universities, &quot;Academic Ranking of World Universities (ARWU)&quot;, was published by the Institute of Higher Education of Shanghai Jiao Tong University in June 2003. Although the initial purpose of ARWU was to find the global standing of top Chinese universities, it has been attracting world-wide attention from governments, universities, media, and the public in general. Professor Ellen Hazelkorn of Dublin Institute of Technology recently wrote that &quot;ARWU marked the era of global rankings, despite being developed to highlight the position of Chinese universities vis-a-vis competitor universities and being focused on research, it has effectively become the 'Gold Standard'&quot;(Hazelkorn, 2014). Nearly one year and a half after the first publication of ARWU, the Times Higher Education Supplement and Quacquarelli Symonds published their &quot;World University Rankings&quot; in November 2004. Up to now, more than a dozen global university rankings have been published. The latest development is the Best Global Universities Rankings published by &quot;US News and World Report&quot; in October 2014. Although the major global rankings use very different methodologies, the majority of their top 100 universities are the same, and the percentage is significantly higher for the top 20 universities. Different ranking methodologies may result in very different, sometimes conflicting, ranking results, depending on the dimensions measured by the ranking methodologies. Large variation of ranking positions of a particular institution in different rankings indicates the unbalanced performance of the institution in different dimensions measured. Although controversial, global university rankings are widely used by various stakeholders and have a profound impact on world higher education. Professor Simon Marginson of the University College of London (UCL) Institute of Education recently wrote &quot;Since the first Shanghai Academic Ranking of World Universities in 2003 global rankings have transformed higher education&quot; and &quot;Since the emergence of global rankings, universities have been unable to avoid national and international comparisons, and this has caused changes in the way universities function&quot; (Marginson, 2014).
The Year Abroad: Understanding the Employability Skills of the Global Graduate
Author: López-Moreno, Cristina
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Study Abroad,Employment Potential,Foreign Countries,College Graduates,Outcomes of Education,International Education,Labor Market,Occupational Mobility,Global Approach,Cultural Awareness,Job Placement,Overseas Employment,Profiles,Job Skills,Language Skills,Second Language Learning,Business Schools,College Seniors,Skill Development

This chapter will examine the employability profile of outwardly mobile British graduates and the ways in which their international skillset fits the UK labour market. It will draw upon several recent reports to highlight the current shortage of professionals with such global skills. In this context, the chapter will demonstrate that internationally mobile British graduates can help meet this skill gap and that they are ideally suited to working in the current, increasingly-globalised UK economy. The chapter will also highlight the importance of describing the global skillset in a manner that conveys its value and uniqueness to employers effectively. Drawing upon the author's experience managing international work placements at Sheffield Business School (SBS), it will be argued that many final year students and recent graduates fail to recognise the distinctiveness of their profiles. As job seekers, they typically define themselves through their language skills, whereas the enhanced competencies gained through the year abroad are often not understood or articulated appropriately. Therefore, the importance of a sharp focus on the global skills to reflect the higher demand for such attributes in the UK will be discussed. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Enhancing Employability,&quot; see ED574244.]
Content Modules in UK and US Universities--Their Unique Contribution towards the Development of Intercultural Competence and Criticality
Author: Parks, Elinor
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,Learning Modules,Intercultural Programs,Interpersonal Competence,Modern Languages,Course Content,Interviews,Student Attitudes,Student Development,Teacher Attitudes,Questionnaires,College Second Language Programs,Teaching Methods

This paper explores the unique contribution of content modules towards the development of criticality (Barnett, 1997) and intercultural competence (Byram, 1997) in Modern Languages (ML). It draws upon the findings of a PhD study investigating the implications of the division between language and content, as experienced by German Studies students in two American and two British universities. Findings from this study echo to an extent Brumfit et al. (2005), who found that in language modules &quot;the focus on criticality development itself is less central than in other areas of the ML curriculum, especially the 'content' courses&quot; (p. 159). In interviews, both staff and students across all four universities referred to upper-level or content modules as the area which contributed the most to students' development of intercultural competence and criticality, yet content-based language courses were also cited. Implications of these findings are discussed and recommendations are made for the future of ML in Higher Education (HE). [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Enhancing Employability,&quot; see ED574244.]
Comparing Academically Gifted and Non-Gifted Students' Supportive Environments in Jordan
Author: Hielat, Mustafa Qaseem
Date: 2012-07-00
Type: Journal Articles
Subjects: Foreign Countries,Academically Gifted,Comparative Analysis,Educational Environment,Environmental Influences,Student Surveys,Family Influence,Peer Influence,Teacher Influence,Social Influences,Public Schools,Special Schools,Statistical Analysis,Student Attitudes,Grouping (Instructional Purposes)

Jordan exerts many efforts to nurture their academically gifted students in special schools since 2001. During the past nine years of launching these schools, their learning and excellence environments were believed to be distinguished compared to public schools. This study investigated the environments of gifted students compared with other non-gifted, using a survey instrument that measures the dimensions of family, peers, teachers, school' support, society, and resources--dimensions rooted deeply in supporting gifted education, learning, and achievement. A total number of 109 were selected from excellence schools for academically gifted students, and 119 non-gifted students were selected from public schools. Around 8.3% of the non-gifted students reported that they &quot;Never&quot; received any support from their surrounding environments, 14.9% reported &quot;Seldom&quot; support, 23.7% reported &quot; Often&quot; support, 26.0% reported &quot;Frequent&quot; support, and 32.8% reported &quot;Very frequent&quot; support. Where the gifted students reported more &quot;Never&quot; support than the non-gifted did with 11.3%, &quot;Seldom&quot; support with 15.4%, &quot;Often&quot; support with 26.6%, &quot;Frequent&quot; support with 29.0%, and reported &quot;Very frequent&quot; support less than the non-gifted students with 23.6%. Unexpectedly, statistical differences were found between the two groups favoring non-gifted students in perception of their surrounding environments in specific dimensions, namely, school' support, teachers, and society. No statistical differences were found in the other dimensions of the survey, namely, family, peers, and resources. As the differences were found in teachers, school' support, and society, the nurturing environments for the excellence schools need to be revised to adopt more creative teaching styles, rich school atmosphere and infrastructures, interactive guiding for the students and their parents, promoting for the excellence environments, and re-build successful identification models. Thus, families, schools, and society should increase their cooperation, communication, and awareness of the gifted supportive environments. However, more studies to investigate other aspects of promoting academic giftedness and excellence are recommended.
Vocabulary Teaching in Action-Oriented Approach
Author: Gunday, Rifat
Date: 2016-11-00
Type: Reports - Evaluative
Subjects: Vocabulary Development,Teaching Methods,Active Learning,Second Language Instruction,Language Skills,Grammar,Educational History,Cultural Influences,Context Effect,Turkish,Proverbs,Textbooks,Learning Activities

The words are called as basic building blocks of language. It is impossible to discuss the language system without words. It is related to the vocabulary whether a language is rich or not. It is also related to the peoples' vocabulary to understand what is said and written or to express effectively their thoughts and their feelings verbally or in written way. It is needed to have a rich vocabulary to produce successful written works on various topics. Due to these reasons the word has been accepted a significant area of research; it has been studied on each period and it continues to be like this. The vocabulary teaching-learning has a great importance as an integral component of language in foreign language teaching; because the words are the most essential building blocks in the development of all basic language skills. The people communicate mainly through the words. The study is a theoretical knowledge based on research. At the same time it is aimed to analyze two different course books in terms of vocabulary teaching towards the principles of action-oriented approach. As an example Alter Ego and Métro Saint-Michel are examined. While vocabulary teaching is merely given in the activities of other language skills without giving any place to vocabulary teaching in the book Alter Ego, in the book Métro Saint Michel the vocabulary teaching is continued at the part of vocabulary both based on the knowledge and the activities. As a result, it is very important to realize vocabulary teaching by activities and social tasks focused on active participation of learners and by learning in context. A bibliography is included.
Transnational Graduates and Employability: Challenges for HE Language Departments
Author: Wyburd, Jocelyn
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Employment Potential,Higher Education,College Graduates,Second Language Learning,Second Language Instruction,Employer Attitudes,Education Work Relationship,Job Skills,Profiles,Departments,Foreign Countries,Cultural Awareness,Intercultural Communication,Unemployment,Program Descriptions,National Surveys

Drawing on the research done for the British Academy's Born Global project, this chapter explores employer demand for the skills graduates in and with languages can develop. The research outcomes raise challenges for Higher Education (HE) professionals to articulate more clearly the nature of language degrees and the transnational profile of their graduates. Departments need to help students to recognise their employment-related skillset and to understand how to communicate this to prospective employers. The chapter includes practical suggestions and a focus on specific terminology which are recommended to colleagues across the sector. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Enhancing Employability,&quot; see ED574244.]
Building Global Graduates and Developing Transnational Professional Skills through a Telecollaboration Project in Foreign Language Education
Author: Guadamillas Gómez, Ma Victoria
Date: 2017-00-00
Type: Reports - Research
Subjects: Global Education,Global Approach,College Second Language Programs,English (Second Language),Spanish,International Educational Exchange,Cultural Awareness,Intercultural Programs,Interpersonal Competence,Skill Development,Needs Assessment,Lesson Plans,Cross Cultural Training,Foreign Countries,Questionnaires

The development of e-literacies and e-skills is of primary importance in gaining transferable aptitudes for the job market. Students in higher education need to take part in shared intercultural experiences which allow them to understand and cope with their peers in preparation for their futures. Furthermore, virtual exchange of information, development of language skills and interpersonal relationships can allow these future employees to respond better to demands of the job market. This paper describes a case study involving a virtual project developed between the University of Warwick (UK) and the University of Castilla-La Mancha (Spain) aimed at increasing exposure to the foreign language (English/Spanish), and to raise cultural awareness among British and Spanish university students, hence making them more employable in the future. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Enhancing Employability,&quot; see ED574244.]
&quot;I'm Just a Linguist--All I Can Do Is Teach or Translate&quot;. Broadening Language Graduates' Horizons through Employer Engagement
Author: Leggott, Dawn
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Language Skills,Second Language Learning,Second Language Instruction,Employers,Employment Potential,Foreign Countries,Corporations,Universities,Program Descriptions,Extracurricular Activities,International Trade,Communication Skills,Intercultural Communication,Cultural Awareness,Global Approach,Job Skills,College Students,Student Attitudes

Employers in the UK recognise that a lack of language skills can limit their company's international growth. Many students on language degrees, however, feel unprepared for working in a business environment. The final year &quot;Working with Languages&quot; module on Leeds Beckett University's language degrees aims to help the students to expand their career horizons beyond teaching and translating through real-world engagement with local employers. This chapter will summarise the implementation and impact of this core module and highlight some extra-curricular employer engagement activities for students on language degrees. Language graduates can bring much more to a small, medium or large international business than they may think. Employer engagement, whether embedded within the curriculum or offered as an extra-curricular option, can help them to realise that they are not &quot;just a linguist&quot; and can add value through their communication skills and international mind-set. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Enhancing Employability,&quot; see ED574244.]