ethanporcaro/eric-fulltext-meta huggingface dataset:
The &apos;Push and Pull&apos; Factors of Distributed Leadership: Exploring Views of Headteachers across Two Countries
Author: Dampson, George Dandy
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Participative Decision Making,Leadership Styles,Principals,Educational Improvement,Administrator Attitudes,Teamwork,Trust (Psychology),Leadership Effectiveness,Professional Autonomy,Elementary Schools

Governments and other stakeholders in education are beginning to recognize the important roles school leaders can play in school development and efforts are being made to allow them to become more involved in managing schools. However, despite these efforts, head teachers are challenged with the perfect leadership style to improve schools. Many scholars have lauded the positives of distributed leadership as one if not the best leadership for school improvement. This study sought to explore distributed leadership across primary schools in Accra-Ghana and Northampton-UK. The study adopted the explanatory sequential mixed method design. In this design, face-to-face interviews and nonparticipants observations were employed while closed ended questionnaires were given to 65 head teachers and 10 out of the 65 head teachers were sampled and interviewed. Two schools were purposive sampled and observed. The findings of the study revealed that head teachers from both countries understood the concept of distributed leadership as giving leadership opportunity to other teachers to meaningfully accept and take full responsibility for their leadership roles. Despite these findings, head teachers from the two countries have their own style of distributing leadership in the school. Admittedly, head teachers echoed that team work and trust is a necessity for effective and successful distributed leadership in schools. Notwithstanding these benefits of distributed leadership, head teachers from both Northampton and Accra are confronted with some challenges such as who should be involved and to what extent. The researchers recommend that head teachers should find ways of giving freedom to teachers who have the requisite expertise and ready to lead particular areas of the school even if it is for a shorter time. Additionally, a well-structured programme of high quality in-service training should be developed and offered to every head teacher and teacher in order for every school to develop appropriately.
Facilitating Learning Mathematics through the Use of Instructional Media
Author: Capuno, Reylan
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Educational Media,Instructional Effectiveness,Grade 3,Elementary School Students,Public Schools,Elementary School Mathematics,Foreign Countries,Audiovisual Aids,Elementary School Teachers,Learner Engagement,Technology Integration,School Libraries,Mathematics Achievement

The utilization of media to improve instructing and learning supplements conventional ways to deal with learning. Viable guidance fabricates between understudies' information and the learning destinations in mathematics. Through the using of media, it engages students, aids them in knowledge retention, as well as motivates them. This study assessed the extent of instructional media utilization and the academic performance of the Grade 3 pupils in mathematics in a public elementary school, Cebu City, Philippines. The quantitative research method is being used in the study were data gathered through a variety of measurements treated, including the approval letter, parent's consent, and the respondent's survey checklist. The study revealed that teachers do not fully utilize the library and the audiovisual room of the school. It was concluded that the academic performance of the pupils are not based on how the teacher utilized the instructional media. The researchers recommend that the proposed enhancement plan be used and monitored.
A Study of Narrative Strategies in &quot;A Farewell to Arms&quot;
Author: Kaifu, Chen
Date: 2019-00-00
Type: Journal Articles
Subjects: Novels,Narration,Literary Devices,Authors,United States Literature

&quot;A Farewell to Arms&quot; by Ernest Hemingway in his early creative time, has been rated as &quot;the representative classic in the Lost Generation&quot; for its particular narrative strategies. This paper gives a systematic analysis of its narrative order, narrative voice and narrative situation so as to achieve a better interpretation of the narrative effect of this novel.
How to Help Students Learn English Better: &quot;Towards Creating a Language Learning Culture&quot;
Author: Saafin, Saleh
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Educational Environment,Instructional Effectiveness,Teaching Methods,College Students,Student Attitudes,Intensive Language Courses,Teaching Skills,Teacher Effectiveness,Teacher Role,Language Teachers,College Faculty,Teacher Student Relationship,Foreign Countries

The purpose of this study was to investigate university students' perspectives of effective teaching that helped them learn English better. Adopting an interpretative approach to the research, the data was collected in three phases. In Phase One an interview was used and 17 university students studying English in Intensive English programs were interviewed. In Phase Two a qualitative questionnaire was used and 165 students responded to it. In Phase Three four students were interviewed for further information about the effective teaching characteristics identified in phases one and two. The findings of the study revealed that effective EFL teaching had two main dimensions: instructional skills and human characteristics. A wide range of categories and subcategories were classified under each dimension. Bearing in mind the descriptions and information the respondents gave throughout the Three Phases, the broader picture of effective teaching reflected the idea of a learning culture that effective teachers had an important role in creating.
Reading Anxiety among Chinese Exchange Students in a Study-Abroad Context
Author: Lijun, Li
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Students,Study Abroad,Anxiety,Second Language Learning,Student Attitudes,Reading Comprehension,Course Descriptions,Content Area Reading,Knowledge Level,Cultural Differences,Program Effectiveness,Educational Benefits,Undergraduate Students,English (Second Language),Second Language Instruction,Measures (Individuals),Asians,Exchange Programs

This study presents the results of an investigation into L2 reading anxiety among eight Chinese exchange students who participate in a one-year program at an American University. Foreign Language Reading Anxiety Scale (FLRAS) is used as a measurement of reading anxiety. Data are also collected from semi-structured interviews, syllabus of all six specialized courses participants have taken during the academic year and their final scores. The study finds: 1) all participants experience a rather high level of reading anxiety; 2) despite such anxiety, participants perform well in all major courses; 3) underlying causes for reading anxiety include content knowledge, unpreparedness of cultural difference and general negative feeling of studying a foreign language. Based on the research findings, suggestions are given to improve the overall efficacy of such exchange program, aiming to benefit all immediate parties involved.
The Relationships among Affective Factors in Learning EFL: A Study of the Saudi Setting
Author: Zayed, Jihan
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Correlation,Anxiety,Foreign Countries,Self Esteem,Student Attitudes,Learning Processes,Learning Motivation,College Students,Universities

Adopting a mixed-method design, the current study attempted to specify the relationships among four affective factors (i.e., motivation, attitudes, self-confidence, and anxiety) involved in learning English as a Foreign Language (EFL). Seventy-three students -- from Administration and Humanities College, Mustaqbal University and Jubail University College, KSA -- responded to a questionnaire of two parts: Part I and Part II, which yielded quantitative data. Qualitative data were generated through the analysis of Part I results to prove that there was no relationship between Saudi students' EFL proficiency and their awareness of the affective factors involved in learning it. Findings of Part II confirmed the interrelatedness among the four affective factors in the learning process in general, except for self-confidence did not significantly correlate with anxiety; the former got the highest mean (48.79) while the latter got the lowest (34.93). Calculating Standard Multiple Regression for the four affective factors, the study concluded giving four arithmetic equations of the predictive relationships among these factors. In the Saudi setting, the current study confirmed that anxiety does not affect learners with high motivation and good attitudes to a great extent. Besides, it does not affect self-confident learners at all.
A Study of Translation of Relative Clauses from English into Thai
Author: Leenakitti, Nattharath
Date: 2019-00-00
Type: Journal Articles
Subjects: Translation,Phrase Structure,English (Second Language),Second Language Learning,Second Language Instruction,Thai,Form Classes (Languages),Syntax,Contrastive Linguistics,Guidelines,Novels,Sentences,Language Processing

This research investigated translation strategies used in translating English relative clauses with the relativizers 'who,' 'which,' and 'that' into Thai. The data comprised 348 sentence pairs from two English novels and their Thai translations. It was hypothesized that the adopted translation strategies could be divided into two groups: literal translation with a relativizer and translation adjustment. To analyze the data, a framework for the analysis was constructed based on Chesterman's (1997) translation strategies, supported by Nida's (1964) and Saibua's (2007) translation adjustment techniques. The findings confirmed that the two main strategies used in translating the English relative clauses into Thai are literal translation and translation adjustment. Regarding literal translation, four Thai relativizers were found: /t[superscript h][i-caret]:/, /s[w-caret]?/, /p[superscript h][u-caret]:/, and /p[superscript h][u-caret]: s[w-caret]?/. While literal translation suggested parallel syntactic structures between the English and Thai relative clauses, translation adjustment underscored distinctions between the two languages. The findings indicated three types of translation adjustment, i.e. Adjustments 1, 2, and 3, according to the degree of adjustment. The findings confirm the hypothesis and have implications for the study of the relative clause structure and its translation strategies.
Idea Sharing: Process-Based Approach to Writing in Malaysian English Education
Author: Li, Kee Li
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Writing Processes,Foreign Countries,Writing Instruction,Writing Achievement,English Language Learners,Preservice Teachers,Instructional Improvement

Malaysia strives to educate its people to be fluent in the English language, and as such the Ministry of Education Malaysia (MOE) has introduced the process-based approach to writing from the early 1980s in school curricula and syllabi. Unfortunately, even from the inclusion of process-based approach to writing in Malaysian national curricula and syllabi, Malaysian students' writing performance in the national primary and secondary school examinations remains low. Concerns arise over the process-based approach, due to its lack of proper implementation in the English as a second language (ESL) writing instruction. This article provides a review of the studies conducted on the implementation of process-based approach in teaching ESL writing in Malaysian English education. It seeks to investigate the problems that have been reported to occur during the implementation of process-based approach in the ESL writing instruction in Malaysia. In order to address the concerns regarding process-based approach to writing and to avoid possible issues in the future concerning the implementation of process-based approach in ESL writing in Malaysia, the researchers believe it is important to truly understand the nature and goals of the process-based approach to writing. As such, the researchers call all educators in Malaysia to look for possible means to revive the process-based approach in the field of ESL writing.
Resistance to Change: A Speed Bump on the Road to School Improvement?
Author: Dolph, David
Date: 2017-00-00
Type: Journal Articles
Subjects: Resistance to Change,Educational Improvement,Preschools,School Administration,Elementary Schools,Secondary Schools,Change Strategies,Leadership Styles,Organizational Change,Teacher Administrator Relationship,Principals,Superintendents

The need for reform and improvement in P-12 school systems is an ongoing topic of debate among legislators, business leaders, parents, educational leaders, and teachers. It can be argued that interest in reforming educational opportunities for students is more prevalent and critical today than at any other time of American educational history. Scholars indicate that people are often resistant to change for a variety of reasons including fear, lack of information, and lack of appropriate skills. Nevertheless, one of the chief responsibilities of school leaders is to facilitate change strategies that will improve organizational output. This article will discuss various approaches to how leaders can successfully facilitate organizational change and overcome resistance to new ideas.
Persevering toward What? Investigating the Relationship between Ninth-Grade Students&apos; Achievement Goals and Perseverant Actions on an Algebraic Task
Author: DiNapoli, Joseph
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Grade 9,Algebra,Mathematics Instruction,Problem Solving,Mathematics Achievement,Student Attitudes,Goal Orientation

Perseverance is vital for the process of learning mathematics with understanding. To do so, students must wrestle with obstacles and amend their problem-solving plan when necessary. I collected qualitative data to investigate the nature of perseverance for 11 ninth-grade algebra students working on a challenging task for which they affirmed interest. Employing analytical frameworks of achievement goal perceptions and subsequent perseverant actions, the findings inform three distinct profiles of in-the-moment perseverance states. These profiles suggest that perseverant actions are not always aligned with students' goals of meaning-making. Although students may report being motivated by building conceptual understanding, they may not fully grasp what it means to achieve such mastery goals. I provide suggestions for teachers to further encourage the development of more perseverant learners.
Preservice Teachers Engage in a Project-Based Task: Elucidate Mathematical Literacy in a Reformed Teacher Education Program
Author: Nguyen, An
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Learner Engagement,Active Learning,Student Projects,Numeracy,Teacher Education Programs,Pedagogical Content Knowledge,Foreign Countries,Secondary Education,Mathematical Models,Curriculum Development,Curriculum Implementation,Program Effectiveness,Mathematics Education,Mathematics Teachers,Secondary School Mathematics

To meet the demand of the incoming school curriculum reform focusing on competency-based learning in Vietnam, this paper reports on an innovation project on developing secondary mathematics preservice teachers' (PSTs) mathematical literacy and preparing them to teach mathematics contextually. We developed a curriculum and studied the effectiveness of the implementation to a secondary mathematics PST education program that integrates mathematical literacy (ML) in methods courses. The courses offer PSTs opportunities to experience ML as active learners and prepare them to teach ML. In this paper, we discuss the results on a project-based modeling task. The results showed that the PSTs begin to develop an understanding of ML when they engaged with the phases of the modeling cycle at different levels of sophistication. The PSTs did not take advantage of visual representations to support the analysis of the project-based task and to communicate their work. Discussion about the tension between simplifying models and reflecting the real problem and directions for future study are suggested.
Reliability and Validity Analysis of Statistical Reasoning Test Survey Instrument Using the Rasch Measurement Model
Author: Saidi, Siti Shahirah
Date: 2019-00-00
Type: Journal Articles
Subjects: Test Reliability,Test Validity,Item Response Theory,Grade 10,Rural Schools,Secondary School Students,Foreign Countries,Mathematics Instruction,Mathematical Logic,Statistics,Mathematical Concepts,Secondary School Mathematics

This study is an assessment of the reliability and validity analysis of Statistical Reasoning Test Survey (SRTS) instrument using the Rasch Measurement Model. The SRTS instrument was developed by the researchers to assess students' statistical reasoning in descriptive statistics among Tenth Grade science- stream students in rural schools. SRTS was a combination of a subjective test and an open-ended format questionnaire which contained of 12 items. The respondents' statistical reasoning was assessed based on these four constructs: Describing Data, Organizing Data, Representing Data and Analyzing and Interpreting Data. The sample comprised of 115 (76%) girls and 36 (24%) boys aged 15-16 years old from a rural district in Sabah, Malaysia. Overall, the SRTS instrument was found to have a high reliability with a Cronbach's alpha value (KR-20) of 0.81. Results also showed that SRTS has an excellent item reliability and high item separation value of 0.99 and 9.57 respectively. SRTS also has a good person reliability and person separation value of 0.81 and 2.04 respectively. Meanwhile, the validity of the SRTS instrument was appropriately established through the item fit, person fit, variable map, and unidimensionality. In conclusion, this study indicates that the SRTS is a reliable and valid instrument for measuring the statistical reasoning of science-stream students from rural secondary schools.
Program Development within Authentic Partnerships
Author: McGarry, Jennifer E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Program Development,Partnerships in Education,School Community Relationship,Athletics,Physical Education,School Turnaround,Health Promotion,Adolescent Development,Leadership Training,Participant Observation,Meetings,Governance,School Councils,Parent Teacher Cooperation,Needs Assessment,Teacher Student Relationship,Program Implementation,Middle School Students,Outcomes of Education,Educational Quality

Campus-community partnerships utilizing sport and focused on youth participants are increasingly prevalent and have demonstrated effectiveness in promoting healthy behaviors. However, the majority of research has not analyzed the nature of collaboration, and the inherent benefits and challenges, utilizing theory and focused on management implications. The two-part study examined the development of sport-based authentic adolescent leadership program utilizing the Campus Community Partnerships for Health (CCPH) authentic partnership model in a school engaged in a turnaround process. Data included field notes from a four-month period during which participant observations of school leadership meetings, school governance council meetings, parent teacher organization (PTO) meetings, individual teacher interactions, and university program meetings occurred. Study 1 called for the researchers to ask how community partners (school) examine programming and identify gaps. Results included two themes: the need to develop positive relationships between students and school staff and the need for consistency. Study 2 results focused on the development and implementation of a program intended to address the gaps identified in Study 1. Results included the following themes: the priority of clear and open communication, being relationship focused, building upon strengths and assets, and identifying meaningful outcomes and transformative experiences. Findings from the two studies can inform other campus-community partnerships about strategies to successfully develop and implement new programs in the midst of a demanding situation like a school turnaround. By adhering to the principles of an authentic partnership (CCPH, 2013), the school and university partners were able to identify, develop and implement a program that met the needs of both partners.
Dropping out Is Not an Option
Author: Dahir, Carol A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Dropouts,Dropout Prevention,Career Development,School Counselors,Administrators,Graduation Rate,Dropout Rate,High Schools,Learner Engagement,Counseling Services,High School Students

Not completing the equivalent of a high school education has significant economic and social implications in the U.S. and globally. When opportunity and information gaps between students are allowed to continue, the impact on dropout rates is considerable. School building leaders and school counselors can collaborate to encourage students' connection to their school community and education; lessening their likelihood of dropping out. This article explores evidence-based interventions delivered within a comprehensive school counseling program focused on engaging students in developing a career plan. A particular emphasis is on collaborative, proactive actions towards enhancing career development and reinforcing the message that &quot;dropping out is not an option.&quot;
An Ontology-Based Model for Contextual Recommendations in E-Learning
Author: Petkovic, Dalibor
Date: 2017-00-00
Type: Journal Articles
Subjects: Electronic Learning,Artificial Intelligence,Cognitive Style,Taxonomy,Educational Technology,Cooperation

Dramatic increase of learning resources has made the process of learning a timeconsuming task for learners to find relevant resources. Recommender systems are increasingly being developed in E-Learning systems to find relevant resources and facilitate both learning and teaching process. The learning style is defined as the learners' preferences in the way they seek and understand information in the learning process. Although many work have been published in the field of recommender systems in E-learning systems, more research should be conducted to study contextual information such as learning style to create more relevant recommendations. We focus the leaning style in order to create an ontology model for recommender systems. To establish this goal, the following objectives should be achieved: to review six aforementioned learning style models, to investigate what are the basic components (properties) of users' learning style and to present an ontology model for creating recommendations using learning style.