ethanporcaro/eric-fulltext-meta huggingface dataset:
Adult Learners&apos; Responses to Online Learning: A Qualitative Analysis Grounded in Self-Determination Theory
Author: Salikhova, Nailya R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Students,Undergraduate Students,Adults,Student Satisfaction,Student Motivation,Electronic Learning,Online Courses,Psychological Needs,Personal Autonomy,Competence,Interpersonal Relationship,Teacher Student Relationship,Group Dynamics,Instructional Effectiveness,Foreign Countries

At a time when educators in many countries are adopting digital technology in their classrooms, whether by choice or mandate, the question of what the experience of online learning is like for students remains open and of vital interest. In the present study, adult learners (N = 37) in Russia were asked to write an essay about their experience of an online course they had taken as part of their graduate studies. Responses were examined by means of thematic analysis. From the conceptual framework of self-determination theory, responses were categorized with respect to psychological needs for autonomy, competence, and relatedness. Adult learners reported their online courses provided the greatest opportunities to satisfy the need for autonomy, with ample support for competence as well; however, they struggled in their online courses to find satisfaction for the relatedness need. The present study identified those elements of online courses that correspond with and facilitate the satisfaction of each of the three basic psychological needs.
The Theoretical Analysis of Ethical Leadership Lapses: A Disturbing Concern about School Leadership in Botswana
Author: Pansiri, Nkobi Owen
Date: 2021-08-00
Type: Journal Articles
Subjects: Foreign Countries,Ethics,Leadership Responsibility,Instructional Leadership,Leadership Styles,Educational Environment,Governance,Administrator Behavior,Teacher Behavior,National Standards,Cultural Influences,Educational History

A school is the only place with a formal and legitimate mandate of duty of care for the learner. Schools are expected to be nurturing environments free of abuse, exploitation, violence, bullying, humiliation, discrimination, harassment, negligence, cultural stereotypes, emotional distress, socio-economic marginalisation and moral prejudices. Some concerns about governance and ethical leadership in schools are therefore inevitable. Drawing from the Eurocentric and Afrocentric theoretical perspectives, this article discusses lapses of ethical leadership practices in Botswana with a deliberate focus on school leadership systems. Secondary data is drawn from the media and government reported cases on the growing systemic social decadence. It is argued that unethical conduct in the education system in the country is heightened by lack of an Africanized ethical code of conduct for educators and doubledipping by the public officers. The article recommends an indigenized research approach on ethical leadership and governance.
Popping Pedagogy: Making Your Classroom (Traditional and Virtual) Pop with Pop Culture
Author: Visco, William
Date: 2021-00-00
Type: Journal Articles
Subjects: Popular Culture,Teaching Methods,COVID-19,Pandemics,Distance Education,Electronic Learning,English Instruction,Films,Social Media

Today's students are surrounded and inundated with pop culture at almost all times every day. The COVID-19 pandemic has only exasperated this influx of pop culture saturation as students stayed home, learned online, and for better or worse turned to television, the internet, and other popular applications to deal with isolation and have some form or normalcy. As we move forward into the 2021-2022 school year, there will still be students choosing to stay home and the virtual learning community will still be one that will need to be catered to and taught in the same manner as face-to-face students. As such, using pop culture as a bridge to both in-person and online students can lead to significant learning gains and a building of positive relationships with both sets of students (Visco, 2021). The coronavirus pandemic was a shock to the country and the school system, but it may not be the last pandemic we will have to face. By utilizing these pop culture strategies now (no matter the delivery method of the classroom), teachers will be better prepared in the future if this happens again.
Student Voice in the Polyvocal English Classroom
Author: Morrell, Ernest
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,English Instruction,Teaching Methods,Dialogs (Language),Classroom Communication,Group Discussion,Self Esteem,Skill Development,Multiple Literacies,Culturally Relevant Education,Literacy Education,Metacognition,Student Projects,Novels,Grade 6,Court Litigation,Debate,Student Diversity

In this article, the authors discuss polyvocality, which is the equitable presence of multiple voices engaging in a humanizing dialogue, to facilitate literacy growth, nurture relationships, and build students' confidence in K-12 classrooms. Making classroom talk an integral component of small- and whole-group discussions allows students to hone their listening and speaking skills, which improves writing, creates a generative and supportive learning community, and prepares students to become powerful speakers. We draw on scholars such as Habermas (1962), Dewey (1938), Freire (1970), Banks (1988), and Ladson-Billings (1994) to highlight the importance of dialogue and emphasize the importance of developing multiple literacies; however, we stress our ultimate goal is to help all students to become mindful and empowered contributing members of families, communities, and the global public sphere. We offer specific ways to incorporate classroom talk into everyday literacy instruction to create a culturally responsive learning environment, and we conclude with concrete examples of students' multimodal projects and presentations, from classroom trials and debates to projects based on a novel (e.g., rap songs, short film, alternative final chapter) to ensure every student's voice is heard, valued, and celebrated.
Basic School Teachers&apos; Personality Type as Determinant of Classroom Management in Lagos State, Nigeria
Author: Badamas, Omoshalewa Lasbat
Date: 2021-08-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Characteristics,Teacher Effectiveness,Personality Traits,Correlation,Classroom Techniques,Gender Differences,Public Schools,Student Behavior,Foreign Countries

Teachers encounter many problems in the classroom and amongst them is classroom management. Classroom management poses a problem to teachers especially the novice teachers who are not privileged to undergo the training of teaching profession. Teachers' personality type play an important role in whether to increase positive behaviours or decrease negative behaviours among the students in classroom environment. This study therefore examined teachers' personality type as determinant of classroom management in Lagos State. Descriptive method of research was used for this study. The respondents comprised of 180 teachers selected from 15 schools in Lagos State. Two instruments were used in gathering data for the study. Mean rating and Pearson Product Moment Coefficient were used to answer and test research questions and hypotheses respectively. Findings revealed that teachers' personality determines their classroom management.
Visually Supported Activity Suggestions to Develop Secondary School Students&apos; Story Writing Skills
Author: Mehmet, Soyuçok
Date: 2021-08-00
Type: Journal Articles
Subjects: Visual Aids,Learning Activities,Writing Skills,Skill Development,Writing Strategies,Foreign Countries,Middle School Students,Writing Instruction

There are many researches, activities and other application examples, examining the effects and importance of visuals in education. Although there are studies to develop writing skills through visuals in literature, there is no study on the development of story writing through visuals. In this study, examples of activities were developed in order to develop middle school students' story writing skills with visual aids. The study was conducted according to the qualitative research model. First, Turkey, Austria and the United Kingdom have the main story writing gains in language teaching programs and activities related to story writing skills and applications reside in the same country of which textbooks were examined. After these document reviews, the qualifications that should be found in a story were listed according to field literature data and then presented to expert opinion. Story writing activities were developed with visual support in accordance with the gains of expert opinions. The activities prepared were submitted for the approval of an examiner group consisting of a psychological counselor, a visual arts expert and three Turkish teachers, and the activities took their final form in accordance with their suggestions. As a result, validity and reliability studies were conducted and visually supported activities were produced.
Career of Horizontal Education Mismatch Workers: Career Competency, Job Crafting, and Work Engagement
Author: Wardani, Laila Meiliyandrie Indah
Date: 2021-08-00
Type: Journal Articles
Subjects: Education Work Relationship,Employees,Educational Background,Competence,Employee Attitudes,Work Attitudes,Job Enrichment,Foreign Countries

Education is one of many factors that has the biggest impact toward unemployment rate due to the fact that there are mismatches between educational background and the intended job, and it is named horizontal education mismatch. The employee who is run into educational mismatch condition is seen as less-competent, less-qualified, and less accomplished associated with company and work engagement which should be owned by every employee, both supervisors and subordinates. The purpose of this study was to test out that job crafting can play a role as a relation mediator between career competencies and work engagement toward employees which run into horizontal education mismatch. This was quantitative research; with purposive sampling method to recruit the respondent. The respondent of this research was people with age range 17-65 years old and using Process v3.5 by Hayes, The Simple Mediation Model No.4. Considering the phenomenon of Horizontal Education Mismatch which has an impact on competency and work engagement. The uniqueness of this research was to pay attention to the suitability of educational background with the current occupation, which indirectly affects the competence of workers. The results of this study were in accordance with the aims and expectations of the researchers. The results of this study indicated that job crafting plays a role as a mediator in the correlation between career competencies and work engagement. Hopefully, it will be able to meet the competency needs of employees to increase employee engagement with the company.
Developing Online Learning Guidebook for Junior High School Level in Kendari City
Author: Darnawati
Date: 2021-08-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Junior High School Teachers,Guides,Educational Technology,Teacher Attitudes,COVID-19,Pandemics,School Closing

This research aimed to develop an online learning guidebook for the junior high school level. The method used in this research was research and development in terms of 4-D model development which consists of four main stages: Define, Design, Develop, and Disseminate. The informants that were studied consisted of 2 expert informants and 17 junior high school teachers in Kendari City, Southeast Sulawesi, Indonesia. This type of research data was descriptive qualitative. The data collected were in the form of suggestions and responses put forward by the informants. This information was collected and summarized to improve the learning products developed. The results showed that the developed online learning guidebook has met the appropriate criteria in the media and language aspects by the respective experts. Besides, teachers find that this guidebook is very interesting and useful as a guide in online learning, especially during the current pandemic. Furthermore, the developed guide book fosters curiosity of teachers to find out the use of applications in the book, and makes teachers think creatively in making learning media. The online learning guidebook is advantaged for the teachers to provide interesting learning media and material for students especially in this pandemic era.
Developing Language Assessment Literacy of EFL Pre-Service Teachers through Classroom Assessment Course
Author: Ölmezer Öztürk, Elçin
Date: 2021-09-00
Type: Journal Articles
Subjects: Assessment Literacy,English (Second Language),Second Language Instruction,Preservice Teachers,Preservice Teacher Education,Undergraduate Students,Student Attitudes,Attitude Change,Self Efficacy,Teacher Competencies,Language Tests,Teacher Role,Late Adolescents,Public Colleges,Foreign Countries

The study reports on how Classroom Assessment Course changed the perspectives of EFL pre-service teachers related with language assessment and contributed to their language assessment literacy development. The participants included 48 junior students in an English language teacher education program of a state university in Turkey. All the participants enrolled in a course named Classroom Assessment and the data were collected through reflection reports and a focus group interview within the scope of this course that was conducted in a 14-week period. The coding phase of the data analysis was carried out through in-vivo coding and the codes were combined under more general themes to be presented. The findings revealed that the participants' perspectives in language assessment significantly changed at the end of Classroom Assessment Course. While their initial thoughts included some negative connotations regarding assessment itself, its purpose and the role of teachers in language assessment, they turned to be just the opposite towards the end of the semester. Moreover, the participants also expressed that they started to feel themselves more competent in language assessment as prospective teachers and got more enthusiastic to study on this topic in the future. Demonstrating the contribution of Classroom Assessment Course to language assessment literacy development of pre-service teachers, the study offers some policy and research suggestions to improve assessment literacy of EFL teachers in similar contexts.
Culturally Relevant Coaching: Empowering New Teachers
Author: Holliday, Carolyn Gadsden
Date: 2021-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Coaching (Performance),Teacher Empowerment,Racial Bias,Social Justice,Teaching Methods,Consciousness Raising,Critical Thinking,Faculty Development

An achievement gap exists in the United States between children of color and their white peers. This gap is most prevalent in literacy. Achievement in literacy is pertinent to student success in other content areas. To address this problem, educational researchers have identified a conceptual framework, culturally relevant pedagogy, that provides educators with strategies to integrate students' cultural experiences, understandings, and beliefs to encourage student success as well as foster cultural competence. The tenets of culturally relevant pedagogy were designed to address the impact of racism in the educational system. This article examines the use of culturally relevant pedagogy by novice teachers to address the needs of students of color. Using a narrative inquiry structure, the investigator collected data from seven beginning teachers. Data collection consisted of interviews using semi-structured, open-ended questions as well as constructed response journal entries. The findings of this study have implications regarding teacher preservice education and teacher professional development in terms of preparing and equipping novice teachers with the tools to address the needs of culturally diverse student populations. The investigator considered the findings and developed a coaching framework to address educational disparities and support educators to implement culturally relevant teaching practices.
Engaging behind the Mask
Author: Collar, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Learner Engagement,Clothing,Hygiene,COVID-19,Pandemics,Student Participation,Disease Control,Two Year College Students,Community Colleges,Teaching Methods,Technology Uses in Education,Teacher Student Relationship

Instructors teaching during this unprecedented time in history must find ways of engaging students from behind the mask. As a result of the pandemic, my colleagues and I have discovered that students do not respond or participate in the ways they once did. In the classroom, students have become silent spectators, hiding behind the mask, making it a challenge for instructors to engage and for students to be successful. We have struggled mightily to overcome this challenge of engaging students who are in the midst of pandemic survival. This article explores some useful classroom strategies that can be utilized to engage the &quot;pandemic student.&quot; It is only through persistence and dedication to student engagement that instructors will be able to reach students in this &quot;new normal&quot; of education. Instructors may have to put to rest old strategies (or at least revamp them) and find new tools and activities to employ to reach behind the barrier of the mask worn by the &quot;pandemic student.
EFL Learners&apos; Foreign Language Learning Anxiety and Language Performance: A Meta-Analysis Study
Author: Dikmen, Melih
Date: 2021-09-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Test Anxiety,Language Skills,Classroom Environment,Second Language Instruction,Higher Education,Educational Research,Effect Size,Sample Size,Journal Articles,Theses,Performance Factors,Secondary Education,Correlation,Foreign Countries

The relationship between foreign language anxiety (FLA) and English as a foreign language (EFL) learners' performance is constantly being examined through experimental and theoretical studies. The aim of this study is to examine the association between FLA and EFL performance through meta-analysis. As a result of an extensive literature review, 69 studies from fourteen countries (N= 23.150) were identified as eligible to be included in the analysis process. The overall correlation between FLA and EFL performance was calculated as - 0.61. In terms of moderator variables, the results revealed that while grade level and country in which studies were conducted did not have an effect on the association between FLA and EFL performance, type of anxiety was found to have a moderator effect. It was observed that listening, test, speaking, reading, and writing anxiety affected EFL learning performance respectively from the most to the least. Finally, publication year and sample size were found to have a significant effect on the association between FLA and EFL performance through meta-regression analysis. Based on the findings, it is concluded that in order to increase EFL learners' performances, their foreign language anxiety should be decreased.
Make Learning Purposeful
Author: Primavera, Karen
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learner Engagement,Learning Processes,Critical Thinking,21st Century Skills,Problem Based Learning,Learning Experience,Teacher Student Relationship,Decision Making,Authentic Learning,Inquiry,Novels,Grade 9,English Instruction,Moral Values,Social Justice,Government Role,High School Students,Public Service,Racial Discrimination

Teachers constantly struggle to get students actively engaged and invested in their own learning. It can be even more difficult to engage those students in critical thinking and 21st century skills. Problem-based learning (PBL) provides a student-led format with real-life learning experiences, offering a purpose for instruction. By relinquishing control and allowing students to become more involved in their own learning, the teacher is able to become more of a facilitator or guide. Students learn to communicate effectively, take responsibility, and set goals with problem-based learning. If all components of PBL cannot be implemented in the classroom due to time or other factors, choice can still be implemented. Research shows that student choice is one of the largest contributors to student engagement. Because of this, students who are given choice and authentic learning opportunities are more likely to recognize the value and purpose of learning.
Entrepreneurship Competencies of School Principals: A Scale Development Study
Author: Demirbilek, Mesut
Date: 2021-09-00
Type: Journal Articles
Subjects: Entrepreneurship,Competence,Administrator Characteristics,Leadership Effectiveness,Principals,School Administration,Teacher Attitudes,Public School Teachers,Elementary School Teachers,Secondary School Teachers,Educational Innovation,Creative Thinking,Test Construction,Measures (Individuals),Foreign Countries

This research aims to produce a reliable and valid scale that includes the entrepreneurship competencies of school principals according to the perceptions of teachers working in state-owned schools. First, after the literature review, an item pool consisting of five-point Likert item type and seventy-four items was created, and then the relevant items were presented to eleven experts to determine the content validity. After the expert evaluations, the content validity rates of the relevant items were calculated with the Lawshe technique, the nineteen items below the criterion value were removed from the scale, and a scale draft form consisting of fifty-five items was created. To carry out the EFA of the scale, the first application was performed with 436 teachers working in Çekmeköy district of Istanbul province on an online platform in March-April 2020. In the EFA process carried out in line with the data obtained, observations revealed that the scale had a four-factor structure. Then, the Varimax technique was used to clarify the distribution of scale items to factors, and seventeen items that were found to have a load of .30 and above from more than one factor and that the load difference was less than .100 were removed from the scale. As a result of EFA, a scale consisting of 38 items and subdimensions of &quot;Personal Competencies&quot;, &quot;Organizational Competencies&quot;, &quot;Relational Competencies&quot;, and &quot;Commitment Self-Confidence Competencies&quot; which explain 73.32% of the total variance was obtained. Subsequently, reliability coefficients of the scale (Cronbach's Alpha 0.98), discrimination indices, item-total -- item-residual correlations, and correlations between scale total and subdimensions were calculated. Finally, to carry out the CFA, the second application was carried out online with a sample of 724 teachers in May-June 2020 and the obtained goodness of fit values confirmed the scale model. All these obtained values confirm the valid and reliable structure of the developed scale.