ethanporcaro/eric-fulltext-meta huggingface dataset:
Organizational Commitment Levels of Preschool Teachers and Administrators&apos; Leadership Styles
Author: Kirkiç, Kamil Arif
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Kindergarten,Public Schools,School Administration,Leadership Styles,Correlation,Teacher Administrator Relationship,Organizational Culture,Values,Identification (Psychology),Compliance (Psychology),Industrial Psychology,Teacher Attitudes,Foreign Countries

The organizational commitment levels of preschool teachers are crucial to have an effective early childhood education. One of the most influential factors affecting organizational commitment is administrators' leadership style. This research explored the correlation between administrators' leadership styles and organizational commitment levels of preschool teachers. The correlational survey design was used as one of the quantitative research models in this study. Participants in the study were preschool teachers in Istanbul's Küçükçekmece district. The research was conducted during the 2017-2018 academic year. There are 237 teachers in the study sample. The 5-point Likert type Organizational Commitment Scale with 27 items and the Leadership Style Scale with 35 items were used to collect data. It was found that teachers generally identified with their organizations and internalized the organization's values, while school administrators were perceived as using a transformational leadership style. The study found a statistically significant correlation between the leadership styles of administrators and the levels of organizational commitment of preschool teachers. In preschool institutions, teachers' institutional commitment is essential for the development of students. Therefore, administrators should be sensitive to their leadership styles to make the commitment levels of preschool teachers high. The research has limitations like being a local one, done in a relatively short time, and the participants were only teachers working in public schools.
Postgraduate Supervision Practices in Education Research and the Creation of Opportunities for Knowledge Sharing
Author: Ngulube, Patrick
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Research,Supervision,Foreign Countries,Masters Theses,Doctoral Dissertations,Supervisors,Models,Schools of Education,Masters Programs,Doctoral Programs,College Faculty,Novices,Graduate Students

Supervisory practices are fundamental to the production of research in higher education, but these practices are undertheorized and poorly understood. Academia needs to understand and engage with supervisory pedagogies to reinforce their importance in knowledge production and the development of a knowledge society. Using content analysis of master's and doctoral research outputs completed between 2010 and 2016, this case study investigated postgraduate supervision practices in education in South Africa, and their implication for knowledge sharing in context. The findings showed that supervision in education has remained rooted in the classic individualistic model, with team supervision not prevalent. The benefits of team supervision relative to the individualistic model are highlighted. Acknowledgement of the range of competencies of supervisors and the growth of interdisciplinary and multidisciplinary research signals the value of the team supervision model. In addition to improving research support, team supervision also creates communicative spaces and opportunities for knowledge sharing and the development of supervisors.
Does Virtual Field Experience Deliver? An Examination into Virtual Field Experience during the Pandemic and Its Implications for Teacher Education Programs
Author: Vu, Phu
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Academic Achievement,Computer Simulation,Educational Technology,Technology Uses in Education,Field Experience Programs,Program Effectiveness,COVID-19,Pandemics,School Closing,Blended Learning,Online Courses

This study attempted to examine whether academic performance of pre-service teachers (PST) in virtual field experiences was the same as that of their peers in the previous semester who had regular face-to-face field experiences. Data for this study included PST' scores in three course sections in the Spring 2020 semester at a mid-size public university located in the Midwest of the United States where all of their field experiences were conducted virtually and compared with that of their peers in the Fall 2019 semester when all of their field experiences were conducted face-to-face. Our findings indicated that PST's academic performance in the virtual field experiences was the same as that of their peers in the previous semester who had regular face-to-face field experiences.
Inequitable Impacts of Textbook Costs at a Small, Private College: Results from a Textbook Survey at Gettysburg College
Author: Appedu, Sarah
Date: 2021-00-00
Type: Journal Articles
Subjects: Textbooks,Costs,Private Colleges,Small Colleges,Expenditures,Student Financial Aid,First Generation College Students,At Risk Students,Low Income Students,Open Educational Resources,Barriers,Student Needs,Undergraduate Students,Student Attitudes

Recognizing that higher education settings vary considerably, librarians at Gettysburg College sought to better understand textbook spending behaviors and the effects of costs on our students. We adapted the Florida Virtual Campus 2016 Student Textbook and Course Materials Survey to suit the context of our small, private, liberal arts college. Most students spent $300 in Fall 2019. Financial aid awards did not cover the cost of required books and course materials for most students receiving aid. Negative effects were more pronounced for first-generation students and Pell Grant recipients, who were more likely to not purchase required books, to not register for a course due to cost, and to struggle academically. Some reported negative effects beyond their academic lives, as well. We recommend adoption of Open Educational Resources as an equity-minded practice that addresses this academic success barrier.
Lessons Learned Developing a Massive Open Online Course in Implementation Research in Infectious Diseases of Poverty in Low- and Middle-Income Countries
Author: Allotey, Pascale
Date: 2021-00-00
Type: Journal Articles
Subjects: Open Education,Online Courses,Access to Education,Program Development,Program Implementation,Poverty,Communicable Diseases,Health Personnel,Professional Development,Barriers,Discussion Groups,Relevance (Education),Facilitators (Individuals),Learner Engagement,Language of Instruction,Developing Nations

This study uses a case study approach to examine the development of a massive open online course (MOOC) on intervention and implementation research in infectious diseases of poverty for learners in low- and middle-income countries (LMICs). Implementation research (IR) seeks to understand and address barriers to effective implementation of health interventions, strategies, and policies. In recent years, IR has attracted increased interest, and corresponding demand for training, however, current training opportunities are not easily accessible to learners in LMICs. In 2017, the MOOC was introduced to a diverse range of learners to enhance access to training materials and has been offered yearly since. Findings are based on the experiences of the MOOC working group which included developers and facilitators, and on interpretations of data such as forum discussion activity and Facebook posts. The use of material from local contexts and in local languages, and professional facilitation of discussion forums was identified by the working group to be key considerations in developing the MOOC. Other findings include the importance of using clear instructions and preparing discussion questions to stimulate learner engagement. These findings add to the limited knowledge of MOOCs developed for LMICs and are of value to others developing professional development MOOCs in LMIC health contexts.
Student Support Service Excellence Evaluation: Balancing the Iron Triangle of Accessibility, Cost-Effectiveness and Quality?
Author: Nsamba, Asteria
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Support Services,Program Evaluation,Cost Effectiveness,Foreign Countries,College Students,Educational Facilities,Educational Quality,Open Education,Distance Education,Use Studies

Recently, the University of South Africa widened access to academic facilities and services at one of its study centres. Although this is laudable and demonstrates a commitment by the university towards its students, it raises these three concerns (1) What is the occupancy rate of the facilities? (2) To what extent are these improved facilities cost-effective? (3) What is the quality of the services at these facilities? A modified iron triangle was employed to analyse and determine accessibility, cost-effectiveness and the quality of the facilities. Data mining techniques involving descriptive analysis indicated that the most utilised service facilities were the computer laboratories and the least utilised was the study space. Moreover, perceived service quality of the facilities was rated good to excellent by the majority of the respondents. The modified iron triangle was found to be useful in helping us understand Student Support Excellence Project's (SSEP) improvements at the identified study centre.
A Global Crash-Course in Teaching and Learning Online: A Thematic Review of Empirical Emergency Remote Teaching (ERT) Studies in Higher Education during Year 1 of COVID-19
Author: Stewart, William H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Electronic Learning,Higher Education,COVID-19,Pandemics,Emergency Programs,Distance Education,Literature Reviews,Experience,Equal Education,Access to Computers

The COVID-19 pandemic has impacted education in ways that academic institutions, scholars, administrators, educators, and students will strive to fully comprehend for years to come. The global spread of SARS-CoV2 in early 2020 prompted social distancing as the primary countermeasure against contracting and spreading the novel coronavirus, which in turn led academic communities worldwide to suddenly transition to emergency remote teaching (ERT) in order to maintain educational continuity. This review of the literature synthesizes findings from 38 empirical studies set in higher education about ERT in 2020 from all over the world. A thematic analysis of findings produced four major themes: (1) diverse ERT experiences; (2) digital divide and vast educational/socio economic inequalities; (3) commonly-experienced ERT problems, issues, and challenges; and (4) frequently-made adjustments in response to ERT. Findings are indicative of the immediate aftermath of transitions to ERT, and open areas of research for long-term impacts of ERT are discussed.
An Exploration of China-Africa Cooperation in Higher Education: Opportunities and Challenges in Open Distance Learning
Author: Zhu, Xia
Date: 2021-00-00
Type: Journal Articles
Subjects: International Cooperation,Partnerships in Education,Higher Education,Open Education,Distance Education,Educational Development,Sustainable Development,Faculty Development,Educational Technology,Lifelong Learning,Foreign Countries

Cognisant of the wide range of cooperation between China and Africa and the existing strong Sino-African relationship, this article explores the international cooperation between Africa and China in the higher education domain, especially in the field of Open Distance Learning (ODL). The study employed data triangulation relying on both secondary and primary sources to address the main research questions. It sheds light on the development of ODL in Chinese Higher Education Institutions (HEIs) with a focus on professional development of university teachers. The article argues that ODL is crucial for emerging economies' sustainable development. Key factors such as political, technological and socio-cultural features play a crucial role in the development and effective implementation of ODL. By exploring the potential opportunities and identifying related challenges, this article contributes to an understanding of how mutually beneficial partnerships between African universities and Chinese HEIs can be developed within the wider framework of Sino-African relationship.
Evaluating Student Support Provision in a Hybrid Teacher Education Programme Using Tait&apos;s Framework of Practice
Author: Aluko, Folake Ruth
Date: 2021-00-00
Type: Journal Articles
Subjects: Blended Learning,Teacher Education Programs,Distance Education,Tutoring,Schools of Education,Student Needs,Curriculum Design,Foreign Countries,Student Evaluation,Feedback (Response),Intervention

Effective student support is key in stemming the dropout in distance education. This article reports on the student support provision in a hybrid teacher education programme. Altogether 160 participants were purposively selected; 126 completed a survey, 33 (30 students and 3 administrative staff) took part in six focus group discussions; and one instructional designer took part in a one-on-one interview. Tait's framework on student support guided the study. The data analysis involved descriptive statistics and thematic analysis. The findings revealed that, although the institution is striving to support its students, areas that need attention include call centre services, tutor support services, tutor-student communication, and funding. Recommendations include the need for providers to pay particular attention to students' whole experience to ensure effective student support. Further research is needed regarding the contextualisation of each aspect of Tait's framework; the author suggests some guidelines to guide this process.
Exploring Learners&apos; Attitude toward Facebook as a Medium of Learners&apos; Engagement during COVID-19 Quarantine
Author: Moghadam, Meisam
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,College Students,Social Media,Learner Engagement,Learning Motivation,Electronic Learning,Online Courses,Conversational Language Courses,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Interaction,COVID-19,Pandemics,Communities of Practice,Foreign Countries

The rapid transition to online teaching because of the global disruption caused by the COVID-19 pandemic exclaimed all the educators on finding the most efficient ways to teach in the presence of all rampant limitations caused in both social and academic lives. Facebook, as one of the favorite social networks, having hundreds of millions of users, is an enticing way for the teachers and students to form an online community. With this regard, the purpose of the present study is to explore the attitude and viewpoints of language learners toward implementing Facebook as a peripheral medium, besides the formal e-learning platform used in the classroom, to engage learners in language learning and explore its effectiveness in the process of teaching. Moreover, this study aims to explore learners' attitudes through the lens of the sociocultural theory. To this end, participants were chosen based on availability sampling, and the online versions of two surveys, Facebook Online Survey and Usefulness and Effectiveness Survey were shared with them through Facebook wall posts and Google Drive. The quantitative and qualitative analyses of their responses are examined and the results are analyzed based on the sociocultural perspective. This study implied that Facebook can be employed as a motivating technology to engage learners and an effective tool besides the other online medium used during the global lockdown.
Examination of System of Transition to Upper-Secondary Schools from Lower-Secondary Schools in Terms of Student, Class, and School Level Variables
Author: Ertem, Hasan Yücel
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Students,Secondary School Teachers,Grade 8,Placement Tests,Scores,Predictor Variables,Teaching Experience,Academic Achievement,Educational Policy,Teacher Distribution,Transitional Programs,Foreign Countries

Central exams which are reflection of structure of education systems determine many schooling processes. Especially, scores coming from these exams are indicators for student performance. Transition to upper-secondary school from lower-secondary school is based on &quot;System of Transition to Upper-Secondary Schools&quot; (LGS). The current study aimed to examine the relationship between scores on System of Transition to High Schools (LGS) and student, classroom, and school level variables. The design of the study is a correlational research. The random sample consisted of 731 students from 47 classrooms in the 15 lower-secondary schools. Secondary data coming from educational institutions via school information form were analyzed by Hierarchical Linear Modelling (HLM). School success score as a student-level variable, experience of a class teacher as a classroom-level variable, and a number of exam branch teachers, and a number of teachers assigned in support and training courses as school-level variables predicted significantly students' performance in LGS. Considering the results of the current study, activities for professional development of teachers is recommended urgently to increase performance of the students.
Exploring Student Perceptions as Co-Authors of Course Material
Author: Werth, Eric
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Satisfaction,Student Motivation,College Freshmen,First Year Seminars,Open Educational Resources,Student Developed Materials,Authors,Student Projects,Learner Engagement,Skill Development,Self Efficacy,Personal Autonomy,Small Colleges,Private Colleges

Students acting as co-creators of academic material is growing in popularity as a pedagogical approach in higher education. With student engagement and persistence consistently being emphasized for student and institution well-being, educational praxis must foster engaged, high-retention student cohorts. This exploratory research uses a mixed-methods approach to examine the experience of students participating in a first-year course utilizing OER-enabled Pedagogy. Students considered how projects that were open impacted their perception of course engagement, satisfaction, and overall experience. Participants also evaluated their level of concern in sharing attributed academic work. A plurality of students preferred the project using OER-enabled Pedagogy, indicating it increased engagement and skills acquisition. The majority of students were unconcerned about sharing work publicly, even if their names were included. Themes that emerged from interviews included the motivational value of creating work potentially valuable to others, being given agency, and receiving public credit for their efforts.
Think-Aloud Strategy: Improving Reading Comprehension in an Online Context
Author: Zayed, Jihan
Date: 2021-00-00
Type: Journal Articles
Subjects: Protocol Analysis,Reading Comprehension,Web Based Instruction,COVID-19,Pandemics,Foreign Countries,Computer Mediated Communication,Females,English (Second Language),Second Language Learning,Teaching Methods,Teacher Attitudes,Student Attitudes,College Students

In response to the pandemic spread of COVID-19, universities all over the world have shifted to e-teaching. The Department of English, Mustaqbal University, College of Administration and Humanities, Saudi Arabia, used the Microsoft Teams App for teaching all courses in virtual classrooms. However, reading as a receptive skill, was difficult to teach remotely because it was not so interactive for a teacher to know whether the students have performed the assigned tasks or not. Therefore, there was a need to search for a strategy that could be integrated while using technology to help EFL students improve their reading comprehension. This strategy was think-aloud strategy which could potentially make use of participants' mental data while interpreting and responding to a text. During reading, this strategy is capable of making the mental processing covert showing direct evidence of internal reading processes. A quasi-experimental design with an experimental group and a control group was used to determine the effectiveness of this think-aloud strategy in improving the reading comprehension of 72 EFL female students majoring in English, Business, and Law. Moreover, the study also explored the instructors' and the students' perceptions towards this strategy. Results indicated that all participants viewed the think-aloud strategy very positively. The study recommends adopting a highly customized think-aloud strategy to facilitate readers' comprehension.
Professional Foreign Language Competence Formation Using Educational Multimedia Technologies
Author: Bobrova, Svetlana Evgenyevna
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Communicative Competence (Languages),Educational Technology,Technology Integration,Multimedia Instruction,Instructional Effectiveness,Professional Education,College Students,Linguistics,Foreign Countries

The purpose of the study is to analyze the use of multimedia teaching technologies as a means of developing future linguists' professional foreign language competence and to substantiate the effectiveness of their use in professional training. A combination of modern methods of pedagogical research has been used to fulfil the set goals: theoretical methods, such as analysis, generalization, comparison, synthesis, and systematization of scientific, educational-methodological literature, to determine the current state of the research subject; empirical and diagnostic methods (observation, conversations, interviews, questionnaires, testing) to determine the effectiveness of using multimedia teaching aids and determine practical recommendations for their use; prognostic methods to ascertain and diagnose the level of professional foreign language competence in future linguists; pedagogical experiments to experimentally check the effectiveness of the application of multimedia teaching technologies (multimedia educational presentations) in the process of developing the professional foreign language competence of future linguists; and methods of mathematical statistics for quantitative and qualitative processing of research results and statistical verification of their objectivity using the Pearson X[superscript 2] test. The usefulness of multimedia technologies in the development of future linguists' foreign language competence has been substantiated. The practical aspects of creating multimedia presentations aimed at developing professional foreign language competence have been described. It has been proved that the use of multimedia educational presentations to create a foreign-language communicative environment during future linguists' professional training will increase the level of linguists' independent acquisition of educational information, as well as provide positive motivation for educational and future professional activities.