ethanporcaro/eric-fulltext-meta huggingface dataset:
Mentoring, Role Modeling, and Acculturation: Exploring International Teacher Narratives to Inform Supervisory Practices
Author: Ceballos, Marjorie
Date: 2020-09-00
Type: Journal Articles
Subjects: Mentors,Role Models,Acculturation,Overseas Employment,Foreign Workers,Teacher Supervision,Beginning Teacher Induction,Teacher Effectiveness,Educational Research,Collegiality,Principals,School Administration,Administrator Attitudes,Personal Narratives,Public Schools,Teacher Shortage,Elementary School Teachers,Secondary School Teachers

As teacher shortages continue in countries worldwide, international teachers may be recruited from other countries to help fill critical teacher vacancies, particularly in high-need subject areas such as mathematics and science. International teachers are a unique group who have specific needs, which could be addressed through school administrators' supervisory practices. To understand international teacher needs, a review of the literature from 2009 to 2019 was completed to examine the extent to which dimensions of mentoring, role modeling, and acculturation were represented in international teacher narratives in peer-reviewed journals. In the course of the review, a fourth dimension of principals and ITs was found in the literature and explored. Findings from the literature review pointed to four themes related to the three identified dimensions: (1) a need for induction; (2) role modeling as collegial support; (3) international teacher acculturation issues; and (4) principal perspectives of ITs. The international teacher themes discovered through this review of the literature may help to inform the supervisory practices of school administrators as they strive to ensure positive outcomes for international teachers.
The Strategic Support to Thrive beyond Survival Model: An Administrative Support Framework for Improving Student Outcomes and Addressing Educator Staffing in Rural and Urban High-Needs Schools
Author: Tran, Henry
Date: 2020-09-00
Type: Journal Articles
Subjects: Rural Schools,Urban Schools,Disadvantaged Schools,Teacher Administrator Relationship,Mentors,Principals,Teacher Persistence,Academic Achievement,Models,Personnel Management,Professional Development,Faculty Mobility

This paper presents an empirically grounded conceptual model that positions the principal as the talent developer, who when provided mentorship on how to strategically scaffold their teachers, will improve their own self-efficacy and competencies to provide better administrative support. Not only will this mentorship decrease their feelings of job-related overburden and improve their retention, but they will also jointly increase teacher support (thereby reducing their turnover) and increase performance by improving student learning. The model advances scholarship by addressing administrative and leadership mentoring and role modeling in cross-cultural contexts through a multi-level framework (i.e., mentorship to school leaders on how to mentor and support teachers), with the goal of improving social justice through the advancement of social inclusion. The paper will interrogate how mentoring and development is conceived by distinguishing the different types of administrative support that leaders in rural and urban high-needs (high poverty and low-performing) schools must provide for their teachers in their respective settings. The relevance of these distinctions and the emphasis of the paper for an international context will be discussed.
The Role of Experiential Learning and Engineering Design Process in K-12 STEM Education
Author: Long, Nguyen Tien
Date: 2020-00-00
Type: Journal Articles
Subjects: Experiential Learning,Problem Based Learning,Problem Solving,Engineering,Design,STEM Education,Instructional Effectiveness,Elementary School Curriculum,Secondary School Curriculum,Middle School Students,Student Satisfaction,Student Motivation,Science Interests,Learning Theories,Foreign Countries

The STEM education emphasizes on Science, Technology, Engineering and Mathematics with a major focus on engineering design process that engineers require in solving challenges or problems. Kolb's model provides micro-learning activities such as experiencing, sharing and processing, generalizing and applying. Therefore, both Kolb's model and engineering design process are indispensable in K-12 STEM education. The K-12 STEM curriculum provides and guides students to complete a series of experiential tasks in engineering design process. Kolb's model explains how Science, Technology, Engineering and Mathematics are connected and integrated in each task of engineering design, while the engineering design process is an effective pedagogical approach for students to learn how to solve real problems. The purpose of this study was to explore the positive role of Kolb's model and engineering design process in K-12 STEM education from the students' perspective. The results of experimental research with 32 middle school students showed that a series of experiential tasks in engineering design process are effective activities to cultivate knowledge construction, intrinsic motivation and satisfaction of students, and stimulate students' interest in STEM fields.
Discovery Learning Strategy: Integrating Think-Pair-Share and Teacher&apos;s Corrective Feedback to Enhance Students&apos; Writing Language Accuracy
Author: Flora
Date: 2020-00-00
Type: Journal Articles
Subjects: Discovery Learning,Cooperative Learning,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Error Correction,Feedback (Response),Writing Instruction,Learning Strategies,Language Teachers,Teacher Education Programs,Secondary School Teachers,Accuracy,Writing Improvement,Grammar,Vocabulary Development,Spelling,Positive Attitudes,Student Interests,Learning Motivation,Scaffolding (Teaching Technique)

This research aimed at finding out the students' writing language accuracy and their experience (perception) after learning how to use the integration of Think-Pair-Share (TPS) and Teacher's Corrective Feedback (TCF) within discovery learning strategy. A quantitative study in the form of pre-experimental design was conducted which involved 24 students of English study program in the Faculty of Education at Lampung University-Indonesia who took Pre-Intermediate writing class. These students were prepared to be junior and/or senior school English teachers. Therefore, language accuracy was badly needed. The results demonstrate that there was improvement of students' writing language accuracy after the implementation of integrating Think-Pair-Share and teacher's corrective feedback within discovery learning strategy. Grammar accuracy was the highest compared to vocabulary and spelling accuracy. In addition, the students demonstrated positive perception among the five categories of perception, interest and motivation were the highest. It is because of the steps of TPS and minimum TCF in the form of scaffolding and constructive questions of the teacher.
College Readiness of Filipino K to 12 Graduates: Insights from a Criterion-Referenced Test
Author: Mamba, Maria
Date: 2020-00-00
Type: Journal Articles
Subjects: College Readiness,Foreign Countries,High School Graduates,Criterion Referenced Tests,Exit Examinations,Validity

The graduation of the first two batches of the Filipino senior high school (postsecondary) graduates calls for an examination of their college readiness since admission to tertiary education is one of the curricular exits of the K to 12 Program. Using the College Readiness Test (CRT) as a criterion-referenced measure, this study determined the college readiness of the K to 12 graduates based on the overall CRT results and specifically in its seven (7) learning areas namely English, Filipino, Literature, Mathematics, Science, Social Studies, and Humanities, which ought to be mastered in the K to 12 Program. The test of concurrent validity has proven that the CRT is a credible measure of college readiness in these learning areas. It has also ascertained this concurrent validity of the CRT in relation to a College Admission Test (CAT), which is a norm-referenced test that measures the college readiness of K to 12 graduates admitted in one public university in the north-eastern part of the Philippines. As a descriptive-correlational research and using 7,533 K to 12 graduates as respondents, it was found that overall, the K to 12 graduates were college-unready. They poorly performed in Science and Mathematics but manifested college readiness with languages and literature. Also, campus assignment plays a significant variable in explaining the differentials in the college readiness of the respondents. On the whole, the study offers manifold benefits for policy reforms along curriculum alignment, tertiary admissions, and transition interventions to improve the quality of the K to 12 graduates.
The Influence of Knowledge Transfer through Information Technology Implementation on Headmasters&apos; Performance in Indonesian Senior High School
Author: Putra, Alhadi Yan
Date: 2020-00-00
Type: Journal Articles
Subjects: Information Technology,Technology Integration,Knowledge Management,Principals,High Schools,Job Performance,Performance Factors,Socialization,Public Schools,Foreign Countries,Models

This study aimed at analyzing the influence of the knowledge transfer through the implementation of information technology comprising variables like socialization, externalization, combination, and internalization (SECI) and reflected in the performance of the headmasters at state high schools and state vocational high schools in South Sumatera, Indonesia. The population in this study was 255 headmasters and 167 respondents were selected using nonprobability sampling and purposive sampling techniques. The instrument in measuring the variables in this study was a questionnaire distributed to respondents. The questionnaire's validity and reliability was tested on 30 headmasters of state junior secondary schools in Palembang city who were pilot tested out of the sample to be researched later by means of calculating if r-count &gt; r-table, to determine whether the questionnaire items were valid. The testing of data normality and hypothesis test statistics were done with Structural Equation Modelling (SEM). The results showed that SECI have a positive and significant effect on the performance of the headmaster through the implementation of information technology. Individually, each variable of SECI was examined: the socialization and internalization variables showed a positive and significant effect while externalization and combination did not show any positive and significant effect. This study also presents the headmasters' expectations about socialization, externalization, combination, and internalization of their future performance for implementation of information technology in the era of Industrial Revolution 4.0 in the Indonesia context.
Prospective Teachers&apos; Views on Story Use in Social Studies Teaching
Author: Sömen, Tugba
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Social Studies,Fiction,Story Telling,Instructional Materials,Instructional Effectiveness,Student Attitudes,Public Colleges,Foreign Countries

Including literature and various disciplines, social studies courses given with literary works during the course allow students to develop their intellectual skills and increase interest in the course. The story which has an essential place in the literary products used in the course of social studies possess a facilitating effect on the transfer of social rules and culture to younger generations, helps students understand different ages and places, and plays a role on making divisions between the true and false or the good and evil. Hence, it is crucial to select the right story with the appropriate content for the course. In this sense, the research aims to determine prospective teachers' views on story usage in social studies lessons. A basic qualitative research design was adopted within the scope of the descriptive approach. The study group consists of 19 prospective teachers in the final year in Social Studies Education Department at state university in Turkey (Kafkas University). A semi-structured interview form prepared by the researcher was used in collecting the data. The researcher utilized descriptive and inferential codes that emerged during the analysis to explain the qualitative data and correlations. In light of the data, prospective teachers stated that the stories to be used in the social studies course should be appropriate for the social studies course achievement and grade level. Additionally, the participant teachers think that stories can be useful in ensuring the permanence of the information learned and drawing attention during the lesson. Also, prospective teachers expressed that the stories that are not used correctly and effectively could interfere with the course's goals or distract students.
Relationships between Power Distance, Organizational Commitment, and Trust in Schools
Author: Uzun, Tevfik
Date: 2020-00-00
Type: Journal Articles
Subjects: Power Structure,Trust (Psychology),Teacher Administrator Relationship,Employee Attitudes,Teacher Attitudes,High School Teachers,Public School Teachers,Foreign Countries

Power distance is important for the healthy execution of relations, interactions, and communication between managers and employees. Low power distance improves the quality of relationships, interactions, and communication between school administrators and teachers, while high power distance decreases them. The power distance that teachers believe to exist in school may be related to their organizational attitude, value and behaviour. In this context, the aim of the study is to examine the relationships between teachers' power distance beliefs and their organizational commitment and organizational trust. Research data were collected in Giresun, Turkey in 2018. The study group of the research consists of teachers working in public high schools. According to the results of the research, teachers' power distance beliefs are at &quot;low&quot; level. There are positive correlations between teachers' power distance beliefs and their organizational commitment and organizational trust. Teachers' power distance beliefs predict their organizational commitment and organizational trust. The results of the research are thought to contribute to the awareness of the importance of power distance of school administrators in terms of manager-teacher interaction.
Learning about Sustainable Development Goals through English Language Teaching
Author: Bekteshi, Edita
Date: 2020-00-00
Type: Journal Articles
Subjects: Sustainable Development,Second Language Learning,Second Language Instruction,English (Second Language),Student Attitudes,Teacher Education Programs,Concept Formation,Sex Fairness,Health,Well Being,Poverty,Employment,Economic Factors,Social Problems,Environment,Preservice Teachers,Teaching Methods,Foreign Countries

The purpose of this paper is to introduce the concept of Sustainable Development (SD) and its goals to the students of the Faculty of Education, future teachers, in order to become skilled and knowledgeable and then introduce these Sustainable Development Goals (SDGs) to their students. As such, this study tries to link the concept of English Language Learning (ELL), English Language Teaching (ELT), and the SDGs as a type of all-inclusiveness within the &quot;3 Ps&quot;: Planet, People, and Profit. The instrument used for the purpose of this study was an online questionnaire sent to the students of the Faculty of Education in Kosovo. The total number of participants was 89. The students' responses revealed that 60 percent of the future teachers are aware of the SD concept; however, the results indicate that not all &quot;3 Ps&quot; are hit upon by the future teachers. Based on the results, the most common areas of interest and societal needs of learning about SDGs are related to education, gender equality, good health and wellbeing, alleviation of poverty, and decent work and economics. These same goals are also hit upon in ELT classes. The study concludes that Kosovo's future teachers are more concerned about issues related to social issues--&quot;P-People&quot;--followed by goals related to &quot;P-Profit,&quot; while goals related to &quot;P-Planet,&quot; the environment, are left behind. Future teachers' knowledge about SDGs is vital, for there is a significant direct impact of learning about specific SDGs in higher education institutions, and the application of SDG topics in English language classes can infuse the SD concepts.
Guide to Systematizing Support for Students with Disabilities in Postsecondary EFL
Author: Young, Davey
Date: 2020-00-00
Type: Journal Articles
Subjects: Students with Disabilities,College Students,English (Second Language),Second Language Instruction,Inclusion,Student Needs,Academic Support Services,Educational Policy,Educational Resources,Barriers,Leadership Responsibility,Delivery Systems,Evaluation,Expertise,Professional Development,Best Practices,College Faculty,Accessibility (for Disabled)

Despite the ubiquitous presence of students with disabilities (SWDs) enrolled in institutes of higher education around the world, English as a Foreign Language (EFL) programs are often underequipped to provide them with appropriate and effective disability services and inclusive instruction. Given the general uncertainty among EFL professionals of how to provide such services and instruction, and considering that postsecondary EFL learning environments can differ considerably from context to context, it may be useful for language program leaders to create context-specific support systems to serve SWDs enrolled in their courses. The present paper provides a set of practical guidelines for establishing an institutional or departmental policy and procedures for ensuring a continuum of services to SWDs in contexts where such measures do not already exist, as is the case in many postsecondary EFL learning environments around the world. These guidelines are presented as a set of eight steps in a suggested sequence of execution: identify existing policies or create new ones, identify and determine the availability of resources, identify and remove barriers in the learning environment, assign clear roles and responsibilities for leadership, create a framework for service delivery, include a provision for post-implementation evaluation, offer opportunities for professional growth and creation of expertise, and share best practices with practitioners in other contexts.
Students&apos; Metaphors on Formation of Molecules from Atoms
Author: Meydan, Engin
Date: 2020-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Scientific Concepts,Teaching Methods,Visualization,Concept Formation,Figurative Language,College Students,College Science,Molecular Structure,Foreign Countries

Chemistry as a discipline in general incorporates abstract concepts, which should be visualized through experiment- and application-oriented methods. It is a well-known fact in Turkey that chemistry class offered by simple and traditional methods cannot be understood by students at a satisfactory level. Such chemical subjects as atoms, molecules, and compounds include abstract concepts of this kind. The visualization of these structures is as strenuous as their teaching. Among the most arduous subjects is the teaching of the mechanism by which atoms form molecules, compounds, and many other structures by means of chemical and physical bonds. Students cannot conceptualize and understand such aspects as atom, molecule, compound, and mixture. The data were collected in a case study, a qualitative research design, to investigate the metaphors that were produced by 169 students of associate degree and bachelor's degree programs to refer to the formation of molecules from atoms. 167 students produced acceptable metaphors, which were categorized into eight themes. All the created metaphors incorporate positive connotations. It can be proposed based on the metaphors that the subjects at stake can be metaphorized and thematized for the concretization thereof. Thus, learning becomes more permanent and effective.
Measuring Rural P-12 Teachers&apos; Attitudes, Perceptions, and Utilizations of Social Media
Author: Waters, Stewart
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Elementary School Teachers,Middle School Teachers,High School Teachers,Rural Schools,Social Media,Relevance (Education),Learner Engagement,Professional Development,Technology Integration,Risk

Social media continues to evolve and change the way people interact, learn, and communicate. As social media continues to grow in importance within societies, it is critical to better understand how teachers view social media as an educational resource. This quantitative study examines the general attitudes, perceptions, and utilizations of social media among P-12 teachers in a rural school district. Findings indicate that most teachers view social media as a high risk proposition for student use in the classroom, but do see social media as potentially useful and relevant to learning in the P-12 classroom.
Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities
Author: Delaney, Thomas A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Access to Education,English Language Learners,Students with Disabilities,Student Evaluation,Academic Accommodations (Disabilities),Program Implementation,Higher Education,Executive Function,Learning Disabilities,Evaluation Criteria

Studying English is challenging and, for many learners, undiagnosed learning disabilities can present a serious threat to their success. Recent studies indicate that up to 10% of the world population has a non-apparent disability, such as autism or dyslexia. At the same time, few English language learner (ELL) instructors in higher education have training in learning disabilities, and they are often unsure of how to support learners who seem to have extra challenges. This is especially true when it comes to assessment, as instructors often rely on traditional tools that could negatively affect the validity of the assessment outcomes. In this brief reflection, the authors share how instructors can apply the principles of Universal Design for Learning (UDL) to their assessment practices to support students with disabilities, regardless of diagnostic status. First, disabilities that affect language learning will be briefly discussed, followed by the explanation of how English to speakers of other languages (ESOL) assessments present specific challenges for students with disabilities. Then, the authors will provide an overview of UDL theory, which proposes that learners with disabilities are often best served by accommodations in representation, expression and engagement that can benefit the entire class. Most of the paper will focus on specific, practical strategies for implementing UDL within assessment in higher education. Such strategies include building executive function, implementing multi-channel assessment, and learning about students through an &quot;evaluation loop.&quot;