ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of the Principals&apos; Perfectionism on Organizational Stress
Author: Baytak, Omer
Date: 2018-00-00
Type: Journal Articles
Subjects: Principals,Personality Traits,Administrator Behavior,Organizational Climate,Work Environment,Stress Variables,Teacher Administrator Relationship,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Public Schools,Incidence,Correlation,Foreign Countries

This study aims to reveal the effect of the principals' perfectionism on organizational stress of teachers according to the perceptions of the teachers who are working in primary and secondary schools and the level of organizational stress of teachers. The sample of the study consisted of 369 teachers by choosing with the method of simple random sampling. Data was collected by a &quot;positive-negative perfectionism scale&quot; and &quot;perception of stress scale&quot;. Data analysis was analyzed by using IBM SPSS 21.0 program by using hierarchical multiple linear regression method. At the end of this study, it was seen that principals' negative and positive perfectionist behaviours predict teachers' organizational stress in a meaningful way. It was understood that positive and negative perfectionist behaviours increased the factors of organizational stress, and it was also seen that principals' negative perfectionist behaviours increased the stress in organizational structure. As a suggestion, principals need to exhibit their perfectionist behaviours in a correct and positive manner. This situation enables teachers to increase their dependence to their jobs. It is also recommended that principals should investigate the effects of perfectionism on their management abilities, competitive attitudes and leadership qualities.
Dialogic Teaching Approach vis-à-vis Middle School Physics Teacher&apos;s Content Knowledge
Author: Leta, Deresse Terfa
Date: 2021-00-00
Type: Journal Articles
Subjects: Dialogs (Language),Classroom Communication,Teaching Methods,Middle School Teachers,Grade 7,Grade 8,Science Teachers,Physics,Scientific Concepts,Misconceptions,Pedagogical Content Knowledge,Teacher Education,Foreign Countries

This study aimed to explore Ethiopian middle school physics teachers' content knowledge (CK) and their implementation of Dialogic teaching (DT). A qualitative method, case study design, and purposive and convenient sampling employed in the study. Data collected using Classroom observation and Questionnaire from nine physics teachers. The comparative analysis used to compare teachers' implementation of DT. The results have indicated that the teachers' CK was limited. Every teacher has had misconceptions, and a lack of procedural knowledge in physics contents and some teachers' misconceptions were severe. None of the teachers fully implement dialogic teaching in their class. However, teachers who have training on DT and a higher level of CK relatively demonstrated DT better than teachers who have no training and have lower CK, respectively. The teacher education program recommended choosing a concurrent teacher education model, incorporating middle school physics in their curriculum for pre-service teachers, and making pre-service teachers practice dialogic teaching.
Pre-Service Teachers&apos; Knowledge of Identifying and Clearing Pupils&apos; Misconceptions about Inverse and Composite Functions via Vignettes
Author: Sintema, Edgar John
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Pedagogical Content Knowledge,Mathematical Concepts,Misconceptions,Evaluation Methods,Vignettes,Secondary School Mathematics,High School Students,Foreign Countries,Public Colleges

The purpose of this study was to investigate pre-service teachers' knowledge of content and students vis-à-vis their ability to anticipate, identify and clear high school students' misconceptions about inverse and composite functions. To accomplish this goal a case study research design was used to examine one fourth year mathematics education pre-service teacher from one of Zambia's public universities. A case study strategy was preferred for this study because it enables the researcher to focus and have an in-depth investigation of an individual subject in a natural setting. As a data collection tool, the study used a questionnaire containing 7 vignettes comprising 4 inverse function vignettes and 3 composite function vignettes. Data were analyzed based on Ebert's framework for characterizing the level of proficiency of functions and graphs. Findings revealed that the pre-service teacher's level of proficiency of identifying and clearing students' misconceptions was mostly good. Results suggest that vignettes might be useful in mathematical pedagogical courses in teacher education.
Procedural Justice and Work-Home Conflict: The Moderating Role of Stress
Author: Dilsiz, Telat
Date: 2018-00-00
Type: Journal Articles
Subjects: Family Work Relationship,Role Conflict,Stress Variables,Correlation,Teacher Attitudes,Teacher Administrator Relationship,School Administration,Administrator Behavior,Leadership Styles,Participative Decision Making,Justice,Organizational Climate,Work Environment,Foreign Countries

The purpose of this study is to examine the moderating role of stress in the relationship between perceived procedural justice and the work-home conflict of teachers. For this purpose, the data collection tools were collected from the study group consisting of 129 teachers that were selected randomly with a clustered sampling method from the schools in Gaziantep and Erzincan in 2015-2016 academic year. The data was analyzed by hierarchical multiple linear regression method in SPSS 22 and ModGraph-I was used for moderating tests. The findings of the research indicate that procedural justice behavior of school managers predict work-home conflict of participants negatively and significantly, and also the stress level of employees has a moderating role in the relationship between perceived procedural justice and work-home conflict. When an employee has a high level of stress, an increase in the level of procedural justice provides a significant decrease in work-home conflict. Being aware of that, from top to bottom all the policymakers including school managers must incorporate teachers into the decision-making process, must care about their demands which eventually would also affect their home life, and also must be transparent in all practices in order to increase procedural justice.
Overcoming Anxiety in Adult Migrants&apos; Language Learning by Means of Process Drama
Author: Maistrello, Veronica
Date: 2020-00-00
Type: Journal Articles
Subjects: Anxiety,Immigrants,Risk,Drama,Italian,Second Language Learning,Second Language Instruction,Adult Learning,Adult Education,Learning Processes,Learning Activities,Self Esteem,Language Proficiency,Workshops,Teacher Attitudes,Diaries,Language Teachers,Foreign Countries,Refugees,Teaching Methods

The aim of this article is to explore how drama activities can provide an opportunity for adult migrants to develop their competence in the language of the host community, in this case Italian, in a protected and anxiety-free space. Language anxiety has been classified as a specific feeling of apprehension due to the risks language learners may be required to take during the learning process, and which they may perceive as threatening. When it is adult migrants who are engaged in the learning of a new language, such anxiety might easily be aroused by specific socio-cultural factors, such as power relationships, the awareness of belonging to a minority, and the need to use an unknown language to demonstrate their skills. The article will describe how the Process Drama approach -- which includes drama-based activities that can be adapted to the needs and preferences of learners -- can be used to enable migrants to gain greater self-confidence in their foreign language knowledge and skills. The task-based nature of Process Drama engages learners through the pleasure of creation, self-expression and discovery, and promotes interaction and cooperation among the members of the group. The paper includes observations gathered in the field: it will describe how Process Drama activities were adopted during two workshops for migrants in the city of Padova in northern Italy, conducted in 2018 and early 2019. The workshops were facilitated by the authors themselves and the data analyzed consists of teacher logs and focus group discussions.
Don&apos;t Just Judge the Spelling! The Influence of Spelling on Assessing Second-Language Student Essays
Author: Jansen, Thorben
Date: 2021-00-00
Type: Journal Articles
Subjects: Spelling,Punctuation,Writing Evaluation,Essays,Persuasive Discourse,Preservice Teachers,Language Teachers,English (Second Language),Secondary School Students,Assessment Literacy,Evaluative Thinking,Bias,Cues,Error Patterns,Rating Scales,National Competency Tests,Foreign Countries

When judging subject-specific aspects of students' texts, teachers should assess various characteristics, e.g., spelling and content, independently of one another since these characteristics are indicators of different skills. Independent judgments enable teachers to adapt their classroom instruction according to students' skills. It is still unclear how well teachers meet this challenge and which intervention could be helpful to them. In Study 1, N = 51 pre-service teachers assessed four authentic English as a Second Language (ESL) essays with different overall text qualities and different qualities of spelling using holistic and analytic rating scales. Results showed a negative influence of the experimentally manipulated spelling errors on the judgment of almost all textual characteristics. In Study 2, an experimental prompt was used to reduce this judgment error. Participants who were made aware of the judgment error caused by spelling errors formed their judgments in a less biased way, indicating a reduction of bias. The determinants of the observed effects and their practical implications are discussed.
A Bibliometric Review of Research on STEM Education in ASEAN: Science Mapping the Literature in Scopus Database, 2000 to 2019
Author: Ha, Cao Thi
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Research,STEM Education,Foreign Countries,Trend Analysis,Authors,Periodicals,Institutions,International Cooperation

In recent years, Science, Technology, Engineering, and Math (STEM) education has become important in many countries around the world. In this study a bibliometric analysis was applied to evaluate the scientific results of STEM education in the Association of Southeast Asian Nations (ASEAN) region, indexed in the Scopus database for the period 2000-2019. A total of 175 publications were taken from the Scopus database for analysis. Our main findings show that the trend of research in this field has shown a dramatic increase in scientific production in the last three years, when the published amount accounted for 67.43% of the collection. Authors with the most publications came from the top 10 universities and research institutes (accounting for 38.44%). Scholars in the ASEAN region tend to submit their works to Q3 and Q4 journals in the SCImago database. Diverse research with basic and cross-cutting topics focus on STEM education for undergraduate students, engineering education, and education computing.
Engineering Students&apos; Readiness to Transition to Emergency Online Learning in Response to COVID-19: Case of Qatar
Author: Naji, Khalid Kamal
Date: 2020-00-00
Type: Journal Articles
Subjects: Engineering Education,Learning Readiness,Student Adjustment,College Students,Student Motivation,Self Efficacy,Self Management,Problem Based Learning,Active Learning,Student Projects,Electronic Learning,Synchronous Communication,Emergency Programs,COVID-19,Pandemics,Foreign Countries

This study examined engineering students' initial readiness to transition to emergency online learning in response to COVID-19 in Qatar. A theoretical framework is proposed for understanding the factors influencing students' readiness for change. Sequential explanatory mixed-method research was conducted, with 140 participants completing an online survey, of which 68 also contributed written reflections and 8 participated in semi-structured interviews. Exploratory factor analysis displayed a four-factor structure, including initial preparedness and motivation for online learning, self-efficacy beliefs about online learning, self-directed learning online, and support. The qualitative outcomes supported the four factors and provided further insight into their varied and nuanced manifestation. In accounting for the perceived impact of the factors on readiness, significant differences were identified regarding pedagogical mode, with students enrolled in PBL courses reporting higher readiness than those from non-PBL courses. The practical implications for preparing students for future emergency online learning are discussed.
Exploring In-Service Mathematics Teachers&apos; Perceived Professional Development Needs Related to the Strands of Mathematical Proficiency (SMP)
Author: Barham, Areej Isam
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Education,Inservice Teacher Education,Professional Development,Educational Needs,Pedagogical Content Knowledge,Teacher Attitudes,Teacher Competencies,Teacher Qualifications,Instructional Program Divisions,Teaching Experience,Public Schools,Elementary School Teachers,Secondary School Teachers,Foreign Countries

The National Research Council developed the concept of mathematical proficiency as being described by five strands: conceptual understanding, procedural fluency, strategic competency, adaptive reasoning, and productive disposition. The purpose of this study is to explore in-service mathematics teachers' perceptions of professional development needs related to the five strands of mathematical proficiency and to investigate the effect of teachers' demographic factors on their perceived needs. Participants included 342 teachers with varying qualifications and years of experience teaching at multiple grade levels (elementary, preparatory, and secondary) in Qatar's government schools. The study uses a 35-item questionnaire to evaluate teachers' professional development needs within the five strands.
Refugees, Immigrants, and Language in Ivorian Education
Author: Solorio, Michelle
Date: 2020-00-00
Type: Journal Articles
Subjects: Refugees,Immigrants,Rural Schools,Urban Schools,Public Schools,Primary Education,Children,Elementary School Students,Language of Instruction,French,Second Language Instruction,Second Language Learning,Parent Attitudes,Teacher Attitudes,Academic Achievement,Multilingualism,Native Speakers,Foreign Countries

Through the Ministry of Education program &quot;Programme des Écoles Integrées&quot; (PEI) in Côte d'Ivoire, 26 rural public primary schools may use one of 10 local languages as the language of instruction in Grades 1-3 prior to switching to a French-only system. The purpose of a PEI school is to support basic academic skills development and French language acquisition for students who enter primary school with limited exposure to French. Students from PEI schools demonstrate stronger academic and French language outcomes compared to students from traditional French-only schools. However, neither the PEI program nor traditional schools account for multilingualism in the communities they serve nor do they provide language support to non-native students. In this exploratory study, I seek to understand how academic and learning outcomes for refugees and immigrants are supported in different school settings in Côte d'Ivoire. I observe three classrooms and interview three teachers, one stateless migrant parent, and two refugee parents about PEI and traditional schools. While teachers expressed mixed opinions about the benefits of PEI schools for non-native students, parents expressed positive opinions despite their limited knowledge of local languages and the lack of local language learning support. Observational and narrative analysis reveal that teacher strategies to support students who do not understand the language of instruction vary based upon teaching experience rather than training or available resources. Pedagogical techniques include ignoring students, call-response, and individual attention.
Examining How English Learners Interact with &quot;WINSIGHT®&quot; Summative Assessment Items: An Exploratory Study. Research Report. ETS RR-20-24
Author: Lopez, Alexis A.
Date: 2020-12-00
Type: Journal Articles
Subjects: English Language Learners,Student Evaluation,Language Arts,Summative Evaluation,Mathematics Skills,Elementary School Students,Secondary School Students,Language Tests,Mathematics Tests,Language Proficiency,Computer Assisted Testing,Glossaries,Test Items,Difficulty Level,English,Spanish,Language Usage

In this study we investigated how English learners (ELs) interacted with &quot;®&quot; summative English language arts (ELA) and mathematics items, the embedded online tools, and accessibility features. We focused on how EL students navigated the assessment items; how they selected or constructed their responses; how they interacted with the assessment content; the problems they encountered while completing the items; and the perceptions they had of the items, online tools, and accessibility features. We conducted one-on-one cognitive interviews with 44 students, including 29 ELs and 15 non-EL students and found that EL students were able to complete the items on their own. Our findings suggest that the Winsight ELA and mathematics items are appropriate for ELs and allow them to demonstrate their knowledge and skills.
Large-Sample Properties of Minimum Discriminant Information Adjustment Estimates under Complex Sampling Designs. Research Report. ETS RR-20-13
Author: Yao, Lili
Date: 2020-12-00
Type: Journal Articles
Subjects: Discriminant Analysis,Sampling,Sample Size,Scores,Research Design,Population Groups,Middle Schools,Coaching (Performance)

Minimum discriminant information adjustment (MDIA), an approach to weighting samples to conform to known population information, provides a generalization of raking and poststratification. In the case of simple random sampling with replacement with uniform sampling weights, large-sample properties are available for MDIA estimates of population means and related functions of such means. This research report provides large-sample properties of MDIA estimates under complex sampling designs, such as stratified and two-stage sampling. Cases are considered for both sampling with replacement and sampling without replacement. MDIA is one case of calibration weighting, and this report includes results showing that sample calibration weights can exist only if MDIA weights exist, and MDIA weights can exist in situations where other calibration weights do not. Similarly, results in the report show that calibration weighting does properly generalize MDIA for populations. To illustrate results and explore the use of large-sample approximations in samples of moderate size, an application from Florida middle schools is examined for several sampling procedures to evaluate MDIA estimates for the prevalence of literacy coaches in those schools.
An Investigation of the Effect of TPRS on Vocabulary Acquisition among Third Graders
Author: Bulan, Nurdan
Date: 2021-00-00
Type: Journal Articles
Subjects: Grade 3,Elementary School Students,English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Comparative Analysis,Teaching Methods,Foreign Countries,Language Tests,Instructional Effectiveness,Grammar,Translation,Story Telling

This research aims to investigate the impact of total physical response-storytelling (TPRS) and grammar-translation (G-T) methods on the elementary school third grade students' acquisition of English vocabulary and the views of elementary school third grade students on these methods. In this embedded mixed-methods study, the data were collected from 49 elementary school third grade students in an elementary school selected by convenience in Kadinhani/Konya, Turkey. For the analysis of the data which were collected through the Vocabulary Acquisition Test and student diaries, independent- and related-samples t tests and descriptive analysis were utilized. It is concluded that the TPRS method is effective in the experimental group students' vocabulary acquisition; the G-T method is effective in the control group students'; and that the TPRS method is not a more/less effective method than the G-T method in terms of vocabulary acquisition. In addition, most students in both groups reflect positive views on both methods in their diaries kept throughout the intervention.
Comparison of Grammar Curriculum Learning Outcomes and Teachers&apos; Views in Terms of the Effect of L1 on L2 Learning
Author: Gülden, Bahadir
Date: 2021-00-00
Type: Journal Articles
Subjects: Grammar,Comparative Analysis,Outcomes of Education,Second Language Learning,Second Language Instruction,Turkish,English (Second Language),Learning Processes,Interdisciplinary Approach,Native Language Instruction,Middle School Students,Language Role,Native Language,Linguistic Theory,Contrastive Linguistics,Language Teachers,Teacher Attitudes,Measures (Individuals),Foreign Countries

In terms of language teaching, individuals' ability to master their native language and grammar rules directly affects foreign language acquisition processes. Considering this situation, which is also defined as &quot;interdisciplinary&quot; the background of foreign language learning processes in the context of the native language should be established. The fact that an individual who has not yet learned the rules or concepts in his native language, and therefore does not have schemes in his mind, negatively affect being successful in learning foreign language for the same concept or rules. For this reason, it is necessary to ensure coordination during the acquisition of the target achievements of both disciplines by adopting an interdisciplinary approach in native and foreign language teaching. The aim of this study is to address Turkish and English curricula regarding learning outcomes of grammar and to identify outcomes of English grammar that middle school students start to learn before they enter into the learning process of their native language. The education programs of both disciplines were examined in terms of grammar acquisitions, and the target achievements that were tried to be taught to individuals in the English lesson were determined even though the Turkish language course was not started yet. Based on the data obtained, recommendations were made depending on the before-after relationship in terms of grammar acquisitions of both programs, and it was aimed to draw attention to a significant deficiency in language teaching and to contribute to drawing a correspondence between the curriculums.
Being a Saudi and Qatari Female Principal: Position Demands, Challenges, and Advice
Author: Vogel, Linda R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Principals,Women Administrators,School Administration,Administrator Attitudes,Administrator Responsibility,Administrator Characteristics,Leadership Role,Barriers,Cultural Context,Educational Improvement,Guidance,Occupational Aspiration,Professional Continuing Education,Institutional Characteristics,Elementary Secondary Education,Foreign Countries

This qualitative study examined what female principals in Saudi Arabia and Qatar, two historically male-dominated cultures who are actively implementing reforms to provide women with more leadership opportunities, reported as typical elements of their daily work. The study also examined the challenges that these female principals reported in their efforts to improve the learning environment in their schools and what advice they would give to women entering the field of school leadership. The themes that emerged from the data were used to construct a grounded theory of the daily responsibilities of Saudi and Qatari female principals, the challenges that faced in fulfilling those responsibilities, and how they advised women entering principal positions to prepare to respond to those challenges.