ethanporcaro/eric-fulltext-meta huggingface dataset:
The 21st-Century Professional Leadership Standards of Secondary School Administrators in Nakhon Nayok, Thailand
Author: Iskak, Halima M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary Schools,School Administration,Principals,Standards,Leadership Effectiveness,21st Century Skills,Foreign Countries,Administrator Role,Department Heads,Age Differences,Gender Differences,Educational Attainment,Work Experience

The 21st Century has brought a lot of challenges in developing the professional leadership characteristics of school leaders. Their roles are no longer limited in implementing educational policies and objectives but have become responsible for raising the generations and qualifying them in a rapidly changing era. However, in Thailand, it was observed that there were Thai principals and school leaders who were not adequately trained for school leadership. This descriptive research surveyed the profile of the school administrators of secondary schools in Nakhon Nayok, Thailand as well as their level of practice of the 21st-Century professional leadership standards. A questionnaire checklist adapted from the frameworks of Kelly Lambert (2001) and The Wallace Foundation (2013) was used to gather data. Data analysis showed that the school administrators are females, with master's degrees, 55 years and older, and have few years of administrative experience. Further, they highly practiced the different 21st-century professional leadership standards; however, these were not influenced by their profile. Lastly, it was found out that there were no significant differences in the level of practice of the different 21st-century professional leadership standards as indicated by the profile indicators of the school administrators.
The Comparison of Lower and Higher Extremity Anaerobic Power Capacities of Indoor Athletes
Author: Senturk, Aydin
Date: 2019-00-00
Type: Journal Articles
Subjects: Athletes,Athletics,Energy,Gender Differences,Team Sports,Human Body

The objective of this study is the comparison of lower and higher extremity anaerobic power capacities of indoor athletes. 25 handball players (13 females, 12 males), 22 basketball players (10 females, 12 males) and experimental control group (10 females, 13 males, total 23), it means 70 athletes from amateur leagues participated in the research. Lower extremity anaerobic powers of participants were measured by wattbike pro power bike. Higher extremity anaerobic powers of participants were measured by myotest. Data statistics were done by Windows SPSS 22.0. For dispersion of averages and standart deviations, descriptive statistics methods were used. In order to see the effects of gender and branch variances of participants on lower and higher extremity, Two-Way Manova analysis was used. Moreover, in order to see differences clearly, Screen Plot graphics were performed. In higher extremity measurements analysis, for 3 higher extremity values except velocity, male participants had higher averages than female participants do (p &lt; 0.05). Based on Pairwise Comparisons results for branches, both Power Wkg and Power Max W kg values, handball participants had significant higher averages than control group participants did (p &lt; 0.05). For lower extremity variances, female participants had lower averages than male participants. For Powermass values, handball players had higher averages than control group did. For Powerpeak and Power Average variances, control group participants had significant lower averages than both basketball players and handball players did (p &lt; 0.05). For all values, there were no significant differences between handball and basketball players, except male height measurements (p &gt; 0.05).
Young Children&apos;s School Day Sedentary Behavior and Physical Activity in Interactive versus Non-Interactive Active Video Games
Author: Fu, You
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Students,Young Children,Student Behavior,Physical Activity Level,Physical Activities,Exercise,Video Games,Interactive Video,Measurement Equipment,Outcomes of Education

Differences between interactive active video games (AVGs) and non-interactive AVGs on sedentary behavior, light physical activity, and moderate-to-vigorous physical activity has never been compared. Therefore, the purpose of this study to compare differences between two AVGs modalities on sedentary behavior, light physical activity, and moderate-to-vigorous physical activity implemented within an academic classroom setting in children. Participants were 44 children (20 girls; mean age = 7.68 [plus or minus] 1.49 years) from two elementary schools. Over 3 weeks, children in the non-interactive AVGs group completed three 10-minute classroom-based AVGs sessions daily (Monday-Friday). Children in the interactive video gaming group spent an identical amount of time daily in classroom-based AVGs. Participants' school day sedentary behavior and physical activity were assessed across 3 weeks using accelerometers. Linear mixed effects models were employed to compare differences between AVGs modalities across 3 weeks on sedentary behavior and physical activity controlling for the potential confounding of age and sex. Children participating in the interactive video gaming had a 14.4% greater increase in sedentary behavior, a 2.4% greater increase in light physical activity, and a 7.4% greater decrease in moderate-to-vigorous physical activity from Week 1 to Week 3 relative to non-interactive AVGs (p &lt; 0.001). After adjusting for age and sex, across all time-points, children who participated in interactive gaming had lower sedentary behavior (mean difference = -45.8%, p &lt; 0.001), lower light physical activity (mean difference = -5.1%, p = 0.034), and higher moderate-to-vigorous physical activity (mean difference = 24.7%, p &lt; 0.001) compared to children participating in non-interactive AVGs. Although children participating in the 3-week interactive video gaming had lower sedentary behavior, lower light physical activity, and higher moderate-to-vigorous physical activity compared to non-interactive gaming, the magnitude of the differences were not sustained across the intervention.
Interpreting Students&apos; Experiences with Academic Disappointments Using Resourcefulness Scores as a Lens
Author: Martin, Rebecca D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Experience,Scores,Problem Solving,Undergraduate Students,Foreign Countries,Self Control,Coping,Student Attitudes,Psychological Patterns

Most postsecondary students have to deal with academic disappointments at some point in time, with many of them succumbing to their anxieties and failing to learn from these lived experiences. Our study aimed to understand why and how disappointments unfolded in a sample of 20 undergraduate students, using a design whereby interview text was concurrently analyzed across the continuum of learned resourcefulness measured using Rosenbaum's Self-Control Schedule in conjunction with an inductive, data-driven coding and theme-generation perspective. Reasons for attending university, attributional style, coping and learning, and perceptions of others markedly differed for high- and low- resourcefulness scorers. Whereas high-resourceful scorers used academic disappointments as a motivator to engage in more effort and problem-solving strategies, low scorers ruminated and tried to forget about them. Suggestions are provided on ways to effectively help students become more resourceful and in control of their studies.
Identifying the Profile of a Potential Lifelong Learner
Author: Ng, Betsy
Date: 2019-08-00
Type: Journal Articles
Subjects: Foreign Countries,Lifelong Learning,Profiles,Student Characteristics,Goal Orientation,Self Determination,Independent Study,Psychological Needs,Secondary School Students,Personal Autonomy,Competence,Mastery Learning,Performance,Grades (Scholastic)

Based on the 21st century's framework from the Singapore's Ministry of Education, students should possess lifelong learning goals in order to be self-regulated and engaged in continuous learning. It is thereby important to understand the profile of a potential lifelong learner. An educational institution or a school should provide learning environments in which students can be more involved in developing their competencies and skills that are related to lifelong learning. However, research in identifying the profile of a potential lifelong learner is still in its infancy. The present study aimed to uncover an in-depth and meaningful understanding of different learners' behaviours, ranging from adaptive to maladaptive patterns of goal orientations. It drew on four different clusters to identify the self-regulation and self-determined behaviours of a lifelong learner. These learner profiles differed significantly in their basic psychological needs (i.e., autonomy, competence and relatedness) and goal orientations (i.e., mastery versus performance).
Preservice Teacher Expectations of the Principal&apos;s Role in Teacher Induction
Author: Zhang, Shaoan
Date: 2019-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Expectation,Principals,Administrator Role,Student Attitudes,Preferences,Beginning Teacher Induction,Role Perception

This study examines pre-service teacher expectations of the principal's role in teacher induction, using grounded theory methodology to explore the question: What role do secondary pre-service teachers expect of principals in the induction of novice teachers and how do their expectations develop? Findings show that pre-service teachers expect the enactment of two main roles of the school principal, school leader and instructional leader, within a continuum from negative beliefs to positive preferences. Findings demonstrate that field experiences influenced pre-service teachers' expectations of the principal's role in teacher induction. This study broadens teacher induction research on the transition from pre-service teachers into the teaching profession and how school principals are perceived to be a part of that transition.
Social Discourse Influencing Elementary Teachers&apos; Cognition and Metacognition for Problem Solving in Open-Ended Professional Development
Author: Durley, Hui-Chen K.
Date: 2019-08-00
Type: Journal Articles
Subjects: Metacognition,Problem Solving,Faculty Development,English Language Learners,Teaching Methods,Video Technology,Vignettes,Elementary School Teachers,Teacher Collaboration,Discourse Analysis,Thinking Skills,Schemata (Cognition),Classroom Techniques,Scaffolding (Teaching Technique),Group Dynamics,Teacher Attitudes,School Districts

This study explored teachers' problem solving during technology-mediated professional development (PD) in the topic related to teaching English Learners (ELs, i.e. students whose home languages are not English). Open-ended PD provided authentic, situated contexts using videos of scenario to engage six elementary teachers to participate in small group, social discourse and collaboration for problem solving. Group social discourse was video recorded to observe participants' cognitive and metacognitive development during PD. Post-PD interviews were also conducted to explore the influence of social discourse upon individual thinking for problem solving. PD artifacts for problem solving were also collected. Data analysis revealed three themes characterizing teachers' cognition and metacognition including conceptual understanding of PD content, application of professional learning for classroom practice, and authentic discernment of activities in classroom situations. The findings suggested that when teachers developed group thinking that helped them to generalize their own classroom experience to explain problem scenarios social discourse facilitated the development of collective intelligence and enabled peers to scaffold thinking for problem solving. Lacking cohesiveness as a group, teachers' thoughts manifested individualistic interpretations and unrealistic suggestions to deal with classroom issues. Study implications include incorporating open, interactive, authentic problem-based activities that facilitate meaningful discussions and collaboration to elicit dialogical connections of minds.
The Application of Structuration Theory in Studying Collaboration between Librarians and Academic Staff in Universities in Australia and Vietnam
Author: Pham, Hue Thi
Date: 2019-09-00
Type: Journal Articles
Subjects: Librarian Teacher Cooperation,Librarians,College Faculty,Foreign Countries,Academic Libraries,Universities,Case Studies,Library Personnel,Administrators,Library Services,Partnerships in Education,Librarian Attitudes

Introduction: There is little research applying structuration theory in library collaboration studies. This research aims to show how structuration theory informed a study of collaborative relationships between academics and librarians in two universities of Vietnam and Australia. Method: The research used the case study method. Data collection was undertaken with fifty-two participants who were academics, library staff and administrators from one university in Australia and one university in Vietnam. Analysis: Sources of evidences included forty-one semi-structured interviews, a focus group, two observation sessions, a workshop and several written responses that were analysed using middle-level analysis techniques, grounded theory analysis methods and cross-case comparison strategies. Results: The theory informed the study of collaboration in two university contexts and enabled the exploration of the influences of power, culture and social identities on academics and library staff during their collaboration practices, and how their actions change these social structures in different socio-economic, cultural and political contexts. Conclusion: The research contributes initial empirical experiences and research strategies by using the central concepts of structuration theory to study collaboration. It further enriches its interpretation with new personal dimensions including personality, personal relationships and personal perceptions in studying collaboration.
The Correlation between Out-of-School and In-School Reading Resources with Primary School Students&apos; Reading Attainment
Author: Huang, Hong
Date: 2019-09-00
Type: Journal Articles
Subjects: Family Environment,Reading Materials,Reading Achievement,Elementary School Students,Social Environment,Classroom Environment,Foreign Countries,Achievement Tests,Grade 4,Reading Tests,International Assessment,Time on Task,Educational Resources,School Libraries,Public Libraries,Reading Comprehension,Children,Parent Participation

Introduction: This study examines the impact of the availability of reading resources in the school, the classroom, the home and the social environment on the reading proficiency of Grade Four primary school students in Hong Kong. Method: Data about the reading performance of Hong Kong students in the 2011 Progress in International Reading Literacy Study is reported. The survey data of 3,875 Hong Kong primary school students' reading performances were analysed. Analysis: The survey data of 3,875 Hong Kong primary school students' reading performances and their access to out-of-school or in-school reading resources were statistically analysed using multilevel modeling. Findings: The analysis revealed that the number of books at home, the time readers spent reading at home, the literacy facilities in the school and in the home and the children's use of school and local libraries significantly impacted their reading attainment. The results also showed the positive impact of home reading facilities and encouragement, and the use of public and school resources on the students' reading attainment. Conclusion: This study applied multilevel modeling to simultaneously evaluate the impact of reading resources located in family, classroom and library on students' reading attainments. It demonstrated the importance of access to reading materials in home and family environments for students' reading attainment.
Using an Infrastructure Perspective to Conceptualise the Visibility of School Libraries in Sweden
Author: Centerwall, Ulrika
Date: 2019-09-00
Type: Journal Articles
Subjects: School Libraries,Foreign Countries,Librarians,Library Role,Librarian Teacher Cooperation,Library Services,Elementary Secondary Education

Introduction: An emerging research area within the social sciences is infrastructure studies. This article conceptualises school libraries as an infrastructure among others, allowing for a fresh look at the role of the school library. We review and discuss what constitutes the school library as an important infrastructure at a school site. Method: Empirical data drawn from a qualitative interview study, including qualitative observations of Swedish school libraries was analysed using the concept of infrastructure. Analysis: The analysis was conducted with the support of a model including structures and arrangements of infrastructures. Results: A central objective of school library practices is to make the library more visible as one of the infrastructures of a school site. Different aspects of school library infrastructure can work for and against visibility. Conclusions: By conceptualising school libraries as an important infrastructure among others at school sites, it was possible to develop a deeper understanding of school library practices and visibility. Findings from this study contribute to the research on school libraries as contested functions within the context of schools.
Learning from the Face-Threatening Acts by Tourist Workers in Bali: Impacts of Cross-Cultural Misunderstanding
Author: Andriyani, Anak Agung Ayu Dian
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Tourism,Speech Acts,Intercultural Communication,Asians,Employee Attitudes,Taxonomy,Power Structure,Retailing,Speech Communication,Language Usage,Cultural Differences,Privacy,Cultural Context,Language Variation,Japanese,Second Language Learning,Pragmatics

A Face-Threatening Acts (FTAs) is considered to be an act, including an utterance, that can damage a person's face. This study aims to identify FTAs unintentionally committed by tourism workers toward Japanese tourists. Drawing on a qualitative approach, this study involved 25 participants selected in purposive sampling, and interviews were conducted with five Japanese tourists and four tourism workers who were available during the research. Data were collected through observation and interviews. Records and field notes were also used to collect data. In addition, domain, taxonomy, componential, and cultural theme analyses were applied to analyze the data and consider the power, distance, range of imposition, and speech situation. The results show that tourism workers perform negative FTAs when addressing Japanese tourists and offering goods or services for sale. Specifically, tourism workers demonstrate speech that implies oppression, the absence of honorific &quot;keigo,&quot; the use of titles not commonly addressed in Japanese culture in the same context, a failure to understand that Japanese tourists may want to enjoy the beach privately, and speech when making offers that invades the privacy of Japanese tourists. Linguistically, tourist workers are using correct local conventions, but this cultural context is improperly perceived.
Pedagogical Values in Indonesian Lyrics of &quot;Dangdut&quot; Songs: Evidences of Language Vulgarism and Gender Exploitation
Author: Kusumaningsih, Dewi
Date: 2019-00-00
Type: Journal Articles
Subjects: Singing,Teaching Methods,Gender Issues,Computational Linguistics,Language Usage,Indonesian,Music,Musical Composition,Morphemes,Phrase Structure,Gender Bias,Females,Sexual Abuse,Programming (Broadcast),Public Agencies,Sociolinguistics,Moral Values,Discourse Analysis,Sexuality,Content Analysis,Foreign Countries

Language vulgarism can be heard in the lyrics of many Indonesian &quot;dangdut&quot; songs in terms of words, phrases, and clauses to portray women as either the instigators or objects of sexuality. The objectives of the study are to see: vulgar language that present in &quot;dangdut&quot; song lyrics as the pedagogical evidence of gender exploitation, and internal structures for vulgar forms that intentionally appear in the song lyrics. A qualitative approach with content analysis was employed to describe various phenomena of vulgar language that tends to portray women as either the instigators or objects of sexuality. The corpora of 25 Indonesian &quot;dangdut&quot; songs whose lyrics often feature vulgar language without being limited to certain composers or time of composition were analyzed. The data were language units, namely basic words, affixes, phrases, clauses, and compound sentences. Data were collected using document analysis techniques and interviews. The document analysis technique involved reading the documents and taking notes. Informants were chosen from the writers of the selected songs, the songs' lovers, and elements of the Indonesian Broadcasting Commission. Results show that vulgar language was indeed used, and even emphasized, in &quot;dangdut&quot; song lyrics, representing a continuing sexist attitude toward exploiting women.
Technologization of the Pedagogical Process as a Teacher Self-Improvement Factor
Author: Kuanysheva, Bakyt T.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Teacher Improvement,Outcomes of Education,Faculty Development,Preschool Teachers,Teacher Attitudes,Instructional Innovation,Preschool Education,Foreign Countries,Educational Technology,Technology Integration,Content Analysis,Teacher Competencies,Comparative Analysis,Pedagogical Content Knowledge,Creativity,Personality Traits,Job Satisfaction,Work Experience

The research paper presents the concept of technologization of the pedagogical process as a mechanism for purposeful phased implementation of the elements of an integrated pedagogical process leading to effective learning outcomes for children. Technologization of the pedagogical process involves not only step-by-step following a clear algorithm of pedagogical activities, but also continuous innovation, teachers' professional improvement. The objective of the study is to find out the peculiarities of the implementation of pedagogical technologies based on the professional experience of pre-school teachers of the Republic of Kazakhstan. The method is based on a phenomenological approach: a descriptive analysis of direct experience with minimal interpretations, the use of open questions for the widest coverage of the phenomenon being studied. A written survey (intramural and extramural) of 700 pre-school teachers with work experience 1- 35 years was conducted. The results represent the technologies most frequently used in the preparing of pre-schoolers (the undoubted priority of gaming methods and developmental education), the reasons for their choice are provided. Teachers prefer effective methods that allow free experimentation; they actively use innovations in their work, but don't know that their own professional growth is important. Objective and subjective barriers to the introduction of pedagogical innovations in the pre-school are specified. It has been revealed that the desire for self-improvement as a professionally important trait is not common for young professionals. With increasing seniority for teachers, the internal need for professional and personal growth increases. The desire to modernize the pedagogical process, create own technologies is a marker of satisfaction with the profession of a teacher.