ethanporcaro/eric-fulltext-meta huggingface dataset:
A Training Programme on Constructive Thinking Skills for Reducing Psychological Defeatism and Attitude towards Intellectual Extremism of University Students
Author: Abdellatif, Mohamed Sayed
Date: 2022-00-00
Type: Journal Articles
Subjects: Thinking Skills,College Students,Student Attitudes,College Programs,Positive Attitudes,Training,Program Effectiveness,Psychological Patterns,Antisocial Behavior,Social Influences,Social Attitudes,Coping,Foreign Countries

The purpose of the present study is to investigate the effectiveness of a training programme on constructive thinking skills in reducing the psychological defeatism level and attitude towards intellectual extremism among university students and to examine the continuity of its effectiveness after the follow-up period. A quasi-experimental research design with one training and one control group and three measurements (pre, post and follow-up) was used. Twenty students participated in the research with 12 in the experimental group and 8 in the control group. The training programme on constructive thinking skills was applied to the experimental group over a period of 16 sessions. No application was conducted on the control group. The psychological defeatism scale, the attitude towards intellectual extremism scale and the constructive thinking scale were applied to the participants. Data were analysed by Mann-Whitney and Wilcoxon tests. The findings of this research indicated that the training programme on constructive thinking skills has caused a significant decrease in the experimental group's psychological defeatism and attitude towards intellectual extremism levels. Besides, there were no significant differences between the mean scores of the experimental group in the post and follow-up measurements of the psychological defeatism and the attitude towards intellectual extremism a month later. Research findings were discussed within the context of the related literature and some suggestions were provided for researchers and stakeholders.
Preparing Science Teachers across the World
Author: Veal, William R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Identity,Science Teachers,College Faculty,Teacher Responsibility,Experience,Teacher Education Programs,Secondary School Teachers,Cultural Differences,Educational Policy,Accreditation (Institutions),Standards,Neoliberalism,Elementary Secondary Education,Cultural Influences,Competition

The aim of this study is to examine the professional identities of the academic staff of the faculties of education in Turkey. The study employed the Q methodology, in which both quantitative and qualitative data can be used. The qualitative data were collected and analysed by interviewing seven academics working in the faculty of education in the first stage of the study, which was conducted in two sequential stages. The analysis of the qualitative data showed that the academic staff of the faculty of education defined their professional identities as a &quot;Practitioner&quot;, &quot;Researcher&quot;, &quot;Instructor&quot;, &quot;Coach&quot;, &quot;Counsellor&quot; and a &quot;Preparer&quot;. In the second stage of the study, the Q measurement tool was developed by the researchers based on the specified definitions for professional identities. The quantitative data were collected from 21 academics working in the faculty of education and analysed with the Q measurement tool. According to the analysis of the quantitative data, the academic staff of the faculties of education were seen to adopt six professional identities defined in general. In addition, the professional identity as a &quot;Researcher&quot; was found to be the most preferred, while the professional identity as a &quot;Preparer&quot; was the least preferred of the given identities. According to the findings obtained in the study, it was concluded that the educational experience of the academic staff of education faculties significantly differentiate the preferences and attitudes towards professional identities. Based on the findings and results obtained in this study, it is highly recommended to examine the role of the educational experience of the academic staff of education faculties in the change and transformation of their professional identities.
Drama-Based Approach in English Language Teaching
Author: Bessadet, Latéfa
Date: 2022-03-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Teaching Methods,Drama,Communication Skills,Graduate Students,Foreign Countries,Masters Programs,Creative Activities,Program Effectiveness

The present study investigates the benefits of implementing drama techniques in English language teaching. It also focuses on the means and strategies of creating a learner-centered classroom to enhance English as Foreign Language learners' communication skills. Two dramatic techniques used in the research are &quot;exploiting a scripted play&quot; and &quot;improvisation.&quot; Teacher-researcher conducted a qualitative research method through a case study of First-Year Master Students of English Literature and Civilization studying English as a foreign language in Dr. Moulat Tahar University of Saida, Algeria. The present study reveals the positive impact of teaching English through drama on student's physical, emotional, social, and cognitive development. It sheds light on the method of putting learners in authentic situations to help them discover their hidden creativity and overcome their fears. In addition to promoting their sense of collaboration, including discussion, negotiation, and performance.
Preservice and Inservice Teachers&apos; Language Ideologies about Non-Spanish-Speaking Students and Multilingualism in Chilean Classrooms
Author: Toledo, Gloria
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Teachers,Student Attitudes,Teacher Attitudes,Ideology,Multilingualism,Second Language Learning,Knowledge Level,Teacher Education,Immigrants,Native Language,Barriers,Spanish,Self Esteem,Pedagogical Content Knowledge,Preschool Education,Elementary Secondary Education,Adult Education

This paper describes a study exploring in-service (IS) and pre-service (PS) teachers' language ideologies about non-Spanish-speaking students' multilingualism in Chilean classrooms. A survey was answered by 69 IS teachers and 34 PS teachers in the Chilean school system. Both groups were asked about two dimensions: (a) teachers' knowledge and training in L2 pedagogies and their ideologies about students' L1 and multilingualism; and (b) immigrant students' access and integration into Chilean schools. We focus on dimension (a); the results indicate that the teachers from the IS and PS groups do not consider that students' L1 is an impediment to the acquisition of the target language. They declare that the preservation of the L1 boosts non-Spanish-speaking students' self-esteem and can help them to acquire new linguistic knowledge. However, the results show a lack of consistent strategies to approach multilingual classes. These results are discussed in the light of the need to train teachers of all disciplines in multilingualism and the demand for public policies to teach Spanish as an additional language in Chilean schools.
Vocabulary Learning Strategies in ESP Context: Knowledge and Implication
Author: Al Zahrani, Sahar M.
Date: 2022-03-00
Type: Journal Articles
Subjects: Vocabulary Development,Learning Strategies,Second Language Learning,English for Special Purposes,College Students,Foreign Countries,Knowledge Level,Academic Achievement

The present study aims to explore the knowledge level and preferences regarding vocabulary learning strategies (VLSs) among the EFL university students studying English for Specific Purposes (ESP) courses. It also investigates the impact of vocabulary learning strategies on EFL learners' performance. A sample of twenty students from an intact class participated in the study. For data collection, a triangulated approach has been employed through the usage of a questionnaire, semi-structured interviews, together with classroom observations. Moreover, the cumulative percentage of scores in the pre-tests and post-tests has been incorporated to investigate the impact of vocabulary learning strategies. SPSS software is used to calculate the T-test value. The findings demonstrate that the implementation of various vocabulary learning strategies has a substantial impact on the performance of the English language learners within the context of an English for Specific Purposes classroom. The findings have pedagogical implications in the teaching and learning of vocabulary within the ESP context.
Preservice Teachers&apos; Practical Knowledge and Their Sources
Author: Ferry, Magnus
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Physical Education Teachers,Foreign Countries,Preservice Teacher Education,Knowledge Base for Teaching,Work Experience,Reflective Teaching,Curriculum,Professionalism,Lesson Plans,Student Centered Learning,Classroom Techniques

Becoming a teacher requires preservice teachers (PSTs) to interpret experiences from different perspectives because of the reversal role from being a student to being a teacher. For teacher education programs to be most effective, they need to understand the knowledge that PSTs hold and develop in order to optimise professional learning. With an exploratory mixed-method design, this study's overall aim was to investigate the content of practical knowledge and perceived sources among a group of Swedish physical education PSTs (n=97). Their practical knowledge, operationalized through the concept of didactical milestone, were expressed in five different themes: the curriculum (what), the teacher (who), instructions (how), students (whom) and the classroom (where). Furthermore, the results showed that PSTs' practical knowledge was influenced by situations before entering and during teacher education as well as from media, and to some extent, the PSTs' work experiences. The results also showed that the type of source related to the different themes of practical knowledge. With the help of practical knowledge as construed in this study, teacher educators can assess PSTs' capacity to reflect on teaching, as well as adjust their own instructional focus.
Obstacles in Using the E-Learning Strategy in Teaching High School Courses (Tawjihi Class) from the Point of View of Educational Supervisors in Al-Balqa Governorate
Author: Alsaaideh, Maha Hamed
Date: 2022-00-00
Type: Journal Articles
Subjects: Barriers,Electronic Learning,Learning Strategies,High School Teachers,Foreign Countries,Principals,Administrator Attitudes

This study aimed to reveal the obstacles in the use of e-learning strategies in the teaching of high secondary school courses from the point of view of educational supervisors, and its relationship to the variables years of experience and training courses (ICDL, INTEL &amp; ICDL). The study sample consisted of (64) supervisors who work in the directorates of education in Al-Balqa governorate. To collect data, the study tool (the questionnaire) was applied electronically to all of them. The results of the study showed that the obstacles to using the e-learning strategy in teaching high school courses from the educational supervisors' point of view came to a high degree, while at the level of the scale domains they came in succession as follows in the first order: Related to the administrative, financial and infrastructure aspect of the school environment, then the obstacles related to the educational content of the high school course, followed by the obstacles related to high school students, finally the obstacles related to high school teachers. And there were statistically significant differences in the obstacles related to the administrative, financial and infrastructure aspects of the school environment, and the differences in favor of the group of less than five years. The study recommended equipping school environments with the requirements of e-learning and providing support from various societal bodies to enhance and improve e-learning for students and teachers in government schools.
Using a Mixed-Method to Evaluate a Kindergarten Teachers&apos; Professional Development Programme and to Investigate Teachers&apos; Professional Growth
Author: Gidari, Styliani
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Kindergarten,Program Evaluation,Faculty Development,Foreign Countries,Communities of Practice,Educational Quality,Program Effectiveness

In this article, we present the evaluation of a kindergarten teachers' professional development programme, 'Upgrading the quality of the pre-school environment' conducted by the participating teacher--thee programme is aimed at the improvement of the quality of Early Childhood Education and Care. The evaluation, which followed a mixed-method design, combining quantitative and qualitative approaches, was based on Guskey's (2002) five levels model. ?he Interconnected Model of Teacher Professional Growth (Clarke, D., &amp; Hollingsworth, H., 2002) was used to study participants' professional growth. Fourteen teachers serving in public Kindergartens in Greece participated in this study (n=14). Findings showed that the overall programme, the acquisition of knowledge and competences and the possibility of their application in the teaching practice were assessed as positive. The significance of a supportive context in the application of new knowledge and practices was also outlined. Moreover, the main correlations between domains of the Interconnected Model of Teacher Professional Growth are presented, which depict the sequences through which the changes in the teachers occurred. Therefore the present research provides valuable information regarding the design of future professional development programmes aiming to improve the quality of the preschool environment.
Use of Discourse Markers among Senior University Students
Author: Alsaawi, Ali
Date: 2022-03-00
Type: Journal Articles
Subjects: Discourse Analysis,College Seniors,Linguistics,Majors (Students),Foreign Countries,Essays,Second Language Learning,Second Language Instruction,English (Second Language),Semantics,Teaching Methods,Consciousness Raising,Undergraduate Students

The study of discourse markers has attracted the attention of researchers as a facet of linguistics since the 19th century. The focus of research has been based on the theoretical status of discourse markers in relation to how they are used and for what reasons, explored in different contexts and settings; however, few studies have been conducted in the context of Saudi Arabia. This study, therefore, attempted to look at the use of discourse markers by senior university students majoring in English in Saudi Arabia and its functions. Fraser's (2004) semantic perspective, classifying discourse markers into four categories, was adopted, together with Hiilker's (1991) features of discourse markers, consistent with the view that the meaning of discourse markers is related to their function of clarifying the intrinsic value of an utterance. The results revealed that students in their essays employed discourse markers in all four of Fraser's (2004) categories. However, it was evident that the participating students struggled with the appropriate use of discourse markers. This issue should be examined in greater depth and the reasons for this difficulty assessed. One reason lies in students' low exposure to discourse markers in class. It is thus highly recommended that teachers raise EFL students' awareness of discourse markers by providing them with more related tasks and exercises.
Beyond U.S. Borders: A Curricular Exploration of Higher Education and Student Affairs International Professional Preparation
Author: Yao, Christina W.
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Masters Programs,Student Personnel Services,Student Personnel Workers,College Curriculum,Global Approach,Program Effectiveness,Socialization,Hidden Curriculum,Elective Courses,Independent Study,Study Abroad,Practicums

This qualitative study explored how U.S. higher education/student affairs (HESA) master's graduate preparation programs and curriculum socialized graduates for full time HESA work abroad post-graduation. Participants revealed that the formal curriculum was U.S.-centric in classroom conversations, course projects, and electives. The informal curriculum offered the most direct international-related learning opportunities such as study abroad, practicum, and assistantships. The most pervasive aspect was the hidden curriculum including limited application of U.S.-based theories and the support for job searching. Implications for practice include deliberate exposure to internationally-focused opportunities in and out of the classroom. In addition, professional associations may provide valuable connections to assist in graduate students' socialization for full time HESA work abroad.
Evaluating Educational Efficiency in Texas Public Schools Utilizing Data Envelopment Analysis
Author: Thompson, Jeremy
Date: 2021-00-00
Type: Journal Articles
Subjects: Efficiency,Public Schools,School Districts,Performance Factors,Data Analysis,Input Output Analysis,Academic Achievement,Enrollment,Expenditure per Student,Economically Disadvantaged,Minority Group Students,Teacher Qualifications,Decision Making,Educational Finance,Teacher Salaries,Standardized Tests,Teaching Experience,Elementary Secondary Education,Multiple Regression Analysis

Policymakers and professional educators attempt to be good stewards of public funds while simultaneously raising expectations for student outcomes that reflect academic excellence in the public school system. The purpose of this study was to determine the efficiency of Texas public school districts and the factors influencing the inefficiency of districts. This study is a replication of a similar efficiency study conducted by Carter (2012), which considered student performance in the 2009-10 school year on the TAKS tests. This study utilized quantitative research methods to gather data and implemented data envelopment analysis (DEA) to calculate a relative efficiency score for 1015 Texas public school districts using student performance data from the STAAR tests in 2014-15. Regression analysis was utilized to identify the effect of four discretionary inputs and four non-discretionary inputs on the relative efficiency of each district. School district efficiency was found to be significantly and positively affected by a district's total student enrollment and total expenditures for instruction per student, and negatively influenced by the percentages of non-white and economically disadvantaged students, and by the percentage of teachers with master's degrees. The results of this study have implications for policymakers, educational professionals, and taxpayers.
Responding to COVID-19: Experiences of Ashesi University&apos;s Student Affairs Team
Author: Adjei, Millicent
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Student Personnel Workers,Experience,Foreign Countries,Academic Advising,Learner Engagement,Distance Education,Student Adjustment,Crisis Management

The COVID-19 pandemic has revealed the abilities or lack thereof of many higher education institutions to adequately support the academic and co-curricular needs of students in times of crisis. In this reflective practitioner account, Schlossberg's Transition Theory is used to analyse the transitional experiences of students amid the Covid-19 pandemic and how the Office of Student and Community Affairs (OSCA) team at Ashesi University successfully supported students as they navigated the academic semester. One-to-one interviews with department heads of the five OSCA units were conducted alongside focus group discussions with a cross-section of 17 students. The findings suggest that (1) advising, (2) engagement, and (3) timely online support interventions contributed immensely to students' success in transitioning from in-person to remote learning.
Educators&apos; Attitudes toward Teaching Western Literature to Saudi University Students
Author: Al-Matrafi, Huda B.
Date: 2022-03-00
Type: Journal Articles
Subjects: Teacher Attitudes,English Literature,Second Language Learning,Second Language Instruction,Foreign Countries,English (Second Language),Student Attitudes,Non Western Civilization,Religious Factors,Social Problems,Cultural Differences,Undergraduate Students,Positive Attitudes

Numerous studies have investigated the issue of teaching in EFL classrooms and the relationship between educators and students; some focus on the pedagogy used to teach English, while others center on students' attitudes. This study fills an existing gap in the literature on educators' attitudes toward teaching Western literature in non-Western settings. It surveys educators' backgrounds and perspectives toward teaching Western cultural, social, and religious issues in Saudi Arabia and identifies which variables influence their attitudes toward teaching Western literature. It examines educators' goals in teaching Western literature within the Saudi context, in line with the progressive Vision 2030 and the ongoing process of globalization. It investigates the present state of teaching Western literature in the English departments of eight Saudi universities through a mixed-methods approach, analyzing data from a questionnaire completed by 99 educators. This study highlights the significance of teaching Western literary texts in Saudi bachelor (BA) teaching programs. The results yield some valuable pedagogical implications on what Western literature can offer English-as-a-foreign-language (EFL) students in Saudi universities. They demonstrate the educators' positive attitudes toward teaching Western literature in EFL classrooms, believing that it can achieve objectives that transcend the boundaries of language and text. These findings are rewarding in a broader sense and particularly so in this globalized era. Accordingly, this study recommends the teaching of Western literature as a means of bridging the East/West divide, a matter of increasing significance in the current era.
The Impact of the COVID-19 Pandemic on Student Affairs Practitioners: A Reflective Case Study from Bindura University of Science Education in Zimbabwe
Author: Mutambisi, Sebastian
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Student Personnel Workers,Student Personnel Services,College Students,Higher Education,School Closing,Adjustment (to Environment),Job Skills,Educational Technology,Technology Uses in Education,Educational Change,Barriers,Change Strategies

The COVID-19 pandemic has had an unprecedented impact on faculty and student affairs practitioners which has changed the future of higher education worldwide. This reflective practitioner account looks into its impact on practitioners working in student affairs, some of which is not immediately visible, but unfortunately very significant and will surface in the medium and long term. There has been tremendous uncertainty for Student Affairs practitioners as a result of disruption from familiar routines and unexpected disengagement with their clients, the students. The change management perspective and scholarship of practice were adopted as methods of observing how a department in a university deals with unplanned change. The study concluded that the COVID-19 pandemic impacted practitioners negatively at the case university as new skills were required, practitioners were required to adjust to new work arrangements, lost income, suffered mental health problems and faced resource constrains. Training and development, social media, employee support systems and employee incentives were catalysts in the early adoption of change.