School principals commonly face a range of decision making that require creative or novel thinking, and these innovative thought processes align with a strong entrepreneurial mindset. We considered entrepreneurial mindset on a spectrum ranging from weak to strong as we empirically documented the entrepreneurial mindset of K-12 school principals. Using a survey, we gathered a combination of qualitative and quantitative data from 374 K-12 principals working in the south-central United States. We found those principals held a modest entrepreneurial mindset, and the mindset was predicted by age, the number of memberships to professional organizations, size of the school, and the academic performance of the school. Our findings have implications for K-12 principal preparation and practice.
{"title":"Leading Outside the Box: Principal Engagement in Entrepreneurial Mindset in Their Leadership","authors":"L. Nadelson, Stacey D. Loyless","doi":"10.22158/ELSR.V2N1P119","DOIUrl":"https://doi.org/10.22158/ELSR.V2N1P119","url":null,"abstract":"School principals commonly face a range of decision making that require creative or novel thinking, and these innovative thought processes align with a strong entrepreneurial mindset. We considered entrepreneurial mindset on a spectrum ranging from weak to strong as we empirically documented the entrepreneurial mindset of K-12 school principals. Using a survey, we gathered a combination of qualitative and quantitative data from 374 K-12 principals working in the south-central United States. We found those principals held a modest entrepreneurial mindset, and the mindset was predicted by age, the number of memberships to professional organizations, size of the school, and the academic performance of the school. Our findings have implications for K-12 principal preparation and practice.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122692277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study investigates the Iraqi EFL (IEFL) learners’ ability to use Speech Acts (SAs) in MA and Ph.D. theses defense. It aims at analyzing utterances (Us) made by the MA and Ph.D. IEFL learners in terms of SAs, the class to which those SAs belong, the type of tone the learners use, and the errors committed by the learners and their types. It is hypothesized that the learners use the SA of stating more than the other types of SAs in their MA and Ph.D. defence, the learners use directives more than other SA categories, the EFL learners use the falling tone more than the other types of tones. The researchers record the defense of six IEFL learners: four MA and two Ph.D. during the Academic year 2019-2020. They put the recorded data into an orthographic form showing the tone type for each tone unit, and check each recorded utterance (U) for the SA used, the SA category to which the SA belongs, the type of tone used and if any, the types of errors the participants commit. The study concludes that the MA IEFL learners use more SAs than the Ph.D. ones, the most frequently used SA is the SA of asserting, the most frequently used category of SAs is the representative one, and the learners use the falling tone more than the other types of tones.
{"title":"The Iraqi EFL Learners’ Ability to Use Speech Acts in MA and Ph.D. Theses Defense","authors":"Mohammed Jasim Betti, A. Hasan","doi":"10.22158/elsr.v1n2p41","DOIUrl":"https://doi.org/10.22158/elsr.v1n2p41","url":null,"abstract":"The present study investigates the Iraqi EFL (IEFL) learners’ ability to use Speech Acts (SAs) in MA and Ph.D. theses defense. It aims at analyzing utterances (Us) made by the MA and Ph.D. IEFL learners in terms of SAs, the class to which those SAs belong, the type of tone the learners use, and the errors committed by the learners and their types. It is hypothesized that the learners use the SA of stating more than the other types of SAs in their MA and Ph.D. defence, the learners use directives more than other SA categories, the EFL learners use the falling tone more than the other types of tones. The researchers record the defense of six IEFL learners: four MA and two Ph.D. during the Academic year 2019-2020. They put the recorded data into an orthographic form showing the tone type for each tone unit, and check each recorded utterance (U) for the SA used, the SA category to which the SA belongs, the type of tone used and if any, the types of errors the participants commit. The study concludes that the MA IEFL learners use more SAs than the Ph.D. ones, the most frequently used SA is the SA of asserting, the most frequently used category of SAs is the representative one, and the learners use the falling tone more than the other types of tones.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117033542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.36939/ir.202009221216
Jeannie Kerr, Katya Adamov Ferguson
Research examining teacher candidates’ preparation to teach in high-poverty, urban contexts marked by diversities and inequalities, throughout North America and internationally, is predominantly focused on examining and changing problematic attitudes based in white normativity and privilege. While this is extremely important, there has been a noted absence of research that supports translations of critical ideas from coursework into the practicum experience. In this article we share a case-study of eight teacher candidates supported by a practicum team approach designed to support these translations into the inner-city teaching practicum. The study is designed and analyzed through decolonial, settler-colonial, critical, and Indigenous theories and philosophies. The authors found common deficit perspectives in the practicum site, but that a relational focus across university and school contexts supported the translation of critical ideas into practice. This study recommends a more explicit engagement with settler colonialism and white privilege within both the practicum and coursework.
{"title":"Crossing Borders in Initial Teacher Education: Supporting Translations in the Inner-City Practicum","authors":"Jeannie Kerr, Katya Adamov Ferguson","doi":"10.36939/ir.202009221216","DOIUrl":"https://doi.org/10.36939/ir.202009221216","url":null,"abstract":"Research examining teacher candidates’ preparation to teach in high-poverty, urban contexts marked by diversities and inequalities, throughout North America and internationally, is predominantly focused on examining and changing problematic attitudes based in white normativity and privilege. While this is extremely important, there has been a noted absence of research that supports translations of critical ideas from coursework into the practicum experience. In this article we share a case-study of eight teacher candidates supported by a practicum team approach designed to support these translations into the inner-city teaching practicum. The study is designed and analyzed through decolonial, settler-colonial, critical, and Indigenous theories and philosophies. The authors found common deficit perspectives in the practicum site, but that a relational focus across university and school contexts supported the translation of critical ideas into practice. This study recommends a more explicit engagement with settler colonialism and white privilege within both the practicum and coursework.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"44 18","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113993557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to obtain learning tools with a valid, effective, and practical Inquiry learning model to improve students’ creative thinking skills. This research is research and development. Implemented using the 4 D model of the Thiagarajan, Semmel, and Semmel models through four stages: the defining stage, the design phase, the development stage, and the disseminate stage. The subjects of this study were 35 students majoring in family welfare education even in the academic year 2019/2020. The results of this study are: 1) A learning device with a valid, effective, and practical Inquiry model has been obtained and has been responded positively by the kitchen subjects to improve students’ thinking skills. IL), modules/textbooks with the Inquiry Learning model (IL) and the Inquiry learning guide model books on Kitchen Tools that are valid, effective, and practical. Juda has produced IPR for model guidance.
{"title":"Effectiveness of Learning Devices with Inquiry Learning Models to Increase Skills Creative Thinking Students","authors":"Syamsidah, Ratnawati, A. Muhiddin, M. Lullulangi","doi":"10.22158/elsr.v1n1p128","DOIUrl":"https://doi.org/10.22158/elsr.v1n1p128","url":null,"abstract":"This study aims to obtain learning tools with a valid, effective, and practical Inquiry learning model to improve students’ creative thinking skills. This research is research and development. Implemented using the 4 D model of the Thiagarajan, Semmel, and Semmel models through four stages: the defining stage, the design phase, the development stage, and the disseminate stage. The subjects of this study were 35 students majoring in family welfare education even in the academic year 2019/2020. The results of this study are: 1) A learning device with a valid, effective, and practical Inquiry model has been obtained and has been responded positively by the kitchen subjects to improve students’ thinking skills. IL), modules/textbooks with the Inquiry Learning model (IL) and the Inquiry learning guide model books on Kitchen Tools that are valid, effective, and practical. Juda has produced IPR for model guidance.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126466661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Across America, linguistically disadvantaged youth are struggling through English language arts courses without proper support in scaffolding and/or differentiated instruction. Teachers’ beliefs affect their classroom instruction, classroom management, and classroom culture. Thus, the need for research is of utmost importance as students are being pushed through the educational system without the support or respect that they deserve. This literature review examines the connection between teachers’ attitudes and perceptions of English Language Learners (ELLs) and how these thought forms affect classroom instruction. We narrowed our focus to identify studies and analyze teachers’ perceptions while servicing ELL students, specifically Latino/a English language learners. We discerned data and various levels of teacher-student engagement based on studies centered around various levels of teacher experience, all in relation to ELLs. Further, we analyzed how professional development altered educators’ attitudes and perceptions of English language learners. The articles reviewed gave insight into teacher perceptions and how most educators felt inadequately prepared to teach those whose first language was not English. By studying teachers’ viewpoints—through qualitative and quantitative analyses—we confirmed a need for professional development that will improve not only how content is learned for an English language learner, but the relationships those students encounter as well.
{"title":"Perceptions of English Language Learners—Teacher Beliefs, Professional Development and Student Outcomes: A Literature Review","authors":"S. Wright, Fernanda Vargas, Tonya Huber","doi":"10.22158/elsr.v1n1p101","DOIUrl":"https://doi.org/10.22158/elsr.v1n1p101","url":null,"abstract":"Across America, linguistically disadvantaged youth are struggling through English language arts courses without proper support in scaffolding and/or differentiated instruction. Teachers’ beliefs affect their classroom instruction, classroom management, and classroom culture. Thus, the need for research is of utmost importance as students are being pushed through the educational system without the support or respect that they deserve. This literature review examines the connection between teachers’ attitudes and perceptions of English Language Learners (ELLs) and how these thought forms affect classroom instruction. We narrowed our focus to identify studies and analyze teachers’ perceptions while servicing ELL students, specifically Latino/a English language learners. We discerned data and various levels of teacher-student engagement based on studies centered around various levels of teacher experience, all in relation to ELLs. Further, we analyzed how professional development altered educators’ attitudes and perceptions of English language learners. The articles reviewed gave insight into teacher perceptions and how most educators felt inadequately prepared to teach those whose first language was not English. By studying teachers’ viewpoints—through qualitative and quantitative analyses—we confirmed a need for professional development that will improve not only how content is learned for an English language learner, but the relationships those students encounter as well.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114224547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper reports on a study undertaken in a Chinese university in order to investigate the effectiveness of an online automated essay marking system in the context of a Blended Learning course design. Two groups of undergraduate learners studying English were required to write essays as part of their normal course. One group had their essays marked by an online automated essay marking and feedback system, the second, control group were marked by a tutor who provided feedback in the normal way. Their essay scores and attitudes to the essay writing tasks were compared. It was found that learners were not disadvantaged by the automated essay marking system. Their mean performance was better (p<0.01) than the tutor marked control for seven of the essays and showed no difference for three essays. In no case did the tutor marked essay group score higher than the automated system. Correlations were performed that indicated that for both groups there was a significant improvement in performance (p<0.05) over the duration of the course and that there was a significant relationship between essay scores for the groups (p<0.01). An investigation of attitude to the automated system as compared to the tutor marked system was more complex. It was found that there was a significant difference in the attitudes of those classified as low and high performers (p<0.05). In the discussion these findings are placed in a Blended Learning context.
{"title":"A Study on the Effectiveness of Automated Essay Marking in the Context of a Blended Learning Course Design","authors":"Wenhua Yu, T. Barker","doi":"10.22158/elsr.v1n1p20","DOIUrl":"https://doi.org/10.22158/elsr.v1n1p20","url":null,"abstract":"This paper reports on a study undertaken in a Chinese university in order to investigate the effectiveness of an online automated essay marking system in the context of a Blended Learning course design. Two groups of undergraduate learners studying English were required to write essays as part of their normal course. One group had their essays marked by an online automated essay marking and feedback system, the second, control group were marked by a tutor who provided feedback in the normal way. Their essay scores and attitudes to the essay writing tasks were compared. It was found that learners were not disadvantaged by the automated essay marking system. Their mean performance was better (p<0.01) than the tutor marked control for seven of the essays and showed no difference for three essays. In no case did the tutor marked essay group score higher than the automated system. Correlations were performed that indicated that for both groups there was a significant improvement in performance (p<0.05) over the duration of the course and that there was a significant relationship between essay scores for the groups (p<0.01). An investigation of attitude to the automated system as compared to the tutor marked system was more complex. It was found that there was a significant difference in the attitudes of those classified as low and high performers (p<0.05). In the discussion these findings are placed in a Blended Learning context.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"654 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133102120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Yasdin -, Amirullah Abduh, B. Rauf, E. Rahman, M. Lullulangi
This study aims to describe the challenges faced by educational actors in developing vocational education mainly in the political perspective of vocational education. This research is a qualitative research. Data were collected using open interviews with 16 participants. Participants in this study came from the government, schools, industry, professional associations, media, the community, and non-governmental organizations. The results showed that the interest groups in vocational education faced four challenges in the development of vocational education. The challenges are in the form of bureaucratic challenges, management challenges, collaborative challenges, and trust challenges. This challenge arises because the development of vocational education is closely related to the allocation of resources including, human resources, budget, and facilities. The implications of this research can be used to improve communication between interest groups in the development of vocational education that can be used at the national and global levels.
{"title":"Uncovering the Challenge of Vocational Education Policy","authors":"Yasdin -, Amirullah Abduh, B. Rauf, E. Rahman, M. Lullulangi","doi":"10.22158/elsr.v2n3p78","DOIUrl":"https://doi.org/10.22158/elsr.v2n3p78","url":null,"abstract":"This study aims to describe the challenges faced by educational actors in developing vocational education mainly in the political perspective of vocational education. This research is a qualitative research. Data were collected using open interviews with 16 participants. Participants in this study came from the government, schools, industry, professional associations, media, the community, and non-governmental organizations. The results showed that the interest groups in vocational education faced four challenges in the development of vocational education. The challenges are in the form of bureaucratic challenges, management challenges, collaborative challenges, and trust challenges. This challenge arises because the development of vocational education is closely related to the allocation of resources including, human resources, budget, and facilities. The implications of this research can be used to improve communication between interest groups in the development of vocational education that can be used at the national and global levels.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127612135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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