Parent oriented teacher selection causes language diversity

Cimentepe, Ibrahim; Bingol, Haluk O.

doi:10.1016/j.jtbi.2017.06.032

Cited by 2 publications

(3 citation statements)

References 29 publications

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“…Another major contribution of the study is that student performance is at least partially influenced by the emotional well-being of the regular teachers. This was exemplified by the dimension of inclusiveness, as generative leadership improved the quality of the workplace environment and reduced the number of conflicts and cultural clashes (Cimentepe and Bingol, 2017). The participants agreed that ‘A sense of leadership allows the creation of spirit and knowledge that stem directly from the person himself.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…The outlined discrepancy could be investigated by establishing the potential impacts of each of the individual dimensions of generative leadership. Regarding the attitude of care and inclusion and being tolerant to differences, a major remark made by the study undertaken by Cimentepe and Bingol (2017) is that the global teacher workforce is facing the challenge of ethnic and cultural diversity. This is particularly relevant for Saudi Arabia, in which expatriates are considered to be more skilful than the native labour force (Carey, 2018: 1).…”

Section: Literature Reviewmentioning

confidence: 99%

“…This is particularly relevant for Saudi Arabia, in which expatriates are considered to be more skilful than the native labour force (Carey, 2018: 1). Additional complications arise in the educational context, as Saudi private and foreign investment schools may want to hire foreign teachers for language subjects (Cimentepe and Bingol, 2017). However, the resulting differences in workforce composition could lead to cultural conflicts and a negative workplace atmosphere which may have a negative impact upon teacher performance and institutional capacity (Wassell et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

The impact of generative school leadership on student performance: The case of Saudi Arabia

Alghulayqah

2020

Management in Education

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The primary aim of this study is to facilitate interactions among the generative school leadership of high school principals in Riyadh, Saudi Arabia, to take responsibility for student performance. Existing research suggests that generative leadership is based on the principles of inclusiveness, employee creativity, knowledge transfer and delegation. The sample is based from nine principals from large high schools. To investigate this issue, this qualitative study assesses and analyses interviews and comments from participants. The findings show the high degree of centralisation and traditionalism of the Saudi Arabian educational sector, affecting creativity and inclusiveness, have a strong impact on student performance. The author recommends implementing teacher practitioner training to implement open-ended tasks teaching practices.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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The impact of generative school leadership on student performance: The case of Saudi Arabia

Alghulayqah

2020

Management in Education

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Integrating Multiculturalism Into Artificial Intelligence-Assisted Programming Lessons: Examining Inter-Ethnicity Differences in Learning Expectancy, Motivation, and Effectiveness

Tsai

Chang

et al. 2022

Front. Psychol.

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Given the current popularization of computer programming and the trends of informatization and digitization, colleges have actively responded by making programming lessons compulsory for students of all disciplines. However, students from different ethnic groups often have different learning responses to such lessons due to their respective cultural backgrounds, the environment in which they grew up, and their consideration for future employment. In this study, an AI-assisted programming module was developed and used to compare the differences between multi-ethnic college students in terms of their theoretical and actual learning expectancy, motivation, and effectiveness. The module conducted analysis through the deep learning network and examined the relevant processes that the students underwent during programming lessons, as well as the types of errors they had committed. Their learning motivation for and actual learning performance in programming were then examined based on the cognitive learning theory. The results of the experiment, which involved 96 multi-ethnic college students, indicated that the two groups had dissimilar theoretical performance in terms of their expectancy and motivation for learning programming. The indigenous students’ main concern was whether programming would affect their families or tribes, and this concern affected and was reflected in their learning outcomes. In contrast, the learning motivation and goals of Han Chinese students were driven by the cognition of the value of programming to themselves. The research findings can contribute toward the cognition and understanding of multi-ethnic students when learning computer programming and development of the appropriate teaching methods, and serve as a reference for subsequent research on integrating multiculturalism into computer programming lessons.

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Parent oriented teacher selection causes language diversity

Cited by 2 publications

References 29 publications

The impact of generative school leadership on student performance: The case of Saudi Arabia

The impact of generative school leadership on student performance: The case of Saudi Arabia

Integrating Multiculturalism Into Artificial Intelligence-Assisted Programming Lessons: Examining Inter-Ethnicity Differences in Learning Expectancy, Motivation, and Effectiveness

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