bluuebunny/crossref_metadata_2025 huggingface dataset:
The Written School Memories of an Italian primary teacher between Fascism and democracy: an original case study
Authors: Scaglia Evelina
Published: January 2018

The following paper focuses on the original nature of Individual Written School Memories, shown by some commentaries published by the Italian primary teacher Marco Agosti in the Catholic teachers’ magazine «Supplemento pedagogico a Scuola Italiana Moderna» between 1933 and 1938, during the Fascist regime. They dealt with the main results of his educational experimentations in primary school, according to his idea of education as the full development of each human being. An analysis of Marco Agosti’s interventions reveals how they represented an original interpretation of the critica didattica, a new way of documenting research on didactics introduced by the Italian scholar Giuseppe Lombardo Radice, a partner of Giovanni Gentile in the preparation of the Italian School reform during Benito Mussolini’s first government. As recommended by Lombardo Radice to all Italian primary teachers, also Agosti produced day by day some personal notes, which helped him to reflect on his first achievements and to improve upon them on the basis of a pedagogical in-depth analysis. They became a particular form of Individual Written School Memories, «sedimented» during the time he taught at the State Primary School «Camillo Ugoni» in Brescia and conceived for «public use» with a double function – one academic and the other educational, thanks to their publication in a teachers’ magazine.
Adjusting Swedish gymnastics to the female nature: Discrepancies in the gendering of girls’ physical education in the mid-nineteenth century
Authors: Westberg Johannes
Published: January 2018

During the nineteenth century, Swedish gymnastics became one of the main models of physical education in the Western world. The purpose of this article is to explore how Swedish gymnastics was adjusted to the female body and mind in the mid-nineteenth century. Using handbooks published by the Swedish educationalist Anton Santesson as an empirical starting point, this article shows how the relationship between gender and gymnastics was complicated and exhibited significant discrepancies. In part, Swedish gymnastics was marked by a one-sex model of gender differences, which meant that gymnastics was perceived as a method for catering to the deficiencies and weaknesses of the feminine nature, in an attempt to make girls and young women more similar to boys. Swedish gymnastics had, nevertheless, vital elements of a two-sex model, according to which gymnastics was supposed to realise the true feminine nature of girls. Following this line of thought, Santesson claimed that, since gymnastics merely followed the laws of the body, it could not make girls more like boys. Santesson’s vision of gymnastics also included disciplinary mechanisms, such as the partitioning of space, which were gender neutral. Apart from presenting insights into the ambiguous and contradictory notions of gender in Swedish girls’ gymnastics, this article thus also raises questions regarding whether other models of physical education were marked by similar discrepancies during the nineteenth century.
An analysis of the reality of authoritarianism in pedagogy: A critique based on the work of Deleuze, Guattari and Bhaskar
Authors: Cole David R , Rafe Mehri Mirzaei
Published: January 2018

When analysing authoritarianism in pedagogy, one is immediately faced with a question: How real is the authoritarianism that one is describing? There is an inevitable «loop» or mode of reciprocation between the object of investigation; i.e. authoritarianism, and one’s own subjective projections about what authoritarianism is, how one has felt it in the past, and connected it to education. Certainly, societies in the West have, in general, changed in their attitudes to pedagogic authoritarianism since the 1960s and 1970s, perhaps under the influence of the mores of post-War, mass education. This article takes two paths of explication to these changes, one through the combined work of Deleuze andand Guattari, the other through the critical realism of Roy Bhaskar. The theoretical and intellectual work of Deleuze andand Guattari points to and makes plain the ways in which authoritarianism in education is continually under threat and being undermined by a myriad of «minor» forces, for example, exemplified by the relations between the authoritarian teacher and his/her students. In contrast, the critical realism of Roy Bhaskar enacts a critical and realist investigation into authoritarianism in pedagogy, as the name of his approach implies. The point of this analysis is not to simply compare the two approaches, but to try to understand the reality of the authoritarianism in pedagogy that we are presently confronted with in variant degrees and at different levels.
«An idea unleashed in history»: Dr Martin Luther King Jr and the campaign to end poverty in America
Authors: Hamilton Robert
Published: January 2018

As well as being a civil rights advocate, Dr. Martin Luther King Jr consistently called for human rights for all. He opposed poverty, racism, imperialism and political disfranchisement as part of an analysis, which viewed inequality not only in American but also in global terms. In order to address poverty and related human rights issues, King proposed a Poor People’s Campaign (PPC). In May 1968, only weeks after King’s assassination, the PPC saw thousands of poor people travel to Washington DC to protest against poverty. The demonstrators occupied sacred space in the nation’s capital by building a temporary community, known as Resurrection City. During preparations for the PPC and in Washington, the activists drew on a rich legacy of adult education from previous civil rights campaigns. The approaches adopted by PPC participants were innovative and represented alternatives to conventional educational practices. These included Freedom Schools, a Poor People’s University, workshops, marches and demonstrations, which assisted the protesters to come together in coalition to challenge dominant hegemonic narratives concerning the causes, nature and scope of poverty. Although ultimately unsuccessful in its aspiration to end economic injustice in America, the PPC undoubtedly laid the seeds for future anti-poverty activism. The article draws on primary source documents and oral testimonies from five archives.
Authority Through Freedom. On Freire’s Radicalisation of the Authority-Freedom Problem in Education
Authors: Irwin Jones
Published: January 2018

Paulo Freire’s approach to the question of ‘authority and freedom’ in education and teaching (as well as in the political sphere), takes its cue from his early and radical approach to literacy education in Brazil in the 1960s. However, the radical democratic thrust of this educational vision meets very significant political resistance in Brazil and Freire spends 30 years in exile. This essay explores how this Freirean approach needs to be contextualised in the specifically Brazilian context. However, it also explores his original contribution to the wider problematic of authority and freedom in the Philosophy of Education. In Freire, there is a simultaneous critique of traditionalism and progressivism (not dissimilar to Dewey’s in Experience and Education) and this allows Freire to reconceptualise the relation between authority and freedom in education. We explore how Freire’s 1968 text Pedagogy of the Oppressed articulates this understanding very clearly and from a very strong conceptual-philosophical perspective. In the latter part of the essay, we look at how Freire’s later work, in for example Pedagogy of Hope: Reliving Pedagogy of the Oppressed, represents a return to a more experiential analysis of the question of authority and freedom in education. Nonetheless, while recognising the need for a philosophy of education to develop «in a manner in keeping with the times», there is also a very strong continuity between the early and later work in this understanding. In brief, in both his earlier and later work, Freire develops an understanding of an «authority through freedom», a co-dependent relationship between these two variables in pedagogy, as also in political life.
Life stories and formation of subordinate subjectivity. Note on social research in Italy by Danilo Montaldi
Authors: Calvetto Silvano
Published: January 2018

The social research performed by Danilo Montaldi (1929-1975) represented an interpretation of great interest in understanding the transformations of neo-capitalism between the 1950’s and 1960’s. In the ambit of a very critical militancy towards the traditional forms of political participation, his attention to subordinates is marked, in our view, by a significant pedagogical aspect. On the one hand, in fact, he focuses on the political and social processes through which subordinate subjectivity is formed, with particular regard to the role played by the institutions, while on the other hand, he examines strategies with regard to his own emancipation from that condition of oppression, based on the idea of education intended as liberation. Where the educational commitment and political commitment merge in the same project of reconstruction of society, looking beyond the drifts of neocapitalism in view of a world capable of recognizing the rights of all respecting each other’s differences. This, as has been observed by several commentators, seems to be the most significant legacy of Danilo Montaldi’s intellectual commitment.
La cultura dell’educazione e le sue trasformazioni nel passaggio critico degli anni Sessanta /Settanta: conversazioni con Carmen Betti
Authors: Todaro Letterio
Published: January 2018

Carmen Betti è tra le figure di riferimento della ricerca italiana in area storico-educativa. Per diversi anni ha insegnato presso l’Università di Firenze, rappresentando con i suoi lavori e con i suoi studi, una voce autorevole e notevolmente qualificata nel panorama italiano della disciplina. L’incisività dei suoi lavori ha contribuito a rafforzare il riconoscimento di una tradizione che porta a individuare nella sede fiorentina una «scuola» di alto profilo dell’accademia italiana nell’ambito degli studi di storia dell’educazione. La sua ricerca ha evidenziato un costante impegno a segnalare lungo i sentieri della storia dell’educazione un cantiere aperto per la costruzione di valori civili, indicando quali criteri «orientatori» dell’impegno intellettuale che caratterizza il lavoro dello storico dell’educazione la tensione a legare la lettura storica dei processi formativi con i motivi della conquista collettiva di spazi di libertà, di democrazia, di emancipazione. Recentemente ha ricoperto la funzione di Segretaria del Centro Italiano per la Ricerca Storico Educativa, segnando con il suo impegno l’attivazione di importanti strumenti di raccordo a servizio della comunità scientifica italiana degli storici dell’educazione e offendo un contributo qualificante per spingere in avanti le piste della ricerca sul terreno della storia dell’educazione.Per dare avvio alla conversazione mi sembra perciò utile chiedere all’interlocutrice una breve presentazione del proprio percorso professionale e un aiuto nel ricordare, attraverso anche spunti di memoria personale, i punti salienti che hanno segnato l’evoluzione del suo profilo di studiosa.
Visiones clandestinas, prácticas autoritarias y reforma educativa en Santa Fe (Argentina, 1966-1973)
Authors: García Natalia
Published: January 2018

This article tries to contribute to the recent history of Argentine education from the novel line of studies based on documents produced by the State intelligence services since the mid 60’s. Specifically, we present a «Special Report» of 1971 by the Central Intelligence (Santa Fe) called «Current situation of teacher’s conflict», in reference to the resisted middle school after the implementation of the Organic Law of Education in the years of the «Argentine Revolution» (1966-1973). Thus, we begin with a description of the local «information community» detailing its missions, resources, performance and agents. Already focused on the selected source, we analyze the clandestine writing showing the hypotheses, prescriptions, assessments and immediate prospective. At the rhythm of the documentary sections, we observe significant efforts to understand the genesis of the conflict in its various dimension (political-ideological, trade-union activism, pedagogical and curricular) including the actions of the Ministry of Education and Culture. Finally, retracted on the authoritarianism period and government persecution, it becomes evident the espionage to actors and institutions syndicated like the «educational subversion», as a prelude to the terrorism of State decidedly activated in 1976.
Aldo Capitini e la riforma della scuola pubblica nell’Italia degli anni Sessanta
Authors: Romano Livia
Published: January 2018

This paper reconstructs Aldo Capitini’s years of militancy in the ADESSPI (Association for Defence and Development of the Italian Public School) in the 1960s. By exploring the author’s works (correspondence, university lectures, books, articles); various historical documents (including ministerial publications); critical literature and publications by the association itself, as well as other members of ADESSPI, the protagonist role that Capitini took on within the school reform movement of the 1960s emerges. He was instrumental in designing and drafting its policies, and using them as grounds for ADESSPI’s fight against parliamentary decisions and defence of a democratic school. In particular, he promoted the school-community as an omnicratic environment, in which all stakeholders would be involved in decision-making, as well as teaching (rather than preaching) religion, civic education and continuous teacher training. These were issues through which Capitini, by implementing concrete educational practices, hoped to realise his theory of the coexistence of everyone – the theoretical premise of a universal education; in his view schooling should provide every student with the tools to actively participate in democratic life. His ideas about the «School of the Future», tasked with combating authoritarianism without recourse to violence, was a source of inspiration for the student movement which, in 1968, fought for school to be a place of human emancipation.
Gringos versus Comunistas: uma mirada sobre a Ditadura Civil-Militar no Brasil a partir da Casa do Estudante Universitário Aparício Cora de Almeida (1963-1981)
Authors: Hinterholz Marcos Luiz
Published: January 2018

Casa do Estudante Universitário Aparício Cora de Almeida (CEUACA), a college student residence halllocated in the city of Porto Alegre, was the first residence hall in the State of Rio Grande do Sul – Brazil. Ever since it was founded in 1934, the dormitory haskept its autonomy from any universities or colleges in the region, being administrated entirely by its occupants.  This article is a development of a more comprehensive study in the field of History of Education, which focuses on CEUACA and its hole as part of an «informal» educational system, which works far beyond University borders. In this paper, we focus on unveiling the effects of the Brazilian Military Dictatorship (1964-1985), as well as the local repercussions of the events of May 1968in the dormitory students. We used an Oral History approach to capture the echoes of these events in the narratives of eight former occupants, who lived in the dormitory between 1963 and 1981. Through the narratives, it was possible to visualize the students’ relationship with popular organizations, as well as the circulation of books, journals and films. The results demonstrate the various ways found to signify the experiences lived by these students in the period and the ideological divisions that sometimes subvert the traditional binary repression/resistance.
La reforma educativa en México: 1970-1976
Authors: González Villarreal Roberto
Published: January 2018

This article examines the education reform enacted in the earlier half of the 1970s in Mexico, as a paradigmatic case of the effect of criticism and social movements on the formation of government programs. The historical process is reconstructed on the basis of the concept of regimes of governmentality, developed by Foucault (1991) and the so-called Anglo-Foucauldian scholars Burchel, Gordon and Miller (1991); Rose (1999); Dean (1999); and Rose, O’Malley and Valverdes (2006). The text discusses the formation and development of a mentality of government that reflects on the educational movements of 1968 and 1971 as expressions of the growing illegitimacy of the institutions of political control, school, family and political authority. In response to that burgeoning rejection, it became necessary to overhaul and refashion the intervening authorities, the purposes, media and institutions of biopolitical control. In particular, the educational reform of 1973 was an attempt to reshape the processes of subjectivation that had been being employed since the 1968 crisis, and to integrate controls over citizens’ daily lives into the powers of the State security apparatus.
Challenges in Greek education during the 1960s: the 1964 educational reform and its overthrow
Authors: Foukas Vassilis
Published: January 2018

In Greece, during the 1960s a new period began which marked a break with the past and the start of a new approach for the future. After the post-war period, Greek society began to balance the State budget and create the conditions for the country’s accession to the European Common Market. This was the context in which, in 1964, the second meaningful educational reform of the 20th century was attempted. However, in 1965, the educational reform was quickly blocked on account of the unstable political situation and the imminent dictatorship. This paper examines the changes in Education adopted as part of the 1964 educational reform within their historical and political context, and provides an overview of the major political and educational events that led to their early overthrow in 1965.
Cambio generacional, familia y profesorado en la crisis de la educación política franquista
Authors: Fuertes Muñoz Carlos
Published: January 2018

The article analyzes the crisis of political education promoted by the Franco dictatorship during the sixties and seventies. It devotes special attention to the importance of generational change. It is based on an in-depth investigation with oral sources and official reports focused on the case of the Valencian Country. On the one hand, it analyzes the processes of political education in the identification with the dictatorship of Franco developed in the field of «winning» families, paying particular attention to its exhaustion among those born since the late 1940s. On the other hand, it analyzes the growing problems faced by the education system to achieve socialization in the authoritarian and conservative values promoted by the dictatorship. In particular, it deals with the case of the lack of involvement of the new generations of teachers in the Falange educational project, the single party of fascist origin.
Dismantling authoritarianism: the transition from 1960s to 1970s as a radical turning point to overcome «modernity» in education
Authors: Todaro Letterio
Published: January 2018

In the introduction to this special issue, the editor highlights the main aspects for which the transition from 1960s to 1970s can be recognized as a revolutionary phase in the history of education, during which a liberating course came to an end, growing throughout the modern age, dismantling authoritarianism in education. After an overview on each essay, the editor underlines the value assigned to an historical look on those relevant changes in education grounded in a transnational and comparative analysis and of the complex processes they implied.
Ideas de ayer para la Educación Universitaria de hoy
Authors: Esteban Bara Francisco
Published: January 2018

La educación universitaria de hoy se ha adaptado a las actuales circunstancias, o más que eso, está siendo clave en la optimización del nuestro entorno. No podría ser de otra manera, la universidad forma parte del sistema social en el que se encuentra, y la formación de excelentes profesionales es un asunto primordial para el buen funcionar de dicho sistema. Sí, hoy en día se reclaman diversos perfiles profesionales, clásicos y actuales, que ser formados en las aulas de nuestras universidades. Sin embargo, eso no es todo, y según como se mire, ni tan siquiera es lo más importante. También durante los últimos años, y a un nivel internacional, están apareciendo inquietudes sobre dicha educación, especialmente cuando ésta es concebida en tanto que desarrollo humanístico, ético, ciudadano, o cuestiones por el estilo, de los estudiantes. Es lógico pensar, que no es suficiente con eso de formar excelentes profesionales, es más, la realidad demuestra que eso no sirve de demasiado cuando la formación personal y ética es insuficiente o no está a la altura de las circunstancias actuales. El objetivo de este trabajo se centra en esto último, y lo hace de una manera especial: volviendo a un pasado en que se encuentran ideas filosóficas esenciales, ideas que, lejos de lo que pueda parecer, pueden acomodarse en la actual realidad.
La Pedagogía Social y Educación Social en Colombia: Corresponsabilidad Institucional, Académica y Profesional necesaria para la Transformación Social
Authors: Del Pozo Serrano Francisco José , Astorga Acevedo Cinthia Milena
Published: January 2018

En el presente artículo se afianza y solidifica la idea de profesionalizar la Educación Social como carrera e importante alternativa para responder a los retos, dinámicas y necesidades actuales del contexto colombiano. Para desarrollar dicha idea, primero se realiza una delimitación teórica y/o conceptual de la Educación Social como objeto de estudio de la Pedagogía Social; luego, se abordan las potencialidades y limitantes por los que esta atraviesa en el camino hacia su institucionalización. Seguidamente, se presentan los diferentes ámbitos de intervención y principales organismos intersectoriales y legislativos vinculados; y por último, se comparte la propuesta que se consideraba más pertinente como programa académico de Educación Social con énfasis y el conjunto de licenciaturas de campos socioeducativos aprobadas por el Ministerio de Educación Nacional en el año 2016. En definitiva, resulta imprescindible ahondar esfuerzos y corresponsabilidad para que las propuestas de este tipo no solo se queden en el papel, sino que se solventen en la realidad, y se continúen impulsando iniciativas que fomenten la Educación Social como elemento transformador desde la acción socioeducativa.
¿Qué aporta John Dewey acerca del rol del profesor en la educación moral?
Authors: Ahedo Ruiz Josu
Published: January 2018

En la concepción educativa de Dewey el estudiante adquiere protagonismo porque la condición del aprendizaje radica en el interés del estudiante. Sin embargo, el rol de profesor no es secundario porque consiste en ayudarle a descubrir cuáles son sus intereses y a enseñarle el método necesario para reflexionar sobre la realidad social. La influencia hegeliana se observa en Dewey por su intento de superar los dualismos epistemológico, ontológico y moral. El fin de la sociedad es el mismo que el de la educación y el de cada individuo que consiste en la mejora social. Dewey rechaza el fin como algo externo a la acción, lo que le lleva a identificar los fines con los medios. Esto solo es posible mediante la utilización de un método basado en la experiencia y que culmina en ella porque la mejora social requiere que el punto de partida sea la propia realidad social. Este método fundamenta su pragmatismo convirtiendo a la acción en instrumental, como el medio necesario para la reforma social. El profesor es responsable de la educación moral y debe lograr que el estudiante reflexione sobre la realidad social, buscando su mejora, y este aspecto da sentido a la educación del carácter.
Los alumnos superdotados en la agenda política educativa de México (1980-2006)
Authors: Enríquez Gutiérrez Gustavo Adolfo , Arredondo Adelina
Published: January 2018

En este trabajo analizamos la trayectoria de las políticas educativas sobre los superdotados en México de 1980 a 2006. Mostramos la forma en que se explicitó este concepto en el terreno de la educación especial; la agenda polítca que se estableció en su atención; el modo desde el cual se operó el proyecto de investigación e intervención educativa; el desarrollo de la propuesta educativa y la estrategia de actualización docente diseñada por la Secretaria de Educación Pública –SEP– en México (Ministerio de Educación) y su operación a través de la Dirección General de Educación Especial (DGEE). Reconocemos que el concepto de superdotado sigue siendo ambiguo dada la complejidad imperante en el país y su falta de articulación en los casos en que la superdotación no fue visible. Señalamos que la estrategia de identificación, evaluación y propuesta de intervención se centró en definiciones formales desconociendo tanto de las situaciones en que se desarrollaron estas aptitudes y capacidades, el entorno específico de cada familia, las instituciones educativas donde se operó así como los diferentes espacios sociales en que se impulsó.
Claves del cambio educativo en Ecuador
Authors: De la Herrán Gascón Agustín , Ruiz Cedeño Ana Isabel , Lara Lara Fernando
Published: January 2018

El artículo analiza el sistema educativo de Ecuador. El sistema educativo ecuatoriano suscita interés internacional, especialmente en la región latinoamericana. En el trabajo se intentará responder a estas preguntas: ¿Cuáles pueden ser algunas claves relevantes de la educación pública del Ecuador? ¿Por qué ha alcanzado su actual estado de desarrollo, particularmente en educación inclusiva? ¿Qué fundamentos y políticas subyacen a los resultados de las metas de Educación para Todos (EPT) 2000-2015, del Marco de Acción de Dakar? (Foro Mundial sobre la Educación, 2000). A la luz de estas cuestiones, el objetivo es comprender factores y razones claves que han contribuido al desarrollo de la educación pública ecuatoriana. En cuanto a la metodología, el enfoque es cualitativo, dialéctico, documental y descriptivo (Mc Millan y Schumacher, 2005). La investigación se propone como un estudio de caso, donde la elección del caso está justificada por su carácter novedoso, por su grado de desarrollo y por su énfasis en la inclusión y la equidad en todos los niveles de enseñanza. A tal fin, se realiza un análisis descriptivo de las normas que subyacen a los cambios en el sistema educativo de Ecuador en los últimos tres lustros y, particularmente, desde el año 2008, a raíz de la última Constitución (Asamblea Constituyente, 2008). Se ofrecen tablas como aporte analítico de los autores. Así mismo se detallan datos avalados por autores y organismos del máximo prestigio nacional e internacional que dan cuenta de la efectividad de las políticas y de dichos cambios.
Educación, humanidad y animalidad: reflexiones para una filosofía de la educación en clave derrideana
Authors: Sorin Ana
Published: January 2018

Este artículo ahonda sobre el impacto que el pensamiento de Emmanuel Lévinas ha tenido en la filosofía de la educación, especialmente en España y en América Latina, y en particular, en los trabajos de Joan-Carles Mèlich y Fernando Bárcena. El fin es interrogar su relevancia y provecho para pensar una serie de cuestiones éticas y metafísicas apremiantes dentro de la disciplina, y que tienen que ver con la noción de humanidad y con el límite establecido entre humanidad y animalidad. Se procura reflexionar acerca de cómo tales elucubraciones resultan tanto efectos cuanto condicionantes de la labor docente. En este sentido, y según se desarrollará, estos no son aspectos periféricos sino primordiales a la hora de pensar la filosofía de la educación y, más aún, de urdir un pensamiento atento con la alteridad. La conclusión más palmaria de la investigación es que la «ética posmetafísica» que Mélich propone, en la medida en que se yergue sobre la noción levinasiana de «rostro», remite a un humanismo de tinte religioso. Por otra parte, este trabajo intenta resaltar la vertiente práctica y política –tantas veces ignorada–  del pensamiento de Jacques Derrida, así como señalar su relevancia para la filosofía de la educación en este nuevo siglo.
Examining classroom teachers' knowledge levels of geometric objects and shapes by using mind maps
Sınıf öğretmenlerinin geometrik cisimler ve şekiller konusundaki bilgi düzeylerinin zihin haritaları üzerinden incelenmesi
Authors: Mutlu Yılmaz , Deniz Demet , Polat Semra
Published: January 2018

This study aimed to investigate the level of knowledge of geometric objects and shapes as a sub-learning area of geometry learning area in primary school mathematics curriculum of classroom teachers through mind maps. The study was carried out with the case study which is one of the qualitative research methods. There are 58 class teachers who work in three primary schools. Easy sampling method was used in determining the participants. As data collection tools, mind maps designed by classroom teachers on geometric objects and shapes were used. The mind maps prepared by the teachers were examined by two researchers at the analysis stage. Based on the findings, it can be said that the teachers of class are more informed about the shapes, they have difficulties distinguishing geometric objects and shapes according to their characteristics, teachers are given less space than a square prism and sphere and some teachers confuse objects and shapes. One of the teachers was able to map the objects with the branches and the lower branches, and the three teachers could map the shapes exactly with the branches and the lower branches. Mind maps that are among the alternative measurement tools can be used as an effective tool in assessing teachers' content knowledge.Extended English abstract is in the end of Full Text PDF (TURKISH) file.ÖzetBu çalışmada, sınıf öğretmenlerinin ilkokul matematik ders programında geometri öğrenme alanının bir alt öğrenme alanı olarak yer alan geometrik cisimler ve şekiller konusunda bilgi düzeylerinin zihin haritaları üzerinden incelenmesi amaçlanmaktadır. Çalışma nitel araştırma yöntemlerinden biri olan durum çalışması ile gerçekleştirilmiştir. Çalışmaya üç ayrı ilköğretim okulunda görev yapan 58 sınıf öğretmeni katılmıştır. Katılımcıların belirlenmesinde uygun örneklem yöntemi esas alınmıştır. Veri toplama araçları olarak sınıf öğretmenlerinin geometrik cisim ve şekiller konusunda tasarladıkları zihin haritaları kullanılmıştır. Öğretmenler tarafından hazırlanan zihin haritaları analiz safhasında yer alan iki araştırmacı tarafından incelenmiştir. Elde edilen bulgulara dayanarak sınıf öğretmenlerinin şekiller konusunda cisimlere nazaran daha yetkin oldukları, cisimleri ve şekilleri özelliklerine göre ayırt etmede güçlükler yaşadıkları, cisimler başlığı altında özellikle kare prizma ve küreyi ortalamanın altında ifade ettikleri, bazı öğretmenlerin cisimler başlığı altında şekillere, şekiller başlığı altında cisimlere yer verdikleri tespit edilmiştir. Alternatif ölçme araçları arasında yer alan zihin haritaları öğretmenlerin alan bilgisinin değerlendirilmesinde etkili bir araç olarak kullanılabilir.
Investigion of religious culture and moral education preservice teachers' self-efficacy perceptions on ınformation and communication technologies
Din kültürü ve ahlak bilgisi öğretmen adaylarının bilgi ve iletişim teknolojilerine yönelik öz-yeterlik algı düzeylerinin incelenmesi
Authors: Çetin Özer
Published: January 2018

The aim of this research is to investigate the religious culture and moral education(RCME) preservice teachers' self-efficacy perception levels on information and communication technologies(ICT). The relational survey method which determined the relationships between two or more variables was used in the research. Participants were consisted of 104 preservice teachers (including 41 females and 63 males) from fourth grade of RCME department of Islamic Sciences/Divinitiy Faculty, Uşak University. Data were collected by using “Personal Information Form” and the “Self-efficacy Scale on Information and Communication Technologies and analyzed by using SPSS program. The findings revealed that RCME preservice teachers' self-efficacy perception levels on ICT were positive and intermediate (middle) level. It was concluded that there wasn’t significant difference between variable of having own computer and self-efficacy perception levels on ICT but there was significant difference between self-efficacy perceptions on ICT and variable of gender, the frequency of computer and internet use, education technology and material design course achievement level, the frequency of ICT –supported teaching material preparation.Extended English abstract is in the end of Full Text PDF (TURKISH) file.ÖzetBu araştırmanın amacı Din Kültürü ve Ahlak Bilgisi (DİKAB) öğretmen adaylarının Bilgi ve İletişim Teknolojileri (BİT) öz-yeterlik algılarını incelemektir. Araştırmanın modeli, iki ve daha çok sayıda değişkenin aralarındaki ilişkileri belirlemeyi sağlayan ilişkisel tarama modelidir. Çalışma grubunu Uşak Üniversitesi İlahiyat /İslami Bilimler Fakültesi DİKAB bölümü 4.sınıfta öğrenim gören toplam 104 öğretmen adayı oluşturmaktadır. Veriler “Kişisel Bilgi Formu” ve “Bilgi ve İletişim Teknolojileri Yeterlik Ölçeği” ile toplanmıştır. Verilerin analizinde SPSS programı kullanılmıştır. Araştırma sonucunda DİKAB öğretmen adaylarının BİT öz-yeterlik algılarının orta düzeyde olduğu, BİT öz-yeterlik algılarının bilgisayara sahip olma durumuna göre değişmediği buna karşın DİKAB öğretmen adaylarının BİT öz-yeterlik algılarının cinsiyet, bilgisayar ve internet kullanım sıklığı, Öğretim Teknolojileri ve Materyal Tasarımı dersi başarı düzeyi ve BİT destekli öğretim materyali hazırlama deneyimi bakımından anlamlı bir fark oluşturduğu tespit edilmiştir.
Examination of adult and child characters in children's literature books
Çocuk edebiyatı kitaplarındaki yetişkin ve çocuk karakterlerin incelenmesi
Authors: Doğan Güldenoğlu Bilge Nur
Published: January 2018

It is emphasized in the literature that the quality of children's literature books need to be brought together with children, starting from early childhood. It is also known in these books how important it is for children to acquire models and meet the characters they can identify with. In this context, it is aimed to examine the characteristics of adult and child characters in children's literature books. Content analysis of fourteen books in which adult and child characters are the main characters from children 's novels in the last decade (2007-2017), which can be reached by criterion sampling method, were made. Four different tables developed by the researcher in order to determine the way of development, general and personality characteristics of the adult and child characters analyzed in this process were used and these tables were presented in the findings section. In general, results showed that adult and child characters were developed in five different character development paths and in detail, adult characters are not treated as much as child characters. Results also suggested that both adult and child characters are constructed with more positively perceived personality traits. In the discussion section, these findings have been discussed in the light of the basic characteristics of characters in children's literature books.Extended English abstract is in the end of Full Text PDF (TURKISH) file.ÖzetNitelikli çocuk edebiyatı yapıtlarının erken çocukluk döneminden başlayarak çocuklarla buluşturulmasının gerekliliği alanyazında vurgulanmaktadır. Bu kitaplarda çocukların kendilerine model alabilecekleri ve özdeşim kurabilecekleri karakterlerle karşılaşmalarının da ne denli önemli olduğu bilinmektedir. Bu önem bağlamında çalışmada çocuk edebiyatı yapıtlarındaki yetişkin ve çocuk karakterlerin çeşitli özellikler açısından incelenmesi amaçlanmıştır. Belirtilen amaç doğrultusunda ölçüt örnekleme yöntemiyle ulaşılabilen basımları son on yıl (2007-2017) içinde olan çocuk romanlarından, yetişkin ve çocuk karakterlerin ana karakter olarak yer aldığı on dört kitabın içerik çözümlemesi yapılmıştır. Bu süreçte çözümlenen kitaplardaki yetişkin ve çocuk karakterlerin geliştirilme yolları, genel özellikleri ve kişilik özelliklerinin belirlenmesi amacıyla araştırmacı tarafından geliştirilen 4 farklı çizelge kullanılmış ve bu çizelgeler bulgular bölümünde sunulmuştur. Çalışma sonuçları alanyazında belirtilen beş farklı karakter geliştirme yolunun ve dört genel özelliğin de incelenen kitaplarda yer aldığını gösterirken yetişkin karakterlerin çocuk karakterler kadar ele alınmadığını da ortaya çıkarmıştır. Ayrıca karakterlerin daha çok olumlu algılanan kişilik özellikleriyle kurgulandığının belirlenmesi de önemli sonuçlardan biridir. Tartışma bölümünde elde edilen bu bulgular alanyazında çocuk edebiyatı kitaplarındaki karakterlere ilişkin  temel özellikler doğrultusunda tartışılmıştır.
Analysis of PISA 2012 results in terms of some variables
PISA 2012 sonuçlarının bazı değişkenler açısından incelenmesi
Authors: Kahraman Ümit , Çelik Kazım
Published: January 2018

This study is performed to determine personal and environmental factors that affect students’ success according to PISA 2012 results. 4848 student data obtained from PISA 2012 database were used in the research. To measure the effects of personal and environmental factors on students' success in mathematics, science and reading skills, binarylogistic regression analysis was used. At the end of the research, it is concluded that the variables such as attendance in preschool, age to start school, mother education status, father education status, number of computers and books in the house are found to be effective. In science and reading skills, it is found that attendance at preschool, age to start school, mother’s work status, educational status of mother and father, and number of computer and books at home affect student success. Mother’s work status and start school at have negative affect on student success. On the other hand, continuing to kindergarten, high educational status of parents', a large number of books and computers at home affects student success positively. As a result, it is determined that the socio-cultural environment in which the student is located has an effect on the success.Extended English abstract is in the end of Full Text PDF (TURKISH) file.ÖzetBu çalışma PISA 2012 sonuçlarına göre öğrencilerin başarılarına etki eden kişisel ve çevresel faktörlerin belirlenmesi amacıyla yapılmıştır.Araştırmada PISA 2012 veritabanından elde edilen 4848 öğrenciye ait veriler kullanılmıştır. Öğrencilere ait kişisel ve çevresel faktörlerin matematik, fen ve okuma becerileri başarısına etkilerini ölçmek için ikili lojistik regresyon analizi kullanılmıştır. Araştırma sonunda matematik dersi başarısında okula başlama yaşı, annenin çalışması, baba eğitim durumu, evdeki bilgisayar ve kitap sayısı değişkenlerinin etkili olduğu sonucuna ulaşılmıştır. Fen ve okuma becerileri başarısında ise anaokuluna devam etme, okula başlama yaşı, annenin çalışma durumu, anne ve babanın eğitim durumları ve evdeki bilgisayar ve kitap sayılarının öğrenci başarısına etki ettiği bulunmuştur. Annenin çalışması ve okula başlamayaşının yüksek olması öğrenci başarısına olumsuz etki yapmaktadır. Diğer taraftan anaokuluna devam etme, anne ve babanın eğitim durumlarının yüksek olması, evdeki kitap ve bilgisayar sayısının çok olması öğrenci başarısını olumlu etkilemektedir. Sonuç olarak, öğrencinin bulunduğu sosyo-kültürelve çevre faktörlerininöğrenci başarısı üzerinde etkili olduğu belirlenmiştir.
Heavy metals and their general toxicity for plants
Authors: Gjorgieva Ackova Darinka
Published: January 2018

Heavy metals are important environmental pollutants, and their toxicity is a serious problem of great concern for environmental, ecological, nutritional and toxicological reasons. Metals can affected long list of physiological and biochemical processes in plants and their toxicity varies with plant species, particular metal, metal concentration and it chemical form. Throughout the world, researches have been conducted extensive investigations to determine the effects of toxic heavy metals on plants. The process is still going on and the need of intensification of the research programmes for better understanding of heavy metal toxicity is evident.
DNA barcoding of plants: Selection of core markers for taxonomic groups
Authors: Saddhe Ankush Ashok , Kumar Kundan
Published: January 2018

Plant identification is a crucial and routine taxonomic procedure in order to understand and conserve the biodiversity. Anthropogenic activity, pollution, deforestation, and exploitation of natural resources have been threatening to the plant biodiversity. Unfortunately, the major concern of traditional identification of plants is the gradual declined number of taxonomic expertise and lack of tools which accurately discriminate plant seeds, plant parts and seedling, and herbal adulterant. Presently, it is of utmost importance that plant biodiversity to be preserved. To overcome this issues the advent of molecular marker based technique which utilized short fragment of DNA and correctly assign plant taxa to their taxonomic group, called as DNA barcoding. First time, single marker based taxon identification successfully implemented to an animal taxa using mitochondrial cytochrome I (COI) gene fragment. However, Plant DNA barcoding is more complex and it often requires more than one set of DNA markers. In the present review, we have compiled the recent progress of plant DNA barcoding in various taxonomic groups and utility of plastids and nuclear DNA based markers for plant identification.
Tissue culture of Ophiorrhiza mungos L., a prospective method for the production of an anticancer drug, camptothecin
Authors: Gopinath Geethu , Jose Binoy , Ravichandran P , Satheeshkumar K
Published: January 2018

Camptothecin (CPT), a cytotoxic quinoline indole alkaloid, is an anticancer compound. Its two major semi synthetic derivatives, topotecan and irinotecan, are Food and Drug Administration (FDA) approved drugs effectively used for treating different cancer types and sold under the trade names Hycamtin and Camptosar. Among the Ophiorrhiza species, Ophiorrhiza mungos contains the highest CPT level (0.02 % g dw). CPT level was determined in plants before flowering (0.074 ± 0.003 % g dw) and at flowering (0.052 ± 0.002 % g dw). Multiple shoot cultures were induced on seedling-derived explants of O. mungos in half strength MS solid media supplemented with 1.0 mg/L BAP to obtain 12.00 ± 1.22 shoots in 20 days. Repeated subcultures at 20 days interval yielded 20.00 ± 3.71 shoots/subculture of shoot clusters. After elongation, rooting and transplanting, the growth of shoot clusters were studied in both in vitro and same aged naturally grown seedlings. Highest biomass (4.62 ± 0.158 g fw) was obtained in in vitro-derived shoot clusters. CPT increased according to biomass and the maximum CPT was recorded in in vitro rooted shoot clusters after 15 days (0.031 ± 0.001 % g dw). Hence, in vitro-derived rooted shoot clusters of O. mungos cultivated in net-pots for 60 days under shade net house conditions found to be a sustainable source for CPT.
Das Potenzial von Feedback als Form der Lehrer-Schüler-Interaktion bei der Entwicklung der kommunikativen Sprachkompetenz – der aktuelle Forschungsstand
Authors: Janicka Monika
Published: January 2018

The contemporary learning culture perceives learners as active and aware participants in the learning process. This implies a new understanding of interactions in the classroom. The present paper is focused on feedback as a special type of teacher-learner interaction and its potential for cognitive activation of learners and constructive enhancement of individual learning processes. Feedback which activates learners and increases the amount of the input and output in the foreign language is able to enhance students` communicative language competence. The article discusses the changing role of feedback referring to the current state of research.
Tutorial akademicki w naukach filologicznych na tle założeń interakcyjnego dyskursu glottodydaktycznego – krytyczna analiza różnic i podobieństw
Authors: Karpińska-Musiał Beata
Published: January 2018

The article is a comparative study of a few chosen criteria of interactive discourse in glottodidactics, as formulated by Anna Seretny (2014) and the specificity of personalized one-to-one language teaching in a tutorial. The thesis stated by the author claims that tutorial, due to its different type of teacher-student interaction, varying epistemological background and distinctive levels of interactive rhetoric (e.g. its less instructional and more natural character) is not an obvious space for developing language competence. On the other hand, it may, as the space for very individual and intense learning context, promote development of communicative skills and critical thinking, thus helping to meet cognitive aims of the curriculum in philological studies at the university.
TWO SIDES OF THE COIN: A PERSON- AND PROCESS-CENTERED ANALYTICAL APPROACH TO SCHOOL BULLYING PHENOMENON
Authors: Tłuściak-Deliowska Aleksandra
Published: January 2018

Over the past four decades of research on school bullying have produced an extensive body of knowledge about the nature of this phenomenon, its determinants and consequences. Bullying has been examined and explained in individual as well as in contextual terms, and from a wide range of different theories and research methods. In the literature, it can be found some attempts to sort out scientific approaches to bullying.In this article, which should be treated as review-style essay, I will present two complementary approaches to analyzing school bullying, namely (1) person-oriented analytical approach which focuses on analyzing of individual traits and characteristics of children involved in school bullying, and (2) processual analytical approach that emphasizes the processes involved. These approaches were distinguished based on the review of Polish and foreign literature on school bullying.
Ecclesiasticus, War Graves, and the Secularization of British Values
Authors: Vincent Alana M.
Published: January 2018

This article reads the design of the British Imperial War Graves cemeteries in the context of the religious pluralism of the late Empire. Reviewing the deliberations of the design committee and parliamentary debates on the design of the cemeteries, it notes that the Christian character of the cemeteries was relatively muted, a design decision which caused no small amount of public and political controversy, but which permitted the cemeteries to present an image of a unified Empire. The paper argues that the choice of quotations specifically from the apocrypha was an important and deliberate aspect of this presentational strategy.
Retrieval of a broken sewing needle from the sacrum aided by a permanent magnet: a case report and literature review
Authors: Fan Jian , Wang Ming-Ming , Liu Yu-Ping
Published: January 2018

Penetrating sacral injuries are very rare, but foreign bodies that penetrate the sacrum often cause pain, cerebrospinal fluid leakage, and neurological symptoms. Careful preoperative medical and imaging examinations, determining the position of the foreign body, and surgical exploration are essential in the management of such cases. We present the case of a woman who visited our emergency department with a broken sewing needle in her sacrum. The incident occurred when the patient accidentally sat on the needle while sewing by hand. Pain while sitting was the main clinical finding after the accident. The patient was treated successfully by surgical exploration aided by a permanent magnet. At follow-up a few months later, she was symptom-free. In clinical practice physicians often encounter patients with metallic foreign bodies. Permanent magnets play an important role in the removal of metallic foreign bodies, and emergency department physicians should master the methods and techniques.