ethanporcaro/eric-fulltext-meta huggingface dataset:
Metaphorical Perceptions of Physical Education and Sports: An Evaluation from the Perspective of Preservice Teachers
Author: Güllü, Esin
Date: 2021-05-00
Type: Journal Articles
Subjects: Figurative Language,Student Attitudes,Positive Attitudes,Preservice Teachers,Preservice Teacher Education,Physical Education,Athletics,Health,Quality of Life,Life Style,Foreign Countries

This study has been designed to examine pre-service teachers' metaphorical perceptions of physical education and sports. In this study, phenomenology, one of the qualitative research designs, was used. The study group consists of 60 pre-service teachers studying at the Department of Physical Education and Sports Teaching at Sirnak University during the 2020-2021 academic year. Research data were obtained from the statements of students who were asked to complete the sentence &quot;Physical Education and sports are like … for me because ... &quot;. Research data were analysed using the content analysis method. The analysis of the data consists of stages including classification, elimination, category development, validity and reliability tests, and interpretation of the metaphors obtained in the study, respectively. Six categories were created in this study in which the metaphorical perceptions of pre-service teachers of the concept of physical education and sports were examined. Categories created for physical education and sports were &quot;healthy/quality life,&quot; &quot;life/lifestyle,&quot; &quot;freedom/entertainment,&quot; &quot;indispensable/sine qua non,&quot; &quot;source of peace/love,&quot; and &quot;development.&quot; As a result, it was determined that pre-service teachers have positive opinions about physical education and sports and have no negative judgment.
Reading Literacy of Bilingual and Monolingual Students in Turkey: A Comparative Study Based on PISA 2018 Data
Author: Isci, Cenan
Date: 2021-06-00
Type: Journal Articles
Subjects: Literacy,Bilingual Students,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Comparative Analysis,Reading Achievement

Reading literacy is regarded as one of the most crucial prerequisites for academic success in all fields. PISA surveys reading literacy with extensive demographic data in several countries to provide detailed feedback for detecting problems in their education systems. In many countries, bilingual students are facing several problems in schools, especially language-related problems. In this context, this study is causal-comparative research aiming to compare bilingual and monolingual students' Turkish reading literacies based on PISA 2018 data while controlling their economic, social and cultural status. In Turkey, 6890 students from 186 schools, who were selected through stratified random sampling, participated in PISA 2018 implementation. Bilingual and monolingual students' reading literacies were compared through ANCOVA where their economic social and cultural status is the covariate. Findings showed that monolingual students have greater reading literacy scores than bilingual students when their economic, social and cultural status were controlled. This finding indicates that there may be some problems in Turkish language teaching/learning strategies for bilingual students, which do not originate from their economic, social and cultural status. In this paper, the possible reasons for bilingual students' low reading literacy, are discussed, and some possible solutions for these problems are suggested.
Intersecting Roadmaps: Resolving Tension between Profession-Specific and University-Wide Graduate Attributes
Author: ElAtia, Samira
Date: 2021-00-00
Type: Journal Articles
Subjects: College Graduates,Engineering Education,Program Content,Foreign Countries,Student Characteristics,Social Sciences,Employment Qualifications,Accreditation (Institutions),Alignment (Education),21st Century Skills,Knowledge Level,Competence,Job Skills,Ethics,Justice

Can we map university-wide graduate attributes to specific program requirements? Can we develop and manage an integrated assessment process? In this article, we present a seven-month long project where we attempted to map generic university graduate attributes (UGAs) to required engineering program graduate attributes in a large Canadian research institution. The purpose of the project was to explore the intersection of the UGAs with engineering graduate attributes, evaluate the accreditation process, develop a mapping process, and examine management strategies for assessing both sets of graduate attributes, all the while keeping the continual improvement process attractive to students, instructors, and administrators. Using a modified dialectical inquiry, two groups worked on the mapping process: one from engineering, the other from social sciences (Education and Arts), to ensure objectivity of comparison. Both forward and backward mapping took place. Results demonstrated that, although generic, UGAs may not necessarily capture specific professional program graduate attributes. The study also highlighted the need for more revisions and updates of UGAs by including various stakeholders who can substantially contribute to the implementation and assessment of UGAs.
Perspectives of Canadian Distance Educators on the Move to Online Learning
Author: Ives, Cindy
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Foreign Countries,Distance Education,Web Based Instruction,College Faculty,Educational History,Educational Change,Organizational Change,Leadership

Our qualitative study explored transition in seven Canadian universities--early providers of distance education that transitioned to online learning between 2002 and 2017. We interviewed 16 individuals who were involved in the design, planning, or implementation of online learning. Participants reported their universities experienced significant impacts on organizational structure and roles. Many saw an increased focus on learning and teaching. Access, revenue generation, and technology were identified as drivers of online learning; traditional learning and teaching practices were shifting; challenges experienced included resistance to change and lack of dedicated resources; and effective, visionary leadership was seen to be critically important. We propose that the roots of today's challenges and opportunities in online learning may be found in the experiences of distance educators who were early adopters.
Sessional Contract Faculty, Unionization, and Academic Freedom
Author: Ross, Stephanie
Date: 2021-00-00
Type: Journal Articles
Subjects: Nontenured Faculty,Adjunct Faculty,Part Time Faculty,Unions,Faculty Organizations,Union Members,Collective Bargaining,Academic Freedom,Administrative Policy,College Administration,Correlation,Contracts,Job Security,Foreign Countries

This article explores the relationship between unionization and academic freedom protections for sessional faculty in Ontario universities. Specifically, we compare university policies and contract provisions with a view to determining whether unionized sessionals hired on a per-course basis have stronger academic freedom protections than their non-union counterparts. We then explore whether particular kinds of bargaining unit structures are more conducive to achieving stronger academic freedom provisions. Finally, we consider whether academic freedom can be exercised effectively by sessionals, whether unionized or not. We conclude that unionization does help to produce stronger academic freedom protections for sessional faculty and that faculty association bargaining unit structures are most likely to help deliver this outcome. We further conclude that academic freedom is difficult to exercise for sessional faculty, regardless of union status, but that unionization offers greater protections for sessionals facing repercussions as a result of asserting their academic freedom.
Relational Storytelling and Critical Reflections on Difference
Author: Russell, Laura
Date: 2018-00-00
Type: Journal Articles
Subjects: Ethical Instruction,Story Telling,Teaching Methods,Values,Undergraduate Students,Interpersonal Relationship,Perspective Taking,Interpersonal Communication

This essay explores unique practices for teaching relational ethics through storytelling. Drawing from my experiences teaching an advanced undergraduate Narrative Ethics seminar, I explain how my students responded to a storytelling unit through which they examined their values and storytelling ethics. I interweave observations from my teaching with insights gathered from my students' in-class discussions and written reflections to demonstrate the pedagogical aims, outcomes, and challenges encountered when engaging this material. I focus particularly on offering suggestions for encouraging students to (a) embrace limits to their understandings of others and (b) recognize how listening for, and expressing, difference plays a fundamental role in their personal, relational, and ethical growth.
Does the ATAR Predict Pre-Service Teacher Capacity for Inclusive Classroom Practice?
Author: Auhl, Greg
Date: 2021-04-00
Type: Journal Articles
Subjects: Prediction,Preservice Teachers,Inclusion,Classroom Techniques,Foreign Countries,Competency Based Teacher Education,Individualized Instruction

In this study, we examined whether the Australian Tertiary Admissions Rank (ATAR) predicted pre-service teachers' schema development for inclusive classroom teaching. Where previous studies have employed grade point average (GPA) as a criterion measure, this study employed a validated measure linked to standards-based classroom practice. The study was conducted in the final semester of the teacher education programs at three Australian universities. The results showed the explanatory power of the ATAR was close to zero for the students studied. The implications of the findings for teacher education and for using the ATAR as an indicator of teacher quality are discussed.
Supporting Primary and Secondary Teachers to Deliver Inclusive Education
Author: Duncan, Jill
Date: 2021-04-00
Type: Journal Articles
Subjects: Elementary School Teachers,Secondary School Teachers,Inclusion,Foreign Countries,Principals,Teacher Administrator Relationship,Administrator Role,Barriers

With Australian disability discrimination legislation and educational policy promoting movement toward inclusive education, the building and supporting of inclusive education workforce capability is of paramount importance. This study investigated how principals in Australian primary and secondary educational settings support teachers to provide inclusive education and what these principals perceive to be barriers to supporting the education workforce to deliver inclusive education. The study used an online open- and closed-set survey. The findings demonstrated that principals in educational settings across the government, Catholic and independent sectors and across geographical regions offered largely similar professional learning opportunities to their staff, and expressed similar views about barriers and principals' roles in supporting their teachers to deliver inclusive education. Participants overwhelmingly reported that their role in building teacher capability was as instructional leaders and brokers of workforce professional learning. There was a strong indication by principals of the need for teachers' knowledge and skills to be developed and of the need for high quality, effective ongoing professional learning. Participants reported barriers to supporting teachers to deliver inclusive education, most commonly an insufficiency of time, finances, and access. Recommendations for better supporting teachers in primary and secondary settings to deliver inclusive education are made.
Teacher Identity under Reconstruction: Positional Analysis of Negotiations in an International Teacher Education Programme
Author: Zen, Satia
Date: 2021-04-00
Type: Journal Articles
Subjects: Professional Identity,Teacher Education Programs,International Education,Masters Programs,Foreign Students,Educational Experience,Personal Narratives,Student Attitudes,Program Descriptions,Conflict,Natural Disasters,Teaching Methods,Learning Processes,Foreign Countries,Institutional Cooperation,Educational Cooperation

This paper explores the international learning experiences of Indonesian teachers participating in a Finnish master's degree programme as an identity reconstruction process. We study the participants' experiences based on dialogical identity construction to explore the positioning and repositioning occurring during an international learning experience. Given the conception of this experience as a boundary experience, repositioning is a way to create continuity and support the multiplicity of identity. From the narrative analysis of the participants' stories about the programme, we found that the participants' repositioning during the programme involved negotiation with temporality, sociality and spatiality. Throughout this process, the participants' understanding of their identities and practices evolved. The post-conflict and post-disaster context in Aceh, Indonesia, manifests itself through a unique constellation of positionings and stimulates new understandings of its impact on teaching and learning processes. This study contributes to understanding the international teacher programme as a repositioning process for teacher identity reconstruction that supports local meanings and has practical consequences.
A Critical Look at Educational Technology from a Distance Education Perspective
Author: Anderson, Terry
Date: 2020-06-00
Type: Journal Articles
Subjects: Educational Technology,Distance Education,Technology Uses in Education,Electronic Learning,Online Courses,Educational History,Barriers,Learning Analytics,Social Media

This article focuses on educational technology as applied in the context of programs and institutions that offer completely distance education courses. All education in the 21st century is digital education in that the use of networking, text and image creation and editing and search and retrieval of information punctuates the life of almost every teacher and student. However, the context of distance education -- where all the interactions are mediated, creates a unique and heightened context of digitalization. This paper focuses on two questions: (1) What aspects have not been completely satisfactory in the transit and transformation that education has undergone, from its more traditional, campus-based conception, towards its new configuration marked by the continuous use of digital technologies and environments? (2) What are the future challenges that distance education must deal with to support sustainability of this teaching model? From a theoretical and interpretative analysis, based on the review of relevant articles and documents on distance education, some critical dimensions (limitations, shortcomings and future challenges) the use of digital technologies in distance education is identified and subsequently analyzed. These dimensions evidence how the initial (sometimes excessive) promises of digital technologies in distance education has not (yet) been fully reflected in reality.
Digital Technology as a Trigger for Learning Promises and Realities
Author: Sancho-Gil, Juana M.
Date: 2020-06-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Influence of Technology,Data,Educational Practices

In the last fifty years, the remarkable development of digital technology, that has permeated practically all social, economic, and cultural, political, and technological realms is producing several phenomena that have a direct impact in education. In this paper, I discuss first, the fact that more and more we refer to digital technology as just 'technology&quot;, as if the rest of the many organizational, symbolic, artefactual, and biotechnological developments were something &quot;natural&quot;. Second, I refer to the rise and spread of technological solutionism in education and a growing discourse that sees every new digital technology as the arrival of the Promised Land, as the panacea to solve the problems of education. I go on analysing the collateral effects of this discourse in the educational practice, with an especial reference to persuasive technologies and Big Data. The article concludes with the request and the need for researchers, practitioners, and education policy makers to avoid the temptation to solve a deeply &quot;wicked&quot; problem such as education with simple solutions.
Pending Issues from Digital Inclusion in Ecuador: Challenges for Public Policies, Programs and Projects Developed and ICT-Mediated Teacher Training
Author: Apolo, Diego
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Teacher Education Programs,Technology Uses in Education,Access to Information,Access to Computers,Internet,Strategic Planning,Public Policy,Teacher Education,Telecommunications,Handheld Devices,Technology Integration,Models,Design,Barriers

The policies of digital inclusion in Ecuador had a rebound since 2007, placing technology as a priority axis for government management. Despite this, there are still pending issues to be developed. This study is based on a qualitative approach that, through documentary research, bibliographic analysis and critical review of literature, can generate contributions that allow the identification of challenges and possible gaps to be faced by government entities in Ecuador when proposing actions that link education and technology. As main findings, it can be mentioned that the impacts and results from the application of the National Development Plans must transcend the figures, which allow to deepen the analysis in relation to this topic, together with initiatives and proposals that regarding digital inclusion cannot be developed in isolation and need to have comprehensive long-term management. Finally, it is essential to understand that it is not necessary to create only platforms, it is relevant to work from integral pedagogical designs that start by understanding teachers from their experiences, accompaniment and motivation for the design of a contextualized training structure on digital mediation issues.
Rebuilding, Healing and Transforming: Innovative Approaches and Promising Strategies for Children Affected by War
Author: Stewart, Jan
Date: 2016-00-00
Type: Journal Articles
Subjects: War,Innovation,Trauma,Conflict,Individual Development,Psychological Needs,Teacher Attitudes,Parent Attitudes,Academic Achievement,Educational Strategies,Foreign Countries,Gifted,Counseling Techniques,Peace,Nongovernmental Organizations,Counselor Attitudes,Parent School Relationship,Secondary School Teachers,Systems Approach,Story Telling,Violence,Aggression

The discussion in this paper is drawn from a research program conducted in Lira and Gulu -- two districts in northern Uganda that have experienced in excess of 20 years of civil war. Researchers from Uganda, Canada and the United States explored the educational and psychosocial needs of youth who are living in post-conflict situations through the use of interviews with secondary teachers, students, parents, community members, and district education leaders. The findings provide insight into how the various ecological systems support the personal, social and academic development of youth who are living in post conflict contexts. We identify some innovative approaches for uncovering the unique gifts and talents of children who are affected by conflict and war. Several school-based approaches and creative strategies are proffered as a means to facilitate healing and personal transformation.
Autism Spectrum Disorder: Public Policy Propositions for Evidence-Based Practices
Author: Nunes, Deborah R. P.
Date: 2021-05-31
Type: Journal Articles
Subjects: Foreign Countries,Autism,Pervasive Developmental Disorders,Evidence Based Practice,Intervention,Educational Practices,Educational Policy,Public Policy,Access to Education,Access to Health Care,Publications,Students with Disabilities,Guides

In recent years, Brazil has registered a significant increase in the incidence rate of individuals diagnosed with autism spectrum disorder (ASD). This phenomenon is accompanied by the growing number of inclusive policies and guidebook for educators and health agents, describing interventional practices that guarantee the education/treatment of these individuals in school and non-school settings. The purpose of this literature review, associated with documentary research, was to analyze reference publications, disseminated by the Ministry of Health and Education, which address interventional practices for individuals with ASD, published in the last 20 years. Results from the six documents identified indicated that the conceptions of ASD, the interventions proposed, as well as the professional profiles of those who work with this population were not always aligned with empirically validated protocols. Alternatives for the production, dissemination, and improvement of evidence-based practices (EBP) for students with ASD are discussed.
Reexamining the Role of Gifted Education and Talent Development for the 21st Century: A Four-Part Theoretical Approach
Author: Renzulli, Joseph S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Gifted,Creativity,Problem Solving,Talent Development,Role of Education,Futures (of Society),Educational Theories,Models,Social Capital,Gifted Education

Why and how should a society devote special resources to the development of giftedness in young people for the twenty-first century? If we agree that the goals of gifted education and talent development are to maximize young people's opportunities for self-fulfillment and increase society's reservoir of creative problem solvers and producers of knowledge, then it would seem wise that programming and services enhance students' capacity for creative productivity, not just content acquisition. This general theory for the development of human potential is discussed through an exploration of four research-based subtheories: the Three-Ring Conception of Giftedness, the Enrichment Triad Model, Operation Houndstooth, and Executive Functions. In this article, a reexamination of current gifted and talented programming is intended to generate future research, extend dialogue among scholars, and inspire continued support for programming based on theory and related research.
The Value of Student Feedback in Open Forums: A Natural Language Analysis of Descriptions of Poorly Rated Teachers
Author: Valcarcel, Carlos
Date: 2021-06-07
Type: Journal Articles
Subjects: Student Attitudes,Feedback (Response),Web Sites,Teacher Evaluation,Student Evaluation of Teacher Performance,Natural Language Processing,Teacher Effectiveness,Language Usage,Teacher Behavior,Computer Mediated Communication,School Policy,High School Students,Middle School Students,High School Teachers,Middle School Teachers,Rating Scales,Discourse Analysis

In this paper we used natural language processing to review hundreds of thousands of negative student reviews of their teachers submitted to the website RateMyTeacher.com. Our analysis identified several issues raised by students when rating teachers poorly, which adds to the literature that defines &quot;bad teachers&quot; from the student perspective. We also identify the language students used to describe these issues and notice a clear distinction between the language used to address teaching-related complaints and behavior perceived as unfit for teachers. We argue that digital forums can be valuable tools for schools and conclude with suggestions and examples of the type of policies that may be derived from this type of analysis of a digital forum for students.