ethanporcaro/eric-fulltext-meta huggingface dataset:
Educating the Approaches to Intellectual Property as the Trends of Application of Subjective Good Faith in Russian Law
Author: Vasilyev, Artem S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Intellectual Property,Federal Legislation,Legal Problems,Laws,Civil Rights

In Russian law, the term &quot;good faith&quot; (&quot;good conscience&quot;) refers to different concepts: &quot;honest practice&quot; and &quot;ignorance of the fact when such ignorance generates legal consequences.&quot; The article investigates the educational aspects of distinguishing objective and subjective good faith. The questions of application of the rules on subjective good faith to the relations arising in connection with the establishment, circulation and protection of civil rights are considered. The analysis of the content of the legal regime of objects of absolute property rights (things, property security, share in the right of common property, corporate rights) allowed us to conclude that the consideration of the rules on subjective good faith is a natural, necessary element of the legal regime of any object of civil turnover, and the real question is only the recognition of such an element of the legal regime by the rule of law and the definition of the features of its application.
Psychodiagnostics of Preschool Children with Autism
Author: Subhan, Nabiyeva Aida
Date: 2020-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Preschool Children,Communication Skills,Skill Development,Behavior Problems,Behavior Modification,Bullying,Computer Mediated Communication,Emotional Response,Symptoms (Individual Disorders),Communication Problems,Foreign Countries,Clinical Diagnosis,At Risk Persons,Screening Tests,Interpersonal Competence,Speech Skills,Cognitive Ability,Psychomotor Skills

The article deals with the training and psycho-correction of children with autism. Psychological correction preventing the development of autism plays an important role nowadays. Significant experience has already been gained through clinical and psychiatric studies in this area. Diagnostic criteria for this problem were first identified by Kanner. The article explores the possibilities of determining the characteristics and level of development of purposeful formation of communication skills in preschool children with autism. Based on the obtained indicators, methods that will help to identify and implement more effective methods of pedagogical correction with children with autism individually and in groups are studied as well.
The Characteristics of Professional Pedagogy Orientation
Author: Bakholskaya, Natalia A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Higher Education,Educational Environment,Student Experience,Teacher Education Programs,Preservice Teacher Education,Teaching Skills,Teacher Competencies,College Faculty,Professional Identity,Foreign Countries

This study aims to investigate the characteristics of professional orientation in pedagogy. Based on the works of I.S. Yakimanskoy, E.V. Bondarevskaya, A.A. Melik-Pashayeva, I.N. Semenova, V.K. Zaretsky and other researchers, the authors clarified the principles of personal orientation of educational activities that contribute to the development of the professional orientation of students of pedagogical specialties at the university. The article also presents the author's complex of pedagogical conditions ensuring the development of the professional orientation of students of pedagogical specialties in a higher educational institution. The complex includes the following components: identification and formation of value orientations of students of pedagogical specialties; creating in higher education educational environment that promotes self-realization of the individual; accounting of students' subject experience; development of pedagogical abilities of future teachers; development of professional skills of university teachers as the basis for the formation of professional orientation of students of pedagogical specialties. The article also describes the results of experimental work, which confirmed the effectiveness of the developed complex of pedagogical conditions that ensure the development of the professional orientation of students of pedagogical specialties in a higher educational institution on the basis of personal orientation of educational activities. [The article number (472) shown in the DOI on the PDF is incorrect. The correct article number is 473.]
Unpacking the Relationship between Teachers&apos; Perceptions of Professional Learning Communities and Differentiated Instruction Practice
Author: Wan, Sally Wai-Yan
Date: 2020-12-00
Type: Journal Articles
Subjects: Correlation,Teacher Attitudes,Elementary School Teachers,Professional Development,Communities of Practice,Teacher Collaboration,Teacher Participation,Teacher Leadership,Leadership Styles,Participative Decision Making,Reflection,Dialogs (Language),Individualized Instruction,Curriculum Implementation,Learning,Foreign Countries

Purpose: This exploratory study investigates the relationship between teachers' perceptions of professional learning communities (PLCs) and their differentiated instruction (DI) practice in a Hong Kong primary education context. Design/Approach/Methods: Three subsidized primary schools participated in the study. A total of 121 teachers completed surveys regarding their perceptions of PLC engagement and DI practice. Findings: Using principal component analysis, three dimensions of PLC engagement were identified: student learning, reflective dialogue, and shared and supportive leadership. Two distinctive PLC engagement profiles were generated based on cluster analysis: high PLC engagement and low PLC engagement. Teachers' PLC engagement profiles were correlated with their DI practices. Originality/Value: The findings have implications for fostering teacher engagement in PLCs. Increased teacher participation in PLCs has great potential for promoting the use of DI.
Actionable 10: A Checklist to Boost Mathematics Teaching for Students with Learning Disabilities
Author: Park, Soyoung
Date: 2021-01-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Students with Disabilities,Evidence Based Practice,Learning Disabilities,Direct Instruction,Relevance (Education),Context Effect,Vocabulary,Discussion (Teaching Technique),Error Patterns,Mathematical Concepts,Concept Formation,Feedback (Response),Mathematical Logic,Problem Solving,Generalization

This article presents a checklist of 10 evidence-based practices for educators to apply in mathematics instruction for students with learning disabilities. The checklist is &quot;actionable,&quot; meaning the items on the checklist can be put into action immediately. It provides practical strategies teachers can adopt to fit their lessons regardless of their specific mathematical domain areas or student grade level. The focus of this article is translating research of evidence-based strategies into practice for mathematics instruction.
Is Starting Early Beneficial for the Acquisition of English Articles in an EFL Setting?
Author: Kim, Sanghee
Date: 2020-00-00
Type: Journal Articles
Subjects: Form Classes (Languages),Advanced Students,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Task Analysis,Decision Making,Grammar,Reading Processes,Age Differences,Language Processing,Reading Comprehension,Graduate Students,Undergraduate Students

This study investigates the role of age of first exposure in the acquisition and processing of English articles in an EFL setting. Fifty advanced Korean learners of English participated in a grammatical acceptability judgment task and a self-paced reading task. The participants were divided into two groups depending on the initial age at which they were constantly exposed to English at least 3 hours per week ('early group' &lt; 12; 'late group' [greater than or equal to] 12). No significant performance differences were observed between the two groups in the judgment task. However, meaningful differences were found between the reading behaviors of the two groups in the self-paced reading task. These findings show that the learners' age of first exposure has a significant impact on learners' performance when the ability to process English articles in real-time is evaluated. In contrast, it has much less impact on learners' performance on a task which tests explicit knowledge under no time-limit condition.
Desperate Measures: How Teacher Preparation Programs Can Engage and Retain Black Male Teacher Candidates
Author: Black, Ernest
Date: 2020-00-00
Type: Journal Articles
Subjects: African American Teachers,Males,Teacher Education Programs,Academic Persistence,School Holding Power,Student Recruitment,Disproportionate Representation,Labor Turnover,Racial Bias,Discipline,Income,Peer Relationship,Role Models,Student Needs,African American Students

Black male teachers are less than two percent of all current teachers in the United States. However, there has been an effort to recruit and retain Black men into the teaching profession for a number of reasons. All students benefit when they have a Black male teacher. Black boys, in particular, have markedly higher test scores and improved discipline when they have a Black male teacher. Black male adults in educational settings is essential for enhancing Black boys? academic and social development. There is a need for Black male teachers in education. Even with nationwide recruitment efforts like My Brother's Keeper, the numbers of Black male teacher remain small. Additionally, Black male teachers leave the profession at a higher rate than other subgroups. This paper will examine one teacher preparation program's effort to increase retention of Black males in the teacher preparation program and the teaching profession.
#learningtoreflect: Preservice Teachers&apos; Reflections on Instagram
Author: Billen, Monica
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Reflection,Social Media,Photography,Learner Engagement,Field Experience Programs,Graduate Students,Observation,Problem Solving

Although research on teacher reflection is vast, research on preservice teachers? (PSTs) use of social media and multimodal reflections is minimal. This study provides greater understanding into how PSTs used Instagram as a platform for engaging in reflection. Throughout an academic year, a group of fourteen PSTs used Instagram several times each week to reflect on their field experience rather than writing a reflective paper. I propose that the participants in this study were photoreflecting, which is the process of deep consideration as one transmediates images and print language. The participants in this study photoreflected by (a) photojournaling, (b) noticing, (c) noticing and extending, (d) noticing and problem solving, and (e) noticing and changing. Participants photojournaled the most and noticed and changed the least.
Supporting Teacher Candidates during COVID-19: Lessons Learned
Author: Atkins, Charlene
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,COVID-19,Pandemics,Educational Change,Electronic Learning,Distance Education,Barriers,Practicums,Teacher Certification,Synchronous Communication,Asynchronous Communication,Integrated Learning Systems,State Standards,Psychological Patterns

This article provides the personal account of two professors who reflect on the challenges of teacher education preparation due to COVID-19. They discuss the swift transition from face to face instruction to virtual learning and teaching including inequities faculty and teacher candidates faced during remote learning, obstacles surrounding state requirements for practicums and certification along with the social emotional impact. Suggestions for moving forward, based on the lessons learned, include additional supports for teacher candidates. As this was a new experience faced by teacher education programs in the United States, relevant literature is limited.
The Impact of COVID-19 on Rural Areas Students of Pakistan: Moderating Role of HEC Policy and Internet Service
Author: Zahra, Fatima
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Rural Areas,Rural Schools,School Closing,Access to Computers,Internet,Educational Technology,Electronic Learning,Online Courses,Foreign Countries,Death,Disease Control,Higher Education,Access to Education

The purpose of this study is to investigate the significant impact of COVID-19 on rural areas students, in case of Pakistan. It is also a check on the moderating role of Higher education commission policy and access of internet services in providing the education facilities to the rural areas. This study adapted in depth analysis techniques and theoretical result find out that corona virus has knocked down the education of rural area student and incompatible role of Higher education of rural areas students. The ultimate evaluation method in education to compete the disaster situation taken by HEC has failed. Here are few suggestions that are quite cheap and easy to acquire in improving the quality of education facilities of distance learning for the rural area students in case of any pandemic or disaster situation. The mean and way of providing the education facility to rural area students should be replaced. In my view, radio is the effective efficient accessible way of communication in providing education. The books or hard copies should be provided to the students. A timetable of delivering lectures should be given to the students along with books. In financial way, HEC should provide books and hard material within the paid fees.
Evaluation of Digital Citizenship Levels of Teachers in the Context of Information Literacy and Internet and Computer Use Self-Efficacy
Author: Coklar, Ahmet Naci
Date: 2020-00-00
Type: Journal Articles
Subjects: Information Literacy,Teacher Attitudes,Correlation,Citizenship,Technological Literacy,Computer Literacy,Self Efficacy,Measures (Individuals),Age Differences,Institutional Characteristics,Teacher Characteristics,Teaching Methods,Foreign Countries,Faculty Development,Pedagogical Content Knowledge,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Computer Use

This research was carried out to determine the level of digital citizenship of teachers working in different branches and institutions and to determine the relationship between digital citizenship levels and information literacy and internet-computer use self-efficacy. The sample of the study consists of 161 teachers working in a district of Gaziantep province in 2016-2017 academic years. The Digital Citizenship Scale prepared by Isman and Gungoren (2014), the Information Literacy Scale prepared by Adiguzel (2011) and the Self-Efficacy Perception Scale prepared by Sad and Demir (2015) were used in the scope of the research. As a result of the research, it was found that the digital citizenship level of teachers is at a medium level. While the digital citizenship levels of teachers do not differ according to the educational institution level, they differ according to the age range. It was determined that there was a positive, significant, and middle level relationship between teachers' digital citizenship and information literacy and internet-computer use self-efficacy levels. In terms of digital citizenship level, information literacy explains 44% of the total variance, while internet and computer self-efficacy explain 31% of the variance alone.
Teacher Candidates as the Teacher of Record Assists Partner School Districts with the Teacher Shortage
Author: Rich, Greg
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Shortage,Rural Areas,College School Cooperation,Rural Schools,Teacher Selection,Student Teaching,Student Teachers,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Preschool Education,Elementary Secondary Education,Teacher Education Programs,Mentors,Personality Traits,Teacher Role

This research essay examined a growing trend in a rural area of the Midwest where PK-12 school districts are partnering with a local university to hire teacher candidates (TCs) as the Teachers of Record (TORs). Many rural school districts are challenged to address the teacher shortage. As a result, many school districts are hiring TCs as the TOR during the TC's student-teaching experience. Due to the limited research on the topic, this paper aimed to determine if appointing the TC as the TOR was perceived as an effective practice. The researchers used three data sources to gauge the perceptions of the TC, the TC's mentor, and the TC's administrator. Specifically, the researchers started with TC interviews. Next surveys were sent to TCs, the TC's mentor, and the TC's administration. Finally, follow-up phone interviews were conducted with randomly selected TCs. Meeting the needs of partnering districts and providing quality placements for TCs engaged in the culminating field experience can be mutually beneficial for teacher candidates, the school district, and the university.
The TCSEFP Hybrid eMentoring Model: A Distance Education Mentoring Model
Author: Bock, Marjorie
Date: 2020-00-00
Type: Journal Articles
Subjects: Special Education,Fellowships,Mentors,Technology Uses in Education,Distance Education,Special Education Teachers,Preservice Teachers,Preservice Teacher Education,College School Cooperation,Rural Areas,Electronic Learning

This article describes a hybrid eMentoring model used to support fellows during an 11-month fellowship program, the Teachers College Special Education Fellowship Program (TCSEFP). The TCSEFP is a residency in teaching (RIT) induction program that leads to the completion of a high incidence special education endorsement and a master's degree in special education. During the fellowship, each participant receives extensive, explicit mentoring from onsite and off-site mentors. This hybrid eMentoring model, developed as a part of the TCSEFP, is facilitated in part via distance technologies. This article extends the residency in teaching professional literature to special education teacher preparation programs delivered via distance education. The TCSEFP hybrid eMentoring model extends residency in teaching university-school partnerships to K-12 schools in remote rural regions.
Influence of Cultural Values on Rural Girls&apos; Education in Zambia: A Pairwise Case of the Bemba and Tonga Ethnic Groups
Author: Nanyangwe-Moyo, Tina
Date: 2020-11-00
Type: Journal Articles
Subjects: Cultural Influences,Social Values,Sociocultural Patterns,Ethnic Groups,Rural Areas,Females,Children,Adolescents,Barriers,Educational Attainment,Attendance,Dropout Rate,Community Attitudes,Family (Sociological Unit),Group Unity,Sex Role,Behavior Standards,Social Behavior,Work Ethic,Marriage,Power Structure,Foreign Countries

The aim of the study was to profoundly gain understanding into specific cultural values that underlie traditional practices which pose as barriers to rural girls' education in Zambia. A pairwise case study approach was used to identify and describe types of cultural values prevalent in the Bemba and Tonga ethnic groups of Zambia. A total of 28 interviews (16 focus group discussions and 12 key informant interviews) were carried out with community members and school heads in Choma and Kasama, to verify specific proximate barriers associated with school-going girls. Thematic data analysis was performed using NVivo 12. The study identified six broad values that the two ethnic groups mutually desired. Security and protection, purity and propriety of a woman, conformity, respect, generosity and hard work. Conversely, power and possession, and unity were specific to Tongas and Bembas, respectively. The value of &quot;unity&quot; portrayed more impetus than that of &quot;power and possession&quot; to restrain girls from attending school. While both social groups indicated desire to uphold these values, modes of value expression and collective practices were clearly differentiated. The study established that specific practices and norms chocking rural girls' education are performed through the process of cultural value activation. Further, the study demonstrates that cultural values have underlying associations with rural girls' education advancement especially at higher ages. Gaining detailed knowledge of cultural values underpinning specific social groups through case study research is important in order to inform the design of more effective girls' education promotion interventions.
Ecocritical Approach to Children&apos;s Literature: Example of &quot;I Am a Hornbeam Branch&quot;
Author: Aslan, Emine Ulu
Date: 2020-12-00
Type: Journal Articles
Subjects: Childrens Literature,Literary Criticism,Environment,Ecology,Language Usage,Cultural Influences,Discourse Analysis,Environmental Education

Eco-criticism determines how the relationships of each element belonging to the field of being outside the human beings with each other and their environment are depicted in literary texts, the approach of literature to these relationships, as well as the forms of discourse in which a human being can direct through language. The aim of this study is to examine the children book entitled &quot;I Am a Hornbeam Branch&quot; by Hasan Ali Toptas in the context of human-nature relationship and question with what perspectives eco-criticism scrutinizes such literary texts. In this study, the possibilities of thinking about nature are discussed through &quot;I am a Hornbeam Branch&quot; written in an eco-critical language. In the thought imposed by the &quot;human&quot; oriented hierarchical order, inquiries have been made that every living thing other than a human being is considered as the &quot;other&quot; and deprived of an identity owing to the lack of language and intellect. Furthermore, it has been determined that the representation of &quot;nature&quot; is presented in a cycle based on ecological consciousness by taking into consideration material transformations and that the problems of nature are cited not only environmentally but also as sociological, psychological and cultural problems that concern humanity.
Performance Rankings in Education: Implications for Policy and Practice
Author: Njiru, Samson Murithi
Date: 2020-12-00
Type: Journal Articles
Subjects: School Effectiveness,Academic Achievement,Competition,Tables (Data),Institutional Evaluation,Evaluation Methods,Educational Research,Educational Malpractice,Teacher Attitudes,Student Attitudes,Secondary School Students,Secondary School Teachers,Public Schools,Accountability,Value Added Models,Graduation Rate,Educational Policy,Educational Practices,Foreign Countries

In recent decades, school performance ranking (or 'league table') have become a common feature of many education systems in the world. The ranking is usually published by government and news agencies in an attempt to measure and compare the relative performance of individual schools against a number of criteria, including academic performance. This paper reports parts of larger case study that set out to investigate teachers' and students' perceptions of performance ranking in secondary schools in Kenya. The study participants were teachers and students of Mathematics drawn from secondary schools in Embu County in Kenya. Data were gathered through one-on-one semi-structured interviews, focus group discussions, and surveys. The transcriptions of the audio-recorded interviews and focus group discussions were analyzed by first reading the texts of the transcriptions holistically, followed by the development of codes, organizing the codes into larger categories and, finally, organizing the categories into overarching themes. This paper, in particular, examines the research findings through the lens of the existing literature on school performance rankings. The paper demonstrates how school performance rankings in Kenya have been abused over the years to the detriment of quality teaching and learning. Finally, the paper highlights the implications of school performance ranking for policy and practice.