ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation into the Views of Refugee Students&apos; Teachers on Their Subjective Well-Being: A Qualitative Descriptive Study
Author: Ira, Nejat
Date: 2021-00-00
Type: Journal Articles
Subjects: Refugees,Elementary School Students,Elementary School Teachers,Teacher Attitudes,Well Being,Mental Health,Life Satisfaction,Children,Teacher Student Relationship,Parent Teacher Cooperation,Parent Attitudes,Teacher Administrator Relationship,Collegiality,Work Environment,Communication Problems,Culturally Relevant Education,Foreign Countries

The negative effects of natural and social issues on individuals have necessitated the discussion of the concept of subjective well-being as a major health concern. Teachers' subjective well-being has a crucial role in the functioning of the education system. This qualitative descriptive study aims to examine the views of refugees' teachers on their subjective well-being. The data obtained in the study were collected with semi-structured interviews. The data were collected from seven teachers working at a public primary school in Çanakkale, Turkey in the fall semester of the 2020-2021 academic year. The analyses of the semi-structured interviews with the teachers of the refugee students produced four subjective well-being themes -- i.e., family relationships, communication with refugee students, cooperation with parents, and working conditions. The data revealed that teacher's good relationships with the refugee students' family members and parents, culture-sensitive education-oriented communication with students, and working conditions with a supporting school environment were key to enhancing subjective well-being of the refugees' teachers. This result presented a crucial implication for policymakers to prepare in-service training for the population of the interviewed teachers.
Assessment of 4th Grade Students&apos; Problem-Solving Skills in Terms of Various Variables
Author: Çarkit, Cafer
Date: 2021-00-00
Type: Journal Articles
Subjects: Grade 4,Elementary School Students,Children,Student Attitudes,Problem Solving,Skill Development,Educational Background,Preschool Education,Educational Attainment,Parent Background,Family Characteristics,Siblings,Helping Relationship,Homework,Public Schools,Predictor Variables,Foreign Countries

Problem solving is one of the basic skills needed by individuals today. An individual who has attained problem-solving skills can both overcome difficulties in daily life and be successful in professional business life. In this respect, problem solving is considered as a skill that children should attain from an early age. Many variables are effective in the process of teaching problem solving skills. In this study, 4th grade students' perceptions of problem-solving skills were assessed according to the variables of sex, receiving preschool education, parental education status, family type and person helping with school work. Employing the quantitative research method, the study used the descriptive survey design. The Problem-Solving Inventory developed for elementary school children was used to collect data. The inventory is a 5-point Likert type scale consisting of 24 items and three dimensions. The study universe was 4th grade students attending public schools in the central districts of Gaziantep. Because of the size of the universe, transportation, economic difficulties and lack of time, the study was conducted with a sample determined by simple random sampling method, one of the random sampling methods. 744 4th grade students participated in the study. The data of the research were analyzed with the SPSS 15.0 program. According to the study results, no difference was found in students' problem-solving perceptions according to the sex variable. However, students' problem-solving perceptions differ according to the variables of receiving preschool education, mother's education level, father's education level and family type. Also, it was concluded that having someone who helps students with school work makes a significant difference in their problem-solving perceptions. The study results were discussed within the framework of the relevant literature, and late various recommendations were given.
Civics Education in Higher Education: &quot;Project Citizen&quot; Sample
Author: Öztürk, Talip
Date: 2021-00-00
Type: Journal Articles
Subjects: Civics,Social Studies,Citizenship Education,Citizen Participation,Citizenship Responsibility,Democratic Values,Interdisciplinary Approach,Preservice Teachers,Elementary Secondary Education,Student Attitudes,Student Projects,Active Learning,Problem Based Learning,Community Problems,Public Policy

Project Citizen is an interdisciplinary curriculum for students, youth organizations, and adult groups that encourages citizens' competent and responsible participation in local and state governments in about 35 countries worldwide. In this article, based on an example of Project Citizen activities done with university students, the application stages were examined, and the opinions of the students who applied were analyzed. The research was carried out with 38 students studying at the education faculty of a university in the United States during the 2018-2019 academic year. In the study, the projects prepared by the students in the activities were analyzed with the qualitative analysis program MAXQDA. As a result of the research, it was observed that the students needed comprehensive and detailed information at the beginning stage of Project Citizen, the projects they produced generally consisted of problems in their own lives, and they had the most difficulties in the public policy section while preparing projects. However, they found the project production process effective, efficient, and enjoyable.
An Impossible Public Problem or the Paradox of Activist Resistance: Unwillingly Depoliticizing Immigrants&apos; Schooling in France
Author: Douniès, Thomas
Date: 2021-05-24
Type: Journal Articles
Subjects: Foreign Countries,Access to Education,Immigrants,Politics of Education,Activism,Civil Rights,Nonprofit Organizations,Educational Policy,Barriers,Age Differences,Advocacy

In France as in other European countries, access to education for immigrants beyond compulsory schooling is selectively achieved, through a triage implemented by education administrations. Support organizations are increasingly solicited on this matter. Considering the twofold policy role of non-profits which both act as advocates and providers, this paper sheds light on the reciprocal relationship between the way activists manage enrollment in education and the way this issue is framed in the public sphere. Indeed, militants play a gatekeeping role and can discretely negotiate the access to school at the margins of the official institution. Nevertheless, because this struggle for education is individualized and silent, this issue is not likely to become a public and visible cause, around which a political reaction from public authorities could be claimed. Hence, while they largely counteract the infringement of the right to education, the actions of activists paradoxically participate in making it socially acceptable. That is why, beyond the case of immigrant education, the analysis eventually provides an empirical understanding of the social conditions of the construction of education public problems.
Teacher Attrition: Human Capital and Terms of Employment -- Do They Matter?
Author: Arviv Elyashiv, Rinat
Date: 2021-05-31
Type: Journal Articles
Subjects: Teacher Persistence,Faculty Mobility,Economic Factors,Correlation,Educational Resources,Rewards,Kindergarten,Elementary Secondary Education,Beginning Teachers,Teacher Characteristics,Teacher Motivation,Career Choice,Teacher Salaries,Educational Attainment,Foreign Countries,Human Capital,Career Change,Databases,Records (Forms),Age Differences,Marital Status

Addressing Sorensen and Tuma's resource-reward theory, we explored teacher attrition from an economic perspective. The study aimed to explore the extent to which teachers' resources and terms of employment correlate with attrition behavior. In a sample of 10,340 Israeli K-12 teachers it was found that many beginning teachers who left the profession were relatively highly educated. Although the literature stresses teachers' intrinsic motivation for choosing their career, the findings, in line with earlier empirical studies, suggest that job rewards do play an important role in teachers' career decisions. Moreover, the current findings suggest that at lower salary levels, the rewards-attrition association differs by teacher higher-education level. That is, the attrition rates of highly-educated teachers drop more sharply as salary increases, as expected by the theory. Some explanations and policy recommendations are made.
The Temporary Teachers&apos; Hiring Policy in the Municipal Educational System of Cametá (Pará, Brazil, 2013-2020)
Author: Feldman, Ariel
Date: 2021-06-07
Type: Journal Articles
Subjects: Teacher Selection,Temporary Employment,Municipalities,School Districts,Rural Areas,Foreign Countries,Educational Administration,Power Structure,Case Studies,Anthropology,Political Influences,Principals,Personnel Selection,Teacher Salaries,Compliance (Legal),Educational Policy,Educational Finance,Elementary Secondary Education,Political Power,Court Litigation

This paper aims to analyze the temporary teachers' hiring policy in Cametá, during the last two municipal administrations (2013-2020). The main focus is the interface between disputes for local power and the municipal administration of education. This is a case study using a qualitative approach, employing the procedures of documental analysis, interviews, participant observation, and a survey for data collection. Our theoretical framework was based on understandings from the anthropology of politics, with the concept of &quot;clientelism&quot; as the central analytical category. Moreover, we draw from literature that centers research done from a municipal perspective. The results indicate that the practice of hiring temporary teachers occurs mainly in schools in the rural area, being based on clientelist relationships. Several actors are involved in the hiring process and these clientelist relationships, with emphasis on city council members, school principals, and temporary teachers. Furthermore, the precarization of the labor of temporary teachers was observed, with recurring delayed salaries and months worked without payment. The performance of the public prosecutor's office proved to be insufficient in a scenario of non-compliance with the legal framework that regulates the teaching profession in the Brazilian education system.
Foundation Phase Students&apos; Metacognitive Abilities in Mathematics Classes: Reflective Classroom Discourse Using an Open Approach
Author: Tachie, Simon Adjei
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Classroom Communication,Discussion (Teaching Technique),Foreign Countries,Experiential Learning,Reflection,Case Studies,Student Teacher Attitudes,Problem Solving,Peer Relationship,Teacher Education Programs,Undergraduate Students,Elementary Secondary Education,Preservice Teachers

The research findings describe a model of experiential learning that promotes the development of foundation phase student teachers' metacognitive abilities for mathematics through classroom reflective discourse using an open approach. A case study was carried out on two foundation phase mathematics classes in South Africa's universities; data were collected through observation and focus group interviews. The research's main findings indicated that student teachers' interest in reflective classroom discourse is important using an open-approach-based mathematics class, which helped pave the way for the student teachers to exhibit metacognitive abilities relevant to the teaching and learning steps of a foundation phase mathematics class. Deciding on the type of problem to work on, posing open-ended problems to colleagues for discussion in class, stimulating students' reflective self-centred learning, whole-class discussion, comparison of a particular problem and summarising important information for self-development in teaching and learning through connecting students' mathematical ideas all formed part of reflective classroom discourse. Recommendations were made for further development of metacognitive abilities.
Practical Education of Adults with Intellectual Disabilities Using a Web Course
Author: Benda, Petr
Date: 2019-00-00
Type: Journal Articles
Subjects: Adults,Intellectual Disability,Adult Vocational Education,Web Based Instruction,Navigation (Information Systems),Video Technology,Animation,Visual Aids,Repetition,Caregivers,Instructional Effectiveness,Horticulture,Employees,Knowledge Level,Skill Development,Foreign Countries

Education of adults with intellectual disabilities in labor activities can help them to successfully and repeatedly carry out their work tasks and significantly help their self-realization. The problem is that the need for frequent repetition of already learned skills requires the constant presence of a teacher or caregiver since such a worker is not able to work independently. This situation increases the cost of employing people with disabilities. The aim is to find a way to reduce the necessary number of caregivers needed in this kind of activity and enable greater self-sufficiency of workers. The presented research intended to verify whether a web course could be an effective educational tool for people with intellectual disabilities. During the research, a group of ten participants with intellectual disabilities was educated to acquire basic skills in horticulture. The first teaching was realized through practical demonstrations at the workplace in the university production garden by professional gardeners. After these demonstrations skills of all participants were verified and so the basic level for further verification and comparison of knowledge was set. Subsequently, using three approaches of repeating the already learned practical curriculum (verbal repetition, no repetition, and repetition using the web course) and different time intervals, the level of knowledge of each participant was verified. Statistical methods were used to compare the results of different repetition approaches. Research results demonstrated that a web course, with specific content that consists of video or animation, combined with the use of pictograms for confident navigation, can be used by people with intellectual disabilities with good results. At the same time, in addition to practical teaching, this was the second best-rated approach of repeating knowledge. Using a web course, participants achieved similar work results as they did in practical teaching.
The Influence of Different Educational Contexts on Tutor Presentations of Visual Arts in Teacher Colleges in Uganda
Author: Ssegantebuka, Julius
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Visual Arts,Teacher Education Programs,Preservice Teachers,Educational Policy,Art Education,Art Teachers,Student Attitudes,Teaching Conditions,Educational Resources,Educational Facilities,Program Content,Educational Practices,College Administration,Administrator Role,School Schedules,Context Effect,Tests,Student Evaluation

Different educational contexts or learning environments differently influence visual arts tutor's performance and pre-service teachers' learning. The purpose of this research was to examine the role the college context plays in the tutors' presentation of knowledge and the pre-service teachers' learning in visual arts in National Teacher Colleges in Uganda. The researcher used interviews, observations, document reviews and focus group discussions to collect data. The results revealed that there were inadequate teaching resources, poor infrastructure and limiting educational policies and administrative support. The research recommended that the ministry of education and sports provide adequate teaching resources, review the limiting educational policies and conduct refresher courses and professional development programs for tutors in National Teacher Colleges in Uganda.
Choosing Teaching as a Profession: Validation of an SMVUP-4-S Assessment Tool
Author: Tomšik, Robert
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Likert Scales,Career Choice,Teaching (Occupation),Preservice Teachers,Test Validity,Psychometrics,Teacher Motivation,Factor Structure,Factor Analysis,Questionnaires

The aim of the present research was to validate the Scale of motivation for choosing teaching profession (SMVUP-4-S), and to explore its basic psychometric properties on a sample of Slovak teacher trainee students. SMVUP-4-S scale was completed by 1235 respondents with a mean age of 20.1 years. SMVUP-4-S scale consists of 44 items arranged into 11 subscales, which are arranged into three main categories of motivation: intrinsic, extrinsic and altruistic. A latent structure of SMVUP model that consists of two four-factor (intrinsic and extrinsic motivation) and a one three-factor model (altruistic motivation) was tested. Internal consistency was assessed using Cronbach's alpha. Exploratory factor analysis (EFA) was calculated using the Maximum Likelihood estimation. To evaluate Confirmatory factor analysis (CFA) X[superscript 2]-test, CFI, RMSEA, SRMR, AIC, BIC and TLI indicators were used. SMVUP-4-S scale showed an acceptable internal consistency. Using EFA two four-factor and one three-factor model were extracted. CFA indicated that four-factor models had a good fit to the empirical data (Intrinsic motivation X[superscript 2]/df = 4.925, Extrinsic motivation X[superscript 2]/df = 4.781). Modifying indexes have shown that several items have correlated with residual variances which leads to low fit to the empirical data in three-factor-model. After the implementation of covariants between items this model has also shown a good fit to the empirical data (Altruistic motivation X[superscript 2]/df = 4.715).
Assessing the Influence of Service Recovery Strategies on Distributive Justice in Higher Education Institutions
Author: Msosa, Steven K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,College Students,Justice,Services,Financial Problems,Educational Equity (Finance),Failure

In recent times, students in higher education institutions have raised their expectations and are becoming less tolerant to poor service. The reality is that service failures are bound to happen. However, effective service recovery strategies could minimise the impact of service failure. The aim of this research was to analyse the influence of service recovery strategies on distributive justice in higher education institutions. A total of 430 students from three public universities in South Africa participated in this research as respondents. The research adopted a quantitative, descriptive and cross-sectional approach. The findings of this research showed that compensation and explanation have a positive and significant influence on distributive justice. Furthermore, the results showed a positive and insignificant influence of apology on distributive justice. The findings of this research are a wake up call to higher education institutions to focus on the two strategies of service recovery, namely explanation and compensation to achieve distributive justice. Thus, higher education institutions should firstly, focus on the use of an explanation to achieve distributive justice because it is offered at no cost compared to compensation which normally wears a financial face. This is based on the fact that higher education institutions are non profit making institutions such that they cannot afford to offer financial compensation on regular basis to address student problems. Ultimately, higher education institutions are advised to consider the severity of service failure before offering any form of service recovery to avoid double deviation.
Exploring the Leadership Skills of Pre-Service Social Work Students: Implications for Social Work Education
Author: Horishna, Nadiia
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Leadership,Student Characteristics,Graduate Students,Undergraduate Students,Full Time Students,Part Time Students,Employment Level,Extracurricular Activities,Skill Development,Social Work,Predictor Variables,Public Colleges,Young Adults,Foreign Countries

The importance of leadership is discussed widely in the social work literature. However, little is known about the leadership skills of social work students and factors affecting their development in the environment specific to higher educational institutions (HEIs). This research aimed to find out what skills pre-service social work students had related to leadership and to determine if significant differences existed in terms of such predictor variables as level and form of study, employment status, and involvement in co-curricular activities. The research employed the quantitative approach based on a descriptive cross-sectional survey involving a sample of 158 social work students from three Ukrainian universities. The research group consisted of 88% female and 12% male respondents, aged between 19 and 31. Data were obtained through the Student Leadership Outcomes Inventory, which contained 60 items measuring skills on 8 scales: (a) self-management, (b) interpersonal communication, (c) problem-solving and decision-making, (e) cognitive development and critical analysis, (f) organization and planning, (g) self-confidence, (h) diversity awareness, and (h) technology which served as outcome variables. All items were rated along a 5-point Likert scale, from poor (1) to excellent (5). The results of the research revealed lower than average levels of leadership skills and existing significant differences by outcome variables for the sample population. The findings suggest the need to strengthen the leadership skills of social work students through the implementation of formal and informal developmental activities and recognition of leadership participation within the social work curriculum.
Academic Achievement of College Students: The Role of the Positive Personality Model
Author: Iglesia, Guadalupe de la
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Student Adjustment,Academic Achievement,Grade Point Average,Positive Attitudes,Goal Orientation,Integrity,Personality Traits,Predictor Variables,Mental Health,Symptoms (Individual Disorders),Well Being,Foreign Countries

This research aimed at testing an explicative model of academic achievement of college students. Positive personality traits were hypothesized as the main predictors. Mental health and academic adjustment were tested as mediator variables. This model intended to reflect the main hypothesis that academic achievement is multi-determined and non-intellectual variables play an important role in explaining it. Sample was composed of 256 college students of different majors. The results obtained highlighted the importance of differentiating subjective and objective academic achievement in terms of academic adjustment (AA) and grade point average (GPA), respectively. The explicative model that included positive traits as background variables confirmed the mediating role of mental health and AA in explaining GPA. Sprightliness was the most important predictor of academic achievement in comparison to the other positive traits studied. It is concluded that positive personality traits play an important role in academic outcomes.