ethanporcaro/eric-fulltext-meta huggingface dataset:
Religious Education in Public Schools in Western Europe
Author: Llorent-Vaquero, Mercedes
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Religious Education,Public Schools,Christianity,Civil Rights,International Law,Constitutional Law,State Church Separation,Comparative Education,Correlation,Educational Practices,Educational Policy,Educational Administration

Christianity is one of the cultural and ethical cornerstones of Europe. In the European Union (EU) there is no overarching policy on religious education (RE) in the school system. The authors use a comparative methodology to analyze the constitutions of Western European countries in relation to different aspects of RE. Specifically, it is focused in Germany, Austria, Belgium, France, Ireland, Luxembourg and the Netherlands. Whereas the right to religious freedom for all is clearly established in these constitutions, obvious differences are revealed in the legal provisions for and attitudes towards religious education. For example, the legal framework of this education has been included in the constitutions of all the analyzed countries, except in the case of France. Also, optional subjects are on offer in Germany, Belgium, the Netherlands, and Luxembourg, however no alternative subjects to RE are on offer in Austria. In this sense, the authors defend that it is essential to open up the academic dialogue about religious and spiritual issues.
Curriculum-Based Measurement of Reading: An Evaluation of Frequentist and Bayesian Methods to Model Progress Monitoring Data
Author: Christ, Theodore J.
Date: 2018-02-00
Type: Journal Articles
Subjects: Bayesian Statistics,Curriculum Based Assessment,Oral Reading,Least Squares Statistics,Special Education,Evaluation Methods,Validity,Reliability,Reading Tests,Response to Intervention,Simulation,Regression (Statistics),Statistical Analysis

Curriculum-Based Measurement of Oral Reading (CBM-R) is often used to monitor student progress and guide educational decisions. Ordinary least squares regression (OLSR) is the most widely used method to estimate the slope, or rate of improvement (ROI), even though published research demonstrates OLSR's lack of validity and reliability, and imprecision of ROI estimates, especially after brief duration of monitoring (6-10 weeks). This study illustrates and examines the use of Bayesian methods to estimate ROI. Conditions included four progress monitoring durations (6, 8, 10, and 30 weeks), two schedules of data collection (weekly, biweekly), and two ROI growth distributions that broadly corresponded with ROIs for general and special education populations. A Bayesian approach with alternate prior distributions for the ROIs is presented and explored. Results demonstrate that Bayesian estimates of ROI were more precise than OLSR with comparable reliabilities, and Bayesian estimates were consistently within the plausible range of ROIs in contrast to OLSR, which often provided unrealistic estimates. Results also showcase the influence the priors had estimated ROIs and the potential dangers of prior distribution misspecification.
Grading Policies and Practices in Canada: A Landscape Study
Author: DeLuca, Christopher
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grading,Educational Policy,Policy Analysis,Evaluation Methods,Student Evaluation,Formative Evaluation,Content Analysis,Progress Monitoring,Feedback (Response),Accountability,Classification,Academic Achievement,Measurement,Qualitative Research

Given the longstanding role of grades in education, and their increased use for high-stakes decisions including student mobility, admission, selection, and accountability, this paper presents a systematic review of grading policies across all 10 Canadian provinces and 3 territories. In total, 23 policies were inductively analyzed for their articulation of (a) the purposes of grades, (b) the methods used for generating grades, and (c) the relationship between grading and formative assessment. Our analysis revealed significant areas of consistency across Canada while also highlighting important areas of variation. Implications of these findings on the value and use of grades within and across educational systems in Canada are discussed.
Winning and Re-Winning: Recommendations for Inclusive Education Reform for Students Labelled as Disabled in Alberta&apos;s Schools
Author: Williamson, W. John
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Educational Change,Special Education,Disabilities,Barriers,Educational Policy,Educational Practices,Educational History,Finance Reform,Program Termination,Change Strategies,Accessibility (for Disabled),Elementary Secondary Education

Alberta Education has been engaged in reviews and reforms of special education, and attempting to describe and move toward more inclusive ways of supporting students with disabilities since 2008. These efforts have, at times, resulted in more progressive and inclusive education policies and, at times, seemed somewhat halting. The obstacle to realizing policies that are more consistently inclusive, the authors believe, has been a continuing tendency toward deficit understandings of disability. In this paper, the authors critique recent inclusive education reform and current policy documents in light of ongoing barriers to inclusion, both in practices in schools and in continuing deficit-based tendencies in some current policy statements and resource manuals. The authors conclude by making a series of recommendations, including a consideration of the activist discipline of Disability Studies in Education, to guide continuing reform efforts along more genuinely inclusive lines.
The OECD and Educational Policy Reform: International Surveys, Governance, and Policy Evidence
Author: Volante, Louis
Date: 2017-00-00
Type: Journal Articles
Subjects: International Organizations,Educational Policy,Educational Change,Foreign Countries,International Assessment,Achievement Tests,Secondary School Students,Surveys,Etiology,Governance,Discourse Analysis,Evidence

Over the past 50 years, the Organisation for Economic Cooperation and Development (OECD) has increasingly influenced the nature and scope of education policies in primary, secondary, and tertiary sectors around the world. Policy suggestions in these sectors primarily stem from the results of their various international surveys such as the Programme for International Student Assessment (PISA), the Teaching and Learning International Survey (TALIS), and the Programme for the International Assessment of Adult Competencies (PIAAC). This paper discusses the etiology, key developments, and policy discussions associated with OECD's international surveys in compulsory and higher education settings within Canada and abroad. The authors examine the influence of the OECD on educational governance and the contested nature of international policy evidence in the educational policy sphere.
An Explanatory Model of Teacher Movement within Ontario School Boards
Author: Sibbald, Timothy M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Participation,Boards of Education,Case Studies,Faculty Mobility,Career Choice,Life Style,Models,Teacher Transfer,Qualitative Research,Interviews

Teacher movement within school boards is examined using multiple case study. Emergent themes achieved theoretical saturation and are consistent with the research literature. In this paper, the relationships between the themes are used to develop a substantive theoretical model of teacher movement within school boards. The model uses a two-phase chronology of events that arise during teacher movement. The two phases are the short-term chronology of teacher transfer events, and the other is a long-term chronology of lifestyle over a teaching career. The model is consistent with all findings in this study and concordant with findings by other researchers.
Direct Problem-Based Learning (DPBL): A Framework for Integrating Direct Instruction and Problem-Based Learning Approach
Author: Winarno, Sri
Date: 2018-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Models,Creative Thinking,Teamwork,Direct Instruction,Student Attitudes,Quasiexperimental Design,Problem Solving,Class Activities,Pretests Posttests,Undergraduate Students,Questionnaires,Pilot Projects,Control Groups,Teaching Methods,Foreign Countries

Direct instruction approach has been widely used in higher education. Many studies revealed that direct instruction improved students' knowledge. The characteristics of direct instruction include the subject delivered through face-to-face interaction with the lecturers and materials that sequenced deliberately and taught explicitly. However, direct instruction resulted in low creative thinking and teamwork skills among students. Therefore, problem-based learning activities were adapted to reform and create an innovation of a direct instruction approach in developing the new situation. Objective: This study aimed at exploring lecturers' and students' perspectives towards Direct Problem-Based Learning (DPBL) activities as a new approach for activities in the classroom. Design: A quasi-experimental design was used. Participants: Third-year students (N = 276) who signed up for Computer Networks subject from Dian Nuswantoro University, Indonesia and five lecturers were involved. Findings and Results: Learning outcomes were significantly positively (Sig. p = 0.00). Creative thinking skills score increased 8.4%, Teamwork skills score increased 11.5%, and knowledge score increased 25.9% of DPBL approach. The majority of students have difficulties in the direct instruction approach x-bar = 4.71(0.472). Whereas, x-bar = 1.99(0.655) students have low difficulty in DPBL approach. Expert participants agreed that DPBL approach can enhance creative thinking and teamwork skills x-bar = 4.70(0.50)
Participation in Decision-Making in Class: Opportunities and Student Attitudes in Austria and Slovenia
Author: Mithans, Monika
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Questionnaires,Statistical Analysis,Childrens Rights,Children,International Law,Treaties,Participative Decision Making,Cross Cultural Studies,Elementary School Students,Secondary School Students

This article focuses on the issue of student involvement in the education process. The study comprised pupils aged 10-11, 13-14 and 16-17; 322 students were attending school in Austria, and 458 students were in Slovenia. The data were collected through a questionnaire and processed on the level of descriptive and inferential statistics. The right to participation is among the four main principles set out in the Convention on the Rights of the Child from 1989. However, a study that aimed to identify the areas in which students already have the opportunity to participate in decision-making and areas in which they want more participation showed that they remain insufficiently aware of the right to participation in school. In addition, the study showed that students from Austrian schools have more decision-making opportunities than their peers in Slovenia do. The results also indicate that, despite its proven advantages, legal basis, and the repeated demands for its implementation, participation in the class environment has yet to become common practice.
Foreign Language Learning and Identity Reconstruction: Learners&apos; Understanding of the Intersections of the Self, the Other and Power
Author: Sa'd, Seyyed Hatam Tamimi
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Concept,Second Language Learning,Second Language Instruction,English (Second Language),Qualitative Research,Correlation,Foreign Countries,Student Attitudes,Interviews,Criticism,Western Civilization,Cultural Differences,Values,Islamic Culture,Language Role,Language Attitudes,Power Structure,Focus Groups

The present qualitative study sought to explore the relationship between English language learning and identity reconstruction from the viewpoints of Iranian language learners. The data were collected by means of focus-group interviews with forty-five male intermediate learners of English as a foreign language (EFL). To define the concept of identity, the participants were found to draw upon notions as diverse as personal and social characteristics, ethnic origins, geographical locations, religious affiliations, national customs and rituals and values, amongst others. Furthermore, the vast majority of the learners held that learning English had a profound impact on how they perceive their identity. Of these, nearly all the interviewees regarded the above impact as highly positive and beneficial to the course of language learning. The interviewees also expressed strong inclination to integrate and, therefore, to identify with the target linguistic and cultural norms. Notwithstanding, a number of opposing voices were raised by some learners who resisted identity reconstruction through language learning, claiming that they learned English simply for the sake of instrumental, as opposed to integrative, purposes. These participants also levelled criticisms at what they viewed as &quot;the imposition of Western values on an Islamic country.&quot; The results highlight the vital role of motivation and the status of English as an international language in viewing, redefining and reconstructing identity. In conclusion, the findings confirm the role of discursive practices, power relations, solidarity and otherising with regard to identity reconstruction in the course of second language (L2) learning.
Effect of Video-Cases on the Acquisition of Situated Knowledge of Teachers
Author: Geerts, Walter M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Video Technology,Teacher Education Programs,Preservice Teachers,Educational Technology,Technology Uses in Education,Knowledge Level,Teaching Methods,Teacher Behavior,Classroom Techniques,Design,Pretests Posttests,Interviews,Observation,Foreign Countries,Case Method (Teaching Technique),Hypothesis Testing,English (Second Language),Language Teachers,Experimental Groups,Control Groups,Monte Carlo Methods,Statistical Analysis

Video footage is frequently used at teacher education. According to Sherin and Dyer (2017), this is often done in a way that contradicts recent studies. According to them, video is suitable for observing and interpreting interactions in the classroom. This contributes to their situated knowledge, which allows expert teachers to act intuitively, immediately and effectively. Situated knowledge is used to give form (design patterns) and direction (educational purposes) to a teacher's actions. Design patterns consist of solutions for recurring problems. In the current research, we investigated whether a course in classroom management either with or without video cases contributes more to the development of situated knowledge, design patterns and educational purposes. The pre-and posttest are based on a written advice, given out by 41 students of the Dutch hbo-teacher training with an average age of 22, to the main character of a video case, in addition to an interview and observation report. The results indicate that the use of video cases does not lead to an increase in the number of educational purposes. There is an increase, however, in the design pattern &quot;classroom management.&quot; By internalizing this design pattern, the divide between theory, practical experiences and the identity of the teacher is bridged. Although the classroom management theme dominated the video case and course, the results indicate that a targeted use of video cases in teacher education is effective in promoting the development of situated knowledge.
An Investigation of Pre-Service Primary School Teachers&apos; Attitudes towards Digital Technology and Digital Citizenship Levels in Terms of Some Variables
Author: Çiftci, Serdar
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Student Attitudes,Educational Technology,Technology Uses in Education,Student Surveys,Scores,Gender Differences,Attitude Measures,Internet,Correlation,Technological Literacy,Foreign Countries,Statistical Analysis

This study aims at investigating the relationship between pre-service primary school teachers' attitudes towards digital technology and digital citizenship scale levels. The research was designed in descriptive survey model. The data collection tools were &quot;Attitude Scale for Digital Technology&quot; (ASDT) developed by Cabi (2016) and &quot;Digital Citizenship Scale&quot; (DCS) developed by Isman and Gungoren (2014). Some of the research findings are as follows: While there is a statistically insignificant difference between pre-service teachers' scores from two scales in terms of the variable of gender, the variable of class creates a statistically significant difference between the scores from two scales. The scores from the Attitude Scale for Digital Technology was not affected by the number of years pre-service teachers had spent using the Internet, whereas the same variable affected their Digital Citizenship Scale scores. When the correlations were analyzed, it was seen the relationship between digital attitude and digital citizenship was positive and significant, i.e. as the digital attitude scores of the participants increase, so do their digital citizenship scores.
In Search of Teaching Quality of EFL Student Teachers through Teaching Practicum: Lessons from a Teacher Education Program
Author: Azkiyah, Siti Nurul
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,English (Second Language),Second Language Learning,Student Teachers,Teacher Education,Teacher Education Programs,Practicums,Student Teacher Attitudes,Outcomes of Education,Observation,Foreign Countries,Mixed Methods Research,Teaching Methods,Questionnaires

This study was intended to investigate the teaching quality of student teachers when they conducted their teaching practicum. Teaching quality is conceptualised based on eight classroom factors (orientation, structuring, modelling, application, questioning, building classroom as a learning environment, assessment, and time management) of the dynamic model, which have previously been found to affect student outcomes. The study used a mixed-methods design: a survey on students' perceptions of the teaching quality of their teacher (student teachers) and classroom observation. The study was conducted in Tangerang Selatan, Indonesia, involving English as a Foreign Language (EFL) student teachers in the English Education Program, Syarif Hidayatullah State Islamic University, Indonesia and 199 students of three different schools. The findings revealed that the student teachers did not yet practice the classroom factors of the dynamic model. Some recommendations include incorporating the classroom factors of the dynamic model in the curriculum or syllabus related to pedagogical skills to better prepare teachers in the future. It is also beneficial to study the possibility of sending student teachers to school earlier not only for the teaching practicum but also for other relevant purposes.
Adaptation of Teachers&apos; Conceptions and Practices of Formative Assessment Scale into Turkish Culture and a Structural Equation Modeling
Author: Karaman, Pinar
Date: 2017-12-00
Type: Journal Articles
Subjects: Formative Evaluation,Teacher Attitudes,Structural Equation Models,Behavior Theories,Psychometrics,Beliefs,Foreign Countries,Construct Validity,Factor Analysis,Elementary School Teachers

The purpose of this study was to adapt Teachers' Conceptions and Practices of Formative Assessment Scale (TCPFS) based on the Theory of Planned Behavior (TPB) into Turkish culture and apply the TPB to examine teachers' intentions and behaviors regarding formative assessment. After examining linguistic validity of the scale, Turkish scale was applied to 400 primary school teachers in Turkey. Confirmatory factor analysis (CFA) was administered for the construct validity. The results showed that the model had fairly good model fit (RMSEA = 0.07, CFI = 0.90, TLI = 0.87, IFI = 0.90). Reliability of the Turkish version of the scale was attained through Cronbach's alpha coefficient. Findings revealed that adapted scale has satisfactory psychometric features. Since the psychometric properties of the scale in the TPB were acceptable, predictive model was estimated. Structural equation modeling was used to examine the applicability of TPB in understanding teachers' conceptions and practices of formative assessment. The results supported that TPB model can help to predict and explain teachers' conceptions and behaviors regarding formative assessment.
Multicultural Education vs. Implicit and Explicit Ethnocentric Education: Text Analysis of a Contemporary Israeli Value Education Program
Author: Reingold, Roni
Date: 2017-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Educational Policy,Policy Analysis,Foreign Countries,Values Education,Ethnocentrism,Course Descriptions,Acculturation,Social Integration,Hidden Curriculum,Content Analysis,Program Descriptions

In the year 2000, Israel purportedly adopted a multicultural educational policy. It replaced the covert assimilation policy, which was referred to as &quot;the integration policy.&quot; The aim of the present study was to analyse the contemporary Israeli program of value education. Using the method of content analysis, the present study sought to determine whether the syllabi of the contemporary program reflect the adoption of a multicultural educational policy, or whether they produce only multicultural rhetoric. The findings reveal that the program reflected mainly the pluralistic approach while still maintaining traces of ethnocentric rhetoric of certain syllabi in the program.
Evaluation of Mathematical Game Design Skills of Pre-Service Classroom Teachers
Author: Pilten, Pusat
Date: 2017-09-00
Type: Journal Articles
Subjects: Mathematics Instruction,Design,Preservice Teachers,Educational Games,Foreign Countries,Case Studies,Qualitative Research,Undergraduate Students,Feedback (Response),Observation,Interviews,Teaching Methods,Undergraduate Study,Evaluation,Prediction

The purpose of the research is to evaluate the games prepared by pre-service classroom teachers within the scope of &quot;Mathematics Teaching 1&quot; and &quot;Mathematics Teaching 2&quot; courses, which are included in the undergraduate classroom teaching programs in Turkey, and to make predictions on the game design skills of pre-service teachers through them. The study has been conducted as a case study which is one of the qualitative research designs. The sampling group has been composed of 108 mathematical games designed by 386 undergraduate students, who were third year students at Necmettin Erbakan University, department of classroom teaching in 2015-2016 academic year, fall and spring semesters. Data collected through interviews and observations have been analysed with the help of descriptive analysis method. Results indicate that pre-service teachers failed at designing games that are satisfactory in terms of &quot;Game Rules&quot;, &quot;Goals and objectives&quot;, &quot;Outcomes and feedback&quot; and &quot;Interaction&quot;. This can be taken as one of the main indicators of general failure in game designs. According to the other findings, game designs developed by pre-service teachers were partially or completely satisfactory in terms of &quot;Conflict (Competition, challenge, and opposition)&quot; and &quot;Story&quot;.