ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service Teachers&apos; Perceptions of Professional Standards and Their Integration into Pre-Service Training: A Comparative Study of Australia and Pakistan
Author: Shaukat, Sadia
Date: 2021-11-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Preservice Teachers,Student Attitudes,Standards,Preservice Teacher Education,Teacher Education Curriculum,Integrated Curriculum

This paper critically analyses 52 Australian and 68 Pakistani pre-service teachers' (PST) perceptions of professional standards for teachers enabling the comparison of teacher preparation in the two countries. A multivariate analysis of variance tested the hypothesis that an integrated standards-based teacher preparation program was more effective for professional skills and competencies development than a non-integrated one. While the Australian PSTs undertaking a standards-integrated curriculum reported significantly higher levels of professional preparation in ten areas of professional Standards, their Pakistani counterparts - who were not exposed to such curriculum - reported inadequate preparation. The findings have implications for teacher educators and policy makers involved in the development of pre-service teacher programs.
Secondary Curriculum Literacy and Teacher Word-Knowledge: Further Findings from a Western Australian ITE Cohort Study
Author: Moon, Brian R.
Date: 2021-11-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Curriculum,National Curriculum,Preservice Teacher Education,Preservice Teachers,Vocabulary Skills,Knowledge Base for Teaching,Literacy,Ability,Definitions,Prior Learning,Morphology (Languages)

The Australian Government, in its Professional Standards for Teachers and Australian Curriculum framework, requires that all secondary teachers actively teach the specific literacy of their learning area. Yet achievement of that goal hinges on teachers having first acquired the pre-requisite literate competencies during their own schooling. There are reasons to doubt that this is the case for some graduate teachers, which means attempts to raise standards in schools are beset by a troubling circularity. Here we illustrate the problem with further findings from a Western Australian ITE Cohort Study (n=393), focussing this time on the word knowledge of secondary teaching graduates. Our analysis suggests that some secondary ITE students carry shortcomings from their own schooling that may hamper their ability to teach word knowledge or to self-correct. Current training and resources may thus have limited efficacy for some graduating teachers, placing limits on what can be achieved in schools. We consider the implications for literacy policies and for initial teacher education at secondary level.
Primary School Teachers&apos; Perceptions of Digital Culture
Author: Mensan, Nur Özge
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Classroom Environment,Educational Technology,Technology Uses in Education,Blended Learning,Technological Literacy,Teacher Competencies,Generational Differences,Foreign Countries

Children born into the digital world and grow up with digital tools begin to surf the internet, download files, play games and engage in many different digital activities from an early age. Because these children who grow up in the digital world are exposed to various digital experiences, their brains are constantly renewed, and children are entirely different from their teachers. This study aims to determine the digital profiles of primary school teachers and reveal their opinions about creating a digital culture environment in their classrooms. The findings obtained from the research showed that the majority of the classroom teachers are digital hybrid, the majority of the others are digital immigrants, and very few are digital natives. When the opinions of primary school teachers on the concept of digital culture are examined, it is seen that each teacher in three profiles has basic information about digital culture. The research results reveal that the majority of participating teachers have a digital hybrid profile, who both adopt the use of digital tools and cannot give up traditional methods.
Society 5.0 in Human Technology Integration: Digital Transformation in Educational Organizations
Author: Yaras, Zübeyde
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Technology Integration,Technological Advancement,Social Change,Man Machine Systems,Knowledge Economy,Influence of Technology,Administrator Role,Role of Education,Work Environment,Family Work Relationship,Artificial Intelligence,Resistance to Change,Expectation,Preservice Teachers,Student Attitudes

In the conducted study, it was aimed to determine the impacts of Society 5.0 on digital transformation in organizations in human technology integration. For this purpose, answers were sought to the questions of changing positions of people in line with changing business conditions, functions of people in the digital world, changing roles of management and managers, expectations of society from managers, how to establish a balance in organizations in the process of technological integration and change. In this research, which was structured in the &quot;phenomenology&quot; pattern within the framework of basic qualitative research, the study group was determined by using the &quot;convenience sampling&quot; method. In this context, the study group of the research consisted of 50 undergraduate students studying at Hatay Mustafa Kemal University, Faculty of Education. As a data collection tool, a semistructured interview form consisting of five questions was used by the researchers. The data obtained were analysed using the &quot;inductive thematic analysis&quot; method utilize in the analysis of qualitative research. In line with the findings; it is among the results that technology affects people's positions at work, advanced technology products limit people's functions in society, Society 5.0 creates a need for transformation in the roles of managers, social expectations from managers change in the process of Society 5.0, and organizational balance is crucial for the digital transformation process.
The Effects of Children&apos;s Rights and Democracy Education on Children&apos;s Democratic Behaviors
Author: Kükürtcü, Sevi Kent
Date: 2022-00-00
Type: Journal Articles
Subjects: Childrens Rights,Democracy,Democratic Values,Child Behavior,Citizenship Education,Foreign Countries,Kindergarten,Preschool Children

This study aims to investigate the effects of early childhood Children's Rights and Democracy Education on children's democratic behaviors. The study group consisted of a total of 53 children (28 experimental, 25 control) aged between 60-72 months, who were attending two kindergartens affiliated with the Directorate of National Education in Kayseri. The study used the quantitative research method of pretest/posttest and control group quasi-experimental design. Data were collected by using the Democratic Behavior Scale developed by the researcher. The findings showed that while no significant difference existed between the pretest scores of the experimental and control groups prior to Children's Rights and Democracy Education, the posttest mean scores of the experimental group increased significantly after the training as compared to the control group. In addition, learning was shown to be permanent by the results of a retention test given to the experimental group one month after the program ended. The results showed that the children who participated in the Children's Rights and Democracy Education program displayed higher and more permanent development than the control children in the democratic behavior, autonomous behavior, and knowing one's rights subdimensions of the Democratic Behavior Scale.
Relational Becoming: Considering Classroom Dialogue in Ethico-Ontological Terms
Author: Sabey, David
Date: 2022-00-00
Type: Journal Articles
Subjects: Dialogs (Language),Classroom Communication,Controversial Issues (Course Content),Political Attitudes,Ethics,High School Students,Undergraduate Students,Self Concept,Discourse Analysis,Student Attitudes,Group Dynamics

This paper draws on Bakhtin's ethico-ontological vision of dialogue to theorize &quot;relational becoming&quot; on a micro-level. To do so, it introduces three &quot;ethical dimensions of dialogue&quot; (responsibility, responsiveness, and capacitation) and develops the interrelated concepts of addressability and presencing as analytical lenses. Drawing on transcript data from a series of high school and college students' discussions about controversial political issues, the analysis examines how interlocutors made themselves addressable, addressed each other, and were &quot;presenced&quot; in dialogue. It also discusses the ethico-ontological potential of these interactions, identifying a problematic tendency among interlocutors to not &quot;show up&quot; in verbal discourse in a variety of ways,including, in particular, reliance on abstractions.
What Makes Authentic Questions Authentic?
Author: Schaffalitzky, Caroline
Date: 2022-00-00
Type: Journal Articles
Subjects: Authentic Learning,Questioning Techniques,Dialogs (Language),Teaching Methods,Class Activities,Identification,Interpersonal Competence,Epistemology,Evaluation Methods,Teacher Student Relationship,Classroom Communication

In some approaches to dialogic pedagogy research, authentic questions have long attracted attention, since the prevalence of authentic questions has been used as an indicator of the dialogic quality of classroom activities. However, this article offers an analysis of the concept of authentic questions in the research literature and shows that this concept is less clear than is commonly assumed. For instance, descriptions and definitions offered are very heterogeneous even within particular studies, and classifications of authentic questions vary across research literature. The analysis identifies four different, implicit conceptual elements in &quot;authentic question&quot; -- some of which cannot be reconciled. The analysis also identifies an important underlying theme, namely mutual recognition and respect, in descriptions of authentic questions. Accordingly, the article concludes with the recommendation that future research on authentic questions includes this theme explicitly in reflections on the identification of authentic questions.
Digital Literacy Competencies among English Teachers of Nepal: Are They Ready for Online Instruction?
Author: Saud, Mohan Singh
Date: 2021-00-00
Type: Journal Articles
Subjects: Technological Literacy,Second Language Learning,Second Language Instruction,English (Second Language),Secondary School Teachers,Computer Software,Language Teachers,Online Courses,Teaching Methods,Foreign Countries,COVID-19,Pandemics,Delivery Systems,Teacher Attitudes

Nepal's educational system has been face-to-face since the beginning of the formal schooling system. However, this mode of delivery was greatly affected by the COVID-19 pandemic. Due to its outbreak, the government suspended the traditional classroom teaching system, encouraging the use of online teaching. English teachers need digital literacy skills for them to deliver online teaching effectively. Considering this situation, this study aimed to survey the digital literacy skills of the secondary school level English teachers of Nepal with the objective of checking their preparedness for online delivery of contents. An online questionnaire was designed using Google docs and distributed among English teachers via emails and messengers. This study found that secondary school level English teachers are ready for online mode of teaching and possess necessary digital literacy skills for online delivery.
The Effect of LEGO Manipulative Use on Student Performance in the Mathematical Skills of the 2nd Grade: Parents&apos; and Students&apos; Views
Author: Günes, Habibe
Date: 2021-00-00
Type: Journal Articles
Subjects: Toys,Teaching Methods,Academic Achievement,Mathematics Skills,Grade 2,Elementary School Students,Parent Attitudes,Student Attitudes,Manipulative Materials,Problem Solving,Mathematics Instruction,Mathematics Achievement

The purpose of this study was to investigate how the use of the action-based manipulatives affects students' problem-solving skills, fluency, understanding, and reasoning ability in mathematics classrooms. A case study was conducted as an out-of-school project with seven second grade students who were part of the study group. Data collection instruments included interview protocols, student observation forms, and student worksheets. Data were collected from the students and their parents. Linguistic and content validity were checked by experts in the field. Finally, the data were analyzed descriptively. The results showed that the performance of the students was above 85%. Solving questions with both software and physical materials made the learning process easy. Students socialized and shared opinions and solutions. Parents reported that the use of this teaching tool encouraged students' creativity in learning abstract concepts and provided opportunities for regular communication and cooperative group work in class. As a result, students learned alternative ways to solve problems, which improved their problem-solving skills and mathematical fluency. Constructing physical models using LEGO materials and MathBuilder software also facilitated their understanding of abstract concepts. The suggestions presented in this study are important and pave the way for the use of hands-on materials and 3D software for teaching abstract concepts in the classroom.
The Effect of STEM-Based Education Program on Problem Solving Skills of Five Year Old Children
Author: Sahin, Hakan
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Program Effectiveness,Problem Solving,Preschool Children,Kindergarten,Foreign Countries,Learning Activities

With STEM education, children obtain 21st-century skills, such as systematic thinking, problem-solving, being able to see the relationships between events and creative thinking skills, etc. and as for the development of problem-solving skills, it is included in 21st century skills in connection with STEM education. In parallel with the abovementioned, this study aims to examine the effect of a STEM-Based Education Program on the problem-solving skills of children aged five. The research group was determined by the purposive sampling method; the experimental group was composed of 19 five-year-old children of a private kindergarten from Ankara's Çankaya province, and the control group included 18 children from the 2017-18 academic year. The General Information Form and Problem Solving Skills Scale were used as data collection tools in the study. The STEM-Based Education Program prepared by the researcher was applied to children in the experimental group two days a week for a period of eight weeks. It was determined that there was a significant difference in the problem-solving skills of children in the experimental group who received the STEM-Based Education Program (p&lt; 0.05). It was observed that the effect of the training was preserved with the permanence test applied to the experimental group three weeks after the last test. It has been determined that educational programs with STEM-based activities significantly affect children's problem-solving skills.
From Bologna to Zoom: The Evolution of the University
Author: Custred, Glynn
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Educational Change,Educational History,Universities,Futures (of Society),Educational Trends,Foreign Countries

Those who were students in the 1960s, and who then joined the ranks of university faculties and administrations, have seen in that short span of history a rapid flow of events which has brought substantial changes to the institution; changes which may well mark the beginning of a major turn in the history of the university. In the field of education, as in other domains, some knowledge of the past can provide a better understanding of the present and what it might mean for the future. In this article, Glynn Custred traces the modern university's origins from eleventh century Western Europe through the birth of the university outside of Europe to the gradual leftward drift of the American university in the 1940s to the radical transformation in the American university seen today.
Campuses as Faux Nations
Author: La Noue, George R.
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,College Environment,Civil Rights,Academic Freedom,Student Rights,Freedom of Speech,Search and Seizure,Constitutional Law,Court Litigation,School Policy,Policy Formation

The problem is the widespread practice by many campuses in defining community membership in ways that deny their students the civil liberties and civil rights all other Americans are guaranteed. Thus, when forty-year old veterans enroll for even one part-time course, they may find that First and Fourteenth Amendment rights existing off campus no longer apply to them as students. They may seem to have joined a different nation with various sets of ambiguous rules. Some campuses place those sanctions not only on campus-based actions, but on social media comments made in the distant past as well. The reality is that there are more than 3,000 campuses in the United States. The efforts by Alliance Defending Freedom (ADF), Foundation for Individual Rights in Education (FIRE), Speech First, and other organizations have been essential in establishing legal precedents and at least providing temporary relief to victims of speech suppression on various campuses. But the new judicial openness to holding campus authorities accountable through the imposition of personal damages offers an alternative to the &quot;whack a mole&quot; approach now used. In this article, George La Noue argues to create damage precedents, litigation will have to be more time consuming and expensive requiring attorney fees to be sought when cases are won. Extensive discovery and depositions with the creators of speech suppression policies will be necessary. Who drafted the policy and which administrators and board members reviewed it? What role did campus activists or outside groups play in policy design? Was legal counsel involved and what was their advice? Given that sort of record, a court can determine whether damages should be assessed, how much they should be, and who should pay them? When those sorts of precedents are established, more responsible speech policies consistent with constitutional rights in higher education nationwide will start to be seen.
Chinese International Students&apos; Perceptions of Their Language Issues in U.S. Universities: A Comparative Study
Author: Jiang, Xuan
Date: 2017-00-00
Type: Journal Articles
Subjects: Asians,Foreign Students,Student Attitudes,Case Studies,Language Usage,English (Second Language),Second Language Learning,English for Academic Purposes,Comparative Analysis,Second Language Instruction,Chinese,Native Speakers,Educational Change,Difficulty Level,Transfer of Training,Interference (Language),Morphology (Languages),Syntax,Phonology,Pragmatics

Many students from China in U.S. universities have revealed their difficulties in using English in both communicative and academic contexts. Their difficulties have been a concern in the fields of academic practices and research studies. Accordingly, the current study was developed, to understand and support Chinese students in the U.S. universities. It compared two unpublished exploratory case studies conducted in two universities, which investigated difficulties faced by Chinese students via interviews. Through multi-faceted analysis of participants' perceptions of their language issues, we argue that English for Academic Purposes (EAP) courses or similar language courses should be more geared to academic writing and speaking for Chinese newcomers. The findings provide insights for reforming the curriculum of language courses in U.S. universities.
More Diversity? Talk Is Cheap
Author: Carl, Noah
Date: 2021-00-00
Type: Journal Articles
Subjects: Crime Prevention,Terrorism,Motivation,Social Theories,Social Problems,Taxonomy,World Problems,Computer Security,Computer Networks

Any academic from an overrepresented group who advocates more &quot;diversity&quot; is directly contributing to the lack of &quot;diversity&quot; by remaining in his position. Assuming the number of jobs is relatively fixed, such an individual is effectively saying, &quot;I want the percentage of academics who have the same demographic characteristics as me to go down, but I am not willing to give up my job in order to achieve that goal. Rather, I want other academics with those demographic characteristics to give up their jobs, or to lose job opportunities.&quot; In this article, Noah Carl argues that this is not a principled stance. Academics from overrepresented groups who are in favor of more &quot;diversity&quot; have an obligation to resign, and they should continue to fulfil this obligation until the demographic composition of academia matches the demographic composition of the general population.
Creating the Transdisciplinary Individual: Guiding Principles Rooted in Studio Pedagogy
Author: Morales, Melita M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Inquiry,Research,Researchers,Cooperation,Individual Characteristics,Art,Studio Art

It is widely recognized that the great challenges of the 21st Century cannot be understood or addressed through one discipline operating in a silo of research. Solutions to grand scale problems require varied expertise and multiple disciplinary methodologies to generate plausible solution strategies. The individuals involved in transdisciplinary research projects must be capable of employing scientific methods and traditional research skills, as well as engaging additional methods of inquiry such as those used in an art or design studio. In this paper, I first look at literature on transdisciplinarity and note the pattern of importance placed on the transdisciplinary individual. Secondly, I argue that studio pedagogy is integral to fostering the growth of the transdisciplinary individual capable of multi-modal inquiry practices.
Adjusting to a Digital Environment as a Teacher of Adults Learning Mathematics
Author: Jorgensen, Marcus
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Role,Technology Uses in Education,Educational Technology,Electronic Learning,Educational Assessment,Student Experience,Mathematics Education,College Students

As more and more classroom and digital technologies are developed, the author has had to wrestle with how, and if, certain technologies should be employed in teaching a quantitative reasoning course for university students. Ten self-reflection questions capture the author's key decision-making factors in adjusting to a collaboration classroom environment from a traditional classroom. These self-reflection questions, organized by the Areas of Activity from the UK Professional Standards Framework for teaching in higher education, represent important decisions and potential adjustments that all teachers may want to consider as they reflect on their own teaching practice in the digital age. This article is based on a presentation given at the 26th annual conference of Adults Learning Mathematics held in Lund, Sweden in 2019.