ethanporcaro/eric-fulltext-meta huggingface dataset:
Beauty Bubbles, Subtle Meetings, and Frames for Play: Aesthetic Processes in Danish Kindergartens
Author: Blomgren, Henriette
Date: 2019-01-18
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,Aesthetics,Artists,Preschool Teachers,Educational Cooperation,Young Children,Meetings,Experience

This article contributes to the knowledge about artist-teacher collaboration by focusing on aesthetic processes in a partnership between pedagogues and artists in two Danish kindergartens over a period of 18 months. The research is within the framework of action research and links to the development project, &quot;European Children of Culture,&quot; which involved several European/Baltic/Nordic countries in 2015-2017. The article rests on empirical material (interviews, photos, video recordings and field notes from actions and reflections) and investigates how the involved adults understand, facilitate and frame aesthetic processes and how this leads the researcher to expand perspectives on aesthetics in early childhood services. The aim of the article is to rethink aesthetic processes -- to explore the many layers of aesthetics, not to reduce them. Hence, aesthetic processes in kindergartens become profound aesthetic-sensitive experiences involving hands-on processes with intensified meaning, subtle meetings and intermediate worlds, and ultimately termed &quot;beauty bubbles&quot;.
Educational Resources and the Development of Private Secondary School Education in Ekiti State, Nigeria: 1999-2016
Author: Abolade, Sunday Babalola
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Private Education,Secondary Education,Educational Resources,Educational Quality,Secondary School Teachers,Academic Achievement,Educational Development,Teacher Effectiveness,Educational Facilities

Educational resources are important in the development of education. In Nigeria, Western education was commenced by the Christian Missionaries (that is by private efforts). However, the quality of education was criticized by the elites and the nationalists to the extent that the government subsequently got elaborately involved in the provision of Western education. This research examines the educational resources in the development of private schools, particularly in private secondary school education in Ekiti State, Nigeria, from 1999 to 2016. Historical research method was employed because the study is historical in nature. It was found that: the quantity and quality of teachers in the private secondary schools were fairly adequate; the material resources and performance of students in external examinations were fairly adequate. It was concluded that the educational resources enhanced fairly good quality of education and educational development. It was recommended that the resources be sustained and improved upon.
EFL Students&apos; Perceptions of Activeness during the Implementation of Flipped Learning Approach at a Colombian University
Author: Chivata, Yuri Paola
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Blended Learning,Teaching Methods,Active Learning,Action Research,Student Attitudes,Undergraduate Students,Cooperative Learning,Feedback (Response),Foreign Countries

Flipped Learning is a pedagogical approach that provides students with more time in class to practice or to engage in dynamic tasks to promote active learning. Although the Flipped Learning research has become increasingly popular, limited research has been conducted in Colombia exploring students' perceptions of this approach. This action research was carried out to explore students' perceptions of &quot;activeness&quot; during the implementation of the Flipped Learning approach. The participants were 84 students from a state university in Colombia who were taking English as a complementary subject as part of their undergraduate degree programs. Students were exposed to this approach during a 16-week period in which they completed different pre-class, during-class, and post-class activities. Data collection instruments were designed based on the first three pillars of the approach: &quot;Flexible Environment, Learning Culture, and Intentional Content.&quot; Data were collected through immediate feedback, an online questionnaire, and a focus group interview, and were then analyzed in the light of these three pillars. The data indicated that students felt they were more engaged, their voices were heard, they felt increased ownership of their learning, and demonstrated a positive opinion towards collaborative work.
Investigation of Hyperactivity and Attention Deficit of University Students Who Do Sport Regularly and Do Not Do Sport in Terms of Some Variances
Author: Özkan, Zekiye
Date: 2019-02-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Reliability,Validity,College Students,Team Sports,Measures (Individuals),Comparative Analysis,Academic Achievement,High Schools,Institutional Characteristics,Correlation,Parent Background,Educational Attainment,Foreign Countries

Introduction: Hyperactivity and attention deficit are situations which have been seen in individuals recently and affect both academic and life quality of individual negatively. The aim of this study is to determine hyperactivity and attention deficit level of university student who sport regularly and do not sport. Method: Carried out with scanning model, this study was applied to 353 students, who continue their education at Yuzuncu Yil University during 2017/2018 academic year, including 208 students who sport regularly and 145 students who do not sport. Reliability and validity of Turkish form of WHO's Adult Attention Deficit/Hyperactivity Disorder Self-Report Scale (ASRS-v1.1) was carried out by Dogan et. al. (2009). As statistical method, as well as descriptive statistics, Kruskal Wallis H test for multiple comparisons and Mann-Whitney U test for paired comparisons were used in the situations in which normality and homogeneity of variances were not provided. p&lt;0.05 was determined as significance level. Findings: When attention deficit (p&lt;0.01) and hyperactivity (p&lt;0.05) levels in those who do sport and those who do not do sport were examined, significant difference was found in favor of those who do sport. In examination of hyperactivity levels and attention deficit in terms of academic success, it was found that there was a significant difference in favor of those who have higher academic success (p&lt;0.05). When hyperactivity levels and attention deficit were analyzed in terms of participants' sheltering status, a significant difference was seen in favor of those who stay in a house far from their family (p&lt;0.05). A significant difference in terms of high school from which participants graduated and in terms of their parents' education level (p&gt;0.05). Conclusion: It has been seen that hyperactivity levels and attention deficit of university students are related to many factors. Today, intensely usage of technology affects individuals negatively. Moreover, it has been found that attention deficit and hyperactivity levels are high in those individuals who do not do sport regularly.
Examination of Bilateral and Unilateral Isokinetic Leg Strengths of Taekwondo Athletes and Boxers
Author: Var, Sevde Mavi
Date: 2019-00-00
Type: Journal Articles
Subjects: Physical Activities,Muscular Strength,Athletes,Measurement,Exercise,Performance,Comparative Analysis,Correlation,Human Body

The purpose of this research is to examine the maximal isokinetic leg strengths of male athletes who work in different branches of taekwondo and boxing, both bilateral and unilateral, as right and left legs. Totally 32 athletes, including taekwondo athletes (n = 16) and boxer (n = 16), participated in the study. In the 2016-2017 season, the average age of these athletes is x-bar = 21.5. Biodex isokinetic system 4-Pro analyzing device was used in the study and 180 ° / s flexion and extension right and left leg maximal strength measurements were made from this measurement. Before the measurements, the athletes performed the exercise program including 15 minutes of warm-up movements and the maximal strength measurement was applied to each athlete 2 times. Their best performances were recorded and evaluated. When the findings of the study were examined, the right extension, right flexion, left extension, and left extension isokinetic strengths of the taekwondo athletes were found to be higher than the boxers. There was a very high and meaningful correlation found between right flexion and left flexion isokinetic strengths in the boxers between right extension and left extension isokinetic strengths. In Taekwondo athletes, there was a weak and meaningless correlation between right flexion and left flexion kinetic strengths and a positive correlation was found between right extension and left extension isokinetic strengths. Consequently, it was seen that isokinetic maximal leg strength of taekwondo athletes was higher than boxers. It is believed that this is due to the more intensive use of lower extremity muscles in taekwondo. Besides, in this research, there was a very high correlation between the right and left extension of the boxers and isokinetic leg strengths at the flexion while there was a weak meaningless correlation between the right flexion and left flexion isokinetic strengths of the taekwondo athletes, and a positive correlation was found between the right extension and the left extension isokinetic strengths. Thus, in the right and left isokinetic leg strength values of the boxers there was closeness, and in the right and left isokinetic strength values of them it can be said there was not so much closeness exists.
The Interface Function of Thinking Styles between Personality and Intelligence
Author: Irmscher, Maike
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Cognitive Style,Personality Traits,Intelligence,Structural Equation Models,Learning Processes,Foreign Countries,Personality Measures

The aim of the present study is to investigate thinking styles at the interface between personality traits and intelligence. A total of 266 students in Germany and Austria completed the Thinking Styles Inventory for German-Speaking Samples (TSI-GER), the NEO Five-Factor Inventory (NEO-FFI) and the Intelligence-Structure Test 2000 R (I-S-T 2000 R). Structural equation modelling was applied to investigate whether thinking styles mediate the relationship between personality traits and intelligence. The results indicate that styles do not work as an interface between personality and intelligence, which suggests that styles represent a &quot;stand-alone&quot; learning prerequisite.
Sociolinguistic Citizenship
Author: Rampton, Ben
Date: 2018-00-00
Type: Journal Articles
Subjects: Sociolinguistics,Citizenship,Ethnography,Multilingualism,Sustainability,Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Immigrants,Native Language,National Security,Social Integration,Nonprofit Organizations,Program Descriptions,Language Variation,Language Attitudes,Educational History,Nonstandard Dialects,Universities,Self Concept,Cultural Background,Elementary Secondary Education,Educational Change,National Curriculum

Purpose: This paper introduces Stroud's 'Linguistic Citizenship', a concept committed to democratic participation, to voice, to the heterogeneity of linguistic resources and to the political value of sociolinguistic understanding. Approach: It first outlines Linguistic Citizenship's links with the ethnographic sociolinguistics inspired by Hymes, and then turns to language and language education in England. Findings: The discourses of language and citizenship currently dominating the UK are very much at odds with Stroud's conception, but the sociolinguistic citizenship outlined by Stroud is very well suited to the multilingualism of everyday urban life, and it complements a range of relatively small, independently funded educational initiatives promoting similar values. Their efforts are currently constrained by issues of scale and sustainability, although there was a period from the 1960s to the 80s when sociolinguistic citizenship was addressed within English state schooling. Practical implications: Sociolinguistic citizenship may at present find its most sustainable support in the collaboration between universities and not-for-pro[fit organisations.]
Discourses of Multilingualism, Identity and Belonging: The View of Arabic Bilinguals in the UK
Author: Said, Fatma
Date: 2018-00-00
Type: Journal Articles
Subjects: Sociolinguistics,Correlation,Semitic Languages,Bilingualism,English (Second Language),Multilingualism,Second Language Learning,Nationalism,National Security,Social Integration,Program Descriptions,Self Concept,Social Justice,Foreign Countries,Religious Factors,Islam,Family Relationship,Cultural Maintenance,Language Usage,Anxiety,Futures (of Society),Language Attitudes,Adults,Young Adults,Language Role

Purpose: This sociolinguistic paper discusses the relationship between language and belonging from the perspective of Arabic-English speaking bilinguals. It explores what knowledge of language(s) means for the minority language speaker and investigates the challenges, consequences and opportunities multilingualism poses for its speakers in a globalised era that is fraught with re-imagining nationalism, country, security, loyalty, and belonging. The project reported in this paper aimed to (1) understand the symbolisms the Arabic language held for its speakers, (2) understand the ramifications knowledge of Arabic had for these bilinguals; and (3) explore how second generation Arabic heritage speakers define their identities and feelings of belonging to the UK. Method: Sixty-two people took part in the project; data was collected through a short survey followed up by interviews that further explored issues of multilingualism, identity and belonging. Data from interviews and qualitative responses from the survey were analysed thematically in light of Ingrid Piller's emerging linguistic social justice framework (Piller, 2016). Finding: The findings suggest that English and Arabic are equally important to speakers; additionally Arabic is highly symbolic for reasons of religion, family, and cultural ties. The results however, also point to the apprehensiveness speakers have in using Arabic in public because they fear that they may be deemed too different, weird, abnormal, dangerous, disloyal or untrustworthy (Tonkin, 2003). The data implies that such hesitation leads to an anxiety of being viewed as 'other' and challenges how some young people envision their current and future belonging to the UK society.
A Half Century Journey of Social Studies in Turkey: Reflections from the 7th International Social Studies Education Symposium
Author: Akbulut, Melisa
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Studies,Foreign Countries,Conferences (Gatherings),Reflection,Undergraduate Students,Graduate Students

The seventh International Social Studies Education Symposium [ISSES] (Uluslararasi Sosyal Bilgiler Egitimi Sempozyumu, [USBES]) was held at Kirsehir Ahi Evran University in 2018 and many domestic and international researchers coming from different regions of the world participated. The symposium had two main themes; the first one was &quot;Social Studies Education in Turkey in its 50th Anniversary&quot;; aimed at evaluating and discussing the current status and the future of the Social Studies Education. This theme was dedicated to the 50th anniversary from the first introduction of Social Studies Education as a school subject in Turkey in 1968 (Akpinar &amp; Kaymakçi, 2012). The second theme was &quot;Kemalism/ Ataturkism and Democracy in Social Studies Education&quot; which are among the foundational topics of Social Studies Education in Turkey. During three days, from October 11th to October 13th, 264 papers were presented, and the sessions were attended by more than four hundred participants, with an increased foreign participation compared to previous years. A wide range of participants from all regions of Turkey attended the symposium, from researchers and members of academia to teachers who attended with the special permission from the Turkish Ministry of National Education. As such, the symposium provided a fruitful environment for academics and practitioners to interact with each other, share knowledge and build collaborations. Furthermore, undergraduate and postgraduate students were encouraged to participate in the symposium and they were given the opportunity to present their work and build their networks, contributing to the development of their early careers. In this article, the author reflects on the 7th International Social Studies Education Symposium.
Language and Citizenship Education in Postcolonial Mozambique
Author: Chimbutane, Feliciano
Date: 2018-00-00
Type: Journal Articles
Subjects: Political Influences,Foreign Policy,Citizenship Education,Language Role,Language Attitudes,Multilingualism,Cultural Pluralism,Legislation,Citizenship,Foreign Countries,Language Usage,Portuguese,Native Language,African Languages,Second Language Learning,History,Authoritarianism

Purpose: Despite the formal political decolonization of much of the world, the colonial legacy continues to prevail around the globe, in particular in the Global South. This article explores the interface of language, education and citizenship in Mozambique, with special reference to the role of education and language ideologies in forging the ideal citizen in the postcolonial context. Method: Drawing on previous studies on education and citizenship in colonial and postcolonial contexts, I use the decolonial lenses of Linguistic Citizenship and other related frameworks to show how citizenship education in Mozambique has been inextricably bound up with political efforts towards the management of linguistic, cultural and political diversity. I argue that in spite of the progress made, there is still a mismatch between legislation and political discourses on language, education and citizenship education and actual practices of citizenship in Mozambique, which continue to be linguistically and politically constrained. Findings: This article may contribute to uncover language related social injustices, often associated with the persisting colonial matrix of power, and also to promote decolonial, more pluralist and inclusive forms of citizenship education in Mozambique and elsewhere.
Politics as Shaping: An Approximation to Students&apos; Metaphorical Understanding
Author: Kegel, Andreas Stephan
Date: 2018-00-00
Type: Journal Articles
Subjects: Figurative Language,Social Sciences,Student Attitudes,High School Students,Foreign Countries,Politics,Secondary School Teachers

Purpose: Teaching social science might benefit from using students' metaphorical understanding. Metaphors help people to better understand abstract concepts by breaking them down into more familiar ones. This essay attempts to approximate students' metaphors of politics to improve social science education's efforts in shaping politically mature citizens. Method: Taking three single interviews with students attending senior classes in high schools in Hamburg, Germany, this paper analyses metaphors they use to describe politics. It categorizes them and puts them into a larger context in the form of systematic metaphors providing an approximation to the students' metaphorical understanding. Findings: The findings suggest that students understand politics as shaping society, participation as passing upwards people's interests, governance as guidance, and human life as the foundation for society. However, more research is necessary, such as analysing more students' metaphors or using issue-related drawings. Practical implications: Teachers can use these findings to initialize a conceptual reconstruction. They could ask students to draw a &quot;Grafiz&quot; using the terms suggested above and having a better access to students' metaphorical understanding of a topic. That helps the teacher to select appropriate material for their teaching units.
Student Motivation for Social Studies -- Existential Exploration or Critical Engagement
Author: Børhaug, Kjetil
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Motivation,Social Studies,Foreign Countries,Teaching Methods,Teacher Student Relationship,Learner Engagement,Secondary Schools,Secondary School Students,Secondary School Teachers

Purpose: To understand what motivates students for social studies. Design: Social studies as a school subject is defined in terms of its contents (knowledge, skills, values), by its teaching methods and by the organisational regulation of how students and teachers should engage in the subject. Student motivation for these components of social studies was examined in interviews with 26 students in optional social studies courses, and the results were analysed in a theoretical framework of motivation theory. Findings: The aspects of social studies most clearly seen as motivating for students is that social studies offers more possibilities for student self-regulation, and that it provides an arena for subjective, emotional engagement. Students are also motivated by subject matter content that concerns them directly or that evoke emotions. Limitations: The data material only covers 26 students in optional courses in Norway. Further studies across countries, comparing optional and compulsory courses, are needed. Broader data are also needed. Implications: Didactical models and advice must take these student interests into account, as these are among the pre-conditions students bring into the classroom. At the same time there is an urgent need to develop ideas on how to link these self-reflective, subjective student perspectives to social, economic and political structures and processes.
Understanding Media Opinion on Bilingual Education in the United States
Author: Lewis, Kelly
Date: 2018-00-00
Type: Journal Articles
Subjects: Bilingual Education,Letters (Correspondence),English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Editing,News Reporting,Periodicals,Comparative Analysis,Databases,Program Descriptions,Bilingualism,Educational Attitudes,Positive Attitudes,Native Language,Civil Rights

Purpose: This study evaluates stances toward and characterizations of bilingual education by US editorial and letter-to-the-editor writers from 2006-2016 with references to perspectives offered in academic outputs. We are principally interested in bilingual education that supports English language proficiency (rather than heritage language proficiency). Methodology: A documentary analysis was conducted on a sample of articles collected from six major US news outlets, and compared to academic articles from the ERIC database. These results were compared with those of McQuillan and Tse (1996) who examined a similar set of articles published from 1984-1994. We classified articles according to the author's position on bilingual education, and collected data on the program type and target language(s) being discussed. Ruíz' (1984) orientations in language planning were used to analyze characterizations of bilingualism and bilingual education. Findings: It was found that 45% of media articles, compared to 95% of research articles were in favor of bilingual education. The rate of pro-bilingual education academic articles increased in 2006-2016. Fewer media authors overall cited academic studies to support their position. Proponents of language-as-right were found to have increased, though language-as-resource arguments remained the most prevalent.