ethanporcaro/eric-fulltext-meta huggingface dataset:
Educational Attainment and Egalitarian Attitudes toward Women in the MENA Region: Insights from the Arab Barometer
Author: Auletto, Amy
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Bias,Females,Social Bias,Surveys,Educational Attainment,Correlation,Predictor Variables,Equal Opportunities (Jobs),Employment Level,Participation,Postsecondary Education,Equal Education,Attitude Change,Social Justice,Employed Women,Human Capital,Social Theories,Islamic Culture,Attitude Measures,Statistical Analysis,Social Attitudes,Arabs

Despite increasingly egalitarian attitudes toward women in the Middle East and North Africa, nations in this region continue to rank among the lowest in measures of gender equality. Using survey data, we examine the relationship between educational attainment and support for women. We find that increased educational attainment is predictive of greater support for women's employment and women's participation in post-secondary education. We also find that egalitarian attitudes have increased over time and education continues to remain a strong predictor of these attitudes. We argue for increased investment in education that promotes egalitarian attitudes for both genders in the MENA region.
Solution Proposals of Prospective Teachers on the Problems of Pre-School Education
Author: Demir, Mehmet Kaan
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Preschool Teachers,Teacher Attitudes,Educational Attitudes,Educational Quality,Problem Solving,Educational Facilities,Class Size,Role of Education,Information Dissemination,Parent Education,Parent Teacher Cooperation,Classroom Environment,Mainstreaming,Inclusion,Qualitative Research,Case Studies,Foreign Countries

In this research, the proposals of prospective teachers in pre-school training about the problems of pre-school education which are defined by the literature analysis have been put forward. 700 solution proposals are gathered from 140 prospective teachers who are included in the research by providing 5 solution proposals each. When analyzing the gathered proposals, 140 prospective teachers concluded on highly important 5 solution proposals out of 40 solution proposals which they have already specified. These are in order: &quot;arranging the pre-school buildings and classrooms conditions according to the characteristics of childrens' development,&quot; &quot;reducing the classroom size,&quot; &quot;explaining the importance of pre-school education to the parents and improving the cooperation and communication with them,&quot; &quot;enlarging the classroom space,&quot; and &quot;mainstreaming inclusive education.&quot; These prospective teachers concluded on the least important 5 solution proposals as follows: &quot;electing the pre-school prospective teachers by an interview,&quot; &quot;employment of doctors and nurses in the pre-school education institutions,&quot; &quot;emphasis more on skills like music and painting in the pre-school education process of prospective teachers,&quot; &quot;provision of experiential and informational support by the retired pre-school teachers,&quot; and &quot;shortening the pre-school lesson hours.&quot;
Education for International Mindedness: Life History Reflections on Schooling and the Shaping of a Cosmopolitan Outlook
Author: Wright, Katie
Date: 2017-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Multicultural Education,International Education,Advanced Placement Programs,International Schools,High School Graduates,Educational Sociology,Biographies,Semi Structured Interviews

The development of &quot;international mindedness&quot; is an established aim of international education and has recently gained prominence in national school systems. Despite its increasing salience, it remains an ambiguous construct and an understudied aspect of schooling. It is implicated in globalized educational markets and attempts to measure international mindedness and its kindred concepts, such as cosmopolitanism, are fraught. Drawing on a study of subjective perceptions of the influence of schooling over the life course, this article explores education for international mindedness. Informed by life history and narrative approaches, it provides an analysis of reflections from people who completed International Baccalaureate (IB) programs from the 1970s to 2010s. Commonalities and differences in narratives of those who attended &quot;international schools&quot; and &quot;national schools&quot; are explored in relation to influences people attribute to shaping their worldviews. The article illustrates the value of qualitative approaches and offers new insights into sociological critiques of international education and international mindedness, grounding and enlivening recent characterizations in complex life histories.
The Use of Humor by Primary School Administrators and Its Organizational Effect on Schools
Author: Sahin, Ahmet
Date: 2017-00-00
Type: Journal Articles
Subjects: Humor,Content Analysis,Holistic Approach,Case Studies,Foreign Countries,Elementary School Students,Administrator Attitudes,Teacher Attitudes,Semi Structured Interviews,Leadership Styles

The purpose of this study is to determine the aim of primary school administrators' use of humor and the organizational effects of their use of humor according to the opinions of the school administrators and teachers. The study was modelled as a multiple holistic case study. The study group consists of 9 administrators and 12 teachers working in the primary schools in the province of Antalya in the year of 2015. For data collection, the researcher developed and used a semi-structured data collection form. The data obtained were subjected to both descriptive analysis and content analysis. As a result, both the administrators and the teachers reported that the constructive use of humor of the primary school administrators was superior to the destructive ones. The results also revealed that the positive effects of the humor used by administrators were higher than the negative effects on school and subordinates.
The Validity of Educational Disadvantage Policy Indicators
Author: Driessen, Geert
Date: 2017-00-00
Type: Journal Articles
Subjects: Educationally Disadvantaged,Educational Policy,Educational Finance,Resource Allocation,Social Indicators,Predictive Validity,Family Characteristics,Equalization Aid,Correlation,Mathematics Achievement,Language Proficiency,Elementary School Students,Grade 2,Parents,Questionnaires,Mathematics Tests,Language Tests,Foreign Countries,Statistical Analysis

Many countries have implemented policies to prevent or combat educational disadvantage associated with socioeconomic factors in the students' home environment. Under such policies, educational institutions generally receive extra support from the central or local government. The support is normally based on indicators available in the home environment of the children, mostly family-structural characteristics. In the Netherlands, the core of educational disadvantage policy is the so-called weighted student funding scheme, which awards schools with disadvantaged students additional financial resources. When this scheme was developed in 1984, three indicators of disadvantage were selected, namely: parental education, occupation, and ethnicity. Analyses conducted at the time established a predictive validity estimate of 0.50, amounting to 25 percent of explained variance. Nowadays, some thirty years later, the funding scheme is based on only one indicator, namely parental education. Analyses performed on data collected in 2014 show a validity estimate of 0.20, thus accounting for no more than four percent of variance. This dramatic decrease of the indicator's predictive validity shows that the empirical basis of the Dutch weighted student funding scheme has become highly problematic. It is suggested that instead of employing family characteristics as educational disadvantage indicators, the actual performance of students based on test achievement and teacher observations may offer a more valid alternative.
The Potential of Modelling Co-Teaching in Pre-Service Education
Author: Drescher, Talya
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Team Teaching,Teacher Collaboration,Disabilities,Attitudes toward Disabilities,Inclusion,Student Attitudes,College Faculty,Teaching Methods,Modeling (Psychology),Preservice Teachers,Observation,Surveys,Focus Groups,Qualitative Research,Interviews

Two studies aimed to document the process of preparing for and teaching collaborative education courses and to determine students' perception of collaboration and inclusion as a result of taking the course. Two sessions of collaborative teaching run by different professor dyads were studied over two 10-week quarters at a large public university. Multiple sources of data were collected. Ultimately, modelling collaboration and a positive attitude toward disability, collaboration, and inclusion provided professors an opportunity to help guide and shape pre-service teachers' attitudes.
Comparative Evaluation of Online and In-Class Student Team Presentations
Author: Braun, Michael
Date: 2017-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Online Courses,Electronic Learning,Teamwork,Student Surveys,Teaching Methods,Class Activities,Student Attitudes,Academic Achievement,Public Speaking,Anxiety,Visual Aids,Cooperative Learning,Peer Evaluation,Undergraduate Students,Graduate Students,Statistical Analysis

Student team presentations are commonly utilised in tertiary science courses to help students develop skills in communication, teamwork and literature research, but they are subject to constraints arising from class size, available time, and limited facilities. In an alternative approach, student teams present online using a variety of tools, such as screencast and blended media, but it is not clear whether this offers an authentic alternative to in-class experience. In this study, the two modes of presentation were compared in terms of student perceptions and academic performance. A survey probed students' familiarity with digital technology, presentation anxiety, and differential perceptions of the two modes. Aside from a confirmation bias, no significant difference was found between those who presented in class and online. In a notable exception, a clear asymmetry appeared when students were asked to choose a mode for a future presentation: none of the online presenters opted for the in-class mode while a third of in-class presenters selected the online mode. Presentation anxiety was similar for in-class and online presenters and was insensitive to gender and familiarity with English. No significant difference was detected between the modes in terms of academic performance.
The EdD Cohort Experience: Students&apos; Reflection on the Program
Author: Atabay, Kyle
Date: 2017-00-00
Type: Journal Articles
Subjects: Reflection,Doctoral Programs,Graduate Students,Instructional Leadership

Presented as a collection of short essays, the authors of this article reflect on their experience in the University of Hawaii at Manoa EdD program and the questions, &quot;What have you been able to take away from the experience?&quot; and &quot;What are you doing now that the EdD made possible?&quot; The authors entered the program with a wealth of experience in education at all levels in public and independent institutions. They characterize the program as empowering, validating, transformative, and part of a journey of continuous professional development. Connections with other educational professionals, leaders, and change-makers is a hallmark of the EdD program; in these cases, those connections continue to be powerful elements of the authors' lives. During and after the program (2011-2014), most experienced changes in their jobs--some in locus of employment, some in place of residence. All have experienced positive growth, which they attribute to the EdD program; these impacts continue to resonate in their lives and the lives of others. The following reflections are included: (1) Writing as a Reflective Practitioner (Jocelyn Romero Demirbag); (2) The EdD Cohort Experience (Steve Nakasato); (3) Inquiry, Connection, and Change: A Reflection on the Transformative EdD Experience (Alyson Kaneshiro); and (4) The Map to Radical Transformation: Reflecting on the EdD as a Team (Kyle Atabay, Erika K. Cravalho, and Elsa Pua Ka'ai).
Unpacking Community Participation: A Gendered Perspective
Author: Rouhani, Leva
Date: 2017-00-00
Type: Journal Articles
Subjects: Community Involvement,Gender Differences,Case Studies,Trend Analysis,School Community Relationship,Power Structure,Politics of Education,Females,Community Organizations,Educational Administration,Foreign Countries

In recent years heightened attention has been directed towards the connections between schooling and local communities in sub-Saharan Africa. While community participation in school management has been emphasized as a strategy to promote sustainable development and improve quality education in sub-Saharan Africa, in practice this strategy has reproduced power hierarchies at the community-level. Furthermore, it has had limited impact for advancing gender equality because community participation in sub-Saharan Africa is not framed to encompass the dynamics of power that exist at the community level and how societal structures govern how community members participate: specifically girls and women. In this paper, I outline the gendered effects of community participation in schooling and alternative methods of participation using specific case studies from West Africa.
Life101 Enhances Healthy Lifestyle Choices in Pre-Health Undergraduate Students
Author: Jafari, Mahtab
Date: 2017-00-00
Type: Journal Articles
Subjects: Stress Variables,Stress Management,Coping,Well Being,Undergraduate Students,Life Style,Emotional Intelligence,Money Management,Nutrition,Exercise,Program Effectiveness,Pretests Posttests,Student Surveys,Online Courses,Lecture Method,Health Behavior,Behavior Change,Mental Health,Statistical Analysis

Stress levels in college students are increasing at an alarmingly fast pace. To combat this rising tide, universities need effective tools to promote student well-being and help them to recognize and manage their stress. One approach is to teach students basic lifestyle skills to cope with stress and achieve wellness. This is important as it not only increases students' retention within a chosen field of study, but assists them to achieve personal and academic success. To inspire our undergraduate students to adopt healthy lifestyle choices, a once-weekly course titled &quot;Life101&quot; was developed with topics that focused on students' wellness such as stress management, emotional intelligence, financial management, nutrition, and exercise. Classes were taught through a combination of lecture, multimedia videos, and discussions. Here, we share our observational findings outlining the potential benefits (short- and long-term) for students participating in Life101. Based on pre- and post-course survey data from students, both in-class and online, Life101 had a significant positive impact on the lifestyle of our students. The main outcomes from this study were: 1) both in-class and online courses resulted in positive lifestyle changes in our students; 2) online students showed greater mastery of course topics compared to their in-class peers; and 3) long-term benefits from the course were reported after a one-year follow-up. Although, this collective positive impact may suggest that offering Life101 to undergraduate students can serve to improve students' mental and physical health, a prospective study is needed to confirm these findings.
From Mo&apos;olelo to Mana&apos;o: Transforming Postsecondary Support Systems for Native Hawaiian Teacher Education Students
Author: Thompson, Erin N. K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Hawaiians,Preservice Teacher Education,Preservice Teachers,Student Needs,Culturally Relevant Education,College Students,Student Diversity,Cultural Influences,Identification (Psychology),Achievement,Educational Practices

As a recent graduate of the EdD program, this paper serves as a reflection for the author of her growth as a practitioner scholar. When considering the educational status of minority and Indigenous students in postsecondary settings, institutional actors such as counselors, instructors, and administrators tend to view the issue through a superficial, one-dimensional lens of diversity, treating it as a general characteristic of the institution rather than acknowledging the &quot;particular circumstances of the racial and ethnic groups that constitute diversity.&quot;
Coral Reefs, Convicts, Cadavers, Coffee Shops and Couture: Customizing Experiential Learning to Increase Comfort and Engagement
Author: Grabowsky, Gail L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Experiential Learning,Quasiexperimental Design,Qualitative Research,Learner Engagement,Active Learning,Student Attitudes,College Students,College Faculty,Teacher Role,Student Surveys,Statistical Analysis

Experiential learning (EL) can offer a high impact educational opportunity that benefits students from diverse backgrounds, creating an inclusive learning environment. Barriers to the generalization of EL can include a lack of institutional support, risk avoidance, time, and faculty instructional ability. As well EL require additional efforts from students, which can include a non-traditional perspective of cognitive, psychomotor and affective domains. The authors have experienced success in optimizing three important EL components: preparation, customization and on-site triage. We report results from a quasi-experimental qualitative study of 102 students who responded to a post-event perception survey of their comfort levels, understanding, preparation and instructor's role. We found that students were generally positive about their EL, however; most positive of the instructor helping them feel more comfortable during the EL (x-bar = 3.80 on a 4.00 scale) and their feelings afterward (x-bar = 3.75). Students were very positive in their belief that they learned more from the EL than in a traditional class (x-bar = 3.75). There were positive and significant changes in students attitudes, perceptions and beliefs in the time prior to the event compared to the time during and after. Students were significantly more likely to exhibit higher comfort levels after the event than prior (t =-3.459, p &lt; 0.001).
Thoughts on Designing Research to Be Pono
Author: Alencastre, Makalapua
Date: 2017-00-00
Type: Journal Articles
Subjects: Hawaiians,Malayo Polynesian Languages,Language Maintenance,Cultural Maintenance,Language Teachers,Culturally Relevant Education,Figurative Language,Indigenous Knowledge,Language Usage,Language of Instruction

As a Native Hawaiian steadfast in her efforts to revitalize the Hawaiian language and culture, the author designed this study to critically explore issues and challenges, document and analyze distinctive practices, and affirm achievements within the context of preparing Hawaiian language medium-immersion teachers. The study was designed as a values-driven and culturally appropriate framework with Hawaiian concepts, protocols, tools, and behaviors intentionally incorporated and adhered to throughout the study. For example, the use of traditional Hawaiian metaphors and similes evoked imagery framing the study and making essential connections among the various research phases. The use of metaphorical language is considered to be an authentic and desirable way of conveying understandings and expressions in Hawaiian that go beyond conventional conversation. A prominent feature of this study was the predominant use of the Hawaiian language throughout all research activities, including developing the tools, engaging with participants, and presenting and analyzing the data sets. Maintaining Hawaiian as the primary language of interaction with participants was critical in supporting previously established language relationships between myself as researcher and the participants. Equally important was the opportunity to promote the status of the Hawaiian language as a viable medium within academic pursuits. It was with sincere aloha that this study was conducted and presented to further enhance Hawaiian language educational efforts.
The Dissertation in Practice Experience
Author: Watson, Joshua C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Graduate Students,Program Descriptions,Program Design,Student Research,Schools of Education,Transformative Learning,Educational Benefits

In the fall of 2011, the University of Hawai'i College of Education initiated its Doctorate in Professional Educational Practice (EdD) program with the first cohort of thirty students. These students, representing diverse backgrounds, experiences, and perspectives, began a three-year voyage of coursework and collaborative inquiry in applying research in practice. The program design included rigorous coursework and two major projects focused on the resolution of specific problems of practice. The first, a consultancy project, aimed at working with clients in the local community to utilize the application of research in solving problems arising from the educational practice of clients. The program culminated with each student conducting an independent research study of their choice and publishing their findings in a dissertation. The EdD program distinguishes itself from the PhD program in that it provides an opportunity for students to explore a problem of practice and allows practical applications of the findings in the dissertation. The authors of this article are graduates of the first cohort of the EdD program (2011-2014) and share their perspectives on the dissertation experience.
Is Critical Thinking a Mediator Variable of Student Performance in School?
Author: Walter, Christel
Date: 2018-03-00
Type: Journal Articles
Subjects: Critical Thinking,Foreign Countries,Elementary School Students,Structural Equation Models,Thinking Skills,Student Interests,Grades (Scholastic),Biology,Mathematics,German,Predictor Variables,Correlation,Multiple Regression Analysis

The study explores the influences of critical thinking and interests on students' performance at school. The tested students attended German grammar schools (&quot;Gymnasien&quot;). Separate regression analyses showed the expected moderate positive influences of critical thinking and interests on school performance. But analyzed simultaneously, applying a Structural Equation Model, only a direct effect of critical thinking on school performance was observed. Furthermore, critical thinking seems to be a moderator variable, mediating an indirect effect of interest on school performance. An additional analysis of the data showed that the influence of critical thinking could exclusively be observed in the subsample of students who had a family background without a migration history. In the subsample with migration history critical thinking and interests did not have an effect on school performance. Since the students with migration history did not differ in school performance from their fellow students without migration history, the result gives rise to the assumption that those students in German grammar schools may have chosen other ways of motivation and learning style to school performance. Further research was done to clarify why critical thinking turns out to be a mediator of school performance and if this function is observable regarding other variables and different age groups. Beyond that we suggest reconsidering some theoretical and empirical issues, especially reviewing the relationship between critical thinking skills and dispositions.