ethanporcaro/eric-fulltext-meta huggingface dataset:
A High Score for the Unified State Examination for an Applicant -- A &quot;Quality&quot; Graduate for the Educational System in the Future?
Author: Nagovitsyn, Roman S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Quality,Preservice Teacher Education,Teacher Qualifications,Job Skills,Skill Development,Foreign Countries,Employment Level,Teacher Competencies,Student Characteristics,Standardized Tests,Scores

Today, the formation of the personnel potential of the pedagogical educational system is characterized in terms of &quot;double negative selection&quot; when not the best school graduates go to the pedagogical institute and not the best graduates of the institute go to the educational system. The presented contradiction has determined the goal of the study: to develop a model of the individual trajectory of student training to improve the quality of the graduate of the pedagogical profile based on the development of its substantial and level characteristics and a correlation analysis between the quality of the entrant and the graduate of the pedagogical institute. The experiment was conducted among (n = 328) full-time students who completed their studies at the Pedagogical Institute in 2017-2019. Based on the development of monitoring the quality of formation of a student -- a future teacher, it has been proved that a high score of the Unified State Examination by an applicant is not always an indicator of the high quality of a graduate for the educational system in the future. On the basis of the author's model, the study has substantiated the position that the concept of selection of pedagogical institutes and the quality of professional training of a future teacher should reflect the tendency to move from standardization to individualization of the process at all levels of &quot;enrollee-student-beginner teacher&quot;. In practical terms, the introduction of the author's model will individualize vocational training and reduce the lack of &quot;quality&quot; teaching staff in the system of general and additional education.
A Biomimetic Design Experience in Informal Interior Architecture Education
Author: Karsli, Umut Tuglu
Date: 2020-00-00
Type: Journal Articles
Subjects: Interior Design,Informal Education,Architectural Education,Workshops,Problem Solving,Biology,Preferences,Foreign Countries

Biomimetic design is the process of creating innovative ideas inspired by nature. This approach adapts processes of natural organisms to solve design problems and guides design in interior architecture, similar to many other disciplines. This study aims to present the process of implementing the biomimetic approach to interior architectural design in an informal education environment and to discuss the outcomes of this experience. In this context, the approach and implementation methods of biomimetic design have been examined and a workshop study called &quot;BIOStructure&quot;, which was intended to integrate these methods into spatial design, has been analysed. This workshop was organized as part of an International Student Triennial in order to experience the approach of biomimetic design as an informal education tool. In the workshop, students were asked to experiment with biomimetic design in either a solution-driven approach, or a problem-driven approach. As a result, it was observed that most of the students preferred a solution-driven approach to a problem-driven approach and students in earlier stages of design education tended towards form-oriented abstraction of biological knowledge, whereas students with more design experience tended towards principle-oriented abstraction.
Making the Design Process in Design Education Explicit: Two Exploratory Case Studies
Author: van Dooren, Elise
Date: 2020-00-00
Type: Journal Articles
Subjects: Design,Case Studies,Teaching Methods,Guidelines,Student Attitudes,Self Efficacy,Intervention,Concept Formation,Masters Programs,Graduate Students,Architectural Education,Foreign Countries,Attitude Change,Teacher Attitudes,College Faculty,Undergraduate Students

The aim of design education is that students learn to think and act like designers. However, the focus in the design studio is mainly on the design product, whereas the 'why and how' of the design process are barely addressed. A risk of learning by performing real-life tasks without addressing the skills involved, that is, without receiving appropriate support and guidance, is that learners are overwhelmed by the complexity of the tasks. To make the design process explicit, a conceptual framework is developed in earlier research. This paper reports a first evaluation how articulation of basic designerly1 skills with the help of a conceptual tool is perceived by students and teachers and whether it changes students' conceptions of the design process and their self-efficacy. In two exploratory case studies, questionnaires give insight. The first is a short intervention in which student's perception is measured. In the second case study the design process was addressed in the design studio. It measured changes in student's conceptions and self-efficacy. Also, insight is provided in teacher's perception of working with the framework. The results of these exploratory studies indicate a positive effect. The teachers involved perceived the framework as a structuring factor during the tutoring sessions, for both teacher and students. Students did perceive explanation of the design process as being helpful. A change in students' design conceptions and an increase in self-efficacy is seen.
Multistable Technologies and Pedagogy for Resilience: A Postphenomenological Case Study of Learning by 3D Printing
Author: Pavel, Nenad
Date: 2020-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Design,Printing,Foreign Countries,Assistive Technology,International Cooperation,Research and Development,Manufacturing,Patients,Rehabilitation,College Students

Accelerated technological innovation induces disruptions in society and education. It results in both threats to and opportunities for the way the society learns and works. This case study examined the phenomenon of learning in a disruptive environment. The chosen typical case of a disruptive learning environment was comprised of multistable technology and multiple cross-disciplinary, stakeholders. To reveal how inexpert stakeholders cope with technological barriers, the study examined design studio education as a research site. There, groups of design students used 3D printing to develop assistive technologies together with patients and therapists. The empirical data collected on site was analyzed through qualitative content analysis and postphenomenological concepts. The study showed how new multistable technologies impose relational, fluid models of learning on site by revealing mediations between technology and humans. This new perspective on learning in disruptive environments informs practical sustainable pedagogical practices and theoretical approach to learning for resilience by expending vocabulary concerning technological education. It also proposes altered priorities for formal education. Instead of solely focusing on the knowledge content or learners' development, formal education should also take into account learners relations with their social and technological environment.
Linguistic Rhetorical Ideal as a Development Factor of Multiethnic, Sociocultural and Educational Space in the Aspect of the Formation of a Professional Linguistic Personality
Author: Vorozhbitova, Alexandra A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Personality Traits,Specialists,Linguistics,Language Skills,Undergraduate Students,Second Language Learning,Second Language Instruction,History,Majors (Students),Foreign Countries,Instructional Design,Communication Skills,Professional Education,Self Evaluation (Individuals)

The paper characterizes the category of developed Linguistic rhetorical (LR) ideal developed by the authors. The phenomenon is a binding core, the epicenter of the social cultural and educational space (P?SC?S) and is a powerful factor for the formation of a professional linguistic personality of a specialist working in any field or having different educational specialization. In the first place it is relevant for a future teacher for whom language skills are especially important. In the course of communication with students of all ages educates new generations instilling the norms and requirements of the LR ideal that is timely for this stage of cultural and historical development of the state and its P?SC?S. In the process of the pedagogical research the experimental work was conducted with the first year students of Sochi State University specializing in history and foreign languages within the framework of the optional course &quot;Basics of speech self-improvement&quot;. The testing results of the theoretical model witness the efficiency of the process developed within the framework of Sochi school continuous Linguistic &amp; rhetorical education. This approach is based on the result-oriented complementary organisation of counter-processes of designing an innovative pedagogical process and self-design of a learner as a strong linguistic personality of a dialogic, democratic and polycultural type (general culture foundation of university training within the framework of Federal State Educational Standards) and professional linguistic personality (specialized foundation of a training program.
To-Friend or Not-to-Friend with Teachers on SNSs: University Students&apos; Perspectives
Author: Turan, Zeynap
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,College Faculty,College Students,Social Networks,Internet,Foreign Countries,Student Attitudes,Teacher Attitudes,Technology Uses in Education,Self Disclosure (Individuals),Teacher Behavior

A large majority of university students use social networking sites (SNSs) actively. Nevertheless, there are very limited studies examining students' perceptions about student-teacher relationships in SNSs comprehensively. The purpose of this research was to investigate university students' perceptions about interacting with their teachers in SNSs, and to this end an exploratory mixed-methods design was utilised. Qualitative data were collected from 21 students via interviews, and quantitative data from 1,324 students in 19 universities in Turkey via a questionnaire. Content analysis, descriptive analysis and principal component analysis methods were used to analyse the data. The content analysis contributed to the formulation of the questionnaire items. The principal component analysis yielded the following four dimensions: perceived utility, perceived barriers, perceived favourable teacher behaviours, and perceived unfavourable teacher behaviours. The most prominent finding is that the students were mostly opposed to their teachers' sharing their political and religious views; however, they were in favour of teachers sharing information about their personal life. Despite some students displaying some hesitation, especially concerning the level of respect between them, the majority of students had a positive outlook towards teacherstudent friendships. The students indicated that being friends on SNSs would increase their motivation towards the course.
Many Social Problems in Vietnam Stem from the Communication Problems among High School Students While No School Counseling Support Is Provided -- the Urgent Need of Forming School Counseling Model for Vietnamese High School Students
Author: Nguyen-Thi, Minh-Hong
Date: 2020-00-00
Type: Journal Articles
Subjects: School Counseling,High School Students,Self Concept,Communication Problems,Foreign Countries,Social Problems,Teacher Attitudes,Student Attitudes,Self Control,Gender Differences,Family Characteristics,Educational Background

Many social problems in Vietnam stem from communication conflicts among high school students. Over the years, teachers, educators, and school counselors have been working hard to solve this problem, but it has not been effective. On the other hand, Vietnam does not yet have a general school counseling model that can solve these communication problems. By using the questionnaire, as well as conducting interviews with participants (students and teachers), we found that the communication problems of high school students are primarily based on the weakness in emotional management and overexpressing personal ego. Besides, gender, education, and family background also have some impact on communication problems and the need for communication problem counseling. This result is an essential basis for Vietnamese to build a school counseling model to effectively support the reduction of social problems where perpetrators and victims are high school students.
The History of the Public Education System in Vilna Governorate (the Second Half of the 19th and Early 20th Centuries). Part 3
Author: Natolochnaya, Olga V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational History,Public Education,Foreign Countries,Educational Development,Elementary Secondary Education,Enrollment Trends

This paper examines the public education system in Vilna Governorate in the period between the second half of the 19th and early 20th centuries. This part of the work analyzes the system's development in the period 1908-1917. The authors drew upon a body of archival documentation from the Russian State Historical Archive (Saint Petersburg, Russia), a pool of statistical data published in Memorandum Books for Vilna Governorate in the period from 1880 to 1915, and an array of statistical data on the Vilna Educational District published in the scholarly journal Zhurnal Ministerstva Narodnogo Prosveshcheniya. The authors made use of certain regulatory documents as well. The authors' conclusion is that by the end of 1914 students in Vilna Governorate accounted for a mere 50% of the total number of school-age children in the region. The governorate was still far from the introduction of compulsory primary education, as it had a motley ethnic makeup and large numbers of Catholics, Jews, and Dissenters. Of note is the fact that in the last pre-war year the region witnessed a sharp increase in the number of Catholics in attendance at its educational institutions. As early as 1915, in light of the &quot;Great Retreat&quot; of the Russian army, a portion of the educational institutions were evacuated to the empire's central regions, with the percentage of students, thus, starting to decline. [For Part 2, see EJ1238495.]
Explicit and Implicit Social Studies: Exploring the Integration of Social Studies Experiences in Two Elementary Classrooms
Author: Brugar, Kristy A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Studies,Elementary School Teachers,Grade 1,Grade 5,Interdisciplinary Approach,Teaching Methods,Integrated Curriculum,Skill Development,Literacy,Critical Thinking,Research Skills,Learning Strategies,Language Arts,Mathematics Instruction,Civics

This study explores how two elementary teachers (first and fifth grades) integrated social studies content and skills throughout their school day. More specifically, we describe and explain their social studies instruction in terms of integration as it reflects fractured, healthy, and stealthy integration (Hinde, 2015). As researchers, we spent time in two classrooms documenting the explicit and implicit social studies instruction and the interactions of teachers and students. We found examples of fractured, healthy, and stealthy integration with most instances occurring throughout the school day but with varying degrees of transparency. This study provides insight to what is taught as elementary social studies and the study contributes to our understanding of how social studies is taught in elementary classrooms with implications for future research and teacher practice.
Designing for Engagement: How High-Quality Arts OST Programs Can Engage Tweens
Author: Hartmann, Tracey
Date: 2020-00-00
Type: Journal Articles
Subjects: Art Activities,Learner Engagement,Early Adolescents,Program Implementation,Youth Clubs,Student Interests,Low Income Groups,Visual Arts,Dance,Credibility,Skill Development,Student Attitudes,Student Attrition

When it launched the Youth Arts Initiative (YAI) in 2014, Boys &amp; Girls Clubs of America (BGCA) hoped this high-quality arts initiative would address the challenge of attracting and retaining tweens. Research from the first three years of the initiative suggests that it worked: Participants were highly engaged in YAI. This engagement translated into regular attendance: More than half the participants attended the program at least once a week, and two-thirds were retained in the program from year to year. YAI participants also increased their Club attendance, while members who were not in YAI decreased their Club attendance. Furthermore, parents, staff, and participants themselves reported that YAI improved young people's self-confidence and self-awareness and their ability to self-manage, persist, and develop new friendships. This article shares findings from three years of implementation research about how and why YAI was successful in attracting and engaging tweens and about the benefits participants experienced.
Designing for Belonging and Becoming in an Afterschool Tinkering Program
Author: Escudé, Meg
Date: 2020-00-00
Type: Journal Articles
Subjects: After School Programs,Program Design,Urban Areas,Public Housing,Inclusion,Student Characteristics,Agency Cooperation,Workshops,Inquiry,STEM Education,Vocational Education,Art Activities,Children,Power Structure,Instructional Materials,Conflict Resolution

Afterschool centers are known for being flexible spaces where young people enjoy freedom of talk and movement, build long-term relationships with peers and staff, and engage in choice-based programming that supports them in exploring their interests and emerging identities. These conditions are ideal for connected forms of learning that differ from those promoted in traditional school environments (Ito et al., 2013). According to sociocultural theory, learning in socially and intellectually supportive spaces promotes socially situated identity development, which is essential for a sense of belonging to a community of learners (Gee, 2001; Lave &amp; Wenger, 1991; Rogoff, 1994). Historically, afterschool programs have been purposely set apart from schools in terms of practice, pedagogy, and philosophy (Halpern, 2002; Heath &amp; McLaughlin, 1994). However, the many factors that put extra pressures on children and staff can make it difficult to maintain these distinguishing features. Staff may fall back on school-like practices of behavior regulation that constrain the ability to design for freedom and belonging. This article examines efforts by an afterschool tinkering program to prioritize belonging and transformative inclusion which is defined as including each person in a space, accommodating that person's cultural practices and history, and making efforts to transform the norms of the space to better suit those practices and that history.
How to Introduce Creative Youth Development into an Existing Afterschool Program: The Casita Maria Story
Author: Dunning, Anne
Date: 2020-00-00
Type: Journal Articles
Subjects: Youth Programs,Creativity,Art Activities,Creative Activities,Skill Development,Inquiry,After School Programs,Educational Environment,Interpersonal Relationship,Caring,Developmentally Appropriate Practices,Culturally Relevant Education,Program Effectiveness

Programs that seek to engage participants in arts-based programming may be drawn to creative youth development (CYD), a youth-focused, holistic approach to learning through creative expression. As the Creative Youth Development National Partnership (2018) defines it, &quot;'Creative youth development' is a recent term for a longstanding theory of practice that integrates creative skill-building, inquiry, and expression with positive youth development principles, fueling young people's imaginations and building critical learning and life skills.&quot; After a period of learning about CYD and exploring its suitability, Casita Maria Center for Arts and Education in the Bronx, New York, launched an initiative to integrate CYD principles into its afterschool programs. Though Casita Maria built on a growing base of knowledge about these principles and how to implement them, its staff had to integrate new practices into the existing program and extend the principles to reach youth with a wide range of ages and experience levels. In this article, the author shares her observations and evaluation of the initial pilot phase of the program launched in spring 2018 which may prove useful for practitioners who want to reap the benefits of CYD programming.
Necessary First Steps: Using Professional Development Schools to Increase the Number of Students with Disability Labels Accessing Inclusive Classrooms
Author: Elder, Brent C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Students with Disabilities,Inclusion,Elementary Schools,Educational Practices,Educational Change,Teacher Administrator Relationship,Teacher Collaboration,Elementary School Teachers,Trust (Psychology),Administrators,College School Cooperation

This article shows how one school in the Northeastern United States used professional development school-university relationships to create inclusive education practices to better support students with disability labels transitioning out of self-contained classrooms and into inclusive classrooms. Through this article, I address a dearth of PDS research on inclusive education by infusing a disability studies in education (DSE) lens into the small body of inclusive education PDS literature that exists. Specifically, I attempt to highlight the foundational actions a PDS steering committee took to systematically and proactively support students with disability labels inclusively.
Victims and Perpetrators of Feminicide in the Language of the Mexican Written Press
Author: Tiscareño-García, Elizabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Usage,Newspapers,Gender Bias,Victims,Criminals,Homicide,Social Influences,Social Attitudes,Social Bias,Gender Differences,Journalism,Violence

This study investigates the language used by national newspapers in Mexico: &quot;El Universal&quot;, &quot;La Jornada&quot;, &quot;Milenio&quot;, and &quot;Reforma&quot;, when addressing the issue of feminicide regarding victims and perpetrators, as well as their relationship with the gender of the reporter and with each newspaper. The research is based on the analysis of qualitative content and the theoretical framework of framing. Categories were built on the type of language in cases of feminicide of 360 journalistic texts published during 2017: 1) Narrative of feminicide; 2) Justification of the perpetrator or alleged perpetrator; 3) Social issues; 4) Blaming the victim. The analysis yielded cases of victim blaming to a lesser extent than those of the perpetrator's justification. Aspects of the narration of feminicide stood out both by the gender of the reporter and by the media in the four newspapers, from two perspectives: 1) The fact, the follow-up, or the context; 2) The fact, legal aspects, and statistics. Reporters, men and women, tend to justify the perpetrator; male reporters blame the victim more than female reporters; and female reporters contextualize feminicide through social issues: social violence, impunity, and failures in legal processes. &quot;La Jornada&quot; is inclined towards social issues, while &quot;El Universal&quot; tends to justify the perpetrator.